Los enfoques de aprendizaje en estudiantes universitarios Catalanes mediante el approaches and study skills inventory for students (ASSIST) = Learning Approaches of Catalan University Students Measured with the Approaches and Study Skills Inventory for Students (ASSIST)

The aim of this study is to measure the psychometric properties of a Catalan translation of the Approaches and Study Skills Inventory for Students (ASSIST), and to analyse the different learning styles used by university students, considering the influence of gender and type of studies. The instrument was administered to 834 students at the University of Girona. The results showed that most students interviewed had a deep approach to learning, although the analysis by gender showed that females tended to use a more strategic approach, while males used a deep approach predominantly. As to whether the type of studies influenced learning styles, a prevalence of deep approach was found among Science and Technology students, while a more strategic approach was found among Humanities and Education students

Capability matrix – Identifying and evaluating the key capabilities of purchasing and supply management

Organizations gain resources, skills and technologies to find out the ultimate mix of capabilities to be a winner in the competitive market. These are all important factors that need to be taken into account in organizations operating in today's business environment. So far, there are no significant studies on the organizational capabilities in the field of PSM. The literature review shows that the PSM capabilities need to be studied more comprehensively. This study attempts to reveal and fill this gap by providing the PSM capability matrix that identifies the key PSM capabilities approached from two angles: there are three primary PSM capabilities and nine subcapabilities and, moreover, the individual and organizational PSM capabilities are identified and evaluated. The former refers to the PSM capability matrix of this study which is based on the strategic and operative PSM capabilities that complement the economic ones, while the latter relates to the evaluation of the PSM capabilities, such as the buyer profiles of individual PSM capabilities and the PSMcapability map of the organizational ones. This is a constructive case study. The aim is to define what the purchasing and supply management capabilities are and how they can be evaluated. This study presents a PSM capability matrix to identify and evaluate the capabilities to define capability gaps by comparing the ideal level of PSM capabilities to the realized ones. The research questions are investigated with two case organizations. This study argues that PSM capabilities can be classified into three primary categories with nine sub-categories and, thus, a PSM capability matrix with four evaluation categories can be formed. The buyer profiles are moreover identified to reveal the PSM capability gap. The resource-based view (RBV) and dynamic capabilities view (DCV) are used to define the individual and organizational capabilities. The PSM literature is also used to define the capabilities. The key findings of this study are i) the PSM capability matrix to identify the PSM capabilities, ii) the evaluation of the capabilities to define PSM capability gaps and iii) the presentation of the buyer profiles to identify the individual PSM capabilities and to define the organizational PSM capabilities. Dynamic capabilities are also related to the PSM capability gap. If a gap is identified, the organization can renew their PSM capabilities and, thus, create mutual learning and increase their organizational capabilities. And only then, there is potential for dynamic capabilities. Based on this, the purchasing strategy, purchasing policy and procedures should be identified and implemented dynamically.

Strategian toimeenpanon haasteet - case SPY

Tutkimuksen tarkoituksensa oli luoda kokonaiskuva strategian toimeenpanoprosessista ja tuoda esiin case –yrityksen strategian toimeenpanon haasteet. Case –yritys toimii tietoliikennepalvelujen toimialalla, joka on ollut jatkuvassa muutoksessa. Yritys käynnisti strategiaprosessin vuonna 2002, jonka seurauksena liiketoiminnan painopistettä muutettiin palveluliiketoimintaan. Strategian toimeenpano ei sujunut haasteitta. Yritys on käynnistämässä uutta strategiaprosessia. Jotta edellisen strategian toimeenpanon ongelmat vältettäisiin, haluttiin tutkia, mikä on case –yrityksen strategian toimeenpanon taso tällä hetkellä ja tunnistaa case -yrityksen strategian toimeenpanemisen kehittämiskohdat. Tutkimus oli luonteeltaan kvalitatiivinen case –tutkimus, joka toteutettiin teemahaastatteluin. Tulokset osoittivat, että case –yrityksessä strategian toimeenpanoa voidaan kehittää erityisesti selkeyttämällä visio, lisäämällä johtajuutta ja visionäärisyyttä. Strategian toimeenpanossa johdolta vaaditaan myyntitaitoja: selkeää päämäärää, viestintää, luottamuksen tunteen luomista ja herkkyyttä kuunnella henkilöstön tuntoja. Johdon on itse omalla esimerkillään tehtävä tämä myyntityö. Hyvä visio poistaa muutosvastarintaa ja ohjaa oikeisiin päätöksiin. Ilman hyvää visiota, strategiasta voi tulla toimeenpanokelvoton. Strateginen johtaminen jatkuvana oppimisprosessina antaa hyvät mahdollisuudet tunnistaa toimintaympäristön muutokset. Strategiaprosessi kasvattaa koko yrityksen visionäärisyyttä samalla sitouttaen strategian toimeenpanoon. Lisäksi strategiaprosessi auttaa luomaan yritykseen joustavan oppivan organisaation kulttuurin, joka on edellytys kilpailukyvyn säilymiseen muuttuvassa toimintaympäristössä.

