Sustainability and business-to-business marketing: A framework and implications

Researchers in several business disciplines have convincingly argued that environmentally responsible strategies can contribute to competitive advantage and superior financial performance. While debates on ecological conservation and environmental practices within marketing have raged for over three decades, much of the focus has been on identifying and targeting the environmentally-conscious consumer. Less attention has been given to marketing's role in a green supply chain and its interface with environmentally-friendly manufacturing and operations. We integrate disparate streams of research and develop a broader framework to understand the appropriate role and focus of business-to-business marketing in the supply chain for achieving environmental sustainability objectives. We identify three major strategies - the reduction of surplus supply of products, reduction of reverse supply, and internal marketing - where marketing's role in environmental sustainability is crucial for achieving superior competitive advantage and financial performance.     

Response strategies for curriculum change in engineering

During the last 25 years, there have been many calls for new engineering competencies and a corresponding gradual change in both curriculum and pedagogy in engineering education. This has been a global trend, in the US, Europe, Australia and now emerging in the rest of the world. Basically, there have been two main types of societal challenges that many engineering institutions have responded to: the employability skills of graduates and the need for a sustainability approach to engineering. These are two very different challenges and societal needs; however, the ways engineering institutions have responded form a consistent pattern across many of the content aspects. No matter the specific character of change, three very different curriculum strategies seem to have evolved: an add-on strategy, an integration strategy or a re-building strategy; the latter involves substantial curriculum re-design. The add-on strategy and integration strategy are the ones most commonly used, whereas the re-building strategy is at an emerging stage in most engineering education communities. Most engineering schools find it very challenging to re-build an entire curriculum, so smaller changes are generally preferred. The purpose of this article is to conceptualise these institutional response strategies in a wider literature and present examples of curriculum change within both employability and sustainability. We will maintain that all these strategies are based on management decisions as well as academic faculty decisions; however the implications for using the various strategies are very different in terms of system change, role of disciplines, leader interventions and faculty development strategies. Furthermore, institutions might use all types of response strategies in different programs and in different semesters. The conceptual framework presented here can provide analytical anchors, hopefully creating more awareness of the complexity of systemic change.     

Mechanical engineering and issues on teaching mechanical engineering design in Turkey

Students with relatively low affinity and/or weak ability for science and mathematics have been presently acknowledged into Mechanical Engineering (ME) departments around the world. This has resulted in apparent lowering of fully competent graduate engineers, due to insufficient comprehension and its concomitant cognitive issues. Now, the complexity and the demand of ME education have been extremely unbalanced with recruited students. This conflict between the education process and less knowledgeable students has been adequately acknowledged, but remedies for this global issue are not yet available. This is no longer sustainable. The paper gives insight into (individual and combined) plausible reasons for fewer fully competent graduate engineers, taking the specific case study in Turkey. It proposes a generic approach, which can be extended to courses of any university/degree subject. Findings on student learning are provided using a hierarchical decomposition. A proposed remedy for this issue has been thoroughly evaluated, and accountability measures, qualitative data and a survey has been conducted for the ME design course taught in Turkey. The findings indicate that the new recruits are not fully to blame for the conflict, because there have also been other reasons for the issues within teaching. It identified multiple instances of the reasons such as unnecessary complexity of textbooks, unsolved contradictions even between the technical component design standards and etc. If these are considered by educators, this will help to reduce the perceived degree of teaching difficulty, and have a positive effect on the quality of graduates. It may even assist in attracting higher ability students into ME.     

Portfolio assessment in practice in engineering

Summary A portfolio assessment scheme, introduced for one course in 1990 in the School of Engineering, Sheffield Hallam University is proving to be both a stimulus and support for change. The scheme is described and its impact discussed in terms of staff development, the student experience and curriculum development.     

A framework for needs assessment in communications development

One purpose of a needs assessment is to help societies identify, plan for, and be responsive to the needs of its citizens in the areas of broadcasting, telecommunications, print media, postal services, data processing, etc. Two criteria for the guidance of needs assessments are proposed: according to distributional requirements, and also according to production and consumption of information needs. This article treats needs assessment as a four-phased process that begins with a comprehensive profile of a country's needs, policy objectives and priorities, then refines this through more detailed definition in terms of development sectors, and specific programmes and projects.     

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.     

How an integrative STEM curriculum can benefit students in engineering design practices

STEM-oriented engineering design practice has become recognized increasingly by technology education professionals in Taiwan. This study sought to examine the effectiveness of the application of an integrative STEM approach within engineering design practices in high school technology education in Taiwan. A quasi-experimental study was conducted to investigate the respective learning performance of students studying a STEM engineering module compared to students studying the technology education module. The student performances for conceptual knowledge, higher-order thinking skills and engineering design project were assessed. The data were analyzed using quantitative (t test, ANOVA, ANCOVA, correlation analysis) approaches. The findings showed that the participants in the STEM engineering module outperformed significantly the participants studying the technology education module in the areas of conceptual knowledge, higher-order thinking skills, and the design project activity. A further analysis showed that the key differences in the application of design practice between the two groups were (a) their respective problem prediction and (b) their analysis capabilities. The results supported the positive effect of the use of an integrative STEM approach in high school technology education in Taiwan.     

