Technology Education as Solo Activity or Socially Constructed Learning

There is a continuing perception that current educational arrangements for technology education in modern liberal democracies are at odds with its actual delivery in the classroom (Dakers & Doherty 2003). The technè versus poiesis tension (explained later) is one major contributor to this perception. Equally, the practice of transmission versus constructivist pedagogies contributes to the mismatch between policy and practice.This paper will investigate how factors relating to these two contributions affect the delivery of technological education. It will begin by discussing the derivation of the word technology and how its modern incarnation has become not only amorphous, but confusing for technology education, in that the term can be taken to mean production on the one hand or process on the other. It will then explore technology teachers perceptions (and misperceptions) of what constitutes technology education, and discuss why this can lead to confusion. It will further consider how this can affect the pedagogy adopted. It will then examine two pedagogical frameworks which result from teachers perceptions of technology education as either; a process of internalisation of technological skills and functions as representations exclusively within the mind and unique to the individual, thus solo, or; a process of technological skills and functions embedded in sociocultural activity in which cognition is distributed across the internal mind and the external environment. Finally, the paper will offer a framework for the delivery of technology education set within a community of learners paradigm.     

China's Labour-Management System Reforms: Breaking the ‘Three Old Irons’ (1978–1999)

This article systematically examines the fundamental changes that have taken place in China's labour-management system since China embarked on its economic reforms in 1978. The system was, from the 1950s onwards, characterized by what were called the three old irons, i.e. life-time employment (the iron rice bowl), centrally administered wages (the iron wage), and state-controlled appointment and promotion of managerial staff (the iron chair). This study reviews the degree to which the reform process is breaking these three old irons and is arguably replacing them with a hybrid human resource management model, albeit with Chinese characteristics, that reflects the influence of foreign multinational corporations (MNCs) that have invested in China.     

Perception of ‘economic reality’ with Design and Technology

Conclusion It has been argued that Design and Technology teachers would be helped by clear distinction between the terms, industry, business and economic. This would help to avoid the confusion between particular ways of viewing business (eg. through an economic concept such as profit maximisation;) and the multi-faceted character of the activity under observation. By this reasoning, the economic dimension of Design and Technology resides in the analysis of needs and the evaluation of products according to the value of the resources used up, and the value and distribution of the resources and products created. The link with discussion of value judgements in the subject (eg. Riggs and Conway, 1991) is very clear. So also is the dependence of this analysis on the definition of needs and evaluation and, crucially, the perceived relationship between the two, in learning and classroom practice.     

Science,technology and engineering: Building lifelong bridges

In response to what is envisaged as a crisis in scientific and technological literacy, various organizations and governmental agencies have put forward recommendations for enriching students' science and technology experiences in formal and informal learning environments. This paper examines one such organization — the Professional Engineers Ontario — and their Innovators in the School initiative. Through this student outreach programme, engineers, scientists and technologists volunteer their time to visit elementary and secondary level students, encouraging them to pursue science, technology and engineering careers. In particular, this research identifies issues that the Innovators (interestingly, over half are women) consider to be important for promoting a positive image of science to young people. First, the paper considers what an image of science might potentially be. Second, it addresses the question of how Innovators and other educators (teachers, policy-makers, curriculum planning teams) might promote this positive image in the classroom and school.     

Brand Imitation: Do the Chinese Have Different Views?

Trademark infringement is a big problem for international brands in Asia, especially among the three Chinese societies — the PRC, Taiwan, and Hong Kong. An exploratory study of the perceptions and attitudes of these consumers regarding their acceptability and willingness to purchase brands which imitate the look of multinational brands was carried out. The results showed the Hong Kong Chinese to be more aware and loyal to multinational brands. The PRC nationals and Taiwanese generally had low awareness of which brands were originals and which were imitators. All respondents thought the manufacture of imitator brands to be unethical, but not the purchase of such brands. The major predictor of choosing an imitator brand was the respondent's ability to identify the original brand. The results from this study suggest marketers should educate their new consumers that they are the original brand or market leader in their product category.     

What form of modelling?

Conclusion The National Criteria and GCSE CDT: Technology have not kept pace with the progress of language, whereas the APU and the Design and Technology Working Group have an understanding, with the implications, of modelling 2, albeit fifteen years after the Open University's Technology Foundation Course for teachers. The Consultation Report Group has had the benefit of the insight given by the APU and the Design and Technology Working Group, but, it has not seen the probity and necessity of modelling 2. A summary of these documents in this five year period is presented in Table 2. It shows succinctly how the words model and modelling, from Table 1, have been used or implied.In conclusion, it would appear that through the Consultation Report no gain has been made from the advances achieved by the APU and the Design and Technology Working Group. The Consultation Report has restored a quasi status quo that does not challenge Design and Technology as would have the Final Report regarding modelling 2. If its perception of modelling 2 had been adopted by the National Curriculum Council the Final Report's modelling 2 philosophy would have challenged the GCSE Technology examinations and any Technology faculty who work on an understanding of modelling as an end-in-itself product.As a consequence of this weakening by the National Curriculum Council, there is the need to return to the philosophy of the APU and the Design and Technology Working Group in order to interpret the imminent Technology Statutory Orders. The non-statutory examples should be ignored, as an understanding of modelling 2 philosophy will give valid examples and contexts. Finally, an understanding of modelling 2 philosophy will help cross-curricular developments through the interaction of different aspects of modelling 2 within the curriculum.     

Research on asian cultures and management: Some epistemological issues

This paper highlights the major issues raised in the conference Culture and Management Styles in Southeast Asian countries and discusses the espistomological and methodological problems of doing comparative management research in general as well as in the region.The paper identifies the themes which emerged from the conference discussions as (1) the fundamental rationale for research and the apparent weakness in making it explicit, (2) the questions of epistomology as regards causation, and the (3) more mundane issues faced in conforming to standard research paradigms. These issues are discussed under the following headings: What is to be included, subjects' espoused theory or theory in use, idiographic versus nomothetic approaches, more universal variables, problems of defining culture. The implications and significance of different approaches and disciplines concerning these issues are considered, and guidelines for future research in the area are suggested.Professor Gordon S. Redding is with the Department of Management Studies, University of Hong Kong.     

Matching students' technological thinking with the demands of a technological curriculum

The ability to think in the technology subject area has been analysed for a sample of 50 pupils in the 11–16 age range in a U.K. comprehensive school. It is suggested on the basis of the research that three factors are identified: function/structure, general intelligence and perceptual (visual) analysis. Developmental analysis suggests that changes with age occur in the first of these, with thinking moving from identification of function towards identification of structure. The mismatch between the development of technological thinking and teaching curricula is noted.     

Tasks in technology

Technology has long been recognised as a task-centred activity, but far too little work has been done to understand the nature of tasks and how they operate as teaching and learning tools. The problems surrounding Attainment Target 1 (AT1) in the national curriculum in England and Wales provide ample evidence of this. This paper explores — both in principle and through empirical research data — two central features of tasks ie pupil autonomy/teacher control and the role of the client or user of the end product. Very contrasting views about tasks emerge from the four key stages.     

Japanese managers in southeast asia: Amiable superstars or arrogant upstarts?

This study examines the stereotypes held by 664 expatriate and 624 local managers in the subsidiaries of 136 Japanese firms operating in Hong Kong, Indonesia, Malaysia, the Philippines, Singapore and Thailand. Using 18 semantic differential items, the opinions of the managers were sought concerning three matters: their own nationality (their autostereotype); the nationality with whom they worked (their heterostereotype); and how the nationality with whom they worked would see them (their metastereotype). Principal components analysis revealed three major factors underlying the stereotypes, which were labelled managerial, entrepreneurial and congenial. These three factors are used to compare the various stereotypes of the groups.The authors are members of the Department of Management, The University of Western Australia. They wish to acknowledge the contribution made by A. Radha Krishnan in the gathering of the data upon which this study is based.     

Living at Work: Management Control and the Dormitory Labour System in China

The paper is based on a review of the literature on the use of dormitory labour, in the past and currently within parts of China, especially the Southern Pearl River Delta. It compares the provision of dormitories by firms with provision of housing under paternalist management practices. It explores the benefits that flow from having labour available on tap, as against the potential disadvantages of having short tenure circulating labour as firms aim to move up the value chain which may require the retention of skilled labour with the firm for longer periods.     

Personality and other attributes,qualities, abilities and opinions of some ‘A’ level design students

Many claims have been made of a subjective nature that some students studying A level Design develop certain personal qualities and attributes not found in some students who study other academic A levels. The research describes attempts to quantify these claims and as a result provides a firmer basis for the understanding of the effects on students of studying design.     

The Egalitarian Leader: A Comparison of Leadership in Australia and New Zealand

This article compares leadership in Australia and New Zealand based on data collected as a part of the GLOBE (Global Leadership and Organizational Behavior Effectiveness) 62-nation culture and leadership project. Exploratory and confirmatory factor analyses were used to demonstrate that etic (universal) dimensions of Charismatic and Self-Protective leadership are evident in both cultures, but that the dimensions have emic (local) culturally determined manifestations. These emic manifestations were stronger in New Zealand than in Australia. Leadership effectiveness incorporated the negative emic dimension of Bureaucratic leadership (both countries), and the positive emic dimension of Egalitarian leadership in Australia and Team leadership in New Zealand. Both models of leadership nonetheless represent styles of leadership based on egalitarian principles.     

Industry Dynamics in the Swedish Textile and Wearing Apparel Sector

This paper analyses the adjustment process within the Swedish textile and wearing apparel sector and finds results that support the notion of Schumpeters creative destruction. The turnover of plants and jobs seems to improve the industries from within due to an exit (entry) of less (more) productive plants, exit (entry) of old (new) incumbents, a destruction (creation) of less (more) human-capital intensive jobs, and a supply of new products on the world market. The econometric analysis of the probability of exit with plant, firm and industry characteristics supports the idea of a rationalisation from within.     

Temporal Dynamics of Crossvergence: Institutionalizing MNC Integration Strategies in Post-Crisis ASEAN

This study utilizes the temporal lens afforded by the unprecedented pace of the Asian financial crisis to re-conceptualize the convergence-divergence-crossvergence (CDC) framework. Grounded at the Western-headquartered ASEAN subsidiary, CDC is hypothesized as a dialectical progression comprising Western corporate culture (convergence) ASEAN societal culture (divergence) and ending with the institutionalization of these forces (crossvergence) as a transient re-equilibrium. Against a backdrop of increasing macro-level turbulence, the CDC dialectic is then fed through a dyadic cycle of environmental shocks and organizational responses. Managerial implications are discussed along with suggestions for future research.     

Entry Patterns in the Southwest Airlines Route System

We estimate a model of city-pair entry for Southwest Airlines using data from 1990 to 2000. In addition to quantifying the market characteristics which have influenced Southwests entry decisions, we find evidence that Southwests entry strategies have changed significantly throughout the decade. Based on our models estimates, we provide an estimate of the foregone fare savings resulting from the Wright and Shelby Amendments. Finally, we identify those markets that are the most likely for future non-stop entry and suggest which network carriers are most vulnerable to future Southwest expansion.     

Making Ethical Judgements: A Cross-Cultural Management Study

This article reports the results of a cross-cultural empirical study across seven countries which investigates the differences in the way managers structure their ethical judgements regarding the loyalty of a corporation to its employees, the loyalty of employees to the corporation, and the loyalty of employees towards their co-workers. Managers' ethical judgements from the East Asian tiger countries of Japan, Korea and Hong Kong are compared with those from the Anglo countries of the United States and Australia, and with those from the transitional countries of Asiatic Russia and Poland. An adapted version of the well documented Reidenbach-Robin instrument is used, and its cross-cultural application investigated. As hypothesized, cross-cultural differences were indicated for both the structure and content of managers' ethical judgements, which have important implications for the way organizations are effectively managed both nationally, regionally and internationally. Weaknesses in the a priori constructs of the research instrument were also indicated, and recommendations made for future development of methodology in this area.     

Problem-solving processes in technology education: A pilot study

This paper reports the preliminary results of a pilot study investigating the nature of problem-solving activity in technology classrooms. The research focuses on the relationship and potential mismatch between teachers' and children's agendas, aims, perceptions and beliefs concerning design and technology activities. A case study of an 11-week project was undertaken with four pupils aged 13. In-depth classroom observation and interviews allowed us to investigate the problem solving used in designing and making a kite, and the pupils' application of the knowledge required. Our analysis charts the influence of the teacher's task structuring and interventions on the children's problem-solving behaviour. The results indicate that the design process is highly complex and not always communicated successfully by teachers. What children typically encounter in design and technology projects are different problems requiring different approaches according to the kind of task and the stage reached in its solution. The popular idea that problem solving in technology denotes a holistic design-and-make process is hence under challenge. Moreover, the assumed access and application of relevant bodies of knowledge from other contexts is highly problematic.     

Adding Value to the Teaching and Learning of Design and Technology

It has been argued that design and technology can be used as a vehicle for teaching science and vice versa. In this paper, we report an investigation into Grade 6 students understandings of concepts embodied in the Systems strand of a technology syllabus as they grappled with a unit of work in technology for the first time. The unit of work involved students in the design and construction of simple systems, followed by experiences with more complex systems. Qualitative research methods were used to investigate the activities of the students as they engaged in the design and technology learning experiences for eight weeks. Data sources included student and teacher interviews, video and audio recordings of whole class and small group interactions, students notes, drawings and diagrams, and researchers field notes and reflections. Changes in students ability to identify the individual components and analyse how the components worked together in systems, and evidence of students use of scientific understandings for explanations, were noted as the unit of work progressed. An improvement was observed in students abilities to describe relationships between inputs, processes and outputs, and outline sequences of cause and effect. The technology and science appeared to be complementary as they developed technology specific and action-oriented technology and science language, which may be evidence of the presence of a community of learners. Recommendations are proposed for enhancing the value of both design and technology and science if both subjects are taught together as part of an integrated program in primary schools.     

The conceptual understanding of scientific principles in Home Economics

This paper stresses the importance of scientific understanding as part of Home Economics courses and describes how personal misconceptions can interfere with this understanding. It examines the misconceptions held by third level undergraduate students of a basic scientific principle used in the cooking of food, that of boiling, and compares these misconceptions with those of second level pupils commencing their formal education in science. Little difference is reported between the two groups in terms of the misconceptions held. The effectiveness of a teaching methodology based on a constructivist view of knowledge, that of cognitive conflict, in changing misconceptions is reported.