The Impact of Knowledge Codification, Experience Trajectories and Integration Strategies on the Performance of Corporate Acquisitions

This study addresses the following questions: (1) can organizations learn how to manage infrequent and heterogeneous tasks ? (2) If they can, then what are the mechanisms that might explain learning under these circumstances ?, and (3) what are the limitations under which these mechanisms operate ? A model based on explicit knowledge codification and tacit experience accumulation is submitted and tested using data from a sample of 183 acquisitions in the US banking industry. Measures of post-acquisition integration strategies and of pre-acquisition resource characteristics are included in the model. We find that tacit knowledge accumulation significantly impacts performance when the experiences are highly homogeneous, and that knowledge codification improves acquisition performance in the context of high post-acquisition integration, i.e. when the organizational challenge is particularly complex. Also, the level of integration between the two firms involved in the acquisition positively influences performance, while the replacement of top managers in the acquired firm impacts performance in a negative fashion. Implications are drawn for organizational learning theory and for a knowledge-based view of corporate acquisitions.

An Aptitude-Treatment-Interaction-Approach on Motivation and Student's Self-Regulated Multimedia-Based Learning

The goal of this study was to develop the research basics for identifying individual differences in multimedia learning and motivation. Within this study, the effects of implementing motivational design of instruction within multimedia-based learning were tested. Motivational design of instruction was related to the ARCS-model and resulted in using instructional strategies for increasing attention and relevance of the learning material. In addition, an aptitude-treatment-interaction (ATI)-approach was developed which connected motivational design of instruction to mental resources management, motivational processing, pre-motivation, motivation to learn, and knowledge acquisition. For testing the theoretical assumptions, there were four types of a multimedia-based instructional system implemented: One instructional system had no ARCS strategies, one had attention strategies, another had relevance strategies, and one finally had both attention and relevance strategies. Four groups of elementary school students (n = 68) had to learn with the different instructional systems. The effects of learning with these instructional systems were measured on motivation to learn and on knowledge acquisition. Pre-motivation (outcome-valences), pre-knowledge, and cognitive load represented aptitude- and process-variables. Results indicated that a combination of both attention and relevance strategies improved motivation to learn, especially for those students with low levels of pre-motivation. Pre-knowledge increased and cognitive load decreased knowledge acquisition. Finally, open research questions and methodological aspects are outlined. In addition, suggestions for the design of instructional multimedia are given.The goal of this study was to develop the research basics for identifying individual differences in multimedia learning and motivation. Within this study, the effects of implementing motivational design of instruction within multimedia-based learning were tested. Motivational design of instruction was related to the ARCS-model and resulted in using instructional strategies for increasing attention and relevance of the learning material. In addition, an aptitude-treatment-interaction (ATI)-approach was developed which connected motivational design of instruction to mental resources management, motivational processing, pre-motivation, motivation to learn, and knowledge acquisition. For testing the theoretical assumptions, there were four types of a multimedia-based instructional system implemented: One instructional system had no ARCS strategies, one had attention strategies, another had relevance strategies, and one finally had both attention and relevance strategies. Four groups of elementary school students (n = 68) had to learn with the different instructional systems. The effects of learning with these instructional systems were measured on motivation to learn and on knowledge acquisition. Pre-motivation (outcome-valences), pre-knowledge, and cognitive load represented aptitude- and process-variables. Results indicated that a combination of both attention and relevance strategies improved motivation to learn, especially for those students with low levels of pre-motivation. Pre-knowledge increased and cognitive load decreased knowledge acquisition. Finally, open research questions and methodological aspects are outlined. In addition, suggestions for the design of instructional multimedia are given

Exploring the role of EFL receptive skills and learning strategy usage in the ability to acquire and apply knowledge at the beginning of higher education

Foreign language learning plays a prominent role in the world today not only for communication across borders, but also for the potential benefits of other learning skills. The main objective of this research is to examine and explore the relationship between first-year full-time undergraduate students’ (N = 1,257) English as a foreign language (EFL) reading and listening achievement and learning strategy preferences in relation to knowledge acquisition and knowledge application. Our results show that students achieved significantly better on listening tasks than on reading tasks and that their knowledge acquisition performance was higher than their knowledge application achievement. The majority of the participants reported that they usually or always employ learning strategies, with the most preferred strategy type being the control strategy. The structural model shows that language learning, and knowledge acquisition and application are strongly interrelated; moreover, the level of use of memorization and elaboration strategies directly affects both knowledge acquisition and application skills. This suggests that EFL learning significantly influences the development of knowledge acquisition and knowledge application, which are essential in a range of areas in education and society today

Beyond rules: The next generation of expert systems

The PARAGON Representation, Management, and Manipulation system is introduced. The concepts of knowledge representation, knowledge management, and knowledge manipulation are combined in a comprehensive system for solving real world problems requiring high levels of expertise in a real time environment. In most applications the complexity of the problem and the representation used to describe the domain knowledge tend to obscure the information from which solutions are derived. This inhibits the acquisition of domain knowledge verification/validation, places severe constraints on the ability to extend and maintain a knowledge base while making generic problem solving strategies difficult to develop. A unique hybrid system was developed to overcome these traditional limitations

A Fuzzy Association Rule Mining Expert-Driven (FARME-D) approach to Knowledge Acquisition

Fuzzy Association Rule Mining Expert-Driven (FARME-D) approach to knowledge acquisition is proposed in this paper as a viable solution to the challenges of rule-based unwieldiness and sharp boundary problem in building a fuzzy rule-based expert system. The fuzzy models were based on domain experts’ opinion about the data description. The proposed approach is committed to modelling of a compact Fuzzy Rule-Based Expert Systems. It is also aimed at providing a platform for instant update of the knowledge-base in case new knowledge is discovered. The insight to the new approach strategies and underlining assumptions, the structure of FARME-D and its practical application in medical domain was discussed. Also, the modalities for the validation of the FARME-D approach were discussed

The Teacher: another Variable in the Use of Foreign Language Learning Strategies?

