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Emergence of China as a leading nation in the global telecommunication sector

Author: McKinney Maurice M.
Publication venue: University of Maryland University College (UMUC)
Publication date: 15/07/2011
Field of study

The purpose and scope of this research is to: •Investigate the patterns and apparent motives of China’s global telecommunication expansion •Determine implications for management practitioners, governments and scholarsEmergence of China as a Leading Nation in the Global Telecommunication Sector Maurice M. McKinney Key Words: China Telecom, Multinational Enterprises (MNE), Foreign Direct Investment (FDI), Innovation, Radical Innovation, Purpose and Scope of the Research • Investigate the patterns and apparent motives of China’s global telecommunication expansion • Determine implications for management practitioners, governments and scholarsResearch Questions • Are China’s state-owned telecoms shaping the global telecom sector? • Are China’s state-owned telecoms following different patterns of global expansion than traditional telecoms • Can China’s global telecom expansion success be a model for developing countries?Significance of this Research for Management • China’s global telecom expansion will have profound competitive implications for privately-owned telecoms. • Limited scholarly research combines innovation and multinational enterprise (MNE) theory to explain China’s global telecom expansion Main Literature Themes and Authors • Innovation (Schumpeter, 1942; Tellis, Prabhuand Chandy, 2009) • Multinational Enterprise (MNE) (Hymer, 1968,1976; Dunning and Lundan, 2008) • China’s Telecom Industry (Harwit, 1998, 2004, 2007; DeWoskin, 2001; Low, 2005; Buckley, Clegg and Tan, 2003)Key Propositions Distilled from the Literature • China’s global telecom investments are influenced by the state • China’s telecom engage in four types of MNE activity • China’s telecoms will invest in host countries that align with their national economic strategyConceptual Framework Description Maturity Stages Five-Stage Global Telecom Maturity Model Foreign telecom provider must overcome country-of-origin effect by establishing local linkages, understanding and adopting to cultural and organizational changes. Foreign telecom provider makes multinational enterprise (MNE) activity-seeking investment decision which includes determining the mode-of- entry and overcoming liability-of-foreignness. Foreign telecom provider begins internalization exploitation by transferring knowledge back to its country and increase ability to exercise mutual forbearance. Stage 1: Early Development Stage 2: Country-of-Origin Effect Stage 3: Knowledge Transfer Foreign telecom provider is a market leader in host-county telecom sector. Favorable local linkage relationships and measures put in place to deter rivals. Stage 4: Market Leader Foreign telecom provider is the number one telecom provider in host-country. Stage 5: Host-Country Telecom Hegemony Foreign telecom provider can enter at any stage via joint venture (JV), merger and acquisition (M&A), or as wholly-owned subsidiary (WOS).Thesis statement This dissertation examined China’s global telecom expansion and its implications for management practitioners, governments, and scholars.Research Approach & Formation of Argument • Evidence-research (EBR) methods, design and approach established dissertation credibility • Research sources included systemic reviews of case studies and analyses of existing data collected • Expert panel provided objective and critical review from practitionersFindings • China’s telecoms engage in specific MNE activity investments to expand their global telecom presence • China’s telecom industry is considered a state asset • China’s telecoms are innovative organizationsImplications for Management Practice Privately-owned MNE global executives and management teams will want to understand that China’s telecoms are not operating under the same business modelsFuture Research Agendas The global telecom maturity model may be used in the future by MNE firms to enhance their global telecom management capability and strategy

Mobile computing: Trends enabling virtual management

Author: Kuyatt Alan
Publication venue: University of Maryland University College (UMUC)
Publication date: 15/07/2011
Field of study

The purpose of this research is to: •Project mobile computing trends •Examine Millennials mobile usage •Consider impact on management •Explore innovative mobile computing uses •Compare management theories for tech •Explore virtual office managementMobile Computing: Trends Enabling Virtual Management Alan Kuyatt Keywords: Mobile Computing, Virtual Management, InnovationPurpose and Scope of the Research • Project mobile computing trends • Examine Millennials mobile usage • Consider impact on management • Explore innovative mobile computing uses • Compare management theories for tech • Explore virtual office managementResearch Questions RQ1: What are the trends in mobile computing technology? RQ2: What are the trends in mobile computing usage? RQ3: Will mobile computing enable virtual office management? Significance of this Research for Management Mobile Computing • Impacts how work is done • Impacts where work is done • Improves productivity • Makes data available anywhere • Changes how management operatesMain Literature Themes and Authors Theory Y vs. Theory X – McGregor (2006) Creative Destruction – Schumpeter (1943) Disruptive Innovation – Christensen (1997) Adoption and Diffusion – Rogers (2006) Moore’s Law – Mollick (2006) Computer Power Growth – Kurzweil (2005)Key Propositions Distilled from the Literature • Theory Y enables virtual management • Creative destruction increases competition • Disruptive innovation for competitiveness • Early adopters indicate trends • Computers will be even more powerful • Innovations growing exponentiallyConceptual Framework Thesis statement Mobile computing trends will allow people to work away from the office productively and when implemented with Theory Y will enable virtual managementResearch Approach & Formation of Argument • Evidenced-based research approach • Utilized varied scholarly literature sources • Expert panel recommendationsFindings • Mobile computing is rapidly being adopted • Millennials are pushing adoption faster • Usage can challenge management control • Use Theory X to get Micromanagement • Use Theory Y to get Virtual Management Implications for Management Practice • Must track mobile computing trends • Determine what/when/how to implement • Younger generations want mobile computing • Mobile computing: control or freedom? • Disruptive innovation to implement Theory Y • Virtual management is innovativeFuture Research Agendas • Innovative new uses of mobile computing • International mobile computing innovation • Generational uses of mobile computing • Design of effective virtual management • Virtual management productivity • Theory X reaