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Chan, Ngai-man, and 陳艾敏. "An examination of the interplay of knowledge types, knowledge workers and knowledge creation in knowledge management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31245158.
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Hopper, Ann. "Dying values : a study of professional knowledge and values in health care practice." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312282.
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Jolly, Brooke M. "Knowledge and values of school speech-language pathologists." Connect to resource, 2009. http://hdl.handle.net/1811/37099.
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Beeler, Katy [Verfasser]. "Polytopes with few coordinate values : combinatorial types and diameter bounds / Katy Beeler." Berlin : Freie Universität Berlin, 2017. http://d-nb.info/1142241300/34.
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Ou, Jingwen. "Computing degree-of-knowledge values for a developer's workspace." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/15227.
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Previous research in computer science shows that software developers are typically deluged by an enormous volume of information daily. Improving the effectiveness of developers to filter this information may yield significant productivity improvements. To combat this overload, we introduce an
indicator, called degree-of-knowledge (DOK), which is a real value indicating how much knowledge a developer has with a source code element. A developer’s DOK values for a source code base can be computed automatically from authorship data mined from the source revision systems and from
interaction data collected as the developer works. This indicator may help reduce information overload by, for instance, filtering the source code to only
show the elements for which a developer has high knowledge. We describe our implementation of an efficient framework for computing DOK values in a development environment.
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Khanyile, Dumisani. "Organisational culture and knowledge creation : the relationship between knowledge creation enablers and organisational culture types." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/4045.
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Thesis (MPhil (Information Science))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: The thesis studies the relationship between knowledge creation and organisational culture. To do that the relations between Nonaka's enabling conditions and the four organisational culture types according to the competing value framework of Cameron and Quinn were tested in two organisations. Whilst many authors are critical of the specifics of Nonaka and Takeuchi’s model of knowledge conversion, most seem to agree with their argument about the requisite enabling conditions for knowledge creation. It is argued that these enabling conditions are shaped by the organisational culture and therefore this relation is of some importance. The empirical research was based on two part questionnaire. The first part of the questionnaire concerned the knowledge creation enablers. The indicators for this part of the instrument had to be developed from the knowledge creation literature. The second part of the questionnaire was based on the validated Cameron and Quinn organisational culture assessment instrument. Since Nonaka recommends a middle-up-down approach for managing knowledge creation in organisations, the questionnaire was directed at the middle management of the selected organisations. 140 questionnaires were sent out and two organisations had adequate responses for statistical data analysis. The results showed that one organisation has a strong market culture. This organisation displayed requisite variety, creative chaos and autonomy as enablers for knowledge creation. The market culture is an organisation’s response to an environment filled with complexities of the brand market which requires the presence of requisite variety and creative chaos. The organisation uses autonomous work teams, hence the prominence of autonomy. The second organisation competes in the business solutions market. Here, the dominant culture type was that of a clan and the organisation was strong in most knowledge creation enablers except redundancy and ba. The dominance in clan culture is in line with a medium size company that is competing in the big league of providers of business solutions and the organisation believes that its success is in providing unique business solutions thanks to teamwork and working like family. It is concluded that for an organization to be competitive requires one dominant appropriate culture and not necessarily all knowledge creating enablers.
AFRIKAANSE OPSOMMING: Die tesis ondersoek die verband tussen kennisskepping en organisasie kultuur. Dit word gedoen deur die relasie tussen Nonaka se omgewingsomstandighede vir kennisskepping en die vier organisatoriese kultuurtipes van Cameron en Quinn in twee organisasies te meet. Terwyl baie skrywers krities is oor die besonderhede van Nonaka en Takeuchi se model van kennisskepping, is die meeste met hulle eens oor die omgewingsomstandighede wat kennisskepping in staat stel. Daar word geargumenteer dat hierdie omgewingsomstandighede hoofsaaklik deur die organisasie kultuur beïnvloed word en daarom is hierdie verband belangrik. Die empiriese navorsing is gebaseer op ‘n tweeledige vraelys. Die eerste deel handel oor die omgewingsomstandighede en die indikatore hiervoor is uit die teorie ontwikkel. Die tweede deel van die vraelys is gebaseer op ‘n reeds gevalideerde instrument van Cameron en Quinn wat organisatoriese kultuurtipes probeer vasstel. Omdat Nonaka klem lê op die sentrale rol van middelbestuur in organisatoriese kennisskepping, is die vraelyste op middelbestuurders in geselekteerde organisasies gemik. 140 vraelyste is uitgestuur en twee organisasies het genoeg response gehad vir statistiese verwerking. Die resultate toon dat een organisasie ‘n sterk markkultuur het. Hierdie organisasie vertoon vereiste verskeidenheid, kreatiewe chaos en outonomie as omgewingsomstandighede wat kennisskepping sou instaat stel. Die markkultuur is ‘n organisasie se respons op ‘n omgewing gevul met kompleksiteit en dit vereis verskeidenheid. Die organisasie gebruik ook outonome werkspanne en daarom meet outonomie ook hoog. Die tweede organisasie kompeteer in die besigheidskonsultasiemark. Hier was die dominante kultuurtipe dié van klan. Die organisasie het hoog gemeet in al die omgewingsomstandighede behalwe oortolligheid en ba. Die dominansie van klan-tipe kultuur strook met ‘n mediumgrootte maatskappy wat unieke oplossings moet bied gebaseer op spanwerk in kompetisie met groter konsultasie maatskappye. Die gevolgtrekking is dat ‘n dominante kultuurtipe ‘n voordeel is vir ‘n organisasie om te kan kompeteer, eerder as die teenwoordigheid van al die omgewingsomstandighede vir kennisskepping.
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Pousao-Lopes, Cecilia. "The mind values meaning above knowledge : narrative and moral education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43935.pdf.
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Crabtree, Karen Michelle. "Skills, Knowledge and Values of Community Health Needs Assessment Managers." Thesis, North Dakota State University, 2019. https://hdl.handle.net/10365/29275.
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Nonprofit hospital systems must complete a community health needs assessment (CHNA). In healthcare there is a lack of consensus on what skills, knowledge and values are important for the person managing CHNA departments, including educational background appropriate or needed to be successful. This is an exploratory study of one healthcare system. The study seeks to identify the perception of what skills, knowledge and values are necessary to be an effective CHNA manager, and how that aligns with the skills, knowledge and values taught in public health, community development and social work. The study utilizes grounded theory, inductive research and evaluative research methods. Question: What are the perceived most important skills, values and knowledge for the CHNA manager to be effective in their role by CHNA personnel? How do those skills, knowledge and values align with macro practice social work, public health, and community development education in healthcare?
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Holder, Anna. "Initiating architecture : agency, knowledge and values in instigating spatial change." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6598/.
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Sjölander, Johansson Jakob Andreas. "Provisional Values." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184983.
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This paper concerns the issue of ignorance about values, and how to best deal with it.I try to find out what we ought to do when we are ignorant of what it is valuable topromote. The proposed solution is an indirect system of “provisional values”, builtaround three goals that are likely to increase our chances of achieving real value,should such a thing be possible.These three provisional goals the system gives us are as follows: knowledge,optionality, and diversity.Knowledge is the traditional way of trying to relieve our ignorance and has beenthe focus of most philosophizing about value.Optionality means having options, or the power to act differently. This is likelyto become important should we ever discover what it is actually valuable to do.Finally, diversity is simply the idea that, not knowing what truly is valuable, weshould do as much as possible of everything in the hope that some of it may bevaluable.Denna uppsats handlar om problemet med vår brist på kunskap om värde och hur manbäst hanterar det. Jag försöker ta reda på vad vi borde göra i situationer där vi ärokunniga om vilka mål som är värdefulla att uppnå. Den lösning som föreslås är ettindirekt system av ”provisoriskt värde”. Detta system är uppbyggt kring tre mål somsannolikt kommer att öka våra chanser att uppnå direkta eller verkliga värden, om ensådan sak skulle vara möjlig. Dessa tre provisoriska mål som systemet ger oss ärföljande: kunskap, optionalitet och mångfald.Kunskap är det traditionella sättet att försöka lindra vår okunnighet, och harvarit fokus för det mesta filosoferandet om värde.Optionalitet innebär att ha alternativ eller makten att agera annorlunda. Dettakommer sannolikt att bli viktigt om vi någonsin upptäcker vad det är värdefullt attgöra.Slutligen är mångfald helt enkelt tanken att om vi inte vet vad som verkligen ärvärdefullt så bör vi göra så mycket som möjligt av allt i hopp om att något av det kanvisa sig värdefullt.
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Tsirogianni, Stavroula. "Social values in context : a study of the European knowledge society." Thesis, London School of Economics and Political Science (University of London), 2009. http://etheses.lse.ac.uk/2066/.