Overeducation, skills and wage penalty: Evidence for Spain using PIAAC data

The literature on educational mismatches finds that overeducated workers suffer a wage penalty compared with properly educated workers with the same level of education. Recent literature also suggests that individuals’ skill heterogeneity could explain wage differences between overeducated and properly matched workers. The hypothesis is that overeducated workers earn less due to their lower competences and skills in relative terms. However, that hypothesis has been rarely tested due to data limitations on individuals’ skills. The aim of this paper is to test the individuals’ skill heterogeneity theory in Spain using microdata from PIAAC, because it is one of the developed countries supporting the highest overeducation rates and where its adult population holds the lowest level of skills among a set of developed countries. Our hypothesis is that the wage penalty of overeducation in Spain is explained by the lower skill level of overeducated workers. The obtained evidence confirms this hypothesis but only to a certain extent as skills only explain partially the wage penalty of overeducation.

The new final Clinical Skills examination in human medicine in Switzerland: Essential steps of exam development, implementation and evaluation, and central insights from the perspective of the national Working Group.

OBJECTIVE: Since 2011, the new national final examination in human medicine has been implemented in Switzerland, with a structured clinical-practical part in the OSCE format. From the perspective of the national Working Group, the current article describes the essential steps in the development, implementation and evaluation of the Federal Licensing Examination Clinical Skills (FLE CS) as well as the applied quality assurance measures. Finally, central insights gained from the last years are presented. METHODS: Based on the principles of action research, the FLE CS is in a constant state of further development. On the foundation of systematically documented experiences from previous years, in the Working Group, unresolved questions are discussed and resulting solution approaches are substantiated (planning), implemented in the examination (implementation) and subsequently evaluated (reflection). The presented results are the product of this iterative procedure. RESULTS: The FLE CS is created by experts from all faculties and subject areas in a multistage process. The examination is administered in German and French on a decentralised basis and consists of twelve interdisciplinary stations per candidate. As important quality assurance measures, the national Review Board (content validation) and the meetings of the standardised patient trainers (standardisation) have proven worthwhile. The statistical analyses show good measurement reliability and support the construct validity of the examination. Among the central insights of the past years, it has been established that the consistent implementation of the principles of action research contributes to the successful further development of the examination. CONCLUSION: The centrally coordinated, collaborative-iterative process, incorporating experts from all faculties, makes a fundamental contribution to the quality of the FLE CS. The processes and insights presented here can be useful for others planning a similar undertaking.

Communication skills in diagnostic pathology.

Communication is an essential element of good medical practice also in pathology. In contrast to technical or diagnostic skills, communication skills are not easy to define, teach, or assess. Rules almost do not exist. In this paper, which has a rather personal character and cannot be taken as a set of guidelines, important aspects of communication in pathology are explored. This includes what should be communicated to the pathologist on the pathology request form, communication between pathologists during internal (interpathologist) consultation, communication around frozen section diagnoses, modalities of communication of a final diagnosis, with whom and how critical and unexpected findings should be communicated, (in-)adequate routes of communication for pathology diagnoses, who will (or might) receive pathology reports, and what should be communicated and how in case of an error or a technical problem. An earlier more formal description of what the responsibilities are of a pathologist as communicator and as collaborator in a medical team is added in separate tables. The intention of the paper is to stimulate reflection and discussion rather than to formulate strict rules.

