Requisite IS management knowledge and skills construct: A survey

A review of the literature suggests that various IS knowledge and skills should be grouped into a construct because many IS tasks require a combination of diverse disciplines. Many studies argue that today's IS executives should be multidisciplinary, while the organizational skills are becoming increasingly important. However, the outstanding issue is what is the appropriate balance of disciplines between the organizational domain and technical domain. For understanding such a balance, it is easier to refer to quantitative proportions than to qualitative descriptions. Therefore, this study suggests a way to quantitatively identify an IS management knowledge and skills construct - a combination that comprises six related knowledge and skills categories suggested by the literature. By analyzing the data obtained in a 1996's survey, two such constructs for current proficiency and expected level have been quantitatively identified. To people aiming at a senior IS executive career, the deficiencies between current and expected constructs suggest not only the direction but also the extent should be enhanced, and the constructs indicate the balance among various disciplines should be maintained.

Your students have excellent knowledge and skills but they don’t think about them...:a reflective learning project

This paper describes two phases of a project set up to encourage students to be more reflective about their studies and their career goals. it takes as its starting point a discussion with employers about the Jack of reflection that they observed in otherwise highly skilled management graduates. The project.examin!ld.a number of processes, including mentoring, logbooks and learning style questionnaires to gauge which was the most effective in inspiring students to be reflective. Having identified the best methods the project entered a second phase which involved rolling out the findings to large numbers of students. The challenges of doing this are analysed in the paper.

Integrating skills profiling and purchasing portfolio management:an opportunity for building purchasing capability

Kralijc’s (1983) purchasing portfolio approach holds that different types of purchases need different sourcing strategies, underpinned by distinct sets of resources and practices. The approach is widely deployed in business and extensively researched, and yet little research has been conducted on how knowledge and skills vary across a portfolio of purchases. This study extends the body of knowledge on purchasing portfolio management, and its application in the strategic development of purchasing in an organization, and on human resource management in the purchasing function. A novel approach to profiling purchasing skills is proposed, which is well suited to dynamic environments which require flexibility. In a survey, experienced purchasing personnel described a specific purchase and profiled the skills required for effective performance in purchasing that item. Purchases were categorized according to their importance to the organization (internally-oriented evaluation of cost and production factors) and to the supply market (externally-oriented evaluation of commercial risk and uncertainty). Through cluster analysis three key types of purchase situations were identified. The skills required for effective purchasing vary significantly across the three clusters (for 22 skills, p<0.01). Prior research shows that global organizations use the purchasing portfolio approach to develop sourcing strategies, but also aggregate analyses to inform the design of purchasing arrangements (local vs global) and to develop their improvement plans. Such organizations would also benefit from profiling skills by purchase type. We demonstrate how the survey can be adapted to provide a management tool for global firms seeking to improve procurement capability, flexibility and performance.

Sparkling fountains or stagnant ponds:An integrative model of creativity and innovation implementation in work groups

In this article I synthesise research and theory that advance our understanding of creativity and innovation implementation in groups at work. It is suggested that creativity occurs primarily at the early stages of innovation processes with innovation implementation later. The influences of task characteristics, group knowledge diversity and skill, external demands, integrating group processes and intragroup safety are explored. Creativity, it is proposed, is hindered whereas perceived threat, uncertainty or other high levels of demands aid the implementation of innovation. Diversity of knowledge and skills is a powerful predictor of innovation, but integrating group processes and competencies are needed to enable the fruits of this diversity to be harvested. The implications for theory and practice are also explored.

Experts:the knowledge and power of expertise

In this book, Stehr and Grundmann outline the theoretical significance and practical importance of the growing stratum of experts, counsellors and advisors in contemporary society, and claim that the growing spectrum of knowledge-based occupations has led to the pluralisation of expertise. As decision makers in organizations and private citizens, for various reasons, increasingly seek advice from experts, the authors examine the nature of expert activity, and suggest that the role of experts needs to be distinguised from other roles such as professionals, scientists, or intellectuals. Experts, they argue, perform knowledge based activities that mediate between the context of knowledge creation and application. Existing approaches tend to restrict the role of the expert to scientists, or to conflate the roles of professionals with experts. In avoiding such restrictions, this book sets out a framework to understanding the growing role of expertise in a better way. Experts provides thought-provoking discussion that will be of interest to postgraduate students and academics working within the fields of social theory, knowledge, and consumption.