The Bologna process aims to create the European Higher Education Framework (EHEF) by making academic degree and quality assurance standards more comparable and compatible throughout Europe. The EHEF has different implications for university students, representing a change in emphasis from ‘teaching’ to ‘learning’, from a teacher-centred approach to a student-centred approach. In the last thirty years, researchers have discussed the role of teachers and students in the language learning-teaching process. Until then, the acquisition of a foreign language was focused on the teacher’s methodology. In the 80s and 90s, a series of student-centred approaches emerged, with the aim of making students more autonomous and independent in their learning. Language learning strategies are part of the tools used to improve language learning. There are different definitions and taxonomies of language learning strategies (Chamot (2001), Cohen (1998), Oxford (1990), O'Malley (1990) and Wenden & Rubin (1987) and there have been extensive descriptive studies on the different variables affecting the use of learning strategies including gender, previous linguistic knowledge, motivation, learning styles and/or second language versus foreign language acquisition. This paper aims to explore the instructor’s conscious or unconscious influence students’ use of learning strategies. To undertake this study, a group of teachers was asked to assess the 50 strategies presented in an adapted version of the Strategies Inventory Language Learning (Oxford 1990) according to their suitability and practicality for their students. The participants were lecturers from the French and English Department at Cádiz University. The languages included in the study were English, French and German for specific and general purposes

Educational strategies for the acquisition of professional knowledge by youth basketball coaches

The purpose of this study was to identify the educational means that coaches of school-aged children utilize to acquire their professional knowledge. Youth basketball coaches (n=118) with a heterogeneous education coming from different educational means participated in the study. Of them, 81.7% were previously basketball players. As a measurement instrument, a modified version of the scale by Feu (2006) was utilized to determine the coach's professional knowledge. The new scale had 21 items distributed in seven dimensions that corresponded to three theoretical factors. The items were answered with a 5-point Likert scale. The statistical analysis consisted of an exploratory factor analysis with varimax rotation and self-values >1 in order to determine the latent structure of the relationships between the scale's items. Previously, the Kaiser-Meyer-Olkin index and Bartlett's sphere test were analyzed. The reliability of the scale and the sub-scales was studied through the Cronbach's Alpha coefficient. The means, standard deviations, and correlations between item and scale as well as item and sub-scale were analyzed. The exploratory factor analysis, after the elimination of five items, and the Cronbach's Alpha coefficients demonstrated that the scale and sub-scales had some adequate psychometric properties (α>.70). All the items obtained item and sub-scale correlations greater than .40. Formal education was the factor that had the greatest acceptance among the coaches (M=21.71±4.63) followed by acquired experiences as a player (M=16.70±5.64), and then the acquired experiences and innovations as a coach (M=13.45±2.97). The scale that was utilized has adequate validity and reliability to determine how the coach constructs his/her professional knowledge

Plugging the Knowledge Drain: Strategies and Technologies for Acquiring Knowledge in Lean Organizations

Recent programs for organizational improvement (reengineering, downsizing, and outsourcing) have apparently resolved the productivity paradox by making organizations leaner and more efficient. However, these same programs have drained knowledge from organizations, threatening the future performance of lean organizations. Knowledge management, which focuses on the acquisition, internalization, and maintenance of an organization\u27s intellectual assets, is currently a popular approach used to plug the knowledge drain. Designed and managed properly, knowledge management programs can repair significant damage to organizations affected by work force reductions. In this paper, we analyze the process of organizational knowledge acquisition, which most directly addresses the problem of knowledge drain. We discuss strategies and technologies for acquiring knowledge by restocking from external sources and by regenerating from internal processes. We conclude that the technological infrastructure for knowledge acquisition must be complemented by an organizational culture that is committed to learning. A commitment to learning not only values the acquisition of new knowledge but also the preservation of old knowledge

Genisa: A web-based interactive learning environment for teaching simulation modelling

Intelligent Tutoring Systems (ITS) provide students with adaptive instruction and can facilitate the acquisition of problem solving skills in an interactive environment. This paper discusses the role of pedagogical strategies that have been implemented to facilitate the development of simulation modelling knowledge. The learning environment integrates case-based reasoning with interactive tools to guide tutorial remediation. The evaluation of the system shows that the model for pedagogical activities is a useful method for providing efficient simulation modelling instruction

The use of simulation to address the acute care skills deficit in pre-registration nursing students: A clinical skills perspective

The increase in patient acuity in primary and secondary settings is continuing, with a corresponding increase in the need for technological competence in these areas. Evidence, however, both nationally and internationally, suggests that these expectations are not being met. This paper offers a review of the literature on acute care, with a specific focus on pre-registration nursing students and the development of acute care skills. Three themes are discussed: factors contributing to the acute care skills deficit, the knowledge and skills required to work in acute care and strategies used to support the acquisition of acute care skills. In response to the review, and based upon the evidence-based solutions identified, the clinical skills team at Bournemouth University designed and developed two teaching sessions, using simulation and role play to support the acquisition of acute care skills in pre-registration students. Student evaluations identify that their knowledge, competence and confidence in this area have increased following the teaching sessions, although caution remains regarding transferability of these skills into the practice environment