The impact of adopting a CLIL approach on EFL learners reading skills in Catalonia school

En els últims anys, un gran nombre de docents i escoles han estat introduint programes AICLE a les escoles catalanes. A la majoria d’escoles, però, només s'ensenya anglès com a llengua estrangera, la qual cosa, limita les oportunitats d'estar en contacte amb la llengua estrangera en un context diferent. L’objectiu d'aquest estudi és analitzar si els infants milloren en les seves habilitats lectores i comprovar si existeix un avantatge significatiu respecte els alumnes que només estudien anglès com a llengua estrangera. L’estudi empíric que us presento a continuació, compara els resultats obtinguts en dues proves de comprensió lectora. A les proves hi van participar dos grups d’alumnes de cinquè de d’Educació Primària. Un dels grups seguia un programa AICLE (1 hora a la setmana i , a més aprenia anglès coma llengua estrangera); l’altre grup només estudiava anglès com a llengua estrangera. L'objectiu principal d'aquest projecte d'investigació és esbrinar si els programes AICLE tenen un impacte en les habilitats lectores en llengua anglesa dels alumnes. Així doncs, humilment intentaré contribuir a la literatura existent sobre els beneficis de l’AICLE.

Brain Connections Associated With Socio-Cognitive Skills in Preterm and Low Birth Weight School Age Children

Identification of neuroimaging biomarkers following extreme prematurity (EP) and intrauterine growth restriction (IUGR) is crucial for understanding their cognitive and behavioral impairments at school age

Mentoring in the acquisition of professional skills through practices in companies by degree students

Abstract This work has had as objective to analyze the skills acquired through internships in business companies by students of the Faculty of Economics and Business at the University Pompeu Fabra. The internship is a basic item in order to obtain a hard connection between the University and social-economic world where University and Enterprises develop their activity. In this study we want to know about two aspects. The first one, we want to know the profit that is obtained from the Student as a consequence of internship and mentoring. Also, we want to study about the importance of mentoring as a principal element that establishes the relationship between the Student and the Company. Moreover, it has sought to analyze if certain factors such as the size of the company where the practices has been performed, the study rank level that was achieved or the fact of being a man or a woman, were among the determining factors at the time of acquiring the skills. The results presented here indicate that the size of the company that have been making the practices and the gender of the student are related to the acquisition of certain skills. There was not a statistically significant relationship related to the rank level have by the students in the practice. In the future we are going to study if the labor market Integration is easier if the Student has performed work placement. Keywords Skills; employability; internship; meatoring.

Exploring the link between flexible working and organizational performance

The expansion of flexible work experienced since the 1980s in developed economies is consistent with a more generic trend towards organizational flexibility, which many authors see as essential in order to compete in the dynamic global environment (Volberda, 1998). From this point of view, the changing demands of the environment have forced organizations to seek the ability to adapt rapidly and effectively as a means to be successful or even to survive. In the quest for flexibility, every area of the organization has been scrutinized in order to render it as ¿agile¿ as possible. In the human resources arena, this analysis has led to the definition of diverse ¿flexible working practices¿ (FWP) that describe a wide range of employment practices, which differ from the traditional full-time job with a fixed salary and a permanent contract. These practices have been described using other terms, such as ¿alternative¿ (Polivka, 1996; Powell & Mainiero, 1999), ¿non-standard¿ (Kalleberg, 2000), or ¿atypical¿ (De Grip, Hoevenberg, &m Willems, 1997), which coincide in denoting their divergence from the most traditional forms of employment. This article will show that quite different practices have been embraced by the common term ¿flexible working practices.¿ Subsequently, the results of empirical research regarding the implications for organizational performance of a number of flexible practices will be commented on.

Identifying pedagogical, technological and organizational barriers in virtual learning environments

Virtual learning environments are online spaces where learners interact with other learners, teachers, resources and the environment in itself. Although technology is meant to enhance the learning process, there are important issues regarding pedagogical and organizational aspects that must be addressed. In this paper we review the barriers detected in a virtual university which exclusively uses Internet as the main channel of communication, with no face-to-face requirements exceptthose related to final evaluation.

