Creating Impactful Student Learning in a Business Analytics Program through Leveraging Scholar‐Practitioner Engagement     

Cheri Speier‐Pero  Tobias Schoenherr 《Decision Sciences Journal of Innovative Education》2020,18(1):59-89

Industry demand for talented analytics professionals has created a significant increase in degree programs (e.g., MS in Analytics) around the globe. Many of these programs incorporate experiential learning in the curriculum to foster a deeper understanding. This article focuses on the value and challenges in implementing experiential learning in an analytics‐focused degree program by incorporating and scaffolding multiple organizational analytics projects throughout the curriculum. In addition, this article focuses on the manner in which these organizational analytics projects can create value for scholars, beyond student learning. Scholar‐practitioner partnerships have the potential to advance not only the field of academic research but also the rigor of actual practice. We report our experiences and best practices in creating and leveraging scholar‐practitioner partnerships in the context of project‐based experiential learning in a Master of Science in Business Analytics (MSBA) program. We provide motivation for creating such partnerships for teaching analytics, document student and organizational success, offer illustrations of exemplary experiential learning projects, and discuss the challenges that need to be managed.  相似文献   

Moral identity as a goal of moral action: A Self-Determination Theory perspective     

Tobias Krettenauer 《Journal of moral education》2020,49(3):330-345

ABSTRACT

This paper aims at connecting Self-Determination Theory (SDT) with research on moral identity. It is argued that SDT provides a unique and integrative framework for addressing important questions that have guided research on moral identity for many years: What is a moral identity? How is it linked to moral action? How do moral identities develop? In the present paper, moral identity is conceptualized as a goal of moral action. Individuals want to maintain their moral identity, which in turn motivates them to act morally. Yet, moral identity motivation is not uniform. In line with SDT, it is possible to differentiate between more or less external and internal forms of moral identity motivation. The exact link between moral identity and moral action depends on the type of moral identity motivation involved. Development of moral identity trends towards more internal forms of moral identity motivation, which renders development an influential factor in shaping individuals’ motivation to act morally.  相似文献   

Barriers to Success for Women in Academic Life: Perceptions of Participants in a Colleague Pairing Program     

Linda K. Johnsrud  Marie A. Wunsch 《高等教育研究与发展》1994,13(1):1-12

The purpose of this study is to explore empirically the perceptions of senior and junior female faculty members regarding the barriers to success experienced early in the academic career. Twenty‐two pairs of women faculty participated in colleague pairing as part of a mentoring initiative in a faculty development program. A factor analysis of the responses yielded the following three areas of concern: roles and responsibilities, sense of fit and personal security. We analyse the differences between senior and junior women as well as differences before and after participation in the program. Implications of these perceptions for the ability of female faculty members to help themselves and one another succeed professionally in their academic careers are discussed.  相似文献   

A Study of the Journey from Training to Performance     

Allison Rossett  Catherine Tobias 《Performance Improvement Quarterly》1999,12(3):31-43

This is an exploratory study questioning progress in the shift from training to performance. A total of 62 training and performance professionals responded to a survey administered at two professional conferences, ISPI (International Society for Performance Improvement) and ASTD (American Society for Training and Development). The survey, constructed by two people admittedly keen on performance technology, queried respondents about concepts relevant to performance perspectives: analysis, solution systems, cross-functionality, customer and collegial expectations, and shared knowledge. We also inquired about perceptions of how to move their organizations beyond the status quo. Overall, organizations report that they are making progress in the transition from an emphasis on training to the concepts associated with performance technology, although room for progress remains. Bedrock human performance technology (HPT) concepts, such as analysis-first, data-driven decisions about solutions and collaboration with colleagues across the organization, are reported to be more typical aspects of organizational culture. On the other hand, customer and colleague perceptions lag, and measurement and boundarylessness are only occasionally components of the organizations described by respondents.  相似文献   

The ability to estimate knowledge and performance in college: A metacognitive analysis   总被引：4，自引：0，他引：4  

Everson  Howard T.  Tobias  Sigmund 《Instructional Science》1998,26(1-2):65-79

While in college students learn a great deal of new knowledge, and over time successful students learn to update their knowledge as new concepts, facts, and procedures are acquired. The metacognitive ability to accurately estimate one's knowledge was hypothesized to be related to academic achievement in college. The two studies reported in this paper examined the relationship between a measure of metacognitive word knowledge (the KMA) and performance in college. Using undergraduate gpa in a number of academic domains as criterion measures, this research provides support for the validity of the KMA as a predictor of success in college. Suggestions for further research relating performance on the KMA to learning in complex domains are offered.  相似文献   