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This thesis investigates how social values align with changing patterns of economic development, work and quality of life in the European knowledge society. Conceptually, the thesis draws upon Richard Florida's Theory of the Creative Class (2002) and Human Values Theory as developed by Shalom Schwartz (1992). The research combines different methodological approaches and is structured in three parts. The first study involves a secondary data analysis of the European Social Survey that includes Schwartz's value inventory and other value related items. It aims at mapping the values of Florida's three key occupational groups: knowledge, service and manufacturing workers. While manufacturing workers were found to be distinct from knowledge and service workers, the latter two categories were rather similar. In addition, a mixture of liberal and traditional values characterised knowledge workers' value systems. Little empirical support was found for Schwartz's circumplex structure of values. The second part of the thesis, using two split-ballot experiments and cognitive interviews, explores the role of context in the conceptualisation and study of values. Drawing on the concept of 'behavioural spheres' (Kluckhohn and Strodtbeck, 1961), the operation of values in the familial, recreational and occupational sphere is examined. The findings show that many values demonstrated context specificity. In-depth interviews with Greek and British knowledge and service workers constitute the third and final study. I examine how workers' valuing processes delineate their creative endeavours to construct the meaning of work and good life, as embedded in the wider societal, economic, political and work contexts. Creativity focuses on how workers, create value meanings and enact values, combine different roles, make sense of their living and the world and deal with adversities. It was shown that the ability to transform work into a meaningful activity is not restricted to knowledge workers. The findings altogether did not corroborate Florida's proposal of an emerging creative class with distinct value orientations and Schwartz's model of a structure of universal values, captured in a set of binary oppositions. A range of challenges for policy making in the knowledge society is implied when authenticity rather than creativity - as defined by Florida- was found to delineate the European work ethos.
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Pacheco, Schweitzer Marisel. "Parental beliefs, values, and knowledge affecting kindergarten readiness among Latino children." Thesis, Northern Arizona University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252101.
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For decades, researchers have investigated strengths and challenges promoting early healthy childhood development, in terms of physical, social emotional and linguistic aspects, for a variety of children groups in the United States. Due to the limited availability of research on the Latino population, addressing the needs of the growing population of Latino children throughout the United States is challenging. Latino students living in the United States are academically behind students of other ethnicities. In 2011, Latinos were identified as the largest and fastest growing minority group in the U.S. with the lowest education attainment levels. Unfortunately, less than 50% of Latino children are less likely to be enrolled in early childhood programs.
The purpose of this research was to examine the Latino parents’ beliefs, values and knowledge affecting their decision-making process in opting to send their children to Early childhood programs (ECPs), impacting their readiness for school. Both quantitative and qualitative data were gathered from Latino parent/guardians, Preschool to first grade teachers, and administrators from 9 schools in a school district in Phoenix, Arizona and analyzed. Qualitative data were collected in the form of in-depth interviews and surveys as sources of data from participants. Qualitative data were analyzed using two cycles of coding and represented through matrices. Quantitative data were analyzed using a descriptive analytical method. Five themes emerged that informed the research questions.
Findings of this study suggested that capitalizing on the Latino parents’ cultural wealth can help district administrators and policy makers to maximize opportunities for this growing minority group to increase their readiness to kindergarten and success in school. It is important to increase access to high quality early programs to help children begin kindergarten with the necessary tools to succeed in school and in life.
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Assiri, Yahya Ibrahim. "Science Teachers' Knowledge, Beliefs, Values, and Concerns of Teaching through Inquiry." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1296.
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ABSTRACT OF THE DISSERTATION OF Yahya Assiri, for the Doctor of Philosophy degree in Curriculum and Instruction, presented on August 19th, 2016, at Southern Illinois University Carbondale. TITLE: SCIENCE TEACHERS’ KNOWLEDGE, BELIEFS, VALUES, AND CONCERNS OF TEACHING THROUGH INQUIRY MAJOR PROFESSOR: Dr. D. John McIntyre, Professor Emeritus of Curriculum and Instruction, Ed.D., Southern Illinois University Carbondale, Department of Curriculum and Instruction. This study investigated elementary science teachers’ knowledge, beliefs, values, and concerns of teaching through inquiry. A mixed-methods research design was utilized to address the research questions. Since this study was designed as a mixed-methods research approach, the researcher gathered two type of data: quantitative and qualitative. The study was conducted in Mohayel School District, Saudi Arabia. The information was collected from 51 participants using a questionnaire with multiple choice questions; also, 11 participants were interviewed. After collecting the data, descriptive and comparative approaches were used. In addition, themes and codes were used to obtain the results. The results indicated that the mean of elementary science teachers’ knowledge was 51.23%, which was less than 60% which was the acceptable score. Also, the qualitative results showed that science teachers had a limited background of teaching through inquiry. In addition, the elementary science teachers had a high level of belief to teach science through inquiry since the mean was 3.99 out of 5.00. These quantitative results were confirmed by the qualitative data. Moreover, the overall mean of elementary science teachers was 4.01, which indicated that they believed in the importance of teaching science through inquiry which was also confirmed by the responses of teachers in the interviews. Also, the findings indicated that elementary school science teachers had concerns about teaching science through inquiry since the overall mean was 3.53. In addition, the interviewees mentioned that they faced some obstacles when they teach by inquiry, such as time, resources, class size, and the teachers’ background. Generally, the results did not show any significant differences among elementary science teachers’ knowledge, beliefs, values, and concerns depending on gender, level of education, and teaching experience. However, the findings indicated there was one significant difference which was the level of teaching experience between groups: (6-10) years and (11-15) years, and (16- more) and (11-15) years. In addition, the implications and suggestions for future research were provided to enhance teaching science through inquiry.
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Barbosa, Ana Paula Franco Paes Leme. "Managing collaborative R&D with different types of knowledge sources." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-12062018-121650/.
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While several studies have shown the existence of dissimilarities among diverse types of external knowledge sources, little attention has been given to identifying the project management success factors that are most suitable for each of them. Based on a quantitative exploratory approach, this study examines the relationship between Success Factors is Collaborative R&D project management and project performance, examining evidence on the dichotomy of Science-based and Market-based knowledge sources. Performance here is a multidimensional construct bringing together several dimensions: Budget, Time Schedule, Technical Quality, Patents, Publications and Overall Success Performance. The Project Management set of success factors evaluated were related to Clearly Planning the Project, Mutually Agreeing on Project Plans, Progress Monitoring and Effective Communication. To optimize performance, our findings strongly suggest the need for an R&D project management approach contingent on external knowledge source. More specifically, Clearly Defining Expectations, Objectives and Responsibilities and Jointly Agreeing on Human Resources Characteristics improve the Technical Quality of the projects with Science-based sources. In projects with Market-based sources, Discussing the Sources of Conflict, Defining Appropriation Issues and Milestones, and doing these together improve the Schedule performance. No association of performance improvement with Project Progress Monitoring was identified in projects made exclusively with Science-based sources. Success factors for Effective Communication also show some different effects on performance by knowledge sources. Informal Communication is positively and significantly correlated to the Technical Quality of the project for Science-based sources; however, Having Pre-Defined Communication Strategies is correlated to performance only for Market-based sources. These findings contribute to practice in Collaborative Project Management, identifying success factors to be emphasized, depending on the type of knowledge source involved in the project.Enquanto diversos estudos identificaram que existem dissimilaridades entre os vários tipos de fontes externas de conhecimento, pouca atenção foi dada a identificação dos fatores de sucesso em gestão de projetos que são mais adequados a cada uma delas. Com base em uma abordagem exploratória quantitativa, este estudo examina a relação entre os fatores de sucesso em gestão de projetos de P&D em colaboração e o desempenho desses projetos, evidenciando o dicotomia entre projetos realizados em colaboração com fontes de conhecimento de base científica e de base de mercado. Nesse estudo, Performance é um construto multidimensional que reúne várias dimensões: Custo, Prazo, Qualidade Técnica, Patentes, Publicações e uma Avaliação Geral de sucesso do resultado do projeto. O conjunto de fatores de sucesso em Gestão de Projetos avaliados estão relacionados a: Clareza no planejamento do projeto, Acordo conjunto sobre os planos do projeto, Monitoramento do progresso do projeto e a Eficácia na comunicação. Para otimizar a performance, nossos resultados reforçam a necessidade de uma abordagem contingencial em gestão de projetos. Mais especificamente, em projetos realizados em colaboração com fontes de conhecimento de base científica, a Clara definição de Expectativas, Objetivos e Responsabilidades e o Acordo conjunto sobre as características dos recursos humanos melhora a Qualidade Técnica do projeto. Em projetos realizados com fontes de conhecimento base de mercado, Discutir a fonte do conflito, Definir assuntos de apropriação e metas e fazer isso conjuntamente, melhora a performance relacionada ao tempo planejado para o projeto. Nenhuma associação de melhoria de performance relacionada ao uso de Monitoramento do Progresso do Projeto foi identificada em projetos feitos exclusivamente com fontes de base científica. Ações para a Eficácia da comunicação também apresentam alguns efeitos diferentes na performance segundo a fonte de conhecimento envolvida, já que Comunicação informal é positiva e significantemente correlacionada à Qualidade técnica do projeto na amostra de projetos realizados com fontes científicas; entretanto, ter Estratégias de comunicação pré-definidas é o que se correlaciona com a performance apenas em fontes de base de mercado. Tais resultados contribuem para a prática de gestão de projetos em colaboração, auxiliando a identificar fatores de sucesso a serem enfatizados considerando a fonte de conhecimento como variável moderadora.
