International comparative field evaluation of a traffic-responsive signal control strategy in three cities

The recently developed network-wide real-time signal control strategy TUC has been implemented in three traffic networks with quite different traffic and control infrastructure characteristics: Chania, Greece (23 junctions); Southampton, UK (53 junctions); and Munich, Germany (25 junctions), where it has been compared to the respective resident real-time signal control strategies TASS, SCOOT and BALANCE. After a short outline of TUC, the paper describes the three application networks; the application, demonstration and evaluation conditions; as well as the comparative evaluation results. The main conclusions drawn from this high-effort inter-European undertaking is that TUC is an easy-to-implement, inter-operable, low-cost real-time signal control strategy whose performance, after very limited fine-tuning, proved to be better or, at least, similar to the ones achieved by long-standing strategies that were in most cases very well fine-tuned over the years in the specific networks.

Knowledge based strategy: appraising knowledge creation capability in organisations.

This thesis sets out a journey which culminates in the development of an analytical framework, the "Organisational Creativity Appraisal" which is intended to assist organisations in evaluating their ability to support and develop creativity. This framework is derived from the common thread of the thesis, which is drawn from a range of research and consultancy projects, and the resulting published work, spanning an eight year period, centring on the role of knowledge and creativity in the strategy and performance of organisations. The literature of strategy, learning and creativity increasingly recognises that organisational context is critical to the formation of strategy, to the content of the strategy and to its successful implementation. The thesis explores the ways in which learning and creativity, the basis of knowledge-based strategy, are influenced by organisational context or social architecture. The research explores the ways in which managers can gain greater understanding of the social architectures of their organisations so as to assist in supporting their strategic development. The central core of the thesis is the nine published papers upon which it is based but it also derives from the broader perspective of my published work in the form of both articles and books. The thesis further draws upon my own experience as a leader and manager in the context of university business schools and as a consultant, researcher and developer in the context of a range of international private and public sector organisations. The work is based upon a premise that theory should inform practice and that practice should inform theory. The "Organisational Creativity Appraisal" framework is informed by both theory and practice and is intended to assist in management practice. There is no assumption that management research can arrive at prescriptions for managerial and organisational behaviour. On the other hand management research can usefully inform management and organisational behaviour, as long as it is employed in a critically reflective manner. The "Organisational Creativity Appraisal" presented in this work should be regarded as the framework in its present form which is likely to develop further as my research progresses in the future.

The perceptions of postgraduate international students of examinations.

The increasing internationalisation of higher education means that many students in the UK are not native English speakers, possibly putting them at a disadvantage in an examination environment. However, exams continue to be used even though although they are often deprecated as an assessment instrument in postgraduate courses. This article explores the implications from these observations for module leaders and for higher education institutions. Three themes emerge: the impact of internationalisation, the use of exams at postgraduate level and the language and cultural issues faced by international students. A review of university policy and quality documents revealed a general commitment to internationalisation but some gaps in policy support, for students with English as a second or foreign language. A survey of students in two computing programmes evaluated these themes. The results did not show up any major issues, though there were a number of suggestions to improve the exam process to address feelings of bias to UK or native-English-speaking students. The research therefore established that the university’s internationalisation and diversity strategy is broadly reflected in students’ experiences, with the possible exception of students who were recruited with insufficient English to be able to engage successfully with the material. The contrast in responses when analysed by home country or English proficiency suggest that Learning, Teaching and Assessment (LTA) practice in this context should be clear whether and when language or culture are the main barrier to students. Pragmatic recommendations are made for improvement in examination practice, and to assessment processes generally in this context. Areas for further work are identified.