Effects of a structured midsole on spatio-temporal variables and running economy in overground running     

Tobias Wunsch  Josef Kröll  Thomas Stöggl  Hermann Schwameder 《European Journal of Sport Science》2017,17(3):303-309

Research to enhance running performance has led to the design of a leaf spring-structured midsole shoe (LEAF). In treadmill running, it has been shown that LEAF led to an increased running economy and increased stride length (SL) through a horizontal foot shift during stance compared to a standard foam shoe (FOAM). The purpose of this study was to analyse whether (a) these findings can also be observed in overground running and (b) relations exist between spatio-temporal variables and running economy. Ten male long-distance heel-strike runners ran at their individual 2?mmol/l blood lactate speed with LEAF and FOAM in randomized order. Kinematic data were recorded with an inertial measurement unit synchronized with 2D video. Oxygen consumption was measured using an automated metabolic gas analysis system. Blood lactate was collected after each run. The strike pattern was unaffected by LEAF. SL was increased by 0.9?±?1.1?cm (95% CI 0.2 to 1.5; p?=?.040; d_z?=?0.76), stride rate (SR) was reduced by ?0.4?±?0.3?strides/min (95% CI ?0.6 to ?0.1; p?=?.029; d_z?=?0.82) and oxygen consumption tended to be reduced by 1% (?0.4?±?0.6?ml/min/kg; 95% CI ?0.8 to 0.0; p?=?.082; d_z?=?0.62) when running with LEAF compared to FOAM. Changes in oxygen consumption in LEAF were correlated with SL (r?=?0.71; p?=?.022) and SR (r?=??0.68; p?=?.031). It can be concluded that LEAF has the potential to cause small changes in spatio-temporal variables during running. Runners increasing SL and decreasing SR in response to LEAF can achieve small improvements in running economy, which is beneficial in terms of performance.  相似文献   

Assessing Fit of Item Response Models Using the Information Matrix Test     

Jochen Ranger  Jörg‐Tobias Kuhn 《Journal of Educational Measurement》2012,49(3):247-268

The information matrix can equivalently be determined via the expectation of the Hessian matrix or the expectation of the outer product of the score vector. The identity of these two matrices, however, is only valid in case of a correctly specified model. Therefore, differences between the two versions of the observed information matrix indicate model misfit. The equality of both matrices can be tested with the so‐called information matrix test as a general test of misspecification. This test can be adapted to item response models in order to evaluate the fit of single items and the fit of the whole scale. The performance of different versions of the test is compared in a simulation study with existing tests of model fit, among them the test of Orlando and Thissen, the score test of local independence due to Glas and Suarez‐Falcon, and the limited information approach of Maydeu‐Olivares and Joe. In general, the different versions of the information matrix test adhere to the nominal Type I error rate and have high power for detecting misspecified item characteristic curves. Additionally, some versions of the test can be used in order to detect violations of the local independence assumption.  相似文献   

Attitudes and expectations: do attitudes towards education mediate the relationship between social networks and parental expectations?     

Tobias Roth  Zerrin Salikutluk 《British Journal of Sociology of Education》2012,33(5):701-722

Previous international research has shown that educational goals are fundamental for explaining differences in the educational attainment between individuals. For a better understanding of educational inequality, it is therefore crucial to know more about the mechanisms leading to different expectations. Our paper contributes to this field of research by empirically testing how social networks affect educational expectations of mothers for their children. Furthermore, we try to disentangle the underlying mechanisms by investigating which role resources and attitudes within social networks play in influencing educational expectations. We use quantitative data gathered in three federal states in Germany. The key results indicate that network composition not only has an effect on educational expectations but also on general attitudes towards education. Both attitudes towards education and embedded resources seem to mediate the effect of social ties on educational expectations.  相似文献   

Reading competence development of poor readers in a German elementary school sample: an empirical examination of the Matthew effect model     

Maximilian Pfost  Tobias Dörfler  Cordula Artelt 《Journal of Research in Reading》2012,35(4):411-426