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Little, Brenda, Andrea Abbas, and Mala Singh. "Changing practices, changing values?: a Bernsteinian analysis of knowledge production and knowledge exchange in two UK universities." Springer, Dordrecht, 2016. http://hdl.handle.net/10962/66934.
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publisher versionBernstein’s concept of classification and framing links notions of knowledge, democracy and social justice, providing a perspective from which to address critical questions of what knowledge is produced, who has access to it, and how knowledge is distributed. Bernstein’s conceptual framework is used to inform an analysis of national policies steering knowledge production and knowledge transfer in the UK, and the changing practices and values associated with knowledge production and knowledge transfer in two UK institutional case study universities. The analysis reveals how reputational and financial consequences of the formal assessment of research quality interacts with the institutional and disciplinary contexts of research units to differently shape what knowledge is valued and produced, and with whom it is shared. Five discursive areas, each involving a complex set of classifications (power) and framings (control) are identified, namely: the national research assessment framework; the economic value of research; discourses of social and academic values; academic freedoms; and mixed-discipline research and the interdisciplinary nature of real world problems. Though competing and sometimes contradictory values seem to underlie academics’ knowledge work, it seems that the strong framing for knowledge production and knowledge exchange provided by national policies steers staff efforts towards economised codes of knowledge. The conclusion suggests that such a strong steer does not value social transformation in all its diverse non-economistic dimensions and limits universities’ potential to transform societies to further social justice.
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Nguyen, Thuan Luong. "Assessing Knowledge Management Values By Using Intellectual Capital to Measure Organizational Performance." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10249504.
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Measuring knowledge management performance was one of, if not the most challenging knowledge management activities. This study suggested using intellectual capital as a proxy for knowledge management performance in evaluating its impact on organizational performance. The Value Added Intellectual Coefficient model was employed to measure intellectual capital. Although being used widely in research, the model had its limitations. Also, for intellectual capital measurement, there was a lack of guidelines supported by empirical evidence or best practices. The present study aimed to test the classic and a modified version of this model, and based on the results, shed light on whether the classic version was good enough or the modified one should be highly recommended. The financial fundamental and market data of 425 randomly selected publicly listed firms were collected, and the structural equation modeling technique was employed to test the models. Chi-square difference test was performed to determine whether there was a statistically significant difference between these two models. The results of the tests indicated that the difference between them was insignificant. Therefore, it was concluded that the classic model is adequate, and it can be used effectively to measure intellectual capital. Adding two new efficiency elements—research and development efficiency and relational capital efficiency—in the model did not provide any significant benefit.
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Nguyen, Thuan L. "Assessing Knowledge Management Values by Using Intellectual Capital to Measure Organizational Performance." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/986.
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Measuring knowledge management performance was one of, if not the most challenging knowledge management activities. This study suggested using intellectual capital as a proxy for knowledge management performance in evaluating its impact on organizational performance. The Value Added Intellectual Coefficient model was employed to measure intellectual capital. Although being used widely in research, the model had its limitations. Also, for intellectual capital measurement, there was a lack of guidelines supported by empirical evidence or best practices. The present study aimed to test the classic and a modified version of this model, and based on the results, shed light on whether the classic version was good enough or the modified one should be highly recommended. The financial fundamental and market data of 425 randomly selected publicly listed firms were collected, and the structural equation modeling technique was employed to test the models. Chi-square difference test was performed to determine whether there was a statistically significant difference between these two models. The results of the tests indicated that the difference between them was insignificant. Therefore, it was concluded that the classic model is adequate, and it can be used effectively to measure intellectual capital. Adding two new efficiency elements – research and development efficiency and relational capital efficiency – in the model did not provide any significant benefit.
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Karmol, Stephen N. "Knowledge, values, and action for sustainability environmental education for the 21st century /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Karmol_SMITthesis2009.pdf.
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Tödtling, Franz, Patrick Lehner, and Alexander Kaufmann. "Do different types of innovation rely on specific kinds of knowledge interactions?" Institut für Regional- und Umweltwirtschaft, WU Vienna University of Economics and Business, 2008. http://epub.wu.ac.at/306/1/document.pdf.
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It is commonly accepted nowadays that innovations are brought forward in an interactive process of knowledge generation and application. The business sector, the science sector, and policy actors are involved in this process as has been stressed in concepts such as innovation systems and the network approach. It is still unclear, however, as to what extent different kinds of innovation rely on specific knowledge sources and links. More advanced innovations on the one hand might draw more on scientific knowledge, generated in universities and research organizations. Such knowledge is often exchanged in personal interactions at a local or regional level. Incremental innovations and the adoption of new technologies, on the other hand, seem to occur often in interaction with partners from the business sector also at higher spatial levels. In this paper we analyze such patterns of knowledge links. After dealing with knowledge interactions from a conceptual view and reviewing the relevant literature, we present an empirical analysis for Austria. The findings show that firms introducing more advanced innovations are relying to a higher extent on R&D and patents, and that they are cooperating more often with universities and research organizations. Firms having introduced less advanced innovations rely more on knowledge links with business services. Furthermore, the employment of researchers was identified as a key factor enhancing knowledge interactions of firms with universities. (authors' abstract)Series: SRE - Discussion Papers
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Kay, Gillian. "Science practical work: what types of knowledge do secondary science teachers use?" Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13355.
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Includes bibliographical references.The prominence of practical work in science curricula today infers that these activities offer unique learning experiences for achieving specific goals. Yet, but for a few exceptions, practical work in school science is often neglected and has not been effective in achieving the goals normally associated with it. The rationale behind this study was that an understanding of the bases for decisions made as teachers plan, enact and assess practical work in Grade 8 and 9 natural sciences, may reveal the nature of the knowledge base required for effective practical work. It was thought that such insight might also shed light on some of the reasons for the apparent lack of effective practical work in South African schools. Furthermore it could inform the design of those aspects of pre - service and in - service teacher professional learning programmes aimed at developing the knowledge and skills required for effective practical work. There is a paucity of research on the knowledge base required for science practical work and no instruments designed to measure, capture or describe such a knowledge base, were found. The aim of this study was firstly to develop a valid and reliable instrument to facilitate the analysis of what teacher s say and do with respect to practical work, and secondly to get a feel for using this instrument for the purpose it was intended. Informed by literature, and using Shulman’s notion of pedagogical content knowledge (PCK) as the theoretical lens, the analytical instrument, called the practical work PCK table (PPCK T able), consisting of different categories and sub - categories of knowledge, was developed. A number of strategies were used to improve the validity and reliability of the instrument. These strategies included: i) using the instrument to analyse interviews and lessons of three natural sciences teachers working in three different educational settings, ii) soliciting the input from experts in the field of PCK, and iii) determining the inter - rater agreement in the interpretation of the categories or sub - categories among four raters by calculating the percentage agreement and the Fleiss’ kappa statistic. Addressing the shortcomings revealed by these measures culminated in the final version of the instrument, the practical work knowledge table (PracK Table) and its accompanying codebook. The second aim was addressed by conducting a pilot case study to explore the usefulness of the PracK Table as a heuristic device. A series of eight Grade 9 lessons taught by one teacher were observed. Data sources included lesson observations, teacher and learner interviews, worksheets and samples of learners’ work. The PracK Table was used to identify and describe the knowledge the teacher drew on when he engaged his learners in practical work. This study has shown the construct, ‘PCK for practical work’, to be invalid. It also revealed that a useful, valid and reliable instrument could be developed, if it is informed by authoritative literature, and if its validity and reliability are empirically tested in real contexts. In the case study the strengths and weaknesses in a teacher’s knowledge and practice could readily be identified using PracK Table as the analytical tool. The findings of the case study indicate that a broad knowledge base and access to laboratory resources, although necessary, does not always translate into effective practical work. Furthermore, it suggests that for well - qualified, experienced natural sciences teachers, teaching in fairly well - resourced schools, it is their theories about teaching and learning in general that is the main factor that determines the effectiveness of the practical work they engage in. These findings could have significant implications for the development of teacher professional learning programmes.
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Jankowski, Steven J. "Wikipedia and Encyclopaedism: A Genre Analysis of Epistemological Values." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24160.
