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.     

Impact of Knowledge Type and Strategic Orientation on New Product Creativity and Advantage in High‐Technology Firms

As different types of knowledge may have different effects on new product positional advantage, knowledge portfolio management in concert with the firm's strategic orientation is indispensable for new product success. However, previous research has not dealt with the knowledge resources and strategic implementations that affect new product development (NPD). To fill in this gap, the current study focuses on two dimensions of knowledge type (knowledge complexity and knowledge tacitness) and two forms of strategic orientation (technological orientation and market orientation), which influence the positional advantages as determinants of NPD outcomes. Drawing on the resource‐based view, this study explains how these knowledge and strategic orientation variables influence new product creativity, which comprised the novel and meaningful characteristics of new products. Finally, it demonstrates how these two dimensions of new product creativity differentially provide product advantages in terms of customer satisfaction and product differentiation, which lead to superior new product performance. A conceptual framework is developed and the related hypotheses provided to incorporate the study variables and to test their relationships in a sample based on data collected from both marketing and project managers from 100 U.S. high‐technology firms. The model estimation results from path analysis demonstrate that reliance on knowledge of high tacitness harms meaningfulness, while reliance on knowledge of high complexity increases both novelty and meaningfulness of new product. As expected, market orientation and technological orientation improve the meaningfulness and novelty dimensions of the new product, respectively. New product novelty and meaningfulness are shown to enhance new product advantage in terms of product differentiation and customer satisfaction, both of which contribute to new product performance. It is also found that the combinative use of market orientation and knowledge complexity, and technological orientation and knowledge tacitness positively influence both the novelty and meaningfulness of new products. This study, using the product‐level analysis, contributes to the literature by clarifying how the firm's different knowledge properties and strategic orientations both play a role as a source of new product creativity, and how new product creativity, as a valuable and rare resource, enhances new product advantage. The study results suggest that project/product managers should increase the transferability and codifiability of unstructured knowledge by stimulating intraorganizational knowledge sharing among NPD team members, and that they should promote both technology and market‐orientated practices to fully develop creativity of new products.     

Design expert’s participation in elementary students’ collaborative design process

The main goal of the present study was to provide insights into how disciplinary expertise might be infused into Design and Technology classrooms and how authentic processes based on professional design practices might be constructed. We describe elementary students’ collaborative lamp designing process, where the leadership was provided by a professional designer. The video-recorded lessons on lamp designing and the “Lamp Designing” view of the project’s database constituted the data sources of the study. A data-driven qualitative content analysis was conducted for categorizing the scaffolding activities of the designer. The results indicate that the designer’s participation opened up the world of designing for the students. This enabled the students to engage in embodied design practices, and to gain new insights of the professional mechanisms of designing. Having the professional designer working with them, provided students with the opportunity to gain the full potential that solving complex design problems can offer to learning.     

Nurturing the designerly thinking and design capabilities of five-year-olds: technology in the new entrant classroom

Technology is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in programmes in which the practice of technological development is experienced, as is knowledge informing practice, and students gain an understanding of technology as a domain in its own right. In New Zealand children begin school at 5 years of age and this paper describes a classroom research project during which these students design and then construct a photo frame. The inducement for this development arose from students needing to safely transport home and then display a class photograph. This provided the opportunity for developing technological knowledge and skills within a real and relevant context—two key drivers when working with young students (Ministry of Education 2007) [MoE]. The results of this project suggest that teaching technology to five-year-old students is achievable and a valuable addition to other learning opportunities provided in the new entrant classroom. Strategies are suggested that will enable students to successfully achieve their goals whilst gaining a simple understanding of the technological process. By making good use of these it is possible to create a worthwhile and imaginatively challenging activity that reflects the essence of the technology education curriculum.     

