Search results

In Switzerland, the first and only Swiss quality label for systematic workplace health management (WHM) competes with a variety of national and international workplace-related labels for the attention of employers. The purpose of this paper is to compare the label “Friendly Work Space” (FWS) with ten other national and international workplace-related labels on the “Swiss label market” and to identify key success elements for the development and dissemination of WHM labels.

A literature review and qualitative analysis of publicly available documents were conducted. Information was obtained from providers or by the authors’ own research. A description of workplace-related labels is presented based on defined criteria and a typology classifying workplace-related labels available in Switzerland.

Workplace-related labels can be differentiated in terms of: deliberate registration vs non-requested selection, policy vs marketing approach and assessment vs survey-based analysis. In terms of sustainable dissemination, FWS is the most successful registration-based label in Switzerland regarding the number of employees and employers benefitting from the label. Therefore, it constitutes a best practice approach for developing and disseminating a WHM label.

To the authors’ knowledge, this study is the first to systematically analyse and compare a WHM with other workplace-related labels on a national market (supply and demand, quality, dissemination). The authors suggest a specific typology to describe the market. Recommendations are given to build up and successfully disseminate a WHM label on a national scale.

In the surface mount industry, microelectronic devices are reflow soldered to printed circuit boards with the benefit of mildly activated rosin (RMA) based fluxes. The residues from these fluxes, when not properly cleaned from the component boards, have been cited for decreased circuit life due to corrosion of the solder joints and loss of insulating resistance. Post‐solder cleaning operations with CFC (chlorofluorocarbon) solvents have been deemed environmentally harmful. Hence, there is a great need in the surface mount community for a no‐clean or fluxless solder reflow process. The BOC Group has developed a novel, proprietary process, by which circuit boards and their components are attached with a solder paste under a reactive fluxing atmosphere. The post‐solder residue is non‐corrosive and so minimal that it does not require a post‐solder cleaning operation. The solder joints exhibit good wetting, excellent joint strength and are essentially void‐free. Assembled circuits processed in this way meet all the criteria for ionic cleanliness and surface insulation resistance without post‐solder cleaning.

This paper aims to present an integrated model of workplace guidance to enhance awareness of what constitutes good guidance, to improve workplace guidance practices in vocational education and training.

To identify constituent aspects of workplace guidance, a systematic search of Web of Science was conducted, focussing on mentoring literature, research on institutional socialization tactics and research on didactical interventions and their effects.

The model interprets workplace learning as a relational and integrated process of participation, acquisition, guidance and social interaction. Psychosocial support, structure-providing interventions and didactical interventions are discussed as essential components of guidance. How these components are enacted is influenced by the characteristics of training firms and their employees’ readiness to provide guidance. This makes guidance an intrapersonal process. Workplace guidance is also an interpersonal process in which the agencies of employees mediate the relationship between guidance and interaction, and the agencies of trainees mediate the relationship between, on the one hand, participation and acquisition and, on the other hand, social interaction.

Integrated models of what constitutes good workplace guidance are rare. To fill this gap, this paper highlights constituent aspects of workplace guidance and brings them together in an integrated model. The model can help mentors/employees choose effective interventions to improve workplace learning.

The purpose of this paper is to present a theoretical framework, which describes how police training programs can be developed in order to improve learning retention and the transfer of skills to the work environment.

A brief review is provided that describes training strategies stemming from Cognitive Load Theory (CLT), a well‐established theory of instructional design. This is followed by concrete examples of how to incorporate these strategies into police training programs.

The research reviewed in this paper consistently demonstrates that CLT‐informed training improves learning when compared to conventional training approaches and enhances the transferability of skills.

Rarely have well‐validated theories of instructional design, such as CLT, been applied specifically to police training. Thus, this paper is valuable to instructional designers because it provides an evidence‐based approach to training development in the policing domain.