Cognitive structures, strategies and instruction

This thesis is organised into three parts. In Part 1 relevant literature is reviewed and three critical components in the development of a cognitive approach to instruction are identified. These three components are considered to be the structure of the subject-matter, the learner's cognitive structures, and the learner's cognitive strategies which act as control and transfer devices between the instructional materials and the learner's cognitive structures. Six experiments are described in Part 2 which is divided into two methodologically distinct units. The three experiments of Unit 1 examined how learning from materials constructed from concept name by concept attribute matrices is influenced by learner or experimenter controlled sequence and organisation. The results suggested that the relationships between input organisation, output organisation and recall are complex and highlighted the importance of investigating organisational strategies at both acquisition and recall. The role of subjects previously acquired knowledge and skills in relation to the instructional material was considered to be an important factor. The three experiments of Unit 2 utilised a "diagramming relationships methodology" which was devised as one means of investigating the processes by which new information is assimilated into an individual's cognitive structure. The methodology was found to be useful in identifying cognitive strategies related to successful task performance. The results suggested that errors could be minimised and comprehension improved on the diagramming relationships task by instructing subjects in ways which induced successful processing operations. Part 3 of this thesis highlights salient issues raised by the experimental work within the framework outlined in Part 1 and discusses potential implications for future theoretical developments and research.

Elaboration and testing of new methodologies for automatic abstracting

The primary objective of this research was to understand what kinds of knowledge and skills people use in `extracting' relevant information from text and to assess the extent to which expert systems techniques could be applied to automate the process of abstracting. The approach adopted in this thesis is based on research in cognitive science, information science, psycholinguistics and textlinguistics. The study addressed the significance of domain knowledge and heuristic rules by developing an information extraction system, called INFORMEX. This system, which was implemented partly in SPITBOL, and partly in PROLOG, used a set of heuristic rules to analyse five scientific papers of expository type, to interpret the content in relation to the key abstract elements and to extract a set of sentences recognised as relevant for abstracting purposes. The analysis of these extracts revealed that an adequate abstract could be generated. Furthermore, INFORMEX showed that a rule based system was a suitable computational model to represent experts' knowledge and strategies. This computational technique provided the basis for a new approach to the modelling of cognition. It showed how experts tackle the task of abstracting by integrating formal knowledge as well as experiential learning. This thesis demonstrated that empirical and theoretical knowledge can be effectively combined in expert systems technology to provide a valuable starting approach to automatic abstracting.

Realising competitive advantage:bicycle manufacture - manufacturing engineering and management

Students at Cranfield Manufacturing Systems Centre helped Brompton Bikes formulate a strategy to meet rapid sales growth. The students took up Operations Excellence MSc, a two-year part-time programme based on the Cranfield MSc in Engineering and Management of Manufacturing Systems, include the Realising Competitive Manufacture module, which is set out to consolidate and embed the knowledge and skills developed throughout the two-year programme. Guided by StratNav process, the students analysed the product families of Brompton, established the basis on which they compete in the market place, and then benchmarked against key competitors. The top five developments identified to be needed by Brompton are: the formation of group technology cells, creation of a robotic brazing facility, and training and recruitment initiatives for production staff.

Satisfaction with knowledge and competencies:a multi-country study of employers and business graduates

This study critically discusses findings from a research project involving four European countries. The project had two main aims. The first was to develop a systematic procedure for assessing the balance between knowledge and competencies acquired in higher, further and vocational education and the specific needs of the labor market. The second aim was to develop and test a set of meta-level quality indicators aimed at evaluating the linkages between education and employment. The project was designed to address the lack of employer input concerning the requirements of business graduates for successful workplace performance and the need for more specific industry-driven feedback to guide administrative heads at universities and personnel at quality assurance agencies in curriculum development and revision. Approach: The project was distinctive in that it combined different partners from higher education, vocational training, industry and quality assurance. Project partners designed and implemented an innovative approach, based on literature review, qualitative interviews and surveys in the four countries, in order to identify and confirm key knowledge and competency requirements. This study presents this step-by-step approach, as well as survey findings from a sample of 900 business graduates and employers. In addition, it introduces two Partial Least Squares (PLS) path models for predicting satisfaction with work performance and satisfaction with business education. Results: Survey findings revealed that employers were not very confident regarding business graduates’ abilities in key knowledge areas and in key generic competencies. In subsequent analysis, these graduate abilities were tested and identified as important predictors of employers’ satisfaction with graduates’ work performance. Conclusion: The industry-driven approach introduced in this study can serve as a guide to assist different types of educational institutions to better align study programs with changing labor market requirements. Recommendations for curriculum improvement are discussed.

