The impact of Human Capital Management on the Innovativeness of research Center

Nowadays, we are moving towards a knowledge economy where the competitiveness of firms is mainly based on their capacity of innovation, and on the management of their intellectual capital. Moreover, it is widely accepted that firm’s innovation capabilities are more closely linked to their intellectual capital than to their fixed assets. The importance of intellectual capital for innovation has attracted researchers interested in determining its elements and the process by which enhances the innovative capabilities and performance of firms (Carmen Cabello-Medina et al, 2011).   There is a multi-faceted description of intellectual capital as proposed by intellectual capital theorists. A study by Sveiby (1987), for example, proposed that knowledge-based assets could be found in three places: the competencies of organization members, its internal structure; such as: patents, models, computer and administrative assets, and external structure such as brands, reputation and relationships with customers (Rosmah et al, 2008). As a general perception, intellectual capital has three components: human capital, structural capital and relational capital (Suciu, 2000).   The human capital has been emphasized as one of the key success factors of a company. It can be assumed that most successful companies have organized or at least they should have organized their management of the human capital systematically. The management of human capital can be put into practice by applying competence management and knowledge management practices. Numerous studies of competence and knowledge management have been carried out but the practices of this area are still not very well known (Hannula et al, 2003). Moreover, Subramaniam and Youndt (2005) found that the combination of human and social capital positively affected firms’ innovative capabilities (T.T. Selvarajan et al, 2007).   This research aims at examining the impact of human capital management on the innovativeness of Scientific Research Centers through competencies and knowledge management approach. The study was applied to the case of Scientific Research Centers in Algeria; such as: (CREAD, CRSTRA, CDTA, CDER, CERIST, CRBt, CRAPC, CSC, CRSTDLA, and CRASC). The data of the study was collected through interviews and a questionnaire during 2011-2013, and it was analyzed using SPSS 18.0 to determine the interaction between the various factors. The findings broadly support the hypothesis and suggest a number of insights about future studies. Key words: Human Capital Management, Knowledge Management, Competencies Management, innovativeness, Scientific Research Centers in Algeri

Strategic management of intellectual capital of the enterprise in the framework of informatization of the economy

In the course of the research, one has determined the scientific and theoretical approaches, related to the identification of the directions and tools needed to improve strategic management; one also provided the main directions of the intellectual capital formation and development within the enterprise, which include the state of the capital at the present stage and the requirements to it from the future knowledge economy: the introduction of human capital into the assets of the enterprise, the promotion of the creative activity of the employees of the enterprise by using factors of human and social capital activation, as well as the establishment of an accounting system and evaluation of intangible assets. We have highlighted a range of specific principles of the intellectual capital management at the enterprise: the establishment of a partnership between all participants of the production process within the enterprise, namely, its owners, managers, and employees; the determination of criteria for assessing the contribution of every employee into the final result of the enterprise activity; the arrangement of an integrated network of the workers’ mass participation to identify the potential reserves, improve the production efficiency, and the product quality; the development of measures upon the principles’ implementation; and the primary task orientation of management on the future competition. One formulated the scientific and methodological foundations regarding the development of measures, aimed to improve the management of the intellectual capital of an enterprise, which include a sequence, the procedure of determination, the justification, the evaluation of the appropriateness of particular measures, the involvement of a wide range of workers in their development via the methods of interrogation and questionin

From boxes and arrows to conversation and negotiation: or how research should be amusing, awful, and artificial

The story of how a graduate student went from formalism to data, a brief tale of how engineering without tradition can lead thought in the right direction, and a mild caution of how intellectual skepticism is worth little without a corresponding dose of intellectual enthusiasm

What does not happen: quantifying embodied engagement using NIMI and self-adaptors