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This thesis considers how Wikipedia justifies, structures, and legitimizes its production of knowledge. To do so the thesis positions Wikipedia as a site of conflict over the epistemic values between its wiki and encyclopaedic traditions. Through the literature review, the wiki epistemology is argued to be composed of six values: self-identification, collaboration, co-construction, cooperation, trust in the community, and constructionism. While these values are explicit, encyclopaedism’s were not found to be equally defined. To fill this gap, the thesis conducts a genre analysis of encyclopaedism. It first identifies the genre through its communicative purposes to create a universal system of total knowledge and to use this system to educate the public. Second, an analysis of recurrent social contexts within Chambers’ Cyclopaedia (1728), Diderot & d’Alembert’s Encyclopédie (1751–72), the Encyclopaedia Britannica (1771–), and Wikipedia (2001–) finds that the communicative purposes are achieved through the use of five epistemic values: utility, systematic organization, authority, trust in experts, and consistency. Third, a comparison spanning 240 years between Wikipedia and the Britannica’s article headings finds that the value of systematic organization structures Wikipedia’s articles using seventeenth century categories of knowledge. Having established two sets of values that determine Wikipedia’s production of knowledge, the thesis sets the stage for future research to analyze how Wikipedia’s epistemology is articulated in its different production spaces. Ultimately, such research may not only describe the shifting values of Wikipedia’s epistemology but also explain how knowledge is transformed and produced in the network society.
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Black, Delilah Joy Willoughby. "The relationship of teachers' content knowledge and pedagogical knowledge in algebra, and changes in both types of knowledge as a result of professional development." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Dissertations/BLACK_JOY_1.pdf.
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Podolsky-Scarth, Susan. "An analysis of social work students' knowledge, values and attitudes toward HIV/AIDS." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0001/MQ45108.pdf.
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Hewitson, Lee J. "Following elephants : assembling nature knowledge, values and conservation spaces in Namibia's Zambezi Region." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43045.
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This thesis aims to explore the production of nature knowledges and values in the context of Namibian Community-Based Natural Resource Management (CBNRM). In that respect, it is a response to calls for in-depth research into the lived experience of CBNRM, and this study attends to those situated knowledges and values crucial to the programme's success. It does so by adopting a case study approach in Kwandu Conservancy, in Namibia's Zambezi Region. The conceptual approach embraces the collaborative potential between political ecology studies that have critiqued dominant constructions of (neoliberal) natures, and posthuman approaches adopting a more expansive view of socio-natures. As part of a 'more than-human ethnography', this involves 'following' African elephants (Loxodonta africana) in order to trace their relational connections with other (non)humans as they assemble space. Through these affective interactions relational knowledges and values are produced. These nature-culture ontologies do not inhere in elephants or other 'things', but are processual and formed in open-ended encounters between (non)humans. Relational interactions between humans, elephants and other lively things (de)territorialise topographical space and (de)stabilise neoliberal governmentalities. The study therefore emphasises the role of agentic nonhumans in (re)assembling CBNRM spaces that are contingent and fractious, offering hope to political ecologists seeking to challenge capitalist nature-culture framings. Relatedly, the fluid, multiple, and provisional socio-natures assembled also necessitate a re-thinking of conservation policy and practice. As such, the study recommends CBNRM practitioners embrace this generative ontology, nurturing the open-ended relational values that humans and nonhumans produce together in order to assemble more equitable and ecologically healthy socio-natural futures.
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Shek, Lok Lun. "Oxygen consumption rate of copepod fecal pellets : variations among copepod species, prey types and prey nutritional values /." View abstract or full-text, 2010. http://library.ust.hk/cgi/db/thesis.pl?ENVR%202010%20SHEK.
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Неймоворовець, Ю. Ю. "Специфіка ціннісних орієнтацій майбутніх соціальних працівників." Thesis, Чернігів, 2019. http://ir.stu.cn.ua/123456789/20124.
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Магістерська робота присвячена теоретичному аналізу та емпіричному
дослідженню специфіки ціннісних орієнтацій майбутніх соціальних
працівників.
Багатовекторне спрямування соціальної роботи потребує формування в
студентів професійної компетентності ще в період навчання у вищих
навчальних закладах. Майбутній соціальний працівник повинен комплексно
володіти професійними знаннями, вміннями і навичками застосовувати
нестандартний, креативний підхід до вирішення фахових завдань у процесі
міжособистісної взаємодії з різними категоріями клієнтів, що є показником
готовності студентів до соціальної роботи. В даному випадку важливим є не
лише засвоєння знань, умінь та навичок, що вимагаються до цієї
спеціальності, а й розвиток моральних якостей особистості, уміння
підтримати, співпереживати, бути справедливим. Саме це і зумовлює
актуальність теми нашого дослідження.
У першому розділі магістерської роботи проаналізовано професійно
ціннісні орієнтації майбутніх соціальних працівників як психологопедагогічну проблему.
У другому розділі магістерської роботи представлено емпіричне
дослідження професійних цінностей майбутніх соціальних працівників.
У третьому розділі на основі виявлених у дослідженні результатів,
розроблені практичні рекомендації, щодо формування ціннісних орієнтацій
майбутніх соціальних працівниківThe master's thesis is devoted to theoretical analysis and empirical study of the specifics of the value orientations of future social workers. Multi-vector orientation of social work requires the formation of professional competence of students during the period of study in higher education. The future social worker should have a comprehensive knowledge of professional knowledge, skills and skills to apply a non-standard, creative approach to solving professional problems in the process of interpersonal interaction with different categories of clients, which is an indicator of students' readiness for social work. In this case, it is important not only to acquire the knowledge, skills and skills required for this specialty, but also to develop the moral qualities of the individual, the ability to support, empathize, be fair. This is what determines the relevance of the topic of our research. The first section of the master's thesis analyzes the professional value orientations of future social workers as a psychological and pedagogical problem. The second section of the master's thesis presents an empirical study of the professional values of future social workers. In the third section, on the basis of the results revealed in the study, practical recommendations were developed regarding the formation of value orientations of future social workers.
Неймоворовець, Ю. Ю. Специфіка ціннісних орієнтацій майбутніх соціальних працівників : 231 Соціальна робота/ Ю. Ю. Неймоворовець; керівник роботи Захаріна М. І.; Національний університет «Чернігівська політехніка», кафедра соціальної роботи. – Чернігів, 2019. – 93 с.
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Huang, Shuyi. "Chinese consumers’ apparel purchasing criteria, attitudes, perceived knowledge, face-saving, materialistic and ethical values." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35291.
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Master of ScienceDepartment of Apparel, Textiles, and Interior Design
Joy Kozar
China is the world’s largest apparel producer, exporter, and maintains the largest domestic apparel market. Since economic reform in the 1980s that opened up the Chinese market for foreign investors, China’s domestic apparel market has attracted many foreign (Western) apparel brands (Shenkar, 2005). More than 10,000 different international apparel brands share China’s domestic apparel market, including brands from France, Germany, Italy, Japan, the United States, Britain, and South Korea, among others. Around 2,000 Chinese domestic apparel brands have experienced difficultly surviving in China’s domestic apparel market. Besides the large number of foreign (Western) apparel brands, counterfeit apparel products have grown faster than China’s government can control. As a result, China has become the world’s largest counterfeit market. This has become a secondary threat to China’s domestic apparel market and national economy. Additionally, because of economic growth and modernization in China, Chinese consumers have accepted more Westernized values, but also retained their traditional face-saving values. Therefore, the purpose of this study is to explore how their attitudes toward counterfeit apparel products, China’s domestic apparel brands, and foreign (Western) apparel brands are influenced by their level of perception about knowledge and attitudes toward counterfeit apparel products, face-saving values, materialistic values, and ethical values. This study utilized a sample of males and females between the ages of 18 and 64, who reside in Guangzhou, Shanghai, Chengdu, and Wuhan, China. A questionnaire was utilized as part of this study and data was collected online by SOJUMP Survey Company. A total of 1,192 participants (736 males and 456 females) participated in this study. There are in total nine significant relationships that have been found in this study. First, the researcher found a positive relationship between Chinese consumers’ perception about knowledge of counterfeit apparel products and their attitudes about counterfeit apparel products. Second and third, the present study also discovered that Chinese consumers with favorable attitudes of foreign apparel brands or negative attitude of China’s domestic apparel brands would similarly hold positive attitudes of counterfeit apparel products. Fourth, the present scholar concluded that Chinese consumers with favorable attitudes of China’s domestic apparel brands tend to hold negative attitudes of counterfeit apparel products. Fifth and sixth, it was found that Chinese consumers with high level of face-saving values show positive attitudes of foreign (Western) apparel brands and counterfeit apparel products. Seventh, Chinese consumers with high level of face-saving values also possess strong materialistic values. Consequently Chinese consumers with strong materialistic values tend to hold positive attitudes of counterfeit apparel products and foreign (Western) apparel products, but negative attitudes of China’s domestic apparel brands. The findings of this study show that Chinese consumers have a very low level of perception about knowledge of counterfeit apparel products. It is necessary to connect educators, government, apparel industry, and brand owners to develop and enhance anti-counterfeit educational programs. These programs should clearly explain the perception about knowledge of Intellectual Property Rights (IPR), trademark, and the negative causes of counterfeit products are warranted. Also, it is better for China’s domestic apparel brand companies to develop better brand images and improve product quality to meet Chinese consumers’ face-saving standards and materialistic values.
