Practice before theory? An approach for testing sequencing effects in pedagogical design

Engineering is a practical discipline, dedicated to the solution of problems through the sound application of principles derived from the natural sciences and mathematics. Engineering pedagogy has therefore to balance the need for learners to gain a deep understanding of the theoretical basis of the problem domain whilst grasping its practical implications. However, little is known as to the most effective sequence of delivery: is it better to begin with theory and build up to practice or vice versa? Here, we present the idea of testing this through a carefully designed pedagogical experiment. We begin by discussing the issues around the creation of a pedagogical experiment to answer such a question, and define the nature and scope of such experiments. We then create a formal framework within which such questions can be tested and present an experiment in the domain of architectural engineering that pilots this new approach. Finally, we discuss the utility of using such a framework to lead evidence-based discussions of pedagogical practice within the engineering education literature, and conclude that similar experiments could be, and should be, completed by other teams wanting to examine delivery order or other binary choice situations.

     

Representations in simulated workplaces

In vocational education students are to be prepared to participate in communities of practice. Hence they need technical skills as well as content knowledge e.g. science and mathematics. Research has shown that the instructional strategy of guided co-construction may lead to deeper understandings within a practice. The research questions in this article aim at finding out whether guided co-construction is an effective strategy in joining experience and general knowledge with representations as tools for communication and orientation. The present study is a qualitative analysis of a design-based research project. Our goal was to establish how the use of representations developed within a process of tandem tricycle construction. We looked for video data that could potentially explain how representations were used in practice and how such use was related to vocational and academic disciplines. Interesting differences could be revealed which were clearly related to differences in the way representations were designed and used in the whole cycle of problem solving (the construction of a technical object). At two of the four schools the representations remained visible and continued to be used until the end of the process. Designing and using representations as a core activity in vocational education could be the key to integrate theory in designing and constructing in the workshop.     

How to develop great conceptual frameworks for business-to-business marketing

Robust conceptual frameworks are essential to building academic knowledge. Theory development involves high-quality conceptualization that integrates and builds on existing knowledge, possibly using a multi-disciplinary approach. Further, especially in an applied research area such as business-to-business marketing, the emerging theory will have meaningful implications for managerial decision-makers. Insightful conceptual framework development advances theory substantially, not incrementally. Theoretical development can be either purely conceptual or based on empirical data. Nevertheless, there are comparatively few guidelines for the process of conceptual framework development. This editorial discusses pathways to developing conceptual frameworks to support academic research, with emphasis on business-to-business marketing research. As guidelines and conventions are available for data-driven approaches such as grounded theory, we focus on theorizing processes in which existing theory plays a pivotal role.     

Firm‐specific human capital investments as a signal of general value: Revisiting assumptions about human capital and how it is managed

Research summary : Prior scholarship has assumed that firm‐specific and general human capital can be analyzed separately. This article argues that, in some settings, this is not the case because prior firm‐specific human capital investments can be a market signal of an individual's willingness and ability to make such investments in the future. As such, the willingness and ability to make firm‐specific investments is a type of general human capital that links firm‐specific and general human capital in important ways. The article develops theory about these investments, market signals, and value appropriation. Then, the article examines implications for human resource management and several important questions in the field of strategic management, including theories of the firm and microfoundations of competitive advantage. Managerial summary : While managers don't often use the terms firm‐specific and general skills, they certainly recognize that investments employees make in their skill sets are more or less relevant to a specific firm. For instance, investing in specific relationships within a firm or learning a firm's proprietary software would be considered firm‐specific investments. While such skills may seem relevant only to the particular firm in which they were invested, these investments may also send valuable signals to competing firms that such employees are willing and able to make similar investments elsewhere. Hence, managers should be interested in determining if a potential hire has made prior firm‐specific investments to help them know whether that person might be likely to make such investments in his or her future place of employment. Copyright © 2016 John Wiley & Sons, Ltd.     

Enhancing human–computer interaction design education: teaching affordance design for emerging mobile devices

The evolution of human–computer interaction design (HCID) over the last 20 years suggests that there is a growing need for educational scholars to consider new and more applicable theoretical models of interactive product design. The authors suggest that such paradigms would call for an approach that would equip HCID students with a better understanding of the social context of technology design and development. An intrinsic part of the proposed pedagogical model is the concept of affordance or that which implicitly suggests to the user a particular kind of functionality of the product. According to cognitive theory, people approach multi-functional mobile devices by building mental models of their functions, starting with physical appearance. A case study of an HCID teaching strategy, based upon the primacy of affordance, highlights how students can be taught a range of knowledge domains for product design to support creative problem-solving and critical thinking skills.     