Developing engineering students' research and technology assessment abilities

This article describes research done among M. Eng. students in several faculties of the Eindhoven University of Technology into their abilities to integrate nontechnical (social) elements in the research that led to their M. Eng. theses. It was found that these students often lacked research skills (the abilities to define the research problem, to comment upon research methodology, to reflect upon research outcomes). As a result, they also tended to neglect social factors relevant to their engineering research.Recommendations to improve this situation are formulated for the curriculum of engineering education programmes.     

制药工程实践教学现状与探索

项目化实践教学[1]是当代高校根据新的时代背景为制药工程专业实践教学做出的探索。文章总结了当前制药工程专业实践教学模式引导的人才培养模式所存在的问题,并阐述了"项目化"实践教学体系这一改革方案,探索了项目内容选择及开展时间等问题,为制药工程专业实践教学的改革提供了一种新思路。     

Towards a framework of customer value assessment in B2B markets: An exploratory study

This paper examines the key processes and activities of customer value assessment in business-to-business (B2B) markets. Given that an increasing number of B2B firms are providing combinations of products and services, or integrated solutions, the present study examines customer value assessment from the solution supplier's perspective. Specifically, based on an exploratory field study and in-depth interviews with 18 managers in three different firms, the present study identifies five key processes (i.e., value potential identification, baseline assessment, performance evaluation, long-term value realization, and systematic data management) and 11 related activities involved in customer value assessment in B2B markets, and integrates them into a managerially grounded framework. The findings from this study contribute to the literature on customer value and solution research, and provide useful insights for managers on how to assess the value delivered by their offerings to customers.     

Strengthening the link between theory and practice in teaching design engineering: an empirical study on a new approach

In 2007, the Faculty of Industrial Design Engineering of the Delft University of Technology introduced a new bachelor program. Based on theories of learning and instruction three design principles were used to develop an approach that aims to make it easier for students to bridge the gap between theoretical design engineering courses and practical design projects. To investigate whether the new program is successful in this respect, we selected a representative combination of one course and one design project, analysed grades, sent out questionnaires and interviewed teaching staff. The unique change of all three course years at once, as opposed to sequential introduction, allowed us to establish a control group and obtain precise results. By repeating our studies 1 year later, we further enhanced the reliability of our findings. We conclude that our approach indeed strengthens the link between theory and practice, and have reason to be positive about the research method adopted. Furthermore, we identified several barriers that must be overcome for such an approach to become successful, and can now give additional recommendations for course and/or program revisions in teaching design engineering at academic level.     

Strategic management in a new framework

The present article is concerned with strategic management as a specific field of general management. The authors analyse the nature of strategy formation in complex organizations and present some tools for improving this critical activity. Section 2 sets out with a simple terminology and framework for the analysis of strategic management. Next, an open-systems view is presented for analysing the strategic activity and a brief literature survey is added to support the concepts presented (Section 3). After discussing their own model of strategic management in complex organizations, the authors proceed to investigate the task of top managers in this specific field (Section 4). Finally, the concepts presented are confronted with specific management modes, drawn from literature reporting on German and Japanese business practice (Section 5).     

Using MBTI for the success assessment of engineering teams in project-based learning

Project-Based Learning (PBL) is a teaching and learning methodology that emphasizes student centered instruction by assigning projects. The students have to conduct significant projects and cope with realistic working conditions and scenarios. PBL is generally done by groups of students working together towards a common goal. Several factors play a significant role on the final success of each group. It is not only the technical aspects that have an influence on their final achievements, but also the human aspects and group dynamics. These dynamics can be studied through personality assessments, the Myers-Brigss Type Indicator (MBTI) being one of the most used and well-known methods. The MBTI is a psychometric questionnaire designed to measure psychological preferences in how people perceive the world and make decisions. Although MBTI strictly speaking just only identifies a personality type of an individual, it taps into key aspects of personality and behavior in areas such as communication, problem solving, decision making, and interpersonal relations. Several studies have also related MBTI profiles with leadership styles. The MBTI also helps in understanding group dynamics, analyzing shortcomings in an individual’s style and how the style affects the group as a whole. MBTI has been widely used in Team Building, Conflict Resolutions, Communication Skills and Understanding. The purpose of this work is to study how different combinations of student profiles could explain different group dynamics and at the same time, to predict the final success in a group. Knowing more about the personality of the team members, their leadership styles and how different personalities get along or conflict with each other can be useful information for building successful PBL groups. To this purpose, the final results of eight different student groups are analyzed, studying the influence of the MBTI profiles of their members with the group success. The final results obtained in this study suggest that the leadership style associated with the profile of the student playing the role of group coordinator and the members’ profile combinations have an influence on the group’s success.     