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Tödtling, Franz, Markus Grillitsch, and Christoph Höglinger. "Competencies of firms, external knowledge sourcing and types of innovation in regions of Europe." WU Vienna University of Economics and Business, 2011. http://epub.wu.ac.at/3311/1/sre%2Ddisc%2D2011_05.pdf.
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Many innovation studies have been focusing on a narrow concept of innovation such as the generation of patents or new products. The performance of companies, however, often depends on innovation defined from a broader perspective. This includes process, organisational and market innovations as was pointed out already by Schumpeter. Drawing on the concept of knowledge bases and innovation networks we argue that these different types of innovation require both internal competencies, and technological and market knowledge from variour kinds of external sources. These can be located at regional, national and international levels. In the present paper we are going to analyse evidence from eight European countries in this respect. Based on a multivariate model we are able to show that product, process and organisational innovations indeed rely on quite different types and sources of knowledge, and that in addition also the institutional characteristics of regions and countries matter. (author's abstract)Series: SRE - Discussion Papers
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Poorkavoos, Meysam. "Impacts of inter-organisational knowledge transfer networks on different types of innovations in SMEs." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/296159.
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This research aims to understand the contributions of inter-organisational knowledge transfer to innovation in SMEs from a social network perspective. The main objective is to identify the impact of the network characteristics on company’s innovation performance. Organisations are embedded in a network of relationships with other companies. They must make the best use of all available resources in order to survive and thrive in today’s competitive environment. However, most of the previous network studies focus on large organisations and studying network effects in the context of SMEs is not well explored. This study sheds light on the relationships between different network characteristics and two different types of innovation performance in High Tech SMEs. In this study inter-organisational knowledge transfer networks were investigated from ego-network perspective. Radical and incremental innovation was identified as specific types of innovation. More specifically this research studied the impact of the structural, relational and nodal properties of inter-organisational knowledge transfer network on radical and incremental innovation performance. In addition to network characteristics, internal capabilities of companies were also identified important. Pentathlon framework was used to capture firms’ innovation management capabilities. A survey instrument was used to collect data from a sample of UK Small to Medium size Enterprises (SMEs). A new innovation measurement instrument was developed to measure different types of innovation from companies’ and customers’ perspectives. The SMEs were chosen randomly from IT and Chemical industry. Inter-organisational relationships were mapped using social network techniques. Path analysis techniques including PLS were used to test the hypotheses of the study. In addition to the statistical method, Fuzzy set Qualitative Comparative Analysis was used to shed light on different combinations (various configurations) of factors that impact on radical and incremental innovation. This study has made theoretical contributions by identifying research gaps through review and synthesis of literature in innovation and inter-organisational relationships and social network theories. Moreover, a new framework was developed based on the concepts identified in social network and innovation literature. The integration of theories and concepts regarding inter-organisational relationships, innovation and social networks with a view of better understanding of the impact of network characteristics on specific types of innovation is another contribution of this study. This research shows how different network properties can help companies to achieve ambidextrousness, which is vital for organisations’ competitive advantages and long term survival. Moreover, this study reveals that the internal capabilities (innovation management practices) of a firm play a significant role in enabling the company to benefit from its network resources. It shows how different configuration of the internal capabilities and network resources can lead to a better radical/incremental innovation performance. Findings from this research can help managers to adapt their network resources according to their strategies and the level of the innovation that they want to achieve.
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Badarch, Kherlen. "Integrating new values into Mongolian public management." Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2014/6689/.
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This dissertation explores the socio-cultural and institutional environment of the public sector organizations of Mongolia that have strong influence on current public administration reform results. This study applies the Cultural theory and Value theory. The strong hierarchy favoring rule-bounded behavior and collectivism, fatalism accepting an authority as inevitable and uncontrollable, and individualism wishing to have control over own actions are the types of culture common in Mongolian public sector organizations. Accordingly, Mongolian public sector employees transcending their selfish interests, emphasize the well-being of others, protection of order, harmony in relations, life safety and stability. Then self-direction values with emphases on independent thought and action, and creativity are important for them. This socio-cultural context has great implication for work behavior of public employees, for their action to implement the reform policies in government organizations. Thus, the institutional leadership, which produces and protects values, becomes essential for introducing changes in the existing intuitional environment.Die vorliegende Arbeit untersucht das sozio-kulturelle und institutionelle Umfeld der Organisationen des öffentlichen Sektors in der Mongolei, das signifikante Einflüsse auf die aktuellen Reformbemühungen in der öffentlichen Verwaltung hat. Die Studie stützt sich auf die Kultur- und Werttheorie. Die regelkonforme Verhaltensweise, Gemeinschaftsfavorisierende strenge Hierarchie, die fatalistische Annahme einer Autorität als unvermeidlich und unkontrollierbar sowie ein auf möglichst eigenständige Entscheidung und Meinungsbildung angestrebter Individualismus sind die weitverbreiteten kulturellen Verhaltensformen bei den Organisationen des öffentlichen Sektors der Mongolei. Dementsprechend streben die Beschäftigten des öffentlichen Dienstes uneigennützig das Wohlergehen der Bevölkerung, die Einhaltung der öffentlichen Regeln, die einvernehmlichen Beziehungen der Menschen zueinander sowie die Sicherheit und Nachhaltigkeit des Lebens an. Bestimmte Wertvorstellungen zur Selbstbestimmung, wie persönliche Geisteshaltung, eigenständiges Handeln sowie Kreativität sind für sie sehr wichtig. Dieser sozio- kulturelle Kontext hat große Auswirkungen auf das Arbeitsverhalten und auf die Aktivitäten der Beschäftigten des öffentlichen Dienstes zur Umsetzung von Reformen in der öffentlichen Verwaltung. Daher ist eine institutionelle Führung als Förderer und Beschützer von Wertesystemen bei der Umsetzung von Reformen in den hiesigen Institutionen unerlässlich.
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Branson, Christopher Michael, and res cand@acu edu au. "An Exploration Of The Concept Of values-Led Principalship." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp64.25092005.
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The purpose of this research study was to understand better and reconstruct the concept of values-led principalship. In recent times, in response to constant change and uncertainty, there has been a consistent call for a new form of principalship: values-led principalship. Principals are now being urged to allow values to shape their principalship behaviour. In short, values-led behaviour is said to afford the principal the means of providing appropriate school leadership in unpredictable, and even ambiguous, times. However, the assertion that values can play a positive role in a principal’s performance needs to be substantiated. Despite their innate appeal, the nature and function of values in human endeavours remains somewhat unclear. This research study seeks to redress this lack of understanding by investigating how knowing personal values might help the principal to be led by these values and, thereby, be able to act more effectively as an educational leader. To this end, this research study is situated within the research paradigm of pragmatic constructivism and informed by the theoretical perspective of symbolic interactionism. The orchestrating perspective was case study with the boundaries of the case defined in terms of the system of secondary schools operating under the auspices of the Catholic Archdiocese of Brisbane. This case study included an open-ended questionnaire, two closed questionnaires, and a series of three semi-structured interviews with five principals. This research study began with a comprehensive review of literature from psychology, ethics and values theory to establish the relationship between values and behaviour. This review highlighted five important insights in respect to personal values. First, personal values are formed during the general experiences of life. Second, these personal values influence behaviour. Third, personal values are subjective inner-world phenomena that are more likely to be tacit and subliminal influences upon one’s behaviour. Fourth, having knowledge of one’s own personal values is not a natural or a common occurrence and the gaining of this particular form of self-knowledge is difficult and requires effort and appropriate processes. Finally, the appropriate process for gaining self-knowledge of one’s personal values is through self-reflection and introspection. Based on these insights, the researcher identified four research questions: How knowledgeable are the principals of their own personal values? How have the personal values of the principals been formed? Can a principal gain increased self-knowledge of his or her personal values and the relationship of these personal values to his or her educational leadership behaviour? Does an increased level of self-knowledge of personal values bring about values-led principalship? In general, the findings of this research study suggest that values-led principalship is a simplistic conceptualisation that does not reflect the complex relationships between the inner Self and behaviour. The concept of values-led principalship assumes self-knowledge of personal values and the deliberate application of this knowledge to influence personal behaviour. By not considering the formation of personal values and the inner antecedents of personal values within the Self, any self-knowledge of one’s personal values remains notional. Notional self-knowledge maintains the tacit, subliminal influence of personal values on behaviour. Thus, personal values are directing or driving behaviour resulting in values driven rather than values-led principalship. From an instrumental perspective, this finding raises a number of issues in respect to the professional development of principals. As a consequence, the following propositions are advanced: The professional development of principals should prepare them to incorporate regular self-reflective and introspective practices; The professional development of principals should challenge them to develop a rich knowledge of their inner Self; The professional development of principals should assist them to appreciate how their whole life experience is woven into their leadership behaviour; and Contemporary principals require formal professional mentoring programmes to assist them to more truly clarify and understand the antecedents of their leadership behaviours.
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Jansson, Lovisa, and Filippa Peyron. "Challenging the Knowledge Sharing Norms in Technical Knowledge-Intensive Firms." Thesis, KTH, Industriell ekonomi och organisation (Inst.), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-278193.
