Using the partial least squares (PLS) method to establish critical success factor interdependence in ERP implementation projects

This technical research report proposes the usage of a statistical approach named Partial Least squares (PLS) to define the relationships between critical success factors for ERP implementation projects. In previous research work, we developed a unified model of critical success factors for ERP implementation projects. Some researchers have evidenced the relationships between these critical success factors, however no one has defined in a formal way these relationships. PLS is one of the techniques of structural equation modeling approach. Therefore, in this report is presented an overview of this approach. We provide an example of PLS method modelling application; in this case we use two critical success factors. However, our project will be extended to all the critical success factors of our unified model. To compute the data, we are going to use PLS-graph developed by Wynne Chin.Postprint (published version

Factors influencing students' acceptance of m-learning: An investigation in higher education

M-learning will play an increasingly significant role in the development of teaching and learning methods for higher education. However, the successful implementation of m-learning in higher education will be based on users' acceptance of this technology. Thus, the purpose of this paper is to study the factors that affect university students' intentions to accept m-learning. Based on the unified theory of acceptance and use of technology (UTAUT) (Venkatesh et al., 2003), this study proposes a model to identify the factors that influence the acceptance of m-learning in higher education and to investigate if prior experience of mobile devices affects the acceptance of m-learning. A structural equation model was used to analyse the data collected from 174 participants. The results indicate that performance expectancy, effort expectancy, influence of lecturers, quality of service, and personal innovativeness were all significant factors that affect behavioural intention to use m-learning. Prior experience of mobile devices was also found to moderate the effect of these constructs on behavioural intention. The results of this research extend the UTAUT in the context of m-learning acceptance by adding quality of service and personal innovativeness to the structure of UTAUT and provide practitioners and educators with useful guidelines for designing a successful m-learning system

Migrating agile methods to standardized development practice

Situated process and quality frame-works offer a way to resolve the tensions that arise when introducing agile methods into standardized software development engineering. For these to be successful, however, organizations must grasp the opportunity to reintegrate software development management, theory, and practice

It's Not a Matter of Time: Highlights From the 2011 Competency-Based Learning Summit

Outlines discussions about the potential and challenges of competency-based learning in transforming the current time-based system, including issues of accountability, equity, personalization, and aligning policy and practice. Includes case summaries

Help Wanted: Policy Brief

In today's economy, strong basic skills and success in the workforce are intertwined. Employers across all industries demand a new kind of worker, and businesses can go virtually anywhere to find the right employees. In order to compete in today's global economy, Philadelphia must commit to becoming a city with a world-class, highly literate workforce. This policy brief, written in response to the publication Help Wanted: Knowledge Workers Needed, proposes strategies for uniting the full community to advance adult workforce literacy levels. Many of the strategies described in this policy brief are also applicable to areas throughout the country facing this same challenge

Evidence-based implementation practices applied to the intensive treatment of eating disorders: Summary of research and illustration of principles using a case example

Implementation of evidence‐based practices (EBPs) in intensive treatment settings poses a major challenge in the field of psychology. This is particularly true for eating disorder (ED) treatment, where multidisciplinary care is provided to a severe and complex patient population; almost no data exist concerning best practices in these settings. We summarize the research on EBP implementation science organized by existing frameworks and illustrate how these practices may be applied using a case example. We describe the recent successful implementation of EBPs in a community‐based intensive ED treatment network, which recently adapted and implemented transdiagnostic, empirically supported treatment for emotional disorders across its system of residential and day‐hospital programs. The research summary, implementation frameworks, and case example may inform future efforts to implement evidence‐based practice in intensive treatment settings.Published versio

Improving Early Childhood Education: Framing the Options and Imperatives for State Action Policy

Across the nation, early childhood education and care has suffered from poorly organized service delivery systems, inadequate funding, and insufficient attention by the policymakers. The result is a complicated system plagued by competing interests that is in need of reform and alignment. The field's capacity to meet the needs of children and families has been diminished by unresolved governance questions, and improving governance is an important first step toward eliciting stronger program outcomes such as heightened quality and broader access for children. Given parents' growing demand for expanded services and schools' heightened expectations for Kindergarten preparedness, improvement of early childhood service delivery is an imperative that states can no longer choose to ignore.Nationally, the issue of improving access and quality of early childhood education services is gaining momentum. A growing body of research demonstrates the importance of early care and learning experiences for children's cognitive and social development and links quality preschool experiences to higher academic achievement in later years. Further, economists note the importance of early education and care options for improving a region's overall quality of life and prospects for economic development. State leaders are increasingly acknowledging the role of policy in improving the delivery and quality of early education services and are making change in this area a priority. Massachusetts policy makers have begun to demonstrate a commitment to confronting and helping resolve the complex challenges that face the early childhood education system in the state. This brief has been designed as background information for use in the policy dialogue on early childhood education. This brief is the product of a secondary analysis of existing data and research on governance in early childhood services across the nation and within the Commonwealth. The review of research was complemented by interviews with key stakeholders and early childhood education leaders in Massachusetts as well as leaders from other states. The Massachusetts Early Education and Care Council Report, as well as testimony at a legislative task force meeting on early childhood issues also informed this policy brief.In order to provide a range of options for policy makers, we profiled three distinctly different approaches, rather than attempting to determine the "best" systems in existence. The three options that we examined in this brief, include: Creating a state-level public-private partnership as has been accomplished in North Carolina and other states;Establishing a new state agency or board like Georgia's Office of School Readiness; andInstalling an interagency oversight committee that connects the multiple agencies currently managing early education and care services in the state

Unified Task Force Report to the Rebuild Iowa Advisory Commission

A unified report from the nine disaster recovery task forces outlining the way to a long-term recovery for Iowa surpassing just a return to normal

Embodied Artificial Intelligence through Distributed Adaptive Control: An Integrated Framework

In this paper, we argue that the future of Artificial Intelligence research resides in two keywords: integration and embodiment. We support this claim by analyzing the recent advances of the field. Regarding integration, we note that the most impactful recent contributions have been made possible through the integration of recent Machine Learning methods (based in particular on Deep Learning and Recurrent Neural Networks) with more traditional ones (e.g. Monte-Carlo tree search, goal babbling exploration or addressable memory systems). Regarding embodiment, we note that the traditional benchmark tasks (e.g. visual classification or board games) are becoming obsolete as state-of-the-art learning algorithms approach or even surpass human performance in most of them, having recently encouraged the development of first-person 3D game platforms embedding realistic physics. Building upon this analysis, we first propose an embodied cognitive architecture integrating heterogenous sub-fields of Artificial Intelligence into a unified framework. We demonstrate the utility of our approach by showing how major contributions of the field can be expressed within the proposed framework. We then claim that benchmarking environments need to reproduce ecologically-valid conditions for bootstrapping the acquisition of increasingly complex cognitive skills through the concept of a cognitive arms race between embodied agents.Comment: Updated version of the paper accepted to the ICDL-Epirob 2017 conference (Lisbon, Portugal