Perceptions of the students’ learning and evaluation process in an e-learning course in Food Preservation Technology: a study case in a Food Consumption MSc

International Journal of Technology and Design Education - Food Preservation Technology is a main module within a course integrated in a Master of Science program in Food Consumption at...     

Effect of design thinking approach on students’ achievement in some selected physics concepts in the context of STEM learning

International Journal of Technology and Design Education - The study investigated the effect of using a design thinking teaching method on male and female students’ achievement in some...     

Positioning industrial design students to operate at the ‘fuzzy front end’: investigating a new arena of university design education

This paper describes pedagogic research to instigate, support and understand a significant change in the education of undergraduate industrial design students. Design educators at Loughborough University, UK, have proposed that it will be critical for future industrial designers to learn new knowledge and abilities which will enable them to successfully operate at the ‘fuzzy front end’ of new product development. This is an arena before a traditional design brief exists (i.e. ‘pre-brief’), and typically involves in-depth investigation of such issues as users, experiences and brand, followed by exploitation of the findings. Curriculum development and new teaching, evolved over five annual cycles of implementation, reflection, planning and new implementation, is described. A model of the activities and processes of this ‘pre-brief’ arena is presented. Through structured investigation of the cycles of improvement and follow-up evaluation research, evidence gathered from stakeholders (students, educators, and industry) indicates that industrial design students can be taught to successfully operate at this fuzzy front end, and that this can be a highly effective strategy for students in their design project work. It also suggests that the students’ enhanced abilities will be in demand following their graduation.     

The study of technology as a field of knowledge in general education: historical insights and methodological considerations from a Swedish case study, 1842–2010

Today, technology education in Sweden is both a high-status and a low-status phenomenon. Positive values such as economic growth, global competitiveness and the sustainability of the welfare state are often coupled with higher engineering education and sometimes even upper secondary education. Negative values, on the other hand, are often associated with primary and lower secondary education in this subject. Within the realm of technology education at such lower levels of schooling in Sweden, different actors have often called for reformed curricula or better teacher training, owing to the allegedly poor state of technology education in schools. Recurring demands for a change in technology education are nothing unique from an historical point of view, however. In fact, the urge to influence teaching and learning in technology is much older than the school subject itself. The aim of this article is to describe and analyse some key patterns in technology education in Swedish elementary and compulsory schools from 1842 to 2010. This study thus deals with how technological content has developed over time in these school forms as well as how different actors in and outside the school have dealt with the broader societal view of what is considered as important knowledge in technology as well as what kind of technology has particular significance. The long period of investigation from 1842 to 2010 as well as a double focus on technology as scattered educational content and a subject called Technology make it possible to identify recurring patterns, which we have divided into three overarching themes: Technological literacy and the democratic potential of technological knowledge, The relationship between school technology and higher forms of technology education and The relationship between technology and science.     

The role of epistemic communities in the “constitutionalization” of internet governance: The example of the European Commission High-Level Expert Group on Artificial Intelligence

In the last few years, digital constitutionalism has emerged as a novel, alternative, Internet Governance approach aiming at ordering and limiting the exercise of power by both states and private operators, as well as at promoting people's control over digital technology development.Although digital constitutionalism is encountering growing popularity, the prevalent non-binding nature of its initiatives, the discrepancy between the jurisdictional border and transnational digital processes, and the technological embedment of governance mechanisms, have hindered the effectiveness of its impact.This paper identifies epistemic communities as a crucial factor for the constitutionalization of the digital technologies since they have the necessary technical expertise and policy commitment to create norms and standards at transnational level, informing the policy choices of both state and non-state actors.In order to illustrate this nexus, the article performs an in-depth investigation on the case of the European Commission High-Level Expert Group on Artificial Intelligence (HLEG-AI). The analysis revealed that the HLEG-AI effectively gathered an epistemic community strongly committed with fundamental rights promotion and capable to influence the following policy-making activities of the European Commission, as well as of other non-state stakeholders, whose involvement is essential in order to embed digital constitutionalism principles within the design of AI systems.     

The impact of buyer–supplier relationships on supplier innovativeness: An empirical study in cross-border supply networks

Drawing on organizational learning and the relational view of the firm, this study seeks to understand the factors that drive supplier innovativeness in the context of cross-border supply relationships. To address this research objective, a survey included 189 parts and components manufacturers (suppliers) in Turkey; hierarchical regression analysis is used to test the hypotheses. The findings demonstrate that interfirm knowledge sharing routines, relation-specific investments, and governance mechanisms may promote supplier innovativeness by expanding the supplier's knowledge resources and encouraging it to invest in innovative activities. In addition, this research emphasizes differentiating effects of the supplier's tier position for the impacts of buyer assistance and cooperative tie. As such, this study contributes to the purchasing and supply management literature by empirically showing how buyer–supplier relationships, particularly in cross-border supply networks, affect supplier innovativeness.     