Individual Perception of Organizational Values

The objective of this master’s thesis was to examine how corporate values come true among the white-collar employees in the case organization. It was also studied if values were perceived similarly in the different departments. Impact of organizational position and education on value orientation was tested through hypotheses based on earlier values research. There are only few value scales available for measuring organizational values. The empirical study results indicate that personnel’s perception of organizational values can be measured statistically. When defining the scale it is utmost important to link the questions and claims close to the employees’ daily working environment. In this study, Work ethic appeared as the strongest organizational value reflecting respondents’ commitment to their duties. Related to corporate values, Performance was perceived as the strongest value and Emphasis on people the weakest. Value consensus between the departments varied. According to the previous research organizational position and educational level has an impact on value perceptions. In this study, employees in superior position or with higher education perceived organizational values to come true better than subordinates or employees with lower education. Empirical data (N=229) was collected by a web-based survey questionnaire among white-collar employees in the case organization in April 2008. Statistical analyses were performed by SPSS programme.

Trust in inter-organizational relationships

Trust in inter-organizational collaborative relationships has attracted substantial research interest among academics and practitioners. Previous studies have concentrated on the benefits of trust to business outcomes and economic performance, as it is considered to be a source of competitive advantage. Despite this increased level of interest, there is no consensus, much less overall agreement, about how it should be conceptualized or about the number of dimensions it incorporates. On the inter-organizational level there is an obvious challenge in defining both the trusting party and the objects of trust. Thus, the notion of trust as an under-theorized and poorly understood phenomenon still holds. Hence, the motivation of this study was fuelled by the need to increase our knowledge and understanding of the role and nature of trust in inter-organizational collaborative relationships. It is posited that there is a call for more understanding about its antecedents and consequences, as well as about the very concept in inter-organizational collaborative relationships. The study is divided into two parts. The first part gives a general overview, and the second part comprises four research publications. Both qualitative and quantitative research methodology is utilized. A multi-method research design was used because it provides different levels of data and different perspectives on the phenomenon. The results of this study reveal that trust incorporates three dimensions on both the individual and the organizational level: capability, goodwill, and self-reference. Trust develops from the reputation and behavior of the trusted party. It appears from this study that trust is clearly directed towards both individual boundary spanners and the counterpart company itself – i.e. not only to one or the other. The trusting party, on the other hand, is always an individual, and not the organization per se. Trust increases collaboration benefits and lowers collaboration drawbacks, thus having a positive effect on relationship performance. The major contribution of this study lies in uncovering the critical points and drawbacks in prior research and thereby in responding to the highlighted challenges. The way in which these challenges were addressed offers contributions to three major issues in the emerging theory of trust in the inter-organizational context: firstly, this study clarifies the trustor-trustee discussion; secondly, it conceptualizes trust as existing on both individual and organizational levels; and thirdly, it provides more information about the antecedents of trust and the ways in which it affects relationship performance.

Kehityskeskustelut tuloksellisen esimiestyön apuvälineenä

Tämän tutkimuksen tarkoituksena oli luoda ymmärrystä esimiestyöstä sekä kehityskeskustelusta esimiestyön apuvälineenä. Tutkimusongelman ratkaisemiseksi haluttiin selvittää tuloksellisen esimiestyön toteutuminen sekä kehityskeskustelujen toteuttamisen ja hyödyntämisen taso. Tutkimus- menetelmä oli kvalitatiivinen, ja sen empiirinen aineisto koostui kohdeyritykseksi valitun myyntiorganisaation seitsemän myyntijohtajan teemahaastattelusta. Tutkimustulosten mukaan esimiehet ymmärtävät työntekijän merkityksen yrityksen menestymisessä. Esimiehet tiedostavat myös oman roolinsa työntekijän tuloksellisuuden edistämisessä. Esimiesten henkinen valmius ja tahtotila ovat olemassa, mutta he tarvitsevat koulutusta sekä organisaation tukea voidakseen täysipainoisesti toteuttaa tuloksellista esimiestyötä. Tulokset osoittavat lisäksi, että esimiehet ymmärtävät kehityskeskustelun tärkeyden ja sen mahdollisuudet, mutta kehityskeskustelujen toteuttaminen ja hyödyntäminen jää minimitasolle. Tärkeäksi kehittämiskohteeksi nousi kehityskeskustelukäytännön suunnitteleminen yrityksen tarpeisiin sopivaksi sekä kehityskeskustelun merkityksen ja tavoitteitten määritteleminen. Alaistaidot tulevat tutkimustuloksissa esiin asiana, johon tulisi aikaisempaa enemmän kiinnittää huomiota esimiestyön tuloksellisuutta tukevana, työntekijän omia tuloksia vahvistavana sekä koko yrityksen menestystä lisäävänä tekijänä.