Young children’s views of the technology process: an exploratory study

This paper describes an exploratory study of an aspect of the technological knowledge of two groups of five-year-old students in their first year at school. Their emerging understandings of the steps required to develop a new product were investigated through a series of interviews. A theoretical framework linking technological knowledge to ‘funds of knowledge’ from experiences outside the classroom supported the analysis. The data suggest that young children draw on a broad range of experiences and knowledge, often uncritically, in order to explain how things are made. They are able to transfer their understandings of the technological process from one experience to another particularly when they have the language and background experiences to support them. Of particular note however, is that they were often unfamiliar with the properties of materials and therefore unable to anticipate the processes necessary to convert raw materials into a final product. The research also highlighted some key considerations for working with young children in this area.     

Emerging Assessment Practices in an Emergent Curriculum: Implications for Technology

This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project.Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding.The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.     

Product innovativeness from the firm's perspective: Its dimensions and their relation with project selection and performance

There has recently been tremendous interest in product innovativeness. However, it seems that we need a better understanding of exactly what product innovativeness means. This article presents a conceptual framework to clarify its meaning. The framework first distinguishes customer and firm perspectives on product innovativeness. From the customer's perspective, innovation attributes, adoption risks, and levels of change in established behavior patterns are regarded as forms of product newness. Within the firm's perspective, environmental familiarity and project-firm fit, and technological and marketing aspects are proposed as dimensions of product innovativeness.
Next, the article offers a tentative empirical test of the proposed dimensions of product innovativeness from the firm's perspective. A well-known dataset of 262 industrial new product projects is used to: I) clarify the product innovativeness construct and examine its underlying dimensions, 2) examine the relation of product innovativeness with the decision to pursue or kill the project, and 3) examine the relationship between product innovativeness and product performance. Five dimensions of product innovativeness are found which have distinct relations with the Go/No Go decision and product performance: market familiarity, technological familiarity, marketing fit, technological fit, and new marketing activities. Most strikingly, measures of fit are related to product performance, whereas measures of familiarity are not.
The article concludes that researchers need to be careful about which definitions and measures of product innovativeness they employ, because depending on their choice they may arrive at different findings. New product practitioners are encouraged to evaluate new product opportunities primarily in terms of their fit with their firm's resources and skills rather than the extent to which they are "close to home".     

Computer Support for Collaborative Designing

The purpose of the present study was to examine how collaborative designing could be facilitated by a new generation networked learning environment (Future Learning Environment, FLE-Tools) and to analyze whether and how students working in the environment were able to share their design process. The study was carried out by analyzing qualitatively knowledge posted to FLE-Tools’ database by three courses of first-year textile students (N = 34) who were engaged in a collaborative design project that focused on designing clothing for prematurely born babies. The study indicated that designing in the network environment facilitated engagement of expert-like designing in a sense of supporting specification of constraints related to designing clothing to premature neonates through in-depth problem structuring and search of new information. A design challenge of FLE-Tools is to provide more effective tools for collaborative work with visual sketches as well as developing tools and practices that would help to share knowledge emerging not only in the conceptual but also during the actual manufacturing phase of designing. This revised version was published online in July 2006 with corrections to the Cover Date.     

Recent Research in Learning Technological Concepts and Processes

This paper examines recent research in student learning of technological concepts and processes. To explore this area three inter-related aspects are considered; existing concepts of technology, technological knowledge and processes. Different views of technology and technology education are reflected in both research outcomes and curriculum documents. Teacher and student perceptions of technology impact on the way in which technology is undertaken in the classroom. Teacher's perceptions of technology influence what they perceive as being important in learning of technology. student's perceptions of technology and technology education influence what knowledge and skills they operationalise in a technological task and hence affect student technological capability. Technological concepts and processes are often defined in different ways by particular groups. Subject subcultures are strongly held by both teachers and students. The influence of subject subcultures and communities of practice will be discussed in terms of defining and operationalising technological concepts and processes. Technological concepts are not consistently defined in the literature. For students to undertake technological activities, knowledge and processes cannot be divorced. Recent research highlights the problems when processes are emphasised over knowledge. This paper will examine different technological concepts in an attempt to create a critical balance between knowledge and process. Much of the literature in technology education has rightly emphasised definitions, curriculum issues, implementation and teacher training. This paper argues that it is now time to place a great emphasis on in-depth research on student understanding of technological concepts and processes and ways in which these can be enhanced.     