An analysis of the impact of student–scientist interaction in a technology design activity,using the expectancy-value model of achievement related choice

Many education initiatives in science and technology education aim to create enthusiasm among young people to pursue a career in Science, Technology, Engineering, and Mathematics (STEM). Research suggests that personal interaction between secondary school students and scientists could be a success factor, but there is a need for more in-depth research on the actual effects of science education initiatives. This paper describes an in-depth, qualitative assessment of a technology design activity, using as a theoretical framework the expectancy-value model of academic choice Eccles and Wigfield (Annu Rev Psychol 53:109–132, 2002). A core element in the studied education initiative is the interaction between secondary school students and scientists. Semi-structured interviews were conducted with participating students and analysed qualitatively to disentangle the factors in their motivation to participate in this initiative and their experiences and memories gathered during participation. Last, this paper reflects on the use of the expectancy-value model for in-depth assessments of science education initiatives. Results show that interest-enjoyment values and attainment values are most important in the students’ motivation to participate in the studied activity. These values are connected to educational principles of authentic practice, and of providing meaningful contexts for scientific concepts. Furthermore, results show that the interaction between students and scientists is not automatically a success factor. Disappointment in this interaction, can cast a shadow on students’ whole experience. This leads us to propose to include an additional factor in the expectancy-value model of achievement related choice: educational environment, including ‘personal interaction’ as an element. Adding this factor would—in our opinion—create an even better framework for in-depth assessment of science education initiatives.     

Implementing an exemplar-based approach in an interaction design subject: enhancing students’ awareness of the need to be creative

In higher education effective teaching includes making learning goals and standards clear to students. In architecture and design education in particular, goals and standards around assessment are often not well articulated. There is good evidence that when teachers engage students before an assessment in marking exemplars, and explain why the exemplars received the grades they did, students’ performance in their written assessment is consequently enhanced. However some teachers are concerned that exemplars may discourage students from being creative; this concern is particularly important in design education. In this small-scale mixed methods study we explore interaction design students’ perceptions of the effect of an exemplar-based teaching approach on their work in a design task. Our quantitative and qualitative results show that students developed their understanding of task criteria and standards; far from discouraging their creativity, most students perceived that their experience of the approach enhanced their awareness of the need to produce an original design. The exemplar-based approach used in this study complements the studio-based teaching approach in design education, and helps to make clear the design goals and standards that teachers expect their students to strive for.     

The long-run diffusion and techno-economic performance of national telephone networks: a case study of Ireland, 1922–1998

The telephone is one of the most widely used technologies in the advanced industrial economies, typically achieving a household penetration rate in excess of 90%. Over the course of this century, the plain old telephone system (POTS) has become a critical techno-social infrastructure for all sorts of economic, social and personal interactions. The question arises as to what has driven the widespread diffusion of the telephone? How can we describe the adoption of telephony as a core element in economic and social affairs in modern societies? In particular, how can we account for the great disparities in the rate and pace of the diffusion patterns of POTS, taking account of different national and historical contexts? This paper critically interrogates influential universal models or `theory-led’ explanations of the diffusion of telephone systems, especially their capacity to account for the empirically observable national variations. The authors test these models with respect to the historical trajectory of telecommunications development in Ireland, drawing on unique time-series data related to the actual patterns of telephone adoption, use and utility. The authors also re-assess the extent to which existing diffusion models throw some light on aspects of observable diffusion processes and patterns. A key conclusion from the approach adopted here is that in themselves, abstract deductive models are at best unsatisfactory. Whilst a combination of such `universal’ factors derived from more deductive models may be useful in elucidating different parts of the story, they are not sufficiently nuanced or adequate to describe or frame the complex stories of different national historical experiences. With the Irish case study we have attempted to illustrate the value of a historical and empirically based understanding of the socio-economic, political or institutional factors which have served to shape the development of telecommunications services and policy in Ireland.     