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Lamproulis, Dimitris. "In use cultural values enhance the knowledge processes of creation, transfer and implementation that lead to innovation : the over-creating knowledge theory." Thesis, University of Aberdeen, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487343.
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This doctoral thesis original contribution is based on providing an integrative framework of the in use cultural values that enhance the knowledge processes of creation, transfer and implementation that result in multiple product innovations. In order, the researcher to find out these in use values, he had to understand the deep meaning that resides beneath the social relations that are developed within the case . organisations. This required to be interpreted the actions, behaviour of staff across . different instances and the organisational artefacts. In this way, it is understood, from ! internal organisational aspect, the meaning of various in use values (as assumptions that are possessed by organisational members) which is found to interrelate with, as enhance, the creation of knowledge in the form of new products. I The over-creating knowledge theory (empirically constructed by this thesis) advances the existing understanding about the creation of knowledge within environments characterised by great intensity in the construction of multiple project-innovations. The over-creating knowledge theory is mainly a study on the common behaviour of employees, at the individual, team and organisational level, showing which in use values and how they facilitate the creation of knowledge within creative organisations of small and medium size. Moreover, this research revealed the ambiguities and ambivalences that, the staff experience in the knowledge creation process that leads to innovation. Also, it is shown the mechanisms that are adopted by the aforementioned staff so as through their sense making (about the organisational reality) to subjugate the discourses of their actions. In addition, the over-creating knowledge theory explains that employees, by rationalising their strong belief in creating knowledge, systematically and persistently increase the quality of their work advancing their abilities and skills. Moreover, the over-creating knOWledge theory is founded on four types of processes that employees follow in the construction of project-innovations. The first is to expand the existing
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Saleem, Bilal, and Alena Recker. "The Effects of Consumer Knowledge and Values on Attitudes and Purchase Intentions : A Quantitative Study of Organic Personal Care Products Among German Female Consumers." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet (USBE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-91031.
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The purpose of this study was to examine the effect of different types of consumer knowledge and values on their attitude towards buying organic personal care products and their purchase intentions of organic personal care products. The aim was to make a theoretical contribution to the research area of consumer behaviour in the context of organic products. As no research had been conducted on how different types of consumers’ knowledge affect their attitudes towards buying organic products and their purchase intentions of organic products, this study aims to address this research gap. In addition, while previous studies have mainly focused on organic foods this study aims to enhance knowledge about the little researched sector of organic personal care products.
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Keller, Rachel Elizabeth. "Failure to Reject the p-value is Not the Same as Accepting it: The Development, Validation, and Administration of the KPVMI Instrument." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/100743.
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The purpose of this study was to investigate on a national scale the baseline level of p-value fluency of future researchers (i.e., doctoral students). To that end, two research questions were investigated. The first research question, Can a sufficiently reliable and valid measure of p-value misinterpretations (in a research context) be constructed?, was addressed via the development and validation of the Keller P-value Misinterpretation Inventory instrument (KPVMI). An iterative process of expert review, pilot testing, and field testing resulted in an adequately reliable measure (Alpha = .8030) of p-value fluency as assessed across 18 misinterpretations and 2 process levels as well as an independently validated sub-measure of p-value fluency in context as assessed across 18 misinterpretations (Alpha = .8298). The second research question, What do the results of the KPVMI administration tell us about the current level of p-value fluency among doctoral students nationally?, was addressed via analysis of a subset of the field test data (n = 147) with respect to performance on the subset of items considered sufficiently validated as developed in Phases I-III (KPVMI-1). The median score was 10/18 items answered correctly indicating that future researchers on the aggregate struggle to properly interpret and report p-values in context; furthermore, there was insufficient evidence to indicate training and experience are positively correlated with performance. These results aligned with the extant literature regarding the p-value misinterpretations of practicing researchers.Doctor of Philosophy
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Orr, Stephen Robert IV. "A Value-focused Assessment of Knowledge Sharing in a Closed Information Environment." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/265.
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Knowledge sharing has presented a challenge for organizations in the 21st century. Tangible organizational assets decrease in value when they are used while knowledge increases in value as they are used. Sharing knowledge has enabled organizations to obtain a competitive advantage. A large part of knowledge sharing research is technical in nature with limited consideration of the human and individual challenges that encompass each organization. This exploratory research presents an understanding of knowledge sharing in the terms of individual values of people in a closed information organization. The organizational entity that was studied is within the United States Federal Government. The research questions attempted to understand (1) what role individual values played towards maximizing knowledge sharing, and to identify what were the (2) fundamental, and (3) means objectives in a closed information environment organization. The goals were achieved by operationalizing the value-focused thinking methodology to identify fundamental objectives for knowledge sharing and means of achieving them in an organizational context. Data for the study was collected through in-depth interviews with organizational stakeholders about their values toward maximizing knowledge sharing. A comprehensive individual value hierarchy was created through 33 interviews of closed information environment organizational personnel. This resulted in a total of 141 individual values towards maximizing knowledge sharing in a closed information environment organization. Analysis of the data provided suggestions and objectives that were essential in knowledge sharing and the broader context of knowledge management. The validated fundamental and means objectives discovered for the closed information environment organization provide a theoretical foundation and value hierarchy for maximizing knowledge sharing. Understanding values of individual stakeholders enabled the creation of objectives that leveraged, but not solely depended upon technology, as the solution. A total of 10 fundamental and 14 means objectives were identified. The results provided a theoretical framework and value hierarchy for considering knowledge sharing in a manner that accounts for content and relational epistemological issues. Researchers and practitioners were presented with an understanding of knowledge sharing enablers in terms of the values of people from an organizational perspective.
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Al-Akashi, Falah Hassan Ali. "Using Wikipedia Knowledge and Query Types in a New Indexing Approach for Web Search Engines." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31773.
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The Web is comprised of a vast quantity of text. Modern search engines struggle to index it independent of the structure of queries and type of Web data, and commonly use indexing based on Web‘s graph structure to identify high-quality relevant pages. However, despite the apparent widespread use of these algorithms, Web indexing based on human feedback and document content is controversial. There are many fundamental questions that need to be addressed, including: How many types of domains/websites are there in the Web? What type of data is in each type of domain? For each type, which segments/HTML fields in the documents are most useful? What are the relationships between the segments? How can web content be indexed efficiently in all forms of document configurations? Our investigation of these questions has led to a novel way to use Wikipedia to find the relationships between the query structures and document configurations throughout the document indexing process and to use them to build an efficient index that allows fast indexing and searching, and optimizes the retrieval of highly relevant results. We consider the top page on the ranked list to be highly important in determining the types of queries. Our aim is to design a powerful search engine with a strong focus on how to make the first page highly relevant to the user, and on how to retrieve other pages based on that first page. Through processing the user query using the Wikipedia index and determining the type of the query, our approach could trace the path of a query in our index, and retrieve specific results for each type.
We use two kinds of data to increase the relevancy and efficiency of the ranked results: offline and real-time. Traditional search engines find it difficult to use these two kinds of data together, because building a real-time index from social data and integrating it with the index for the offline data is difficult in a traditional distributed index.
As a source of offline data, we use data from the Text Retrieval Conference (TREC) evaluation campaign. The web track at TREC offers researchers chance to investigate different retrieval approaches for web indexing and searching. The crawled offline dataset makes it possible to design powerful search engines that extends current methods and to evaluate and compare them.
We propose a new indexing method, based on the structures of the queries and the content of documents. Our search engine uses a core index for offline data and a hash index for real-time
V
data, which leads to improved performance. The TREC Web track evaluation of our experiments showed that our approach can be successfully employed for different types of queries. We evaluated our search engine on different sets of queries from TREC 2010, 2011 and 2012 Web tracks. Our approach achieved very good results in the TREC 2010 training queries. In the TREC 2011 testing queries, our approach was one of the six best compared to all other approaches (including those that used a very large corpus of 500 million documents), and it was second best when compared to approaches that used only part of the corpus (50 million documents), as ours did. In the TREC 2012 testing queries, our approach was second best if compared to all the approaches, and first if compared only to systems that used the subset of 50 million documents.
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Sujarittanonta, Lavanchawee Marketing Australian School of Business UNSW. "Empirically derived strategy types for SMEs in developing countries - a study of knowledge in action." Publisher:University of New South Wales. Marketing, 2008. http://handle.unsw.edu.au/1959.4/43603.