Osaamisen johtaminen Suomen kunnissa

Kunnissa eletään muutosten aikaa, ja osaamisen johtamisella pyritään vastaamaan kehityksen mukanaan tuomiin haasteisiin. Osaamisen johtamista pidetäänkin tärkeänä asiana kuntien kehittämisessä. Viime vuosina osaamisen johtaminen on ollut voimakkaasti esillä myös yksityisellä sektorilla, jossa se on nähty tärkeänä elementtinä kilpailukyvyn kehittämisessä. Osaamisen johtaminen on toimintaa, jolla kehitetään yksilöiden ja organisaation osaamista sekä organisaation yhteistyövalmiutta. Osaamisen johtamisessa huomioidaan myös organisaatiolle asetetut strategiset tavoitteet. Tässä tutkimuksessa osaamisen johtaminen ankkuroidaan tietojohtamisen, henkilöstövoimavarojen johtamisen (HRM:n) ja oppivan organisaation viitekehyksiin. Tutkimusotteeksi on valittu kvantitatiivinen tutkimusote. Kvantitatiivinen tutkimusote mahdollistaa osaamisen johtamisen rakenteellisen analyysin ja kuvaamisen. Tutkimuksen kohderyhmänä ovat kaikki Suomen 444 kuntaa vuonna 2004. Tutkimuksen tiedonkeruu suoritettiin lomakekyselyn avulla, ja tutkimus kohdistettiin kuntien henkilöstöasioiden asiantuntijoille. Tutkimuksen keskeisenä tavoitteena oli mallintaa ja kuvata osaamisen johtamista Suomen kunnissa. Tutkimusongelma liittyy kuntien osaamisen johtamisen nykytilaan ja tavoitteisiin sekä siihen, missä vaiheissa kunnat ovat osaamisen johtamisessaan. Kyselyn avulla tutkittiin myös kuntien halukkuutta kehittää osaamisen johtamistaan. Vastausten pohjalta analysoitiin lisäksi, mitkä asiat kunnissa vaikuttavat osaamisen johtamiseen. Tutkimuksen tuloksissa tulevat esille neljä erilaista kunnissa vallitsevaa osaamisen johtamisen orientaatiota: Strategiaohjattu yhteisöllinen orientaatio, Innovatiivinen orientaatio, Teknologinen orientaatio ja Strategialähtöinen järjestelmäorientaatio. Nämä neljä orientaatiota ovat tunnistettavissa myös taustakirjallisuudessa. Kunnat ryhmiteltiin orientaatioiden perusteella neljään ryhmään, jotka nimettiin seuraavasti: Innostuneet aloittelijat, Tekniset aloittelijat, Edistyneet ja Kehittyvät. Innostuneiden aloittelijoiden ryhmässä korostuu innovatiivinen orientaatio, mutta muut osaamisen johtamisen orientaatiot tulevat esille heikosti. Teknisten aloittelijoiden ryhmässä korostuu teknologinen orientaatio, mutta muut osaamisen johtamisen orientaatiot tulevat esille heikosti. Edistyneiden ryhmässä kaikki osaamisen johtamisen orientaatiot tulevat hyvin esille. Kehittyvien ryhmässä korostuvat sekä innovatiivinen että teknologinen orientaatio. Kuntien osaamisen johtamisen nykytilanne on murroksessa. Osaamisen johtaminen on suuressa osassa kunnista hyvässä vauhdissa, mutta kehitettävääkin on. Tietotekniset välineet osaamisen johtamisessa ovat hyvät useimmissa kunnissa. Tulevaisuuden osaamistarpeina pidetään erityisesti vuorovaikutustaitoja ja oman ammattialan osaamista. Kunnissa on myös huomioitu ainakin tavoitteiden tasolla tulevaisuus ja sen tuomat haasteet.