“If I was going to design a chair,the last thing I would look at is a chair”: product analysis and the causes of fixation in students’ design work 11–16 years

Creativity is acknowledged to be important for economic growth and as an everyday life-skill, however several influential reports have suggested that education could do more to harness creative talent. Creative cognition literature suggests the lack of creativity is at least partly the result of ‘fixation’ (difficulty in generating novel ideas due to imagination being ‘structured’ by existing knowledge). This paper focuses on the secondary (students aged 11–16 years) design and technology (D&T) context in the UK. Here we examine whether teacher practice can contribute to fixation by focusing on one specific facet of teacher practice in D&T; the use of product analysis to inform the generation of creative design ideas. Data is drawn from the preliminary phase of a research and intervention project from interviews with D&T teachers (N = 14), students (N = 126) and lesson observations (N = 10) and an analysis of documents and student work. Product analysis is widely used at different points in design projects but, as is shown, in all cases current practice can lead to fixation, as thinking is constrained down specific paths and tasks are at best at procedural rather than comprehension level. The implications of these findings and tentative ways forward for practitioners are discussed.     

Robotics and STEM learning: students’ achievements in assignments according to the P3 Task Taxonomy—practice,problem solving,and projects

This study presents the case of development and evaluation of a STEM-oriented 30-h robotics course for junior high school students (n = 32). Class activities were designed according to the P3 Task Taxonomy, which included: (1) practice—basic closed-ended tasks and exercises; (2) problem solving—small-scale open-ended assignments in which the learner can choose the solution method or arrive at different answers; and (3) project-based learning—open-ended challenging tasks. The research aimed at exploring students’ working patterns, achievements in learning the course, and the impact of this experience on students’ motivation to learn STEM subjects. Evaluation tools included a final exam on factual, procedural and conceptual knowledge in the STEM subject learned in the course, class observations, interviews with the students, and administrating an attitude questionnaire before and after the course. Since the experimental class was quite heterogenic in regard to students’ prior learning achievements and motivation to learn, some of the students completed just the basic exercises, others coped well with the problem-solving tasks, and only a few took it upon themselves to carry out a complex project. However, all students showed high motivation to learn robotics and STEM subjects. In summary, robotics provides a very rich and attractive learning environment for STEM education. Yet, the realization of this potential depends largely on careful design of the course methodology and especially the students’ assignments in the class. One should recognize that often only some students are capable of learning a new subject on their own through project work, and these students also need to gain additional knowledge and skills before dealing with complex projects.     

The distinctive effects of dual-level leadership behaviors on employees’ trust in leadership: An empirical study from China

The loss of trust within and between organizations has become serious worldwide, especially in China. In this study, we seek to explain why as well as how leaders at two different levels (i.e., the top management and the supervisory levels) affect employees?? trust in leadership at the two levels distinctively, especially in the context of China as an emerging economy. Adopting the perspective of multi-level social exchanges within organizations, we develop a dual-level model with perceived organizational support and leader?Cmember exchange as two major mediating mechanisms for the distinctive effects of transformational leadership behaviors on employees?? trust in leadership at both top management and supervisory levels, respectively. The empirical evidence based on a sample of 357 Chinese employees and their supervisors supports the proposed model. Both theoretical and practical implications of our findings are discussed.     

Manufacturers’ reliance on channel intermediaries: Value drivers in the presence of a direct web channel

Channel intermediaries constitute a key marketing asset, enabling manufacturers to reach out to and serve end-users or customers. The manufacturer-intermediary relationship has to create value for and deliver it to the end-user. In this process manufacturers and intermediaries add value to each other. Drawing upon the Governance Value Analysis (GVA) framework, this paper focuses on the manufacturer's perspective of value contributed by themselves and their intermediaries. The research setting is a multi-channel context where the manufacturer employs a direct web site for marketing in addition to the intermediary channel. We find that relational investments in intangible assets such as training and operating procedures by manufacturers in intermediaries, and intermediary investments in their end-customer relationships, increase manufacturers’ reliance on intermediaries even when the manufacturer has its own direct web site. Further, regardless of having their own website, manufacturers’ reliance on intermediaries increases with the web competence of their intermediaries. In addition, we find that, to the extent that the manufacturer's direct web site can perform the same functions as the intermediaries, manufacturer reliance on its intermediaries decreases. Surprisingly, manufacturers whose web sites have e-commerce transaction facility, rely on intermediaries more than those manufacturers whose web sites do not have this facility. Finally, the study finds that manufacturers’ reliance on intermediaries has increased over time despite their direct web channels, probably due to market growth opportunities. Overall, our study findings showcase the complementary role played by manufacturers’ web sites and intermediaries in serving their end customers in growth markets.     

