Alexander Ardichvili, Vaughn Page and Tim Wentling
This paper reports the results of a qualitative study of motivation and barriers to employee participation in virtual knowledge‐sharing communities of practice at Caterpillar…
Abstract
This paper reports the results of a qualitative study of motivation and barriers to employee participation in virtual knowledge‐sharing communities of practice at Caterpillar Inc., a Fortune 100, multinational corporation. The study indicates that, when employees view knowledge as a public good belonging to the whole organization, knowledge flows easily. However, even when individuals give the highest priority to the interests of the organization and of their community, they tend to shy away from contributing knowledge for a variety of reasons. Specifically, employees hesitate to contribute out of fear of criticism, or of misleading the community members (not being sure that their contributions are important, or completely accurate, or relevant to a specific discussion). To remove the identified barriers, there is a need for developing various types of trust, ranging from the knowledge‐based to the institution‐based trust. Future research directions and implications for KM practitioners are formulated.
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Knowledge management (KM) has long been a central concern for multinational manufacturing company Caterpillar Inc, whose competitive advantage depends on the experience of its…
Abstract
Knowledge management (KM) has long been a central concern for multinational manufacturing company Caterpillar Inc, whose competitive advantage depends on the experience of its employees – especially mechanical, electrical and chemical engineers, designers, new‐product‐development personnel, and equipment and material testers.
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Alison Gould Boardman, Janette K. Klingner, Amy L. Boelé and Elizabeth Swanson
While weaknesses for students with learning disabilities (LD) may exist in basic reading skills, difficulty understanding text goes beyond reading the words on the page. The…
Abstract
While weaknesses for students with learning disabilities (LD) may exist in basic reading skills, difficulty understanding text goes beyond reading the words on the page. The complex nature of reading requires educators to provide struggling readers with reading strategies that support active engagement with text, comprehension monitoring, and a means to organize their understanding before, during, and after reading. In this chapter we describe collaborative strategic reading (CSR), a multicomponent model for teaching reading comprehension strategies. CSR has been associated with reading gains for students with LD as well as low- and high-achieving students, and English language learners. We provide information about teaching reading strategies as well as suggestions for overcoming possible stumbling blocks to implementation.
Lisa V. McCulley, Colby Hall and Sharon Vaughn
Purpose – To provide educators an overview of instructional practices in reading that are associated with improved learning outcomes with students K-8 who have a mild-to-moderate…
Abstract
Purpose – To provide educators an overview of instructional practices in reading that are associated with improved learning outcomes with students K-8 who have a mild-to-moderate learning disability.Design/methodology/approach – The chapter provides a conceptual framework to view the process of reading, discusses foundational reading skills necessary to master word reading, presents two approaches to teaching comprehension, and highlights ways to effectively teach vocabulary.Findings – The content of this chapter presents empirical evidence as well as specific examples for clinical practice.Research limitations/implications – This chapter highlights key practices that have been extensively researched and found to be associated with improved learning outcomes for all students, including those with learning disabilities (LD).Practical implications – The chapter offers a wealth of information to help educators more effectively provide reading instruction for struggling readers K-8.Originality/value of chapter – The information compiled in this chapter will help teachers impact learning and reading outcomes for all of their students, particularly those who have a mild-to-moderate LD.
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This study employs creative strategies to contentanalyse Super Bowl commercials from 2001 to 2009, focusing specifically on message strategies. The findings aim to answer four…
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This study employs creative strategies to contentanalyse Super Bowl commercials from 2001 to 2009, focusing specifically on message strategies. The findings aim to answer four research questions. What are the message strategies commonly employed in Super Bowl commercials? What are the trends of the message strategies employed in Super Bowl commercials over time? What are the relationships between the message strategies and the commercial likeability? What are the specific roles played by the high- vs. low-involvement product categories?
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Janice A. Dole, Gerald G. Duffy and P. David Pearson
Purpose – The purpose of this chapter is to consider the historical context of the gradual release model as it emerged following the early twentieth century emphasis on…
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Purpose – The purpose of this chapter is to consider the historical context of the gradual release model as it emerged following the early twentieth century emphasis on behaviorism as psychologists (and reading researchers) increasingly focused on cognition in the reading process. This “cognitive turn” in educational psychology was followed closely by a “social turn” with its focus on the socially constructed nature of texts, learning, and reading, particularly influenced by Vygotsky and work on scaffolding.