According to the Matthew effect model, interindividual differences in reading competence between poor and normal readers should become wider as students grow older. The second part of the model assumes that these differential pathways are mainly attributable to differential reading activities. The purpose of this study is to examine whether both assumptions can be verified in a sample of German elementary school students. Data from 1,124 students, participating in the BiKS longitudinal study with assessment starting in Grade 3 and two further points of measurement in Grade 4, were available for our analyses. Latent growth curve models showed a significant lower linear and quadratic trend on reading competence development for students with severe reading deficits in comparison with their better classmates. Further analysis indicates that differential reading behaviour seems to be a prominent factor in explaining these differential pathways whereas the students' general cognitive abilities seem to be of less importance.  相似文献   

Towards a learning progression of energy     

Knut Neumann  Tobias Viering  William J. Boone  Hans E. Fischer 《科学教学研究杂志》2013,50(2):162-188

This article presents an empirical study on an initial learning progression of energy, a concept of central importance to the understanding of science. Learning progressions have been suggested as one vehicle to support the systematic and successful teaching of core science concepts. Ideally, a learning progression will provide teachers with a framework to assess students' level of understanding of a core concept and to guide students towards a more sophisticated level of understanding. Taking existing research as a point of departure, developing a learning progression involves recurring cycles of empirical validation and theoretical refinement. In this article, we report about our efforts in working towards a learning progression of energy. First, we derived an initial learning progression by utilizing existing curriculum, research on students' understanding, and development of students' understanding of energy. Second, we used these sources of guidance to develop a robust measurement instrument, the Energy Concept Assessment (ECA), based on multiple choice questions. Third, we utilized this instrument to assess the understanding of N = 1,856 students from three different grade levels, Grades 6, 8, and 10. Findings provided evidence that students from Grade 6 mostly obtain an understanding of energy forms and energy sources. Students of Grade 8 additionally demonstrate an understanding of energy transfer and transformation, whereas only students of Grade 10, and then only some of these students, achieve a deeper understanding of energy conservation. We discuss the implications of our findings against the background of existing research on students understanding of energy. Finally, further steps in working towards a learning progression of energy are identified. Zusammenfassung: Der vorliegende Artikel beschreibt den ersten Schritt in der Entwicklung und Validierung einer Learning Progression für das Energiekonzept; einem Konzept, das zentral für die Entwicklung eines tiefergehenden Versta¨?ndnisses der Naturwissenschaften ist. Learning Progressions sollen das das systematische und erfolgreiche Unterrichten zentraler naturwissenschaftlicher Konzepte unterstützen. Idealerweise sollen Learning Progressions Lehrkräften eine Rahmen bieten, den Entwicklungsstand ihrer Schülerinnen und Schüler hinsichtlich des Verständnisses zentraler naturwissenschaftlicher Konzepte einzuschätzen und Unterricht so zu gestalten, dass er die Entwicklung eines elaborierten Verständnisses befördert. Die Entwicklung einer Learning Progression beginnt mit der theoretischen Begründung einer vorläufigen Learning Progression, gefolgt von iterativen Zyklen empirischer Validierung und Überarbeitung. In diesem Artikel berichten wir über unsere Arbeiten zur Entwicklung einer Learning Progression für das Energiekonzept. Im Rahmen dieser Arbeiten wurde zunächst ausgehend von vorliegenden Befunden zum Verständnis und der Entwicklung des Verständnisses von Energie eine vorläufige Learning Progression begründet. Im zweiten Schritt wurde auf Grundlage der Learning Progression ein entsprechendes Instrument auf Basis von Multiple‐Choice‐Aufgaben entwickelt – das Energy Concept Assessment (ECA). Im dritten und letzten Schritt wurde das Instrument eingesetzt, um das Verständnis von Energie bei N = 1856 Schülerinnen und Schülern der Jahrgänge 6, 8 und 10 zu erfassen. Die Ergebnisse unserer Untersuchung legen nahe, dass Schülerinnen und Schüler aus Jahrgang 6 im Wesentlichen über ein Verständnis von Energieformen und –quellen verfügen. Schülerinnen und Schüler aus Jahrgang 8 zeigen darüber hinaus ein Verständnis von Energieumwandlung und –transport. Ein Verständnis von Energieerhaltung ist nur von Schülerinnen und Schüler aus Jahrgang 10 und dann auch nur von einem Teil dieser Schülerinnen und Schüler zu erwarten. Vor dem Hintergrund dieser Ergebnisse und der bisherigen Forschung zum Energieverständnis, diskutiert der Artikel weitere Schritte für die die Entwicklung einer Learning Progression für das Energiekonzept. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:162–188, 2013  相似文献