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This study provides a better understanding of the interactions between firm resources, strategy choice, marketing environment, and performance in rural SMEs. To date, a strategy framework specifically for SMEs in developing countries had not been developed. Past studies adapted the Miles and Snow (1987) strategy typologies or have developed strategy types for SMEs in developing countries only conceptually. This study extended the modelling approach adopted by DeSarbo et al., (2005, 2006) by empirically deriving a strategy typology specifically for SMEs in a developing country. Based on K-means clustering of theoretically relevant strategy dimensions, two strategy clusters were identified??lower performing conservative strategy A, and higher performing customer oriented strategy B. The issue of resource limitations in strategy formulation had not been adequately addressed by past studies on SME strategy. By examining how and to what extent objective and perceived dimensions of the external environment impact the resources-strategy-performance (RSP) links in rural SMEs, the study tested the applicability of the Resource-Based View (RBV) and the Knowledge-Based View (KBV) in a new context??that of rural SMEs in a developing country. Both RBV and KBV were supported by the findings. Key strategic resources in rural SMEs were explored for its strategic and performance implications. General resources and capabilities, knowledge-based resources, and in particular ??tacit?? marketing knowledge, were examined in an aggregated sense through the intuitive understanding within the one SME owner-manager. Strategy choice moderated and mediated the resource-performance relationship. SMEs with higher levels of resources and capabilities tended to adopt the higher performing strategy B. The study provided further insights on the kinds of knowledge that mattered. Knowledge-based resources that were more tacit in character determined strategy choice and performance??higher customer serving skills led to adopting the higher performing strategy B, while planning skills led to adopting the lower performing strategy A. Both the objective and perceived environments influenced SME performance by moderating the resource-strategy-performance relationship. SMEs located in more munificent provinces perceived their market environment accurately, possessed higher knowledge-based resources, and were more likely to adopt the higher performing strategy B.
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Mead, Nicholas Charles. "Values in teacher education : developing professional knowledge through engaging with trainee teachers' personal moral and political values in the context of standards-based teacher education." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/21332/.
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Between 1989 -1997 I was head of the Religious Education department in a comprehensive school and mentored trainee teachers throughout that period. This meant that I was involved in the initial implementation of the first set of Teaching Standards set out in Circular 9/92 (DFE, 1992). As I progressed in the mentoring role I became increasingly aware of the challenge of meeting trainee’s training needs through a standards-based approach. In particular, I was aware of the importance of the role of the mentor in helping trainees to realise their personal values and motivations through their developing classroom practice. In researching my role for a research paper (Mead 1996) I reached the conclusion that the mentor’s self-understanding and their dialogic skills seemed to me to be crucial in developing the relationship between trainees’ personal moral and political values within their classroom practice, thereby contributing to a fusion of the moral and the instrumental within a standards-based framework. From 1997 until the present I have held a number of positions in the Department of Education at Oxford Brookes University, including Religious Education course leader, PGCE secondary course leader and head of the department of professional and leadership education. I am currently an associate School Direct university tutor. In these roles I have been fully immersed in the implementation of the 2002, 2007 and 2012 Teaching Standards for qualified teacher status, working closely with secondary and primary trainee teachers. The 2002 set of standards (Teacher Training Agency 2002) represented a landmark in that they introduced explicit professional values and this provided me with the impetus to continue to address those concerns which had emerged in my school mentor experience. It was through accumulated detailed knowledge and first-hand experience that I was increasingly able to interpret and make judgements about the impact of successive sets of prescribed teaching standards on the development of the relationship between trainees’ personal moral and political values. What I found emerging, then, is a sense of something of worth being at stake which has historical, political and professional implications and which is felt strongly enough by trainees and teacher educators to constitute an issue worthy of exploration. For me, as for many others who responded to my findings, the relationship between trainees’ personal moral and political values lies at the heart of professional fulfilment and consequently, the development of effective professional knowledge and expertise. The strength of the cohesiveness of the overall argument developed across the papers lies in my lived experience as the researcher who is also a practising teacher educator throughout the research period. Of particular importance here is both the immediacy and evolving nature of the research, as I respond personally and professionally to successive external measures affecting trainee teacher development. My overall aim has been to make sense of these experiences over more than thirteen years of professional experience. The outcome of this project is a set of claims which challenge key instrumentalist and positivistic features within expanding school-based teacher education, particularly in relation to trainee autonomy and identity and which, as I argue, have implications for re-defining process, pedagogy and provision.
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Solomons, Inez Denise. "A conceptual exploration of the teaching and assessment of values within the South African Outcomes-Based curriculum /." Thesis, Online access, 2009. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_3915_1277409913.pdf.
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Hinman, Julie, and Julie Hinman. "An Assessment of Obesity-Related Knowledge and Beliefs Among Overweight and Obese Hispanic Women in an Urban Phoenix Health Center." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/623070.
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Reducing obesity remains a public health priority of urgent necessity. In an effort to address this need and plan future health interventions, a survey of obesity-related knowledge and beliefs was administered in a small population of Hispanic women in an urban Phoenix health center. This paper describes the project design and project findings. A cross sectional univariate descriptive design was conducted by administration of Obesity Risk Knowledge Survey (ORK-10) and the Obesity Belief Scale (OBS). Self-administered surveys were provided to patients during regularly scheduled health visits at the Wesley Health Center in Downtown Phoenix. Participants included 12 Hispanic women aged 18 years or older, with a body mass index greater than 25. Results from the OBS scale were analyzed to evaluate whether respondents held positive or negative beliefs in the OBS subscales. The Theory of Planned Behavior then served as a model to guide evaluation of the findings from the OBS subscales. Results of the ORK-10 were calculated for overall score, with higher scores associated with greater obesity knowledge (range 2 - 8, (mean (S.D.) = 5.3(1.8)). Findings from the OBS subscales were assess on 7 point Likert scale. The Health Beliefs subscale responses were overwhelmingly positive while the Social and Aesthetic Beliefs and Cost subscale scores were found to have negative beliefs. Results from the survey did not reflect positive intention among the participants. While attitude toward the behavior was overwhelmingly positive among survey participants, social behavior norms, and perceived control were reflected negatively by survey responses. Based on The Theory of Planned Behavior negative responses in any of these categories suggests that population has negative intention and is thus incapable of successful behavior change.
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Simon, Katie. "Finding synergistic conservation values? Māori tikanga, science, resource management and law." The University of Waikato, 2007. http://hdl.handle.net/10289/2639.
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In this doctorate, I provide a balanced and collaborative approach to knowledge/value change between the contesting worldviews of indigenous knowledge and western science, termed 'synergistic'. My search for synergy is comparative and reconciliatory. This endeavours to overcome the popular pre-occupation with conflict and opposition. Rather, both difference and similarity are recognised. Through the comparison of such synergy, I argue that Māori development requires for its further advancement a focus not only on difference and conflict, but also on affinity and convergence. My primary concern is to establish a better understanding of the synergistic, adaptive strategies or indigenous innovation of Māori kaitiaki, environmental stewards. I investigate conflicting and converging Māori and western scientific conservation and use values in Aotearoa/New Zealand environmental governance and management regimes under the Resource Management Act 1991, with specific regard to indicator development. The balance of values were compared in ecological environmental governance, from five Aotearoa governmental authorities and three Māori river communities, utilising Māori and western social science methods. My focus on indicators pinpoints contesting knowledge/value change between the marginalisation of indigenous knowledge and dominance of western science. This seeks to highlight the potential viability of Māori kaitiakitanga, stewardship in global and national terms of sustainability. However, potential synergy is held back by a prevailing viewpoint of the indigenous worldview as backward, past-oriented and non-synergistic. An oppositional dogma predominates, which is a key problem to overcome. It spans world and national literature, resulting in considerable gaps in knowledge on synergy, conceptually, methodologically, empirically and analytically. This is addressed by an authoritative Māori synergistic standpoint from my own cultural lens and decolonised theorising, termed 'nuanced problem solving'. I articulate both worldviews in knowledge/value change through comparative, evolutionary, multi-dimensional, cross-cultural and inter-disciplinary research on synergy. My nuanced problem solving encapsulates the two main parts of the doctorate, whereby synergy is correlated between theory and social practice. Part one deals with value comparison in theory utilising high abstracted concepts and methods at the global level of environmental governance. Part two deals with value balance in social practice utilising medium abstracted and concrete empirical and analytical research at global, national, regional, district and cross-tribal levels of environmental governance. Potential synergy cross-cuts each part from high abstracted thought down and from the practical flax roots up. I argue that Māori advancement fluctuates between them. Drawing on cultural and theoretical leanings of the Māori synergistic standpoint, both a strong correlation with existing theory and expanded synergistic theorising was found. Due to the expansiveness of the research, these correlated findings only provide an embryonic understanding of potential synergy. A postscript describes my other work on synergy with five external agencies concerning foreshore, lakeside, wastewater, land disposal and carbon marketing kaitiakitanga. I argue that additional research on synergy is needed in order to further advance Māori.
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Feild, Kelly A. "Funds of Knowledge in a Hispanic Household: a Case Study of Family Experiences, Values, and Connections to Education." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407772/.