Investigating the feasibility of using digital representations of work for performance assessment in engineering

This paper reports on the results of a 3-year study conducted at the Centre for Schooling and Learning Technologies (CSaLT) at Edith Cowan University in collaboration with the Curriculum Council of Western Australia which concerns the potential to use digital technologies to represent the output from assessment tasks in the senior secondary course, Engineering Studies. The general aim of this study is to explore the potential of various digitally-based forms for external assessment for senior secondary courses in terms of manageability, cost, validity and reliability. The problem being addressed was the need to provide students with assessment opportunities in new courses, that are on one hand authentic, where many outcomes do not lend themselves to being assessed using pen and paper over a three hour period, while on the other hand being able to be reliably and manageably assessed by external examiners. That is, the external assessment for a course needs to accurately and reliably assess the outcomes without a huge increase in the cost of assessment. A computer managed examination was designed that consisted of a design task that was broken down into a number of timed activities. Students were paced through each activity, recording their input in the form of a portfolio. Input consisted of text, graphics through a camera, video and voice. The exam outputs were uploaded to a online repository. The students’ work was marked by external assessors using a standards based rubric that allowed the students work to be ranked though Rasch Modelling.     

A scientific writing pedagogy and mixed methods assessment for engineering education using open-coding and multi-dimensional scaling

Assessments of new pedagogical practices usually rely on instructor oriented surveys and questionnaires to measure student perceptions of teaching methods; however, fixed response categories in structured questionnaires might bias results. This paper demonstrates a mixed methods approach using open and multi-dimensional scaling (MDS) for a student-oriented exploratory analysis and visualization of perceptions of teaching methods. A scientific writing and research methodology course is a required course for first year PhD students in software engineering and geo-infomatics at Wuhan University, China. PhD students attending this course came from countries whose first language is not English, and from a variety of software engineering and geo-infomatics domains. The problem therefore, was to elicit un-mediated perceptions of course assignment, reduce and generalize the resulting data for interpretation. A graphical visualization of themes emerging in student responses to two open-ended questions about an assignment provided a basis for inferring student interests and needs. In this course, an assessment of a task oriented problem-solving experience was implemented through a mixed method strategy incorporating qualitative methods, exploratory data mining techniques, and cartographic visualization. The visualization shows that participating students generally perceived the exercise as challenging, helped them understand journal requirements, and develop ways to survey texts to extract information. The results also suggested that this consensus breaks down in terms of each participant’s own goals, domain, and research interests. Unstructured questions, open coding, and MDS visualization might also prove to be helpful in the process of devising and assessing other student centered pedagogies.     

A dynamic capabilities-based framework of organizational sensemaking through combinative capabilities towards exploratory and exploitative product innovation in turbulent environments

This study develops a dynamic capabilities-based framework of organizational sensemaking through combinative capabilities towards exploratory and exploitative product innovation. Organizational sensemaking helps organizations develop cognitive maps of turbulent environments through its construction of shared interpretations of environmental changes. We argue, however, that successful exploratory and exploitative product innovation are not guaranteed by organizational sensemaking alone, but instead depend on how firms' capabilities synergistically combine and transform knowledge resources. Organizational sensemaking and combinative capabilities are together positioned as important dynamic capabilities. The dynamic capabilities-based framework is applied to explain why and how organizational sensemaking determining superior exploratory and exploitative product innovation in turbulent environments is realized by combinative capabilities. Furthermore, the paper examines the differential effects of combinative capabilities on the firm's exploratory versus exploitative product innovation. Firms can better understand how to leverage different type of combinative capabilities for optimal outcomes.     

石化企业的风险识别及保险安排

石化企业生产经营过程中面临着政策、市场、财务、技术、自然灾害及意外事故等风险。要实现石化企业的长期可持续发展,应主动树立风险防范意识,构建适合于本企业的风险评估和管理机制。预期风险管理（ERM）是现代企业管理的重要方面,而保险安排是ERM的主要内容之一。保险安排的最优策略是在关键风险得到有效转嫁的前提下,使保险成本最小化。为实现保险安排优化,企业需要全面了解和评估自身的可保风险,根据已明确的保险需求,经过调整和比选,确定自留方案和保险方案。近年来,我国石化企业的保险观念逐渐由被动保险转向主动保险,在这一转变过程中,企业除了学会运用保险的保障功能外,还应学会如何有效而非盲目地购买保险。     

Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade

In recent years there has been an increasing focus on the missing “T” of technology and “E” of engineering in early childhood STEM (science, technology, engineering, mathematics) curricula. Robotics offers a playful and tangible way for children to engage with both T and E concepts during their foundational early childhood years. This study looks at N = 60 children in pre-kindergarten through second grade who completed an 8-week robotics curriculum in their classrooms using the KIWI robotics kit combined with a tangible programming language. Children were assessed on their knowledge of foundational robotics and programming concepts upon completion of the curriculum. Results show that beginning in pre-kindergarten, children were able to master basic robotics and programming skills, while the older children were able to master increasingly complex concepts using the same robotics kit in the same amount of time. Implications for developmentally appropriate design of technology, as well as structure and pace of robotics curricula for young children are addressed.     

Electronic monitoring and surveillance in call centres: a framework for investigation

The worker performing a monitored task and the social processes surrounding the task provide a basis for integrating psychological and sociological research on work performance monitoring and surveillance in call centres. Foci include individual boundaries, compliance and resistance, controlling the effects of monitoring, negotiated order, metacommunication, and social support.