Design knowledge and teacher–student interactions in an inventive construction task

The teacher plays an important role in the Technology and Design (T&D) classroom in terms of guiding students in their design process. By using concepts developed within engineering philosophy along with a framework for teacher–student interactions the design process in a T&D classroom is classified. The material shows that four of six predefined categories of design knowledge and three of seven predefined classes of activity are present in the material. Findings suggest that two categories of design knowledge, fundamental design concepts and practical considerations, are particularly significant in the students’ work. The teacher’s influence with respect to particularly the first of these categories is crucial for the students’ design process. Direct trial is found as the students’ dominating activity for solving the technological challenges. The results indicate that it is beneficial for students to be introduced to an operational principle before they can be innovative and develop their own design configuration when they establish their fundamental design concept. Curriculum developers, designers of teaching materials as well as teachers should take into account the students’ need of sufficient time to explore their design configuration.     

Some Implications of the Philosophy of Technology for Science, Technology and Society (STS) Studies

Technology is frequently considered in terms of its impact on entities outside its essential nature: as the impact of technology on the environment and society, but also the impact of human values and needs on technology. By taking particular social implications of technology into account, the Science–Technology relationship can be extended to the field of Science, Technology and Society (STS) studies. STS studies are grounded in socio-technological understanding, that is, systematic knowledge of the mutual relationship between technical objects, the natural environment and social practice. Because technology is a key element of STS, it is expected that the philosophy of technology will have implications for STS studies. The dynamic nature of technology as such leaves its own philosophy in a tentative or flexible state. However, the implications of the philosophy of technology, being in a development phase at the moment with changes in emphasis occuring, for STS studies ought to be determined continuously. The aim of the article is to identify and discuss possible implications of the the philosophy of technology for STS. In order to deduce these implications, the relevant theoretical framework underpinning the article will be discussed in broad outlines. Seeing that the philosophy of technology is such a wide field a delineation of the field needs to be done. Mitcham’s proposed preliminary framework is taken as point of departure for the article. Technology as knowledge (epistemology/theory of knowledge) and technology as activity (design methodology) will be discussed as two key aspects of the modern philosophy of technology which could provide implications for STS. A theory of knowledge usually includes methodology, but seeing that Mitcham classified methodology as one of the modes in which technology is manifested, it is dealt with separately. The epistemology and methodology of technology will each be discussed from a philosophical, historical and practice-based methodological perspective. Some implications of the philosophy for STS are identified and discussed.     

Stimulating 'hot technologies': interorganizational networks in Dutch ceramic research

The role of interorganizational R&D networks between firms and universities in knowledge transfer of advanced technologies is analyzed. The starting assumption (coinciding with reasons of government bodies to support technological cooperation) is that a national knowledge and technology system exists. From this assumption a number of questions that exist about knowledge and technology transfer can be discussed. Notably whether the knowledge push model of technological innovation is valid. This is done through the analysis of the differences in the pattern of external contacts that exists between the scientific, industrial and policy organizations.
Empirical results of a case study of the stimulation of advanced ceramic technology by the Dutch government form the basis. Advanced ceramics is considered to be an emergent technology within the larger framework of generic technologies. However, the Dutch university and industry structure in this area is weak which raises a number of important questions about the possibility to built a technological infrastructure through government support. The paper concentrates on the role of resource and information flows, which characterize the position of specific organizations in the R&D network. The three main positions in this case are occupied by government bodies, various firms and the university and government laboratories.
Two conclusions on knowledge transfer in university-industry cooperation may be drawn. (a) Institutional (government and university) and industrial research networks are different in character and in fact they consist of different network elements. (b) Government policies, in this case, affect the outlook of scientists but not of firms.     

