Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

Changing the way we learn: towards agile learning and co-operation

This paper addresses the need for learning and competence development in industrial organizations. The people that enter professional organizations today are part of a gamer generation that have some or much experience with on-line games. Therefore they are more open to e-learning and in general more open to access anything on-line. At the same time industrial organizations experience a pressure on their ability to train employees faster due to the increase in complexity. We argue that games are not yet mature enough to support this training challenge as stand alone efforts. But games can support the training and competence development in a synchronized setup with other means

There is a link between work life balance culture and strategic competitive advantage

This paper suggests a linkage between work-life balance culture and competitive advantage through commitment and firm-specific human resources. The paper argues that a workplace culture supportive of employees balancing their work and non-work lives leads to their commitment to their organisation being higher. Higher commitment leads to a greater willingness to invest in the development of firm specific resources – such as developing certain intra-organisational competencies or idiosyncratic technical competencies. This greater level of firm specific resources then enables the firm to have a stronger competitive advantage. The paper argues theoretically for these relationships, reviewing the relevant empirical and theoretical literature and concludes with suggestions for practice and future research

Innovation in Services - Theoretical Approach

The aim of this article is to present the evolution of theoretical studies on service innovation. The author also attempts to put these different approaches to service innovation into order and to indicate the possible forms of service innovation that emerge from these researches. In further part of the article the issue of the availability of statistical data and its relevance to the possible forms of service innovation, as well as some changes that has been implemented recently in order to improve this relevance, are discussed.Celem artykułu jest przedstawienie ewolucji teoretycznych badań nad innowacjami w usługach. Autorka podejmuje również próbę uporządkowania różnych podejść do kwestii innowacji usługowych oraz wskazać możliwe formy tych innowacji, wyłaniające się z analizowanych badań. W dalszej części artykułu, podejmowana jest kwestia dostępności danych statystycznych oraz ich adekwatności, jeśli chodzi o możliwość zastosowania do analizy różnych form innowacji usługowych. Omawiane są również wprowadzone ostatnio zmiany, mające na celu poprawę adekwatności tych danych

Project Management Learning in a Collaborative Distant Learning Context - An Actual On-going Experience

The goal of this paper is to show the results of an on-going experience on teaching project management to grade students by following a development scheme of management related competencies on an individual basis. In order to achieve that goal, the students are organized in teams that must solve a problem and manage the development of a feasible solution to satisfy the needs of a client. The innovative component advocated in this paper is the formal introduction of negotiating and virtual team management aspects, as different teams from different universities at different locations and comprising students with different backgrounds must collaborate and compete amongst them. The different learning aspects are identified and the improvement levels are reflected in a rubric that has been designed ad hoc for this experience. Finally, the effort frameworks for the student and instructor have been established according to the requirements of the Bologna paradigms. This experience is developed through a software-based support system allowing blended learning for the theoretical and individual?s work aspects, blogs, wikis, etc., as well as project management tools based on WWW that allow the monitoring of not only the expected deliverables and the achievement of the goals but also the progress made on learning as established in the defined rubri

Learning in a Landscape: Simulation-building as Reflexive Intervention

This article makes a dual contribution to scholarship in science and technology studies (STS) on simulation-building. It both documents a specific simulation-building project, and demonstrates a concrete contribution to interdisciplinary work of STS insights. The article analyses the struggles that arise in the course of determining what counts as theory, as model and even as a simulation. Such debates are especially decisive when working across disciplinary boundaries, and their resolution is an important part of the work involved in building simulations. In particular, we show how ontological arguments about the value of simulations tend to determine the direction of simulation-building. This dynamic makes it difficult to maintain an interest in the heterogeneity of simulations and a view of simulations as unfolding scientific objects. As an outcome of our analysis of the process and reflections about interdisciplinary work around simulations, we propose a chart, as a tool to facilitate discussions about simulations. This chart can be a means to create common ground among actors in a simulation-building project, and a support for discussions that address other features of simulations besides their ontological status. Rather than foregrounding the chart's classificatory potential, we stress its (past and potential) role in discussing and reflecting on simulation-building as interdisciplinary endeavor. This chart is a concrete instance of the kinds of contributions that STS can make to better, more reflexive practice of simulation-building.Comment: 37 page

Dynamic capabilities and knowledge management: an integrative role for learning?

Modern strategic management theories try to explain why firms differ, because new sources of competitive advantage are keenly sought in the dynamic and complex environment of global competition. Two areas in particular have attracted the attention of researchers: the role of dynamic capabilities, and the firm's abilities for knowledge management. In this paper, we argue that there is a link between these two concepts, which has not been fully articulated in the literature. The aim of the paper is therefore to ascertain the conceptual connection between them as a basis for future research. Our proposed framework acknowledges and critiques the distinct roots of each field, identifies boundaries, and proposes relationships between the constructs and firm performance

Exploring the impact of technological competence development on speed and NPD program performance

With growing levels of competition across industries, technological competence is increasingly viewed as crucial for businesses to maintain their long-term competitive advantage. Although there are many theoretical arguments about how firms' competences can yield competitive advantage and performance improvement, we have a limited understanding of where the capabilities originate in the context of NPD or what kind of product portfolios, internal climate and strategic alignment are required to build them. Moreover, empirical evidence for technological competence development is limited and comes primarily from case studies, anecdotal evidence, and management impressions. Accordingly, this research addresses these gaps by presenting and testing a conceptual model of technological competence development in NPD. This study makes advances in applying a dynamic capability approach to technological competence development in NPD, and investigates the impact of innovative climate, technological alignment, and project portfolio management on technological competence development as well as NPD speed. Moreover, the factors that might influence NPD program performance are also investigated. The analysis, based on data collected from 164 firms, shows that a firm's innovative climate, technological alignment and portfolio management are positively associated with technological competence development. While technological alignment was found to be negatively related to NPD speed, portfolio management and technological competence development were found to have positive effects on speed. However, innovative climate had no significant impact on speed. Moreover, technological competence development and portfolio management were found to be positively related to NPD program performance. Finally, the authors found no support for the relationship between speed and NPD program performance

The performance management of education services staff in Scottish local authorities: an evaluation

Investigates the extent to which Scottish local authorities measured the performance of education services staff

Exploring business transformation : the challenges of developing a benefits realization capability.

The successful management of change continues to be a major issue for organizations. This article draws on rich qualitative data to provide evidence of issues faced by organizations as they try to realize benefits from investments in IT-enabled change, and as they try to develop and enhance their benefits realization capability. Several of these issues are not effectively covered by previous research, for example managing the overall portfolio of change initiatives and how to develop the capacity of the organization for benefits realization. The research also provides empirical evidence that supports the theoretical propositions from dynamic capability theory that routines (practices) are often similar across different organizations, and that organizations go through a number of stages in developing competences. A further contribution of the research is to develop an enhanced model of an organizational competence, which has important implications for the action required to develop competences