Proactive Quality Guidance for Model Evolution in Model Libraries

Model evolution in model libraries differs from general model evolution. It limits the scope to the manageable and allows to develop clear concepts, approaches, solutions, and methodologies. Looking at model quality in evolving model libraries, we focus on quality concerns related to reusability. In this paper, we put forward our proactive quality guidance approach for model evolution in model libraries. It uses an editing-time assessment linked to a lightweight quality model, corresponding metrics, and simplified reviews. All of which help to guide model evolution by means of quality gates fostering model reusability.Comment: 10 pages, figures. Appears in Models and Evolution Workshop Proceedings of the ACM/IEEE 16th International Conference on Model Driven Engineering Languages and Systems, Miami, Florida (USA), September 30, 201

Systematic Review, Unified Model and Implementation Frameworks

Madureira, L., Popovic, A., & Castelli, M. (2023). Competitive Intelligence Maturity Models: Systematic Review, Unified Model and Implementation Frameworks. Journal of Intelligence Studies in Business, 13(1), 6-29. https://doi.org/10.37380/jisib.v13i1.988---The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Slovenian Research Agency (research core funding) [P5–0410]. This work was supported by national funds through FCT (Fundação para a Ciência e a Tecnologia), under the project UIDB/04152/2020 - Centro de Investigação em Gestão de Informação (MagIC)/NOVA IMS.Competitive Intelligence (CI) is vital for sustaining the performance of organisations in an increasingly volatile, uncertain, complex, and ambiguous (VUCA) world. However, the impact of CI on performance is proportional to its maturity level. The article aims to review and integrate the existing literature on Competitive Intelligence Maturity Models (CIMMs) to provide a go-to framework for setting up, assessing, and developing CI. The CIMMs were sourced from scholarly databases, registers, the social web, and using backwards and forward searches. All the CIMMs respecting the characterisation criteria were included in the study. A scientific and empirically validated definition of CI guided the integration and synthesis of the fourteen selected CIMMs. The primary outcome is a proposed unified CIMM (UCIMM) covering all the CI dimensions and aspects in tandem with the respective implementation guidance frameworks. The proposed UCIMM and implementation frameworks effectuate the guidance needed to set up, assess, and develop the CI practice and theory and, ultimately, the performance of organisations.publishersversionpublishe

An Integrated Six-Sigma and CMMI framework for software process improvement

A process improvement framework such as Capability Maturity Model (CMM) can help develop the maturity of a software development organization over time to achieve predictable and repeatable process performance. However, in the absence of a methodology for process performance measurement, ongoing data-oriented process improvement is hard to institutionalize. For organizations following CMMI, this makes navigating their way through higher-level process management and optimization activities called forth in CMMI Level 4 and Level 5 especially challenging. Altogether, this constitutes a major stumbling block for software organizations striving for higher process maturity as Level 4 and Level 5 Process Areas are essential to institutionalizing process improvement in an organization. Six-Sigma introduces tremendous process measurability through its statistical error-control focus and offers compelling tools and techniques that have strong applicability to software development. Six-Sigma focus on data and metrics married with the CMMI coverage of all aspects of software development through its Process Areas can together provide a powerful process control and improvement framework. A CMMI and Six-Sigma hybrid framework has been presented as a means of achieving software development performance and productivity improvements through statistical error control. Such a hybrid CMMI and Six Sigma framework provides not just greater guidance and rigor in certain areas than CMMI alone but also an inherent flexibility by making an extensive toolset available for use in a wide variety of scenarios. This integrated framework demonstrates that CMMI and Six Sigma are highly complementary and are capable of adding greater value when used in conjunction with each other. This is partly because together they address the weaknesses that may become apparent when either framework is used alone. Six Sigma answers the \u27how\u27 for areas where CMMI only provides the \u27what\u27. Conversely, CMMI provides the overall vision and roadmap that is lacking from individual Six Sigma improvements. It is hoped that this will serve as a blueprint for an implementation of CMMI that makes use of relevant Six Sigma tools and techniques

CULTURAL AWARENESS: ORGANIZATIONAL IMPROVEMENT PLAN FOR IMPROVED STUDENT ACCOMMODATION

Canadian colleges have the responsibility to be inclusive and diverse. The College is uniquely positioned to cater to a variety of students with varied learning needs. Concurrently, policy must accommodate students to encourage capacity to learn. The development of a campus environment that is culturally aware that supports a comprehensive student accommodation policy is the focus of this organizational improvement plan. Through the theoretical guidance of cultural organizational and evolutionary theory, a multi-year plan is developed. Capacity for the plan is through stakeholder representation and engagement. Further influence is garnered from an adaptive leadership approach that is communicated and organized through stakeholders and Network Improvement Communities. Cultural awareness will take time to develop yet a focused communication plan along with monitoring and evaluation plan will maintain accountability. The evolution of a new student accommodation policy will become reality as the depth of an inclusive student population is recognized