Perspektiven zur aktuellen Kapazitätsmarktdiskussion in Deutschland

Over the last years, proposals for the implementation of capacity mechanisms in Germany have been published. However, some basic questions have not been answered yet: regarding the need for capacities, the functioning of the energy-only-market and the objective and type of a possible capacity mechanism. The actual need for capacities is an important input factor for capacity mechanisms and crucial to determine whether these are required. Currently, uncertainties prevail due to differing assumptions regarding the capacity credits of renewables and other capacities. Existing studies show highly diverse estimates for capacity needs after 2020. It is also unclear whether the energy-only-market can provide sufficient investment incentives. The current low prices cannot be interpreted as a sign for market failure. They represent overcapacities due to European integration and increasing renewable shares. The mid-term effects of increasing renewable shares on electricity prices still need to be analyzed in detail. At last, the objective of a capacity mechanism is not clear in the German context. This makes the selection of an adequate capacity mechanism and an effective market design more complicated. Furthermore, effects on the energy market need to be considered. Parameterization errors can be expensive. Also, capacity mechanisms do not necessarily guarantee higher investment security. As a consequence, the authors advise against the prompt introduction of a capacity mechanism, especially as the new EnWG guarantees the operation of system-relevant power plants until 2017. Instead, an incremental improvement of the energy-only market and in-depth analysis of the described questions seam necessary.     

Colourful practice: Is design education informing architects’ use of colour?

This paper sets out to consider the relationship between design education, architects’ colour knowledge, colour orientations and colour use in design practice. Specifically, a survey of 274 architects, architectural academics and postgraduates in Australia and Iran addressed the questions—is design education informing colour knowledge, and does colour education and knowledge inform an architect’s colour use in their designs? The findings suggest colour use in architecture has two chief influences: (1) Colour Orientation (architects’ general attitudes and prejudices towards colour use); and (2) Contextual Variables (the cultural and physical context of designs). The study shows that while the amount of colour education that architects receive has little role in informing their colourfulness orientations (i.e., how colourful they believe architecture in general should be), the greater an architect’s colour knowledge the more colourful their designs will be. The study suggests that the colourfulness of contemporary buildings is likely influenced more by levels of architects’ theoretical colour knowledge and by their personal preferences rather than by contextual influences such as the cultural and physical context of a design, the building function, or client directives.     

AN EVOLUTIONARY PERSPECTIVE ON DIVERSIFICATION AND CORPORATE RESTRUCTURING: ENTRY,EXIT, AND ECONOMIC PERFORMANCE DURING 1981–89

This study proposes a theoretical perspective that firms engage in continuous search and selection activities in order to improve their knowledge base and thereby improve their performance. This general framework is applied to the context of corporate evolution. Entry and exit activities are understood as search and selection undertaken by the firm to improve their performance. One of the compelling features of this framework is that firms learn from their past entry experience and approach the next entry in a more focused and directed manner over time. Also, firms acquire additional knowledge from each entry event while applying their existing knowledge base. With a longitudinal (1981–89) data base on entry and exit activities of all publicly traded manufacturing firms in the United States, this study shows that applicability of the firm's knowledge base plays an important role in predicting which businesses a firm enters or exits. Firms sequentially enter businesses of similar human resource profiles and firms are more likely to divest lines of business of different profiles. Corporate-level analysis shows that such well-directed entry and exit contribute to the improvement of a firm's profitability.     

Implementation of Industrial Process Innovations: Factors, Effects, and Marketing Implications

Recent research concerning industrial process innovations, such as robotics, expert systems, computer-aided design and manufacturing, and decision support systems, calls for greater focus on the early usage activities that often follow the adoption decision. These activities are called implementation. Implementation determines whether buyers realize the full benefits of industrial process innovations. Providers of industrial innovations may be interested in understanding the key factors influencing implementation and the nature of effects. Such knowledge would be useful not only in enhancing implementation but also in devising strategies to build market advantages. To address the knowledge need, we reviewed the large, fragmented body of work on implementation, which is dispersed across many disciplines, including process engineering, information technology, human resources management, and marketing. We then synthesized relevant findings, developing a conceptual framework and deriving propositions describing the effects of key factors on implementation. Finally, to demonstrate the usefulness of the integrated knowledge, we draw some marketing implications, specifically for new product development, market development, and relationship management.     