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Traditionally, the field of education has often adopted a negative perspective in their views of minority families’ contributions to the educational progress of their children. However, research embodying the theoretical framework of ‘funds of knowledge’ attempts to counter that model through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, and cultural contexts. Teachers carry out studies of familial funds of knowledge in order to understand how family experiences shape the knowledge that a child brings to the classroom. There is then, the potential to use that body of knowledge to create meaningful learning experiences that connect prior understanding and experiences to classroom practice. This research served as a case study of the funds of knowledge existing in the home of a Hispanic family and the connections that existed between that knowledge and literacy. The results indicated that the family possessed extensive funds of knowledge that developed through their historical, cultural, and social experiences. They often used family networks, as well as formal and informal literacy experiences to share this knowledge with their children. A key component of the literacy value system that they communicated resulted from a desire to maintain aspects of their culture and heritage through maintaining and improving their children’s reading and linguistic abilities in Spanish. Furthermore, along with their emphasis on Spanish literacy, they held aspirations for their children related to familial and educational values that often stemmed from their expressed desire for their children to lead lives with greater opportunities and positive examples than they had experienced.
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Dirilen, Ozlem. "Relationship Between Values And Culture: A Comparison Of Central Asian And Turkish University Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607765/index.pdf.
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The objectives of the present study were (1) to examine the relationship between culture and value concepts, (2) to compare Post-communist Turkic students studying in Turkish universities and Turkish university students based on their value structures, and (3) to attempt to integrate Triandis&rsquoand Schwartz&rsquo
s conceptualizations of culture. The sample of this study consisted of Turkish university students (N=292) and Post-communist Turkic students studying in Turkish universities (N=299). Individualism-Collectivism (INDCOL) Scale measuring individualism-collectivism and vertical-horizontal dimensions of culture and Portrait Values Questionnaire (PVQ) measuring the main value types and dimensions were employed to all participants together with some demographic measures. Partial correlation analysis (gender and age were controlled) revealed systematic relationships between culture and value types in expected direction. Horizontal-collectivists appeared to give priority to value of benevolence, vertical-individualists to achievement, and vertical-collectivists to power. The comparison of two samples indicated that Post-communist Turkic sample reported higher levels of embeddedness and lower levels of intellectual autonomy, affective autonomy and egalitarianism than Turkish students. The findings concerning the integration of different culture and value conceptualizations demonstrated that Post-communist Turkic sample reported higher levels of vertical-collectivism and lower levels of horizontal-individualism than Turkish sample supporting acclimation-compensation hypothesis. Findings were discussed in the light of relevant literature and characteristics of the samples, recent developments in Central Asia, and acculturation issues. The study has contributed to the existing literature on the cross-cultural validation of relationship between culture and value conceptualizations using student samples from rarely examined cultures.
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Wyspianski, Judy Frances. "Relationship of personality types to the outcome of a values-based workplace seminar expressed as commitment to the principles taught." Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8785.
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This is a study of personality types of adults undertaking workplace leadership training in relation to perceived training outcomes. Training programs to facilitate adult learning in the workplace are a logical and necessary extension of formal education. Leadership training programs are gaining importance in management education. From another perspective, personality characteristics of adult learners have been related to leadership effectiveness, but there is a lack of studies relating training outcomes to personality. Based on these considerations, this study addresses the following question: After subjects attend a values-based leadership training seminar in the workplace, is their expressed commitment to implement its content a function of their personality types? The sample consists of one thousand managers of a large North American corporation. The subjects participated in a leadership seminar focusing on personal needs and values. Subjects self-administered the Myers-Briggs Type Indicator (MBTI). Three weeks after the seminar, ratings of commitment to the implementation of the seminar were obtained, using a scale developed by the writer, the Perceived Implementation Rating Scale (PIRS). Statistical analyses included descriptive statistics, item analyses, reliability estimates, and multivariate analyses of variance. The key results of this study may be summarized as follows: An overall comparison of the MBTI types yielded significant differences in perceived outcomes. More specifically, the combined group classified as TJ (Thinking-Judging) yielded lower scores than their non-TJ counterparts, and the Feeling group reported higher scores than the Thinking group. An exploratory comparison of men and women showed that women reported higher scores than did the nudes. These results imply that learning theories or models such as Andragogy and the Characteristics of the Adult Learner might do well to consider individual differences in personality as potentially relevant to learning outcomes and to the design of pedagogical strategies for adults.
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Wyspianski, Judy F. "Relationship of personality types to the outcome of a values-based workplace seminar expressed as commitment to the principles taught." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/NQ45200.pdf.
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Mungai, Paul. "Understanding the types of knowledge demonstrated by social work students while developing ePortfolios : case of UWC." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11133.
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This study seeks firstly to understand the types of ePortfolios that the learners are expected to develop as per the rubric, secondly to understand the various types of knowledge that learners demonstrate during the process of creating ePortfolios, thirdly to determine the ePortfolio activity systems of second year learners and fourthly to determine the effectiveness of the rubric in assessing the various types of knowledge demonstrated by the learners while creating their ePortfolio.
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Lui-Lau, Icy. "Classroom structures, culturally-derived values and students' motivational orientations : a comparative study of two types of primary schools in Hong Kong." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/3844/.
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At a time when policy-makers in Hong Kong are pushing for educational reforms, there seems to be an increasing interest for both the Government and parents to use success stories of our western counterparts as a point of reference in guiding reforms. The general purpose of this study was to examine the subtle interplay of factors (e.g. classroom structures, culturally-derived values, teachers' perceptions of 'what counts’ in education, students' perceptions of their learning, government policy and resources allocation etc) that might contribute to students' motivation orientations. Two primary classrooms, one from each education system (a local school and an international school in Hong Kong), were analysed. Subjects for this study were 80 students who completed a questionnaire and 20 students and 5 teachers who were interviewed individually by the researcher. They were chosen from two Key stage 2 classes in each of the two targeted schools. One specific focus of this investigation was to examine whether there were any significant differences in students' motivational orientations in the two classes of students (who came from two types of schools) studied. A second specific focus was to examine whether there were any differences in the classroom structures and practices between the two classes of students and, if so, to find out to what extent did they account for the differences in students' motivation orientation. The third specific focus was to examine the extent to which culturally derived values served to affect teachers’ interpretation of their professional values and definitions of good educational practices, which in turn defined how they structured their classroom. The last focus was to examine the extent to which culturally derived values served to affect students’ perceptions of the classroom instruction, and their definition of 'how learning should happen' in the classroom. Findings from this study could shed light on whether policy makers are heading for the right direction in education reforms.
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Edlund, Isak, and Sara Larsson. "Thriving with innovation: Maximizing knowledge acquisition from customers." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-69308.
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Purpose – The purpose of this study is to advance the understanding of how choices regarding the combination of type of customer and knowledge acquisition technique influences the characteristics of the knowledge that can be acquired, in the early phase of the innovation process. Method – Data was collected through a single case study, varying the type of customer (lead users and non-lead users) and knowledge acquisition technique (survey, interviews and focus groups) in order to create six different combinations. The data was coded using content analysis, after which the codes were quantified by expert scoring on three different characteristics of knowledge (novelty, relevance and feasibility). Calculations were made, highlighting differences between the combinations, verified by t-Tests. Findings – The findings show that data collected through interviews and focus groups among lead users score significantly higher on all characteristics of knowledge than all non-lead user interactions. Comparing surveys, knowledge from lead users only score significantly higher on relevance and feasibility. Within the two customer types for all knowledge characteristics, varying only the type of customer, interviews and focus groups score significantly higher than surveys. Theoretical implications – This study contributes to the literature by deepening the understanding within the fields of knowledge acquisition and customer involvement. Our findings challenge the unilateral view of customer involvement versus no customer involvement (Christensen and Bower, 1996; Ulwick 2002; Gemser and Perks, 2015) by providing a more nuanced picture, taking the process itself into consideration. Practical implications – This study highlight important factors for effective knowledge acquisition from customers, stating that companies should (1) categorize the customers, and (2) conduct focus groups and interviews with customers categorized as lead users, independent whether incremental or radical innovation is desired.
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Spiro, Jane Roberta. "How I have arrived at a notion of knowledge transformation, through understanding the story of myself as creative writer, creative educator, creative manager, and educational researcher." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487494.
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My aim in this thesis is to tell the story/stories of how I arrived at a living theory of creativity which I shall call ‘knowledge transformation’. I explore this theory through ‘story’ as a methodology that connects both the creative writer and action researcher, and raises questions about self, reflective process and voice that are central to my enquiry. In telling these stories, I ask the question: what does it mean to be creative, as a writer, an educator and a manager? Is the nature of creativity transferable across each of these roles? How has this knowledge improved my practice as an educator? My examination leads to a theory of learning called ‘knowledge transformation’, which suggests that deep learning leads to change of both the learner and what is learnt. My premise is that ‘knowledge transformation’ involves the capacity to respond to challenge, self and other, and is central to the notion of creativity. I consider how far this capacity can be transferable, teachable and measurable in educational contexts, arriving at a notion of ‘scaffolded creativity’ which is demonstrated through practice in the higher academy. My journey towards and with this theory draws on my experience of four personae, the creative writer in and outside the academy, and the educator, team leader, and researcher within it; and explores the strategies and issues raised by bringing these roles and intelligences together. This theory of ‘knowledge transformation’ represents an aspirational contribution to our understanding of what it means to be ‘creative’. It explores how educational objectives can lead to deep learning and positive change. It also explores how values can be clarified in the course of their emergence and formed into living standards of judgment.