Organization,technology and management innovations through acquisition in China’s pork value chains: The case of the Smithfield acquisition by Shuanghui

This paper reviews the changes in Shuanghui’s operations after the Smithfield acquisition as well as transformations in China’s pork industries. As income grows and diets change, there has been an increasing demand for high-quality pork and more processed pork products. However, China’s swine and pork industries are still at an early stage of development as evidenced by the low market concentration, intensive use of labour, a proliferation of intermediaries, and low levels of technology. Bounded by the established consumer preferences for freshness and the status quo in the midstream and upstream segments, Shuanghui is in a slow process of upgrading its domestic operations with Smithfield’s leading brands, import of chilled and frozen pork, advanced technologies, and the vertically integrated business model after this acquisition. In particular, it remains unclear whether Shuanghui can follow Smithfield’s experience to establish stable and safe hog supplies by multiplying self-owned hog farms, maintain and expand its current contracts with large-scale commercial hog farms, or rely more on global sourcing of pork primarily from the U.S.     

Moral judgment in a business setting: The role of managers’ moral foundation,ideology, and level of moral development

Despite the extensive research conducted on moral judgment, the role of moral foundations in moral judgment in business has largely been overlooked. Motivated by the increasing concern about the ethical issues observed in China, this study aims to examine the impact of moral foundations on Chinese managers’ moral judgment while simultaneously looking into the role of moral ideology and the level of managers’ moral development. A sample survey was conducted in Shanghai, China, which involved 451 practicing business managers who were pursuing their MBA degree in a nearby university at the time of data collection. Both structural equation modeling (SEM) and hierarchical regression were used in data analyses. The results reveal that individualizing moral foundations and moral idealism have significant positive impacts on moral judgment. Moreover, the findings indicate that moral relativism and levels of mangers’ moral development moderate the relationship between individualizing moral foundations and moral judgment with the impact of individualizing moral foundations being stronger when managers’ relativism is low rather high or when their moral development is high than it is low. The managerial implications of the research and future research direction are discussed.     

Effects of perceptions on LMX and work performance: Effects of supervisors’ perception of subordinates’ emotional intelligence and subordinates’ perception of trust in the supervisor on LMX and, consequently, performance

There are few studies on how the perception of supervisors by their subordinates contributes to high-quality leader-member exchange (LMX). We thus propose that the trust perception of supervisors by their subordinates can help explain the development of high-quality LMX. Furthermore, the trust perception may interact with supervisor-rated emotional intelligence to influence the quality of LMX, and, consequently, work performance. Using a longitudinal study on a sample of 285 supervisor-subordinate dyads from a manufacturing firm in China, we found that (1) supervisor-rated emotional intelligence of subordinates (Time 1) positively predicts the quality of LMX (Time 2); (2) this relationship is stronger when subordinates highly trust their supervisors (Time 1); (3) LMX (Time 2) positively predicts work performance (Time 3); and (4) LMX (Time 2) fully mediates the interactive effect of emotional intelligence (Time 1) and trust in the supervisor (Time 1) on work performance (Time 3).     

Examining professionals’ identification in the workplace: The roles of organizational prestige,work-unit prestige,and professional status

Drawing on social identity theory, we hypothesize that professionals develop their organizational and work-unit identifications through organizational prestige and work-unit prestige respectively. We further hypothesize that professional status negatively interacts with organizational prestige and work-unit prestige to affect the development of their organizational and work-unit identifications from the perspectives of self-enhancement and uncertainty reduction. A two-phase survey on 386 hospital nurses in central China provides general support for the hypotheses. Implications for theory and practice are discussed.     

The effect of social capital on local suppliers’ exploitative and exploratory learning in global buyer–supplier relationships: the moderating role of contract specificity

Drawing on the theories of social capital (SC) and organizational learning, a contingency theoretical framework that examines the impact of structural, relational, and cognitive SC on local suppliers’ exploitative and exploratory learning in the context of global buyer–supplier (GBS) relationships in China was developed. The extent to which the impact is moderated by the contract specificity between the buyer and supplier is also examined. The empirical results show significant positive impacts of structural and relational SC on local suppliers’ exploitative learning but significant negative impacts on local suppliers’ exploratory learning. More specifically, contract specificity strengthens the positive effects of all three dimensions of SC on exploitative and the negative effects of structural SC and relational SC on exploratory learning. They put forward several potential implications for practicing managers and policymakers.