Exploring the Appeal of Product Design: A Grounded,Value‐Based Model of Key Design Elements and Relationships*

Product design is increasingly being recognized as an important source of sustainable competitive advantage. Until recently, the domain of design has been loosely categorized as “form and function” issues. However, as this paper will explore, product design deals with a much richer range of issues, many of which have not been considered in the marketing literature. To explore the domain and elements of design, the paper begins with two major goals: (1) to elicit the key dimensions of design and to develop an enriched language for the understanding and study of design; and (2) to integrate the design dimensions within a broader model that ties initial design goals to eventual psychological and behavioral responses from consumers. To achieve these ends, grounded theory development is used by conducting an extensive literature review, in‐depth interviews, and an interactive object elicitation technique. Drawing from this rich source of qualitative information as well as diverse literature fields, a framework is proposed for the creation of design value in consumer products. This framework not only explores the domain of design but also highlights the important elements of design that go well beyond the clichéd form and function issues. The resulting model reflects specific marketplace and organizational constraints that may help or impede the conversion of designer goals to so‐called design levers. These levers are used to convey three types of values to consumers: rational, kinesthetic, and emotional. The framework then explains how and when these different values may be perceived by the consumer. Within this framework, testable research propositions and specific directions for future design‐based research are also offered. Beyond its potential to spur marketing and new product development (NPD) management thought, the framework offered here represents a significant contribution to the field of design, which has historically been represented as a highly fragmented body of knowledge. Formalizing this framework should help overcome perhaps the largest obstacle to date to marketing‐related and NPD‐related research in this area—the lack of a detailed and consistent nomological view of the scope of design dimensions including testable linkages. Design has become an important tool that can be used by managers to develop dominant brands with lasting advantages. This research lends the NPD manager and the marketing manager better insights in into how this increasingly popular focus can be used to influence consumer behavior and firm success. “Design may be our top unexploited competitive edge.” Tom Peters, 2004 (cover review of Norman, 2004 ) “We don't have a good language to talk about [design]. In most people's vocabularies, design means veneer.… But to me, nothing could be further from the meaning of design. Design is the fundamental soul of a man‐made creation.” Steve Jobs, Apple Computers     

Sustainability research in business-to-business markets: An agenda for inquiry

Corporate interest in the topic of sustainability has increased in prominence. Most of the research on sustainability has a business-to-consumer focus, with limited research emphasizing sustainability in the context of business-to-business marketing. The paper examines research on sustainability, published in the journal Industrial Marketing Management, where thirty-eight articles have appeared in the past twenty-seven years, the majority on supply-chain research. Research on sustainability in business-to-business markets is sparse, and some of the fundamental research questions in this area have gone unaddressed. This paper addresses three interrelated research issues associated with sustainability in business-to-business markets. First, what research is available to researchers and practitioners? Second, what framework can be used to examine sustainability research in business-to-business markets? Third, what subareas of sustainability research need focus and deeper examination, and what are the associated research questions? Overall, the findings from this paper suggest the need for additional research in the area because of its substantial implications for theory, research, and practice.     

Integrating Knowledge and Knowledge Processes: A Critical Incident Study of Product Development Projects

Various scholars have argued that knowledge processes in organizations are integrally linked in practice. The extant literature though treats them separately and thereby disregards the interactions and tensions between them. A result of this way of studying knowledge processes is that little is known about their relative importance and how they work together. This paper addresses this gap in the literature through a critical incident study of knowledge processes in product development projects of high‐tech small firms. The paper starts off with a conceptual framework comprised of four knowledge processes—knowledge creation, knowledge application, knowledge integration, and knowledge retention—and their interactions. From the framework, three hypotheses are derived concerning the importance of these types of knowledge processes and their interactions, which in turn guide the empirical research. The hypotheses were tested in a retrospective study of 58 critical incidents in product development projects of 16 high‐tech small firms in the Netherlands. Data were collected through semi‐structured interviews using the critical incident interviewing technique. Interviewees were asked to “relive” and describe particular successful and unsuccessful examples of product development projects in the past. The analysis of the interview data focused upon whether there are differences between successful and unsuccessful projects in the types of knowledge processes and interactions that are performed. After coding all data into the various types of knowledge processes and interactions of the framework, t‐tests were used to test for significance of differences. The findings indicate that the difference between success and failure in these projects lies primarily in the extent to which knowledge integration and integration between knowledge processes have taken place. These findings demonstrate that, of the four knowledge processes, knowledge integration had the most significant impact on product development project success. The study demonstrates furthermore that higher degrees of interactions between knowledge processes were also associated with project success. Despite the limitations of this study, these results provide empirical support for the claim that integration is a key factor in organizations in general and in innovation projects in particular. For academics, this suggests further research on knowledge integration, and integration between knowledge processes, is warranted. For practitioners, it means that integration is a key process to be considered when choosing and executing new product development projects.     