Volunteering for success? An Analysis of Student Perceptions of the Pedagogical and Social Outcomes of Peer Mentoring in Higher Education

Previous studies into student volunteering have shown how formally organized volunteering activities have social, economic and practical benefits for student volunteers and the recipients of their volunteerism (Egerton, 2002; Vernon & Foster, 2002); moreover student volunteering provides the means by which undergraduates are able to acquire and hone transferable skills sought by employers following graduation (Eldridge & Wilson, 2003; Norris et al, 2006). Although much is known about the benefits of student volunteering, few previous studies have focused on the pedagogical value of student mentoring from the perspectives of both student mentee and mentor. Utilising grounded theory methodology this paper provides a critical analysis of an exploratory study analysing students’ perceptions of the pedagogical and social outcomes of student mentoring. It looks at students’ perceptions of mentoring, and being mentored, in terms of the learning experience and development of knowledge and skills. In doing so the paper considers how volunteering in a mentoring capacity adds ‘value’ to students’ experiences of higher education. From a public policy perspective, the economic, educational, vocational and social outcomes of student volunteering in general, and student mentoring in particular, make this an important subject meriting investigation. In terms of employability, the role of mentoring in equipping mentors and mentees with transferable, employability competencies has not been investigated. By critiquing the mentoring experiences of undergraduates within a single institution, this paper will make an important contribution to policy debates with regards to the pedagogical and employability related outcomes of student volunteering and mentoring.

Bridging the gap? Corruption, knowledge and foreign ownership

We argue that in addition to host corruption per se, as accounted for by the existing literature, an explanation of inter-country variation in FDI needs to account for the distance between the host and home corruption, which we call relative corruption. We use a large matched home-host firm-level panel data-set for 1998-2006 from CEE transition countries. Year-specific selectivity corrected estimates suggest that, ceteris paribus, higher relative ‘grand’ corruption lowers foreign ownership as the returns to investment tends to be lower in more corrupt environment. However, after controlling for the selectivity bias, knowledge-intensive parent firms are found to hold controlling ownership, as the difficulty of successful joint venture looms large in more corrupt environment. Results are robust to alternative specifications.

A preliminary investigation of 4 to 11-year-old children's knowledge and understanding of stress

Objective. To examine children's knowledge, understanding and experience of stress from 4 to 11 years of age across four age groups (4–5, 6–7, 8–9, and 10–11 years old). Methods. A semi-structured interview format was used to elicit information from 50 children about their understanding and experience of stress. Results. Most children were able to define stress, with older children providing more complex responses. Many children had indirect and/or personal experience of stress. Younger children were more likely than older children to report that there was nothing people could do to stop stress; children reported using both adaptive and maladaptive coping strategies to deal with stress. Conclusion. Some young children have a basic understanding of stress and many have experience of stress; both understanding and experience develop with age. Practice Implications. The research has potential implications for provider-patient communication, particularly within preventative health education and clinically within the field of childhood post-traumatic stress disorder (PTSD).

Servitization of manufacture:exploring the deployment and skills of people critical to the delivery of advanced services

Purpose - This "research note" sets out to fuel the debate around the practices and technologies within operations that are critical to success with servitization. It presents a study of four companies which are delivering advanced services and reports on the organisation and skill-sets of people within these. Design/methodology/approach - This has been case-based research at four manufacturers leading in their delivery of services. Findings - It describes the desirable behaviour of people in the front-line of service delivery, identifies the supporting skill-sets, how these people are organised, and explains why all these factors are so important. Originality/value - This paper contributes to the understanding of the servitization process and, in particular, the implications to broader operations of the firm. © 2013 Emerald Group Publishing Limited. All rights reserved.

Knowledge and acknowledgement in Serbia's response to Srebrenica

This article considers some post-Milosevic Serbian responses to the Srebrenica massacre. The focus is on responses which contain strategies of denial or which broadly attempt to explain or justify the massacre without engaging critically with the atrocity itself. These responses are by no means uniform, nor are they the only ones which are available in Serbia. They provide the focus of this article because their presence has usually been misinterpreted as Serbia's failure to come to terms with the past. As this article argues, the existence of denial strategies in politics is predominantly pragmatic, whilst in the media and in private individual narratives are part of a larger process of starting to re-examine the past. This article will focus on several illustrative instances from politics and the media, as well as an individual witness responses, in order to demonstrate the extent to which Srebrenica is still in the process of being understood.