A design-led conceptual framework for developing school integrated STEM programs: the Australian context

International Journal of Technology and Design Education - Integrated Science, Technology, Engineering, and Mathematics (STEM) education is recognised as the latest development stage on the pathway...     

A conceptual framework for public-private interplay in the telecommunications sector

Public activity in the telecommunications industry has experienced important transformations in the last decade: “reinvolvement” in infrastructure deployment, “innovative” boosting measures, and decentralisation of some decisions. Conceptually, even more important than the measures themselves is the fact that private agents often participate in their realisation and execution. This paper reviews how justifications for public action that would apply to any economic activity area have modelled the public-private relationship in the telecommunications sector. Subsequently, it focuses on the analysis of the new spaces for public-private collaboration that are currently opening up.     

A process-based assessment framework for technology education: a case study

Over the past few years, educators in South Africa have been subjected to many changes in the educational sphere. Not only was a new approach to education, namely outcomes-based education (OBE) implemented, but the curriculum was also changed and now consists of eight learning areas, some of which are groupings of traditional school subjects (e.g. languages). Technology, however, is a new and for most educators unfamiliar learning area. The implementation in 1998 of the technology learning area in South African schools had educators reeling as they were unprepared and untrained to facilitate this new learning area. There was also limited information available for the assessment of learners in technology. Learners’ competence in technology education should be assessed in a meaningful and responsible manner, which requires more than just the evaluation of the end product. The purpose of this research was to develop a process-based assessment framework to support the technology teacher with assessment activities, which incorporate the technological process and provide opportunities for the assessment of aspects of the thinking sub-processes as part of the technological process. Qualitative action research was undertaken. Three Grade 7 learners and a teacher at a parallel medium primary school (school where two official languages are used congruently as medium of instruction) were involved in the case study. Resource, case study and a capability task were done by the three learners. For the purpose of the research project, information obtained from the capability task was used. This research focused on the initial idea generation stage (stage five) of the technological process, as well as creative and critical thinking (as thinking sub-processes) processes. Observation and semi-structured interviews were used as data-collection methods. The validity and reliability of the research were ensured by means of triangulation. Three main categories (findings) were named as aspects which could be employed when compiling a process-based assessment framework, namely outcomes, content and assessment methodology. Further subcategories were identified within each of these main categories. The framework will serve as a roadmap to technology teachers, especially those with little or no pedagogical knowledge in technology to assist them to base their assessment on sound methodology.     

A conceptual and analytical framework for business process reengineering

BPR has become a hot buzzword in management and information systems disciplines. However, there is a lacuna in recognizing the characteristics and the way of performing BPR. In this paper, we categorize the reasons for BPR failure as the lack of understanding of and the inability to perform BPR, and we reviewed BPR based on the four key concepts: fundamental, radical, dramatic, and process. We argue that SSM can be applied in performing BPR in the following ways:

1. (1) SSM can be a general methodology for BPR,

2. (2) SSM can be an analytical framework for BPR, and

3. (3) SSM is able to deal with the ill-defined and complex business situation in a BPR effort.

To illustrate the applicability of SSM in the context of BPR, we describe a live case of a BPR effort in developing and implementing an image processing system for hospital ward ordering. Finally, in order to demonstrate the power of SSM, by extending SSM considerations of What/How, we elaborate further on the What's and How's conceptual framework of an analysis and redesign effort. Based on this framework, we review the roles of information technologies in BPR.     

Towards a three-part heuristic framework for technology education

International Journal of Technology and Design Education - There is not one single global version of technology education; curricula and standards have different forms and content. This sometimes...     

A future-focused approach to the technology education curriculum: the disparity between intent and practice

The recently revised New Zealand Curriculum in technology education [Ministry of Education (MoE) Digital technologies: Hangarau Matihiki, Wellington, 2017. https://education.govt.nz/assets/Documents/Ministry/consultations/DT-consultation/DTCP1701-Digital-Technologies-Hangarau-Matihiko-ENG.pdf] presents opportunities for teachers to provide a future-focused approach to learning. Teacher perceptions about the nature of their subject and the discourse within their school however, influence how the curriculum is interpreted, for enactment. This article reports findings from Ph.D. research that explored the disparity between the intent of the technology curriculum and the practice of five technology teachers, in two secondary school settings. There is a focus on the ways that teachers might be supported to navigate challenges and enable change in their practice, if they are motivated to enact technology education in a future-focused way. Teachers’ interpretation and enactment of the New Zealand curriculum are heavily influenced by others’ understanding of their subject, and the organisational structures in their school. A threshold concept is presented as a strategy to transform teachers’ thinking, when making meaning of the curriculum, and to develop their knowledge for practice. Recommendations are made regarding the necessary changes in thinking and practice in technology education in New Zealand, to address a further disparity between what school-based practitioners believe students need and what academic researchers assert is important in contemporary education. Initial Teacher Education Programmes are briefly discussed as a means of addressing this issue from another perspective, to ensure that student teachers are exposed to future-focused conceptions of the curriculum at University, to compensate when such practice is not observed during their school placements.     

Market-shaping strategies: A conceptual framework for generating market outcomes

We identify four market-shaping strategies and their related activities that enable a focal market actor to work towards specific market outcomes. The conceptual framework provides firms with a tool for choosing specific market-shaping strategies depending on their market-shaping intention (offensive/defensive) and perception of a market's stability (stable/unstable). Accordingly, and in line with market-shaping literature, the four market-shaping strategies enable a firm to widen, reduce, maintain, or disrupt a market. Whereas previous market-strategy conceptualizations emphasized firm-level outcomes, the four identified market-shaping strategies focus on market outcomes and encompass a more comprehensive understanding of the impact of a firm's strategic actions on a market. Thereby, this study offers new perspectives on the implementation of market strategies in the context of markets as complex adaptive systems. By exemplifying the four market-shaping strategies using four industry cases, we illustrate how market-shaping strategies can appear in practice and demonstrate how firms can strategically leverage and steer market processes to their advantage.     