Design/methodology/approach – This chapter uses literature from the field to contextualize the gradual release of responsibility (GRR) model and to discuss research or practice chapters included in this edited volume.
Findings – This chapter described the transition from behaviorism to cognition to social construction as it applies to the reading process generally and to GRR in particular. It noted that this transition has required teachers to be more nimble and flexible than ever before, cautioned that the complexity of classroom life and the pressures on teachers can cause techniques such as GRR to be misused, and suggested ways to manage the group work which is central to social cultural approaches to literacy. And along the way it spotlighted the ever-widening range of applications of the GRR documented in the earlier chapters of the book.
Practical implications – The section in this chapter with most immediate practical implication is clearly the section on misuses of the GRR model. This section discusses some misuses of the model: neglecting explicit teaching; missing the middle (i.e., jump from explicit teaching directly to independent practice); and applying in an overly rigid manner.
Originality/value of paper – This chapter makes an original contribution to the field in providing a historical context for the gradual release model and for addressing the chapters in this edited collection. The authors also point to some areas for next steps forward as reminders to those applying the model.
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The purpose of this paper is to describe a project undertaken at SUNY Cortland to develop a system that would collect electronic resource usage data in a consistent manner and…
Abstract
Purpose
The purpose of this paper is to describe a project undertaken at SUNY Cortland to develop a system that would collect electronic resource usage data in a consistent manner and allow SUNY Cortland to assess this data over several years.
Design/methodology/approach
The project used data gathered from EZProxy server log files to examine usage of the library's electronic resources.
Findings
Through examining the usage data the library discovered that users were utilizing particular types of resources, from specific physical locations, and accessing those resources from specific pages in the library's web site.
Originality/value
By examining usage data for electronic resources, libraries can learn more than which resources are being used. Usage data can give libraries insight into where, when, how, and possibly why their users are accessing electronic resources.
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This chapter uses the theory of complex systems as a conceptual lens through which to compare the work of Friedrich Hayek with that of Vincent and Elinor Ostrom. It is well known…
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This chapter uses the theory of complex systems as a conceptual lens through which to compare the work of Friedrich Hayek with that of Vincent and Elinor Ostrom. It is well known that, from the 1950s onwards, Hayek conceptualised the market as a complex adaptive system. It is argued in this chapter that, while the Ostroms began explicitly to describe polycentric systems as a class of complex adaptive system from the mid-to-late 1990s onwards, they had in fact developed an account of polycentricity as displaying most if not all of the hallmarks of organised complexity long before that time. The Ostromian and Hayekian approaches can thus be seen to share a good deal in common, with both portraying important aspects of society – the market economy in the case of Hayek, and public economies, legal and political systems, and environment resources in the case of the Ostroms – as complex rather than simple systems. Aside from helping to bring out this aspect of the Ostroms’ work, using the theory of complex systems as a framework for comparing the Hayekian and Ostromian approaches serves two other purposes. First, it can be used to show how one widely criticised aspect of Hayek’s theory of society as a complex system, namely his account of cultural evolution via group selection, can be strengthened by an appeal to the work of Elinor Ostrom. Second, it also helps to resolve a tension – ultimately acknowledged by the Ostroms themselves – between some of their explicit methodological pronouncements and the actual, substantive approach they adopted in their analysis of polycentric systems.
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Michelle Watson, Sue Booth, Stefania Velardo and John Coveney
Globally, around one-third of food produced is wasted and thrown into supermarket bins or dumpsters. As a result, these dumpsters have become opportunistic sources of food…
Abstract
Purpose
Globally, around one-third of food produced is wasted and thrown into supermarket bins or dumpsters. As a result, these dumpsters have become opportunistic sources of food through dumpster diving. The authors' scoping review aimed to document the people that are dumpster diving and why these people engage in this potentially illegal practice.
Design/methodology/approach
A database search spanning 12 years yielded 29 articles for review.
Findings
The authors' analysis uncovered two main themes for why people were dumpster diving: (1) motivations which included political activism against consumerism, materialism and capitalism, a fun and thrilling social activity and to alleviate food insecurity and (2) the benefits derived, such as gaining free food, saving money, sharing food with others and gaining attention from the public and media.
Originality/value
In conclusion, the review was unable to provide definitive information on “who” was dumpster diving; however, this limitation provides a unique opportunity for further research that focusses on the specific demographics of dumpster divers rather than the “why” people are diving.