A conceptual model for knowledge dimensions and processes in design and technology projects

The present study sheds new light on the knowledge dimensions and processes that occur when designing new concepts and prototypes in higher education. In particular, this study aims to develop the conceptual understanding of activities and processes that help students to gain new knowledge and understanding while designing new products and services. I employed two data collection phases among undergraduate students with qualitative abductive data analyses in order to create a conceptual framework for understanding how new knowledge is created and managed in students’ social interactions. This framework also enables us to distinguish the user, business, technological and methodological knowledge dimensions that constitute the elemental perspectives for design processes. This study emphasises the need for students to use diverse methods to gain new knowledge for inventing and designing new technological solutions.     

Spatial proximity and complementarities in the trading of tacit knowledge

We model knowledge-trading coalitions in which the transfer of tacit knowledge is unverifiable and requires face-to-face contact, making spatial proximity important. When there are sufficient “complementarities” in knowledge exchange, successful exchange is facilitated if firms can meet in a central location, thereby economizing on travel costs. When complementarities are small, however, a central location may be undesirable because it is more vulnerable to cheating than is a structure involving bilateral travel between firms. We believe that our framework may help explain the structure and stability of multimember technology trading coalitions, such as Sematech and Silicon Valley.     

Knowledge management and coopetition: How do cooperating competitors balance the needs to share and protect their knowledge?

Coopetitors need to manage interorganizational knowledge flows to balance cooperative knowledge sharing and competitive knowledge protection. The question of how to balance these has received little research attention, with most studies analyzing knowledge sharing or protection separately. To address this gap, we develop a theoretical framework on coopetitive knowledge sharing and knowledge protection practices. This framework is based on a literature review of coopetitive interorganizational knowledge management. To complement and refine this initial framework, we build on insights from a qualitative study that gathered data from 11 semistructured interviews with key informants of Latin American firms. We show that a balance between knowledge sharing and knowledge protection in coopetition is facilitated when coopetitive interorganizational knowledge management helps coopetitors share general and project-specific knowledge while they withhold core knowledge about their firms and clients. To achieve this balance, firms combine formal and informal knowledge protection practices. As theoretical implications, we provide a fine-grained and synoptic understanding of the characteristics of knowledge management among coopetitors. As managerial implications, we call managers' attention to the need to find a balance between knowledge sharing and protection that will help clearly define what kind of knowledge is shared or protected when firms cooperate with rivals.     

The technological knowledge used by technology education students in capability tasks

Since technology education is, compared to subjects such as mathematics and science, still a fairly new subject both nationally and internationally, it does not have an established subject philosophy. In the absence of an established subject philosophy for technology education, one can draw on other disciplines in the field, such as engineering and design practice, for insights into technological knowledge. The purpose of this study is to investigate the usefulness of an epistemological conceptual framework chiefly derived from engineering, to be able to describe the nature of technological knowledge, in an attempt to contribute towards the understanding of this relatively new learning area. The conceptual framework was derived mainly from Vincenti’s (What engineers know and how they know it. Johns Hopkins University Press, Baltimore, 1990) categories of knowledge based on his research into historical aeronautic engineering cases. Quantitative research was used to provide insight into the categories of knowledge used by students at the University of Pretoria during capability tasks and included an analysis of a questionnaire administered to these students. Findings suggest that the conceptual framework used here is useful in technology education and that the categories of technological knowledge apply to all the content areas, i.e. structures, systems and control, and processing, in technology education. The study recommends that researchers and educators deepen their understanding of the nature of technological knowledge by considering the categories of technological knowledge presented in the conceptual framework.     

Buyer (dis)satisfaction and process innovation: The case of information technology services provision

Studying buyer satisfaction within business services is important because if buyer expectations are not addressed, it can endanger the relationship. Dissatisfied buyers can remain silent or switch supplier without notice, damaging the supplier-buyer relationship. Therefore, suppliers often invest substantial effort in collecting feedback with an expectation that it will foster improvements and innovation in processes. However, using a mixed method sequential research design, we find that there is no direct association between the level of dissatisfaction and process innovation: this poses questions about redundancy of feedback collection. We find that there is a time lag between dissatisfaction identification and problem resolution. We also find that there is a cognitive gap between a supplier's interpretation of the buyer's expectations and the buyer's actual expectations. Further, existing processes that are improved repetitively using discontent feedback suffer from diminishing returns. Suppliers need to proactively seek solutions rather than reactively dealing with buyer problems.