The strategic evaluation of candidate business process reengineering projectsWord文件下载.docx
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2.2.R&
Dspending
2.3.Technologysourcing
2.4.Executivetechnologyexperience
2.5.Intellectualpropertyrights
3.Methodology
4.Datacollectionandrecording
5.Dataanalysis
6.Results
7.Discussion
8.Suggestionsforfutureresearch
9.Summary
References
IAMOTandEducation:
DefiningaTechnologyandInnovationManagement(TIM)Body-of-Knowledge(BoK)forgraduateeducation(TIMBoK)
Technovation
WhetheritiscalledManagementofTechnologyandInnovation(MOTI),ManagementofTechnology(MOT),EngineeringTechnologyManagement(ETM)orTechnologyandInnovationManagement(TIM),theTIMfieldisrapidlygrowinganddiverse.ThisdiversityisbuiltupondisparateuniversitylocationsofTIMprograms;
TIM’semergingnature,itswideappealaswellasuniqueresearcherandpractitionerviewpoints.Thishascreatedaplethoraofeducationmaterials,benchmarkprogramsandpedagogicalthought.YetthefieldisgrowingsorapidlythatnosinglesourcehasyetbeenestablishedwhichclearlyidentifieswhichtopicsandeducationalmaterialsrepresentsitsbasicBodyofKnowledge(BoK).Ifthisisso,thenthereiscauseforconcern.
WereviewTIMpedagogystudies,TIMresearch,andtheeconomicrealitiesthatinitiatedandcontinuetodemandTIMeducationformanagers.Weleveragethefive-yearbodyofknowledgedevelopmentactivitiesoftheInternationalAssociationfortheManagementofTechnology(IAMOT)educationcommittee.WethendevelopaTIMBoKtopiclistandsurveystakeholdersthatinclude:
academics,industrialprofessionalsandgovernmentpolicymakers.WefoundthatthereisaneedforandconvergenceonacomprehensiveTIMBoKsource.TheresultisaTIMBoKsourcedocumentthatcanbeutilizedtoimproveandmonitorTIMeducationalprogramsaroundtheworld.
2.Literaturereview
2.1.TIM—theHalcyondays
2.2.TechnologyandInnovationManagement(TIM)matures
2.3.Theeducationalneedintensifies
3.GeneratingaTIMBoKsurveytemplate
4.Methodology
4.1.Survey1—generation,distribution,andresponse
4.2.Firstsurveydataanalysis
4.3.Secondsurveydistributionandanalysis
5.Discussion
6.Conclusions
“HistoryofTheatre”Websites:
AbriefhistoryofthewritingprocessinahighschoolESLlanguageartsclass
JournalofSecondLanguageWriting
ThisarticlereportsonhowQuebecFrancophonehighschoolstudents,enrolledinaprogramwhichfeaturedanenvironmentrichininformationandcommunicationtechnologies(ICTs),appropriatedthewritingprocessoverafour-yearperiod(Grades7–10)inthecontextoftheirESLlanguageartscourses.Dataforthestudywereobtainedusingqualitativeresearchmethods,includingin-classobservation(fieldnotes),videotaping,interviews,andcollectionofdocuments.Discussionoftheissueofappropriationisframedinrelationtosocioculturaltheory,inparticularEngeströ
m'
s[Engeströ
m,Y.(1991).Nonscolaesedvitaediscimus:
Towardovercomingtheencapsulationofschoollearning.LearningandInstruction,1,243–259]versionofactivitytheoryandTharp'
s[Tharp,R.(1993).Institutional&
socialcontextofeducationalpracticeandreform.InE.Forman,N.Minick,C.A.Stone,&
M.S.Forman(Eds.),Contextsforlearning:
Socioculturaldynamicsinchildren'
sdevelopment(pp.269–282).NewYork:
OxfordUniversityPress]contentionastotherelationshipbetweeninnovativeeducationalpracticeandnestedactivitysettings.Analysisofthewayactivitieswerestructuredoverthefour-yearperiod,especiallyinregardtotheroleofscaffolding,servestoforegroundthehistoricallytransformativenatureofthelearningprocess.Aspartofthisanalysis,theGrade10“HistoryofTheatre”websiteprojectispresentedasa“tellingcase”[Mitchell,J.C.(1984).Casestudies.InR.F.Ellen(Ed.),Ethnographicresearch:
Aguidetogeneralconduct(pp.237–241).SanDiego,CA:
AcademicPress;
Putney,L.G.,Green,J.,Dixon,C.,Duran,R.,&
Yeager,B.(2000).Consequentialprogressions:
Exploringcollective-individualdevelopmentinabilingualclassroom.InC.D.Lee&
P.Smagorinsky(Eds.),Vygotskianperspectivesonliteracyresearch:
Constructingmeaningthroughcollaborativeinquiry(pp.86–126).Cambridge:
CambridgeUniversityPress]todemonstratehowbythispointenactingthewritingprocessinanICT-richenvironmenthadbecomeahighlyself-regulated,routineculturalpractice.Furtherevidenceofappropriationisprovidedbythefactthat,byGrade10,studentshadbegunontheirowntotransfertheuseofthewritingprocesstothecompletionofassignmentsinotherschoolsubjects,thussuggestingthatthisculturaltoolhadcometobevaluedasameansofhelpingthemachievethepersonalgoalofproducingabetterwrittenproductandnotmerelyfulfillacourserequirement.Theteacher'
sprolepticstanceintermsofthewayheviewedthisdevelopmentalprocessisalsodiscussed.