Seeking Effective Policies and Practices for English Language Learners

A study by the Rennie Center for Education Research and Policy finds that English language learners (ELLs), a rapidly growing percentage of the Commonwealth's student population, are qualifying for transition into mainstream classrooms at a much slower pace than originally expected. The report examines the evolution of policies and practices affecting ELLs since the passage of Question 2 in November 2002. Question 2 mandated English immersion as the primary means of instruction for most ELLs and compelled schools to expedite the transition of students to mainstream classes. While Question 2 sought to limit English learners' immersion experience to a "period not normally intended to exceed one school year," federal Civil Rights legislation trumped Question 2 and mandated that students could not be re-classified out of ELL status until they can "participate meaningfully" in English-only classes.The Rennie Center's report examines whether expectations for an expedited transition process have been met and explores the ways in which the state Department of Education and schools and districts have tried to make sense of the conflicting mandates on what constitutes an adequate amount of time for a student to become proficient in English.Data from the Massachusetts English Proficiency Assessment (MEPA), a test designed to gauge the progress of English language learners, shows that after one year of English immersion only 17% of ELLs score at levels indicating they are ready to transition to mainstream classrooms. Among ELLs who have been in Massachusetts' schools for five or more years, only slightly more than half score at the transitioning level. The report also found that schools throughout Massachusetts have developed diverse ways of interpreting and implementing sheltered English immersion.At a time of national debate about the status of immigrants and sharp increases in the numbers of non-English speakers in cities and towns across the Commonwealth and nation, it is critical that public schools focus greater attention on the issue of how best to meet the needs of English language learners. The report cites that while ten years ago only slightly more than half the school districts in Massachusetts enrolled ELLs, today that proportion has soared to nearly three-quarters. The number of districts enrolling one hundred or more English language learners has risen 37% in the past decade.As the number of English language learners continues to rise, their performance persistently lags far behind that of native English speakers. According to the Rennie Center's report, ELLs scored below the median at every grade level in every subject on the Massachusetts Comprehensive Assessment System (MCAS). Further, ELLs are 57% less likely than their native English-speaking peers to earn the competency determination needed to graduate from high school. Both the No Child Left Behind legislation and the Massachusetts Education Reform Act require schools to ensure that ELLs meet the same performance standards as their native English-speaking counterparts. According to report authors, "That we are so woefully far from that goal should be cause for alarm and action."The Rennie Center's study seeks to shed light on this issue by providing an analysis of policies and practices affecting ELLs in Massachusetts over the past five years and examining the state role in promoting improved practice. The report includes case studies of three schools that are making significant strides with large populations of English language learners and highlights common elements that the three schools have utilized to successfully meet the needs of English language learners. For example, each school studied offered multiple types of programs to accommodate the needs of students at varying levels of English proficiency, rather than a one-size-fits-all approach. Case study schools also developed a staged transition process that provided vital support as students moved into mainstream classes.Next Steps at the State and District LevelsIn a series of recommended next steps, the report urges state policymakers to encourage flexibility and experimentation with innovative approaches to meet the needs of English language learners;offer opportunities for schools to share practices;get specific about when students should transition out of ELL status and to provide clear guidance to schools and districts;ensure a pipeline of leaders for ELL programs;require sheltered English immersion training in teacher preparation programs.And schools and districts to:consider staged transition processes;set goals and create incentives to get teachers trained;pool resources among districts with small ELL populations; andfocus more attention on reaching out to communicate with and provide guidance for the families of ELLs.The report, Seeking Effective Policies and Practices for English Language Learners, was released at a public event on May 31, 2007 in Marlborough, MA

People, place, enterprise: proceedings of the first annual conference on Olympic Legacy 8 and 9 May 2008

The Olympic Legacy: People, Place, Enterprise conference took place at the University of Greenwich in May 2008. The first in a series of annual conferences, it brought together leading academics, policy makers and practitioners to debate the lasting legacy of the games. The conference had four themes: social and cultural regeneration; Olympic tourism; enterprise, including social enterprise and skills development, and education, providing a multi-dimensional perspective on the likely impacts of the forthcoming London Olympics

New models for digital government: the role of service brokers in driving innovation

Executive summary Digital Government strategies are being rolled out in many Australian and international jurisdictions, ushering in a fundamentally different approach to the design and delivery of public sector services. Digital Government makes digital services (usually delivered through internet and mobile channels) the default delivery channels for the majority of services, and places them at the centre of innovating, designing and operating government services. Public sector or independent service brokers are increasingly important to delivering and designing these services. Service brokers are organisations or businesses that enable customers to interact with other organisations through easy-to-use and seamless interfaces. In the digital realm, a public sector service brokers example is one that provides a customer-focussed portal, such as the Federal Department of Human Services’ MyGov website. Independent service brokers from the private or community sectors can also provide greater service choice and innovation in how people interact with governments. Models for independent service brokers include Digital Mailboxes and Personal Safeboxes (eg Australia Post); public transport information service brokers (eg TripView, Tripgo and Google Transit), taxation service brokers (eg Xero and MYOB Online), community service brokers (eg HubCare) and access brokers for government services (eg public libraries, online access centres, etc) to assist those unable to access digital services. It is likely that the ambitious goals for large-scale adoption of digital government will only be achieved if governments encourage the involvement of independent service brokers to complement the role of public sector service brokers. However, there is currently little guidance on best practice models for agencies seeking to collaborate with independent service brokers or the other way around. This report addresses this critical knowledge gap by providing a practical guide to the service broker model. It explains the different roles of public sector and independent service brokers and provides case studies of service broker models. This will help to inform digital government strategies and policies to encourage the development of public sector and independent service brokers. It also considers how the emergence of a marketplace of service brokers will raise important issues such as how customer data is managed and protected, identity assured and how research and analysis of the data generated by these digital services can help inform better public policies and service improvement

IS2020 A Competency Model for Undergraduate Programs in Information Systems: The Joint ACM/AIS IS2020 Task Force

The IS2020 report is the latest in a series of model curricula recommendations and guidelines for undergraduate degrees in Information Systems (IS). The report builds on the foundations developed in previous model curricula reports to develop a major revision of the model curriculum with the inclusion of significant new characteristics. Specifically, the IS2020 report does not directly prescribe a degree structure that targets a specific context or environment. Rather, the IS2020 report provides guidance regarding the core content of the curriculum that should be present but also provides flexibility to customize curricula according to local institutional needs