Previous research into the quantification of embodied intellectual and emotional engagement using non-verbal movement parameters has not yielded consistent results across different studies. Our research introduces NIMI (Non-Instrumental Movement Inhibition) as an alternative parameter. We propose that the absence of certain types of possible movements can be a more holistic proxy for cognitive engagement with media (in seated persons) than searching for the presence of other movements. Rather than analyzing total movement as an indicator of engagement, our research team distinguishes between instrumental movements (i.e. physical movement serving a direct purpose in the given situation) and non-instrumental movements, and investigates them in the context of the narrative rhythm of the stimulus. We demonstrate that NIMI occurs by showing viewers’ movement levels entrained (i.e. synchronised) to the repeating narrative rhythm of a timed computer-presented quiz. Finally, we discuss the role of objective metrics of engagement in future context-aware analysis of human behaviour in audience research, interactive media and responsive system and interface design

Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability

Early expectations of the contribution that virtual reality (VR) could make to education far exceeded actual applications. This was largely due to the initial immaturity of the technology and a lack of evidence base on which to base design and utilisation. While the early developments in computer based learning largely concentrated on mainstream education, leaving those with special needs behind, the potential of VR as an educational tool was exploited for those with intellectual disabilities right from the start. This paper describes the empirical evidence that has contributed to the development of educational virtual reality for those with intellectual disabilities: studies on transfer of learning from the virtual to the real world; how teachers might support those using VR; the design of virtual environments and what input/control devices best facilitate use of desktop VR. Future developments and ethical issues are also considered

Analysis of engaged online collaborative discourse: a methodological approach

The purpose of this chapter is to present a reflection on collaborative learning mediated by the computer, discussing some difficulties and methodological constraints that we encounter when we try to analyze the interactions that occurred in this collaboration in an online course and the level of involvement in ollaborative discourse produced by participants. For we apply the Speech Involvement Scale Collaborative Computer-mediated Conference.Projeto MEDEIAinfo:eu-repo/semantics/publishedVersio

Metamorphosis: Transforming Non-designers into Designers

In this paper we make the case that there is today a growing number of educational settings experiencing challenges when it comes to transforming non-designers into designers, and in particular, interaction designers. We see this development as a consequence of an increased awareness and recognition of what broadly could be labeled as a design perspective. We examine the transformational process, the metamorphosis, by which non-designer students become interaction designers. We identify and describe the barriers that make it difficult for the students to move through this transformational process. We also propose some pedagogical approaches that can reduce the barriers and improve the possibility for the transformation to occur. The approach that we have developed and describe consists of three parts. Based on a fundamental understanding of the nature of design, we have developed (i) a tentative transformational model of how non-designers become interaction designers; (ii) a special kind of conceptual framework used to support students in the transformational process; and (iii) design assignments based on real-world design problems. We end the paper with two conclusions. First we argue that there is a challenge in transforming non-designers into designers, but that it is possible if the educational effort is based on an understanding of design and on the transformational process with its barriers. Finally we argue that the experience of trying to turn non-designers into interaction designers is in itself a valuable research approach. Dealing with non-designer students reveals deep insights about the nature of the design process and makes it possible to better formulate what constitutes a designerly approach. Keywords Design, Design education, Pedagogy, HCI</p

Simulating activities: Relating motives, deliberation, and attentive coordination

Activities are located behaviors, taking time, conceived as socially meaningful, and usually involving interaction with tools and the environment. In modeling human cognition as a form of problem solving (goal-directed search and operator sequencing), cognitive science researchers have not adequately studied “off-task” activities (e.g., waiting), non-intellectual motives (e.g., hunger), sustaining a goal state (e.g., playful interaction), and coupled perceptual-motor dynamics (e.g., following someone). These aspects of human behavior have been considered in bits and pieces in past research, identified as scripts, human factors, behavior settings, ensemble, flow experience, and situated action. More broadly, activity theory provides a comprehensive framework relating motives, goals, and operations. This paper ties these ideas together, using examples from work life in a Canadian High Arctic research station. The emphasis is on simulating human behavior as it naturally occurs, such that “working” is understood as an aspect of living. The result is a synthesis of previously unrelated analytic perspectives and a broader appreciation of the nature of human cognition. Simulating activities in this comprehensive way is useful for understanding work practice, promoting learning, and designing better tools, including human-robot systems