Contextforthestudy:
thehighschool
TheHistoryofTheatreproject
Theoreticalframework
Tools
Mediation
Individualagency
Methodology
Results
Researchquestion1:
appropriationofthewritingprocess(Grades7–10)
Students’descriptionofthewritingprocess:
evidenceofmetalinguisticknowledge
Students’enactmentofthewritingprocessinanICT-richenvironmentintheGrade10“HistoryofTheatre”project:
evidenceofself-regulation
Students’enactmentofthewritingprocessinanICT-richenvironmentinGrades7and8:
evidenceofother-regulation
Researchquestion2:
orientationtouseofthewritingprocess(Grade10)
Researchquestion3:
theteacher'
sperceptionofstudents’appropriationofthewritingprocessovertime
Discussion
Writingprocessandmultiliteracies
Appropriatingthewritingprocess:
fromother-toself-mediatedregulation
Individualdifferences:
investment
Writingprocessandimplicationsforteaching
Conclusion
Acknowledgements
AppendixA.Descriptionof“HistoryofTheatre”projectonteacher'
sWebsite
Usingpodcaststosupportcommunicationskillsdevelopment:
Acasestudyforcontentformatpreferencesamongpostgraduateresearchstudents
Computers&
Education
TheneedfortheintegrationofgenericskillstrainingintostructuredPhDprogrammesiswidelyaccepted.However,effectiveintegrationofsuchtrainingrequiresflexibledeliverymechanismswhichfacilitateself-pacedandindependentlearning.Avideorecordingwasmadeofaneminentspeakerdeliveringa1-hlivepresentationtoagroupof15first-yearscienceandengineeringPhDresearchstudents.Thetopicofthepresentationwasinter-disciplinaryprofessionalcommunicationskills.Followingthepresentation,thevideorecordingwaspost-processedintosevenalternativepodcastformats.Thesepodcastformatsincludedatypedtranscription,afullaudiorecording,afullvideorecording,presentationslideswithembeddedspeechetc.Thechoiceofpodcastformatswasbasedonease-of-productionbyatypicalcomputer-literateacademicandease-of-usebyatypicalcomputer-literatestudent.Atasubsequentsession,thesevenpodcastformatswereshowntothe15studentsandasurveytoassesstheirreactionstothevariousformatswascarriedout.Thesurveyresults(quantitativeandqualitative)wereanalysedtoprovideusefulinsightintothestudentpreferencesinrelationtopodcastformats.Thestudentsexpressedaclearpreferenceforsummarykey-pointslideswithexplanatoryvoice-overbytheoriginalspeaker.
2.Researchquestionandobjective
3.Background
3.1.Postgraduateresearchergenericskillstraining
3.2.Podcasting(communicationskillsdevelopmentandonlineresources)
4.Researchdesign
4.1.Quantitativedatacapture
4.2.Qualitativedatacapture
5.Results
5.1.Quantitativeresults
5.2.Qualitativeresults
5.3.Focussedfollow-up
6.Discussion
7.Conclusion
Appendix1
Focused.follow-upsurveyquestions
Strategicresourcecommitmentofhigh-technologyfirms:
Aninternationalcomparison
JournalofBusinessResearch
Thisstudyinvestigatesth
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