Gestalt principles of creating learning business ontologies for knowledge codification     

Tatiana Gavrilova  Irina Leshcheva  Elvira Strakhovich 《知识管理研究与实践》2015,13(4):418-428

This paper presents an approach aimed at creating business ontologies for knowledge codification in company. It is based on the principles of ontological engineering and cognitive psychology. Ontologies that describe the main concepts of knowledge are used both for knowledge creation and codification. The proposed framework is targeted at the development of methodologies that can scaffold the process of knowledge structuring and orchestrating for better understanding and knowledge sharing. The orchestrating procedure is the kernel of ontology development. The main stress is put on using visual techniques of mind mapping. Cognitive bias and some results of Gestalt psychology are highlighted as a general guideline. The ideas of balance, clarity, and beauty are applied to the ontology orchestrating procedures. The examples are taken mainly from the project management practice. The paper contributes to managerial practice by describing the practical recommendations for effective knowledge management based on ontology engineering and knowledge structuring techniques.  相似文献   

Patterns of strategies in Swiss higher education institutions     

Tatiana Fumasoli  Benedetto Lepori 《Higher Education》2011,61(2):157-178

This paper contributes to the debate on strategic capability of academic organizations by presenting three case studies of Swiss Higher Education Institutions. Strategies are conceived as instruments by which universities manage their organizational processes and deal with their environments in order to select a portfolio of activities and find an appropriate position in the higher education system. Our findings show that strategies are at the same time a matter of intentions and actions: first, they relate to current HEI’s position within the national Higher education system—and to relevant normative models—as well as to the degree of institutional autonomy. Second, even within participatory governance structures, organizational strategies appear to be initiated by the academic administrators, then substantially shaped and subscribed by academics at different stages. In this perspective, the dynamic relation of formal and informal processes holds diverse functions from making academics accept a strategy, to controlling and coordinating decentralized organizational structures.  相似文献   

Comparative and international education research in a post‐truth era     

Tatiana Suspitsyna 《Higher Education Quarterly》2020,74(2):124-135

The paper offers a postcolonial critique of comparative and international education (CIE) research in the United States (US) by tracing the Euro‐centrism of its agendas, methodologies and publications to their colonial entanglements in the past and examining the current predicament of CIE in the context of the rising nationalist and anti‐science discourses in the US. Viewed through the prism of actor‐network theory, CIE represents a circulatory network of scholars and students, methods and surveys, national and supranational funding agencies and the public opinion that shapes education policymaking. As they seek to garner public support, create new allies among politicians and donors and infuse their network with international knowledge and scholars, CIE researchers revisit the ontological and epistemological assumptions of their field, address the dominance of Western perspectives in CIE in the context of the White House rhetoric of hostility toward non‐Western nations and justify the veracity of their science to policymakers.  相似文献   

The state of Higher Education Quarterly          下载免费PDF全文

Dr Tatiana Fumasoli 《Higher Education Quarterly》2018,72(1):2-2

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The university and the changing structures and processes of academic knowledge production     

Tatiana Fumasoli 《Higher Education Quarterly》2019,73(4):401-405

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Time-dependent fluctuations of retention performance in an aversively motivated task     

Pascale Gisquet-Verrier  Tatiana Alexinsky 《Learning & behavior》1988,16(1):58-66

The main aim of this series of experiments was to clearly establish the spontaneous development of retention performance following partial aversively motivated training. Experiment 1 indicated that following 15 training trials of a brightness discrimination in a Y-maze, performance spontaneously and transitorily deteriorated 1 h following inital training (Kamin effect) before it improved 8 to 14 days following training (long-term spontaneous improvement). Both of these fluctuations preceded the more durable deterioration that corresponds to long-term forgetting. Experiment 2 replicated the basic findings of the first experiment, always with a brightness discrimination, but using an avoidance paradigm. These results demonstrated the multiphasic nature of the retention curve and emphasized the reliability of retention performance fluctuations.  相似文献   

Do human and cultural capital lenses contribute to our understanding of academic success in Russia     

Katerina Bodovski  Volha Chykina  Tatiana Khavenson 《British Journal of Sociology of Education》2019,40(3):393-409

Using newly available data from the Trajectories in Education and Careers Study, the first longitudinal study on a representative sample of high school students in Russia, we examined the importance of investments in human and cultural capital on students’ mathematics and reading standardized examinations, as well as on the likelihood of matriculation into a selective institution of higher education. Studying mathematics and the Russian language on one’s own for more than a year was positively and significantly associated with standardized scores and with an increased likelihood of matriculating into a selective university. A higher number of books at home was also associated with an increased likelihood of matriculating into a selective university. The findings are discussed within the particular institutional context of the Russian educational system.  相似文献   

How do the spellings of children with dyslexia compare with those of nondyslexic children?     

Marie?Cassar  Rebecca?TreimanEmail author  Louisa?Moats  Tatiana?Cury?Pollo  Brett?Kessler 《Reading and writing》2005,18(1):27-49

Children with dyslexia are believed to have very poor phonological skills for which they compensate, to some extent, through relatively well-developed knowledge of letter patterns. We tested this view in Study 1 by comparing 25 dyslexic children and 25 younger normal children, chosen so that both groups performed, on average, at a second-grade spelling level. Phonological skill was assessed using phoneme counting and nonword spelling tasks. Knowledge of legal and illegal letter patterns was tested using a spelling choice task. The dyslexic children and the younger nondyslexic children performed similarly on all the tasks, and they had difficulty, for the most part, with the same linguistic structures. Supporting the idea that older dyslexics spellings are quite similar to those of typical beginners, we found in Study 2 that experienced teachers could not differentiate between the two groups based on their spellings.  相似文献   

Global norms and local politics: uses and abuses of education gender quotas in Tajikistan     

Iveta Silova  Tatiana Abdushukurova 《Globalisation, Societies & Education》2009,7(3):357-376

In Central Asia, the post‐Soviet transformation period has been accompanied by significant economic and social costs, including the widening of the gender gaps in politics, economy and the social sphere. Tajikistan, which receives the largest amount of international aid and has the worst record of gender inequity in Central Asia, has quickly responded to the worsening situation by introducing quotas favoring female representation in politics, labor market and education. This article examines the context within which international gender equity norms were introduced in the 1990s as well as the factors that account for the variation in implementation of these policies. By using the case study of Tajikistan, this article suggests that the introduction of policies favoring female participation in political, economic and social life has largely depended on the transfer of international discourses on gender equality, while their implementation has been halted by historical legacies, economic realities and local political factors.  相似文献   

Investigating the Effect of Different Selected-response Item Formats for Reading Comprehension     

Anthony Becker  Tatiana Nekrasova-Beker 《Educational Assessment》2018,23(4):296-317

While previous research has identified numerous factors that contribute to item difficulty, studies involving large-scale reading tests have provided mixed results. This study examined five selected-response item types used to measure reading comprehension in the Pearson Test of English Academic: a) multiple-choice (choose one answer), b) multiple-choice (choose multiple answers), c) re-order paragraphs, d) reading (fill-in-the-blanks), and e) reading and writing (fill-in-the-blanks). Utilizing a multiple regression approach, the criterion measure consisted of item difficulty scores for 172 items. 18 passage, passage-question, and response-format variables served as predictors. Overall, four significant predictors were identified for the entire group (i.e., sentence length, falsifiable distractors, number of correct options, and abstractness of information requested) and five variables were found to be significant for high-performing readers (including the four listed above and passage coherence); only the number of falsifiable distractors was a significant predictor for low-performing readers. Implications for assessing reading comprehension are discussed.  相似文献