Evaluation of the knowledge that is shared among team members has been found to be a prerequisite for successful collaborative teamwork. In previous research on collaborative learning and work, shared knowledge has mainly been evaluated by researchers, and an individual's own perspective has been omitted. In this study the aim was to investigate how members of a distributed team explain knowledge that they assume to be shared and how an assessment tendency is related to these explanations.

Two distributed teams worked for two months to solve project tasks that demanded discussions and generating new ideas. Subjective explanations of their shared knowledge were studied by means of stimulated recall interviews. The concept of assessment tendency was employed to understand the differences in these explanations. Team members' assessment tendencies were examined with the assessment scale questionnaire.

Qualitative content analyses of interviews showed that explanations of shared knowledge did not focus only on contents or the outcomes of the project tasks. Instead, the distributed team members presumed their shared knowledge in terms of common goals and collaborative working processes. These evaluations were related to the outcomes of the teams. In addition, the results showed those who were proficient at assessment strategies stressed collaborative working as a shared construction process and they aimed for creation of new knowledge.

Interpersonal evaluation of shared knowledge is especially needed to support distributed collaborative work. However, instead of focusing on sharing and managing documents, more attention should be paid to sharing of social processes, such as setting a common goal.

In this paper shared knowledge is conceptualised as knowledge which is developed through situated interrelations between individuals.

Professional practice doctorates have learning outcomes and capstones that are very different than research doctorates. One type of capstone suited to a professional doctorate is a client-based dissertation in practice (DiP). In this type of capstone, students address a problem of practice faced by an institution or program (the client) in the student’s area of professional practice. Client-based problems of practice have the advantage of being authentic problems whose solution can have a positive impact on the client and those served by the client. For students, the scope of work to be done for the client includes: assessing the current practice; conducting a review of literature to identify best practices; gathering stakeholder perspectives; developing a strategic plan with proposed solutions or interventions; piloting elements of the proposed solution; and maintaining communication with the client. A case is described in which a student work team first authored an invitation to potential clients to propose a problem and then selected a client whose problem of practice was addressed as the DiP.

This article presents the first stage of a design‐based research project to introduce case‐based learning using existing interactive technologies in a major Australian university. The paper initially outlines the relationship between casebased learning, student interaction and the study of interactions ‐ and includes a review of research into technologies supporting varying types of interaction. We then introduce design‐based research (DBR) as a way of improving student interaction within an undergraduate e‐business course while simultaneously adding practical and theoretical insights to the literature in the field. Applying DBR, we present the learning environment used and analyse the interactions observed. The paper concludes with a summary of our findings concerning instructional means to make online interactions more meaningful and a discussion of future research activities within the project using design‐based research.

Vendors’ social cues – physical or behavioural hints – have an impact on the professional buyer. However, little is known about that impact. The purpose of this paper is to place knowledge about the impact of social cues that other disciplines acquired in the context of business-to-business (B2B) marketing to contribute constructively to the research agenda.

By integrating findings on the processing of social cues and the behavioural response from the disciplines of neuroscience, biology and psychology (specifically the behavioural inhibition system [BIS]/behavioural activation system [BAS]-theory), this paper aims to provide an interdisciplinary perspective on the automatic evaluation of vendors by professional buyers.

Social cues are likely to be of substantial value in the (first) encounter between buyer and seller. Positively evaluated social cues create an approach-motivated behavioural intention, whereas negatively evaluated ones create avoidance. This process is probably predominantly mediated by trust and moderated by personality and contextual factors.

This paper stimulates research about the impact of social cues in a B2B context. While such knowledge would add practical value, this paper also explores possibilities for managers to use neuroscientific techniques to assess and train sales agents.

The impact of social cues is hardly covered in the B2B marketing literature, but they have an important impact on B2B decision-making. The conceptual framework combines the BIS/BAS theory (approach/avoidance) with the SOR-model (stimulus-organism-response), which is unique to the B2B marketing field.

The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field.

Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding.

Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic.

This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.