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   

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   

Light-driven directional ion transport for enhanced osmotic energy harvesting     

Kai Xiao  Paolo Giusto  Fengxiang Chen  Ruotian Chen  Tobias Heil  Shaowen Cao  Lu Chen  Fengtao Fan  Lei Jiang 《国家科学评论(英文版)》2021,8(8)

Light-driven ion (proton) transport is a crucial process both for photosynthesis of green plants and solar energy harvesting of some archaea. Here, we describe use of a TiO₂/C₃N₄ semiconductor heterojunction nanotube membrane to realize similar light-driven directional ion transport performance to that of biological systems. This heterojunction system can be fabricated by two simple deposition steps. Under unilateral illumination, the TiO₂/C₃N₄ heterojunction nanotube membrane can generate a photocurrent of about 9 μA/cm², corresponding to a pumping stream of ∼5500 ions per second per nanotube. By changing the position of TiO₂ and C₃N₄, a reverse equivalent ionic current can also be realized. Directional transport of photogenerated electrons and holes results in a transmembrane potential, which is the basis of the light-driven ion transport phenomenon. As a proof of concept, we also show that this system can be used for enhanced osmotic energy generation. The artificial light-driven ion transport system proposed here offers a further step forward on the roadmap for development of ionic photoelectric conversion and integration into other applications, for example water desalination.  相似文献   

What PISA measures: some remarks on standardized assessment and science education     

Tobias Roehl 《Cultural Studies of Science Education》2015,10(4):1215-1222

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Specificity aboutness in XML retrieval     

Tobias Blanke  Mounia Lalmas 《Information Retrieval》2011,14(1):68-88

This paper presents a theoretical methodology to evaluate XML retrieval systems and their filters. Theoretical evaluation is concerned with the formal investigation of qualitative properties of retrieval models. XML retrieval deals with retrieving those document components that specifically answer a query, and filters are a method of delivering the most focussed answers. Our theoretical evaluation critically analyzes how filters achieve this.  相似文献   

Applying social bookmarking data to evaluate journal usage     

Stefanie Haustein  Tobias Siebenlist 《Journal of Informetrics》2011,5(3):446-457

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May Kantians commit virtual killings that affect no other persons?     

Flattery  Tobias 《Ethics and Information Technology》2021,23(4):751-762

Ethics and Information Technology - Are acts of violence performed in virtual environments ever morally wrong, even when no other persons are affected? While some such acts surely reflect deficient...  相似文献   

Fostering multiple text comprehension: How metacognitive strategies and motivation moderate the text-belief consistency effect     

Johanna Maier  Tobias Richter 《Metacognition and Learning》2014,9(1):51-74

Learners often have difficulties comprehending multiple texts about controversial scientific issues. In particular, learners with strong prior beliefs tend to construct a one-sided mental representation that is biased towards belief-consistent information (text-belief consistency effect). In the present study we examined the effectiveness of information of three metacognitive strategies tailored to strengthen the comprehension of belief-inconsistent information during multiple text comprehension. According to theories of self-regulated learning, knowledge about relevant metacognitive strategies improves comprehension only when learners are also motivated to use these strategies. These hypotheses were investigated in an experiment in which 85 participants read one belief-consistent and one belief-inconsistent text about a controversial scientific issue. Participants either received information about three metacognitive strategies or no additional information. In addition, participants’ motivation was manipulated by providing them with either negative or positive performance feedback or no feedback. As predicted, a text-belief consistency effect was found, which was eliminated by strengthening the situation model for the belief-inconsistent text only when learners received information about relevant metacognitive strategies and were motivated to use these strategies after positive performance feedback.  相似文献