The decision support framework for developing Ecodesign at conceptual phase based upon ISO/TR 14062

The objective of this research is to propose a decision support framework for developing Ecodesign at the conceptual design phase based upon ISO/TR 14062 (2002). The contribution of this research lies in the decision support model for integrating analytic network process (ANP) and the distance-to-target (DT) method in order to calculate a single score Ecodesign concept indicator that makes the new product more eco-effective than the baseline product. The highlight of this framework is that the model can reduce bias and ease the decision-making process as well as enhance presentation of the new idea to stakeholders. A case study, recommendations, limitation, and further research are also presented.     

Assessing value-in-use: A conceptual framework and exploratory study

Developing approaches for understanding customer perceived value is a priority for managers and scholars alike. A conceptual framework for assessment of value-in-use is proposed and explored within the context of a maintenance service provider. In contrast to value models in previous empirical research, the framework includes assessment not just of provider attributes but also of the customer's usage processes, as well as customer evaluations of the value-in-use they obtain. Interviews with members of a cross-disciplinary buying group provide support for the framework, including the observations that individuals can assess the quality of their usage processes and that they can articulate value-in-use at both organisational and individual levels; the further concept of network quality also emerges from the data. Assessment of usage process quality as well as service quality evolves as the customer's goals evolve. Practitioners may wish to elicit usage process quality and value-in-use as well as service quality. Research directions include scale development for both usage process quality and value-in-use.     

Education for sustainable development in technology education in Irish schools: a curriculum analysis

This paper explores the integration of Education for Sustainable Development (ESD) in technology education and the extent to which it is currently addressed in curriculum documents and state examinations in technology education at post-primary level in Ireland. This analysis is conducted amidst the backdrop of considerable change in technology education at post-primary level. The analysis of the provision of technology education found, that among the range of technology related subjects offered, the study of Technology and Society is only addressed in one in a comprehensive manner. The paper discusses the implications of this limited integration, examines the factors inhibiting greater integration of ESD and outlines opportunities for future development.     

A system-wide interdisciplinary conceptual framework for food loss and waste mitigation strategies in the supply chain

The issues of food loss and waste (FLW) in the global supply chains have recently gained attention. However, causes for FLW and their mitigation strategies for curbing FLW at different stages of the supply chains remains under researched. Our research aims to address these research gaps in a three-fold way: i), we identified key causes (through root-cause analysis) of FLW in the supply chain of developed and less developed countries; ii), systematically classified measures and policies, which have been implemented to mitigate FLW; iii), developed an interdisciplinary conceptual framework for waste utilisation practices that can contribute towards the triple bottom-line in food system. A root-cause analysis was performed, and mitigation strategies identified by systematically analysing and synthesizing the extant research published over the past 20 years (1998 to 2018) in the areas of food loss and waste in the supply chain. A conceptual model for the prevention of FLW utilising a systems approach through the circular economy concept has been proposed. Since the agri-food sector is largely interdisciplinary, we have also demonstrated a method of integrating contributions from multiple disciplines in our proposed model towards achieving a total depollution (zero waste supply chain).     

Technical change in Latin American agriculture: A conceptual framework for its interpretation

The authors present a critical analysis of the ideas dominating current discussions on technological development in Latin America, and introduce a methodological framework of their own. Their perspective views technology as a social phenomenon, and incorporates social conflicts and the role of the state as variables in an analysis of technical change in agriculture.     

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.     

Institutional theory in business marketing: A conceptual framework and future directions

Institutional environments exert significant effects on organizational behavior, structure, strategy, governance, and process. To gain competitive advantage, managers are striving for legitimacy while maintaining efficiency. In line with this thinking, we propose the developmental process of institution-driven and legitimacy-embedded efficiency, and emphasize the confluence of legitimacy and efficiency in the context of business marketing. We then highlight several promising directions for further research on the development of institutional theory and its application in business marketing. Finally, we present a brief summary of each paper in this special issue.     

Customer response to dissatisfaction: A synthesis of literature and conceptual framework

Business-to-business customers who are dissatisfied with services or products may respond by voicing complaints, by exiting the transaction relationships, by spreading negative word-of-mouth (WOM) about their experiences, and/or by continuing the transactional relationships as they are. The authors synthesize extant customer (dis)satisfaction response behaviors in the organizational buyer behavior literature, and discuss within-firm and third-party recipients of voicing and negative WOM. A model of customer response behavior is disclosed featuring possible influences of exit, voice, loyalty, and negative WOM: number of alternative suppliers, past complaint response behavior, number of years in relationship, and type of purchase. Propositions are provided on the effects of influence variables on response behavior relationships.     

A systems approach for developing high technology products

Product development for high technology products is comprised of the three stages of assessment, development, and execution. In addition, all three stages consist of information and decisions involving technological, product, and market dimensions. This article presents a systematic approach for integrating these three dimensions by which a go—no-go decision can be reached prior to the expenditure of large amounts of funds for research and development.     

Technological knowledge in early childhood education: provision by staff of learning opportunities

International Journal of Technology and Design Education - Developments in early childhood education (ECE) over the last two decades have for many countries meant a change towards a more...