Business actor engagement: Exploring its antecedents and types

Building on recent engagement research, this study contributes to a deepened understanding of business actor engagement (BAE) dimensions that includes both behaviors and emotions. Following a systematic combining approach, this study contextualizes and clarifies BAE. Through an analysis of dyadic data (providing firm and customers), we offer in-depth knowledge of the antecedents and types of BAE. This study identifies engagement disposition combined with engagement connectedness as the antecedents of an engagement initiative's overall BAE. Building on these dynamics, we propose a conceptual BAE framework with a set of testable propositions that links BAE with its proposed antecedents. Finally, we use the empirical and theoretical insights to derive a BAE taxonomy consisting of four types that offers guidance on how to manage customers with different engagement characteristics in practice.     

Swedish technology teachers’ views on assessing student understandings of technological systems

Technology education is a new school subject in comparison with other subjects within the Swedish compulsory school system. Research in technology education shows that technology teachers lack experience of and support for assessment in comparison with the long-term experiences that other teachers use in their subjects. This becomes especially apparent when technology teachers assess students’ knowledge in and about technological systems. This study thematically analysed the assessment views of eleven technology teachers in a Swedish context. Through the use of in-depth semi-structured qualitative interviews, their elaborated thoughts on assessing knowledge about technological systems within the technology subject (for ages 13–16) were analysed. The aim was to describe the teachers’ assessment views in terms of types of knowledge, and essential knowledge in relation to a progression from basic to advanced understanding of technological systems. The results showed three main themes that the interviewed teachers said they consider when performing their assessment of technological systems; understanding (a) a system’s structure, (b) its relations outside the system boundary and (c) its historical context and technological change. Each theme included several underlying items that the teachers said they use in a progressive manner when they assess their students’ basic, intermediate and advanced level of understanding technological systems. In conclusion, the results suggest that the analysed themes can provide a basis for further discussion about defining a progression for assessing students’ understanding about technological systems. However, the findings also need to be examined critically as the interviewed teachers’ views on required assessment levels showed an imbalance; few students were said to reach beyond the basic level, but at the same time most assessment items lay on the intermediate and advanced levels.     

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.     

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.     

Understanding the service infusion process as a business model reconfiguration

This study conceptualizes service infusion as a business model reconfiguration by using a process perspective. Service infusion is therefore understood as a process affecting the business model dimensions of transaction content, structure, and governance. The service-related reconfiguration of the business model is explained by underlying knowledge conversion mechanisms, which provide insights into the development of reconfiguration capacities as important enablers for business model change. Furthermore, this study introduces the concept of service defusion as an important counterpart to service infusion. Both concepts together are found to fully capture firms' strategic options with respect to their service offering components (transaction content), their engagement with, and disengagement from, important business partners (transaction structure), and also their interactions with these important business partners (transaction governance). The conceptually derived understanding of the service infusion process and mechanisms are exemplified via a multi-actor longitudinal illustrative case study. A conceptual grounding for understanding service infusion processes for further theory and concept development is provided, and managers gain an understanding of how to effectively manage the processes underlying service-related business model reconfigurations.     

Dimensions of space in business network research

Interactive processes constitute a core notion in business exchange, leading to the concepts of relationships and networks. The constitution of process, comprising unfolding events, activities, and connected structures, relies on difference in space and time. While research has been devoted to time, the concept of space has thus far remained largely unexplored within business network research.This conceptual paper focuses on spatial dimensions for conducting research according to the IMP business network approach. Business actors create connected relationships and networks that exist and change as continuous emerging spatial structures and as mental maps in the managerial mindset. These relational network processes and structures are located, distributed and experienced in and across space. Drawing on economic geography and conceptual frameworks from the business network approach, we propose new dimensions and conceptualizations of space for the study of these networks. The paper delivers proposals to extend our current understanding of business networks as emerging and changing spatio-temporal entities with implications for theory development, research and practice.     

Inter-cognitive representations in business networks

This study aims at conceptualizing the different outcomes of inter-cognitive representations, such as manifestations of agreements between business actors, legally binding contracts, and industry standards and regulations which are developed through interactions between actors in business networks. Inter-cognitive representations inscribe shared understandings and thus prove an objectified basis for further interactions within the business network. To advance the study of inter-cognitive representations in business networks, we develop a conceptual framework that integrates two conceptual dimensions, namely, 1) ‘shared understanding of rules’ and 2) ‘interaction among interdependent actors’. The framework allows us to formulate four theoretical propositions that provide alternative hypotheses, which deserve further research and empirical testing.     

Making the Processes of Designing Explicit Within an Information Technology Environment

In this paper, technology is described as involving processes whereby resources are utilised to satisfy human needs or to take advantage of opportunities, to develop practical solutions to problems. This study, set within one type of technology context, information technology, investigated how, through a one semester undergraduate university course, elements of technological processes were made explicit to students. While it was acknowledged in the development and implementation of this course that students needed to learn technical skills, technological skills and knowledge, including design, were seen as vital also, to enable students to think about information technology from a perspective that was not confined and limited to `technology as hardware and software'. This paper describes how the course, set within a three year program of study, was aimed at helping students to develop their thinking and their knowledge about design processes in an explicit way. An interpretive research approach was used and data sources included a repertory grid `survey'; student interviews; video recordings of classroom interactions, audio recordings of lectures, observations of classroom interactions made by researchers; and artefacts which included students' journals and portfolios. The development of students' knowledge about design practices is discussed and reflections upon student knowledge development in conjunction with their learning experiences are made. Implications for ensuring explicitness of design practice within information technology contexts are presented, and the need to identify what constitutes design knowledge is argued.     

Learning Technological Concepts and Developing Intellectual Skills

The increasing complexity of work and social life demands that people possess conceptual understanding and intellectual skills in order to gain the desired level of competence. Unfortunately, the development of high level cognitive skills is a complex task that has not been sufficiently addressed in education. This chapter discusses the nature of intellectual skills and identifies numerous problems that educators face when they attempt to emphasize these skills in their curriculum. Through a comparison of the characteristics of formal and informal learning environments, the author identifies four elements of informal learning that guide the creation of high level intellectual skills. Incorporating the four elements of informal learning in formal instruction can lead to robust opportunities for students to gain conceptual understanding and develop their intellectual skills.     

The impact of problem-based learning strategies on STEM knowledge integration and attitudes: an exploratory study among female Taiwanese senior high school students

This study was designed to explore the effects of problem-based learning (PBL) strategies on the attitudes of female senior high school students toward integrated knowledge learning in science, technology, engineering, and mathematics (STEM). Content analysis and focus group methods were adopted as the research processes. Data and information about the STEM internet platform, an attitude scale and the contents of interviews were also collected for analysis. The subjects were 10th grade students at a girls’ senior high school who volunteered to organize teams for a Solar Electric Trolley Contest. A total of 40 students were grouped into 18 teams. The results of the study indicate: (1) that PBL strategies can be helpful in enhancing students’ attitudes toward STEM learning and the exploration of future career choices; (2) that the PBL teaching strategy helped to lead students step by step toward completing the contest’s mission and to experience the meaning of integrated STEM knowledge; (3) that not only that students can actively apply engineering and science knowledge, but also that students tend to gain more solid science and mathematics knowledge through STEM learning in PBL; and (4) that PBL can enhance students’ abilities and provide them experiences related to knowledge integration and application. Therefore, it is recommended that the curriculum at the girls’ senior high school include more content related to specialty subjects to enhance their technological capabilities. In addition, a learning mechanism should be offered to aid advisers or teachers in strengthening students’ integrated and systematic knowledge about STEM.     

Bridging the distance: Managing cross-border knowledge holders

This article examines the micro-level operational difficulties for multinational corporations (MNCs) to generate value from its highly geographically dispersed cross-border knowledge and studies the strategies for overcoming them. Using China as the research context, we identify key geographical, institutional and cultural features of cross-border knowledge holders and examine the dimensions of distance that separates them. We then link these dimensions to the conditions that facilitate cross-border knowledge building processes. In doing so, we propose a conceptual model for overcoming these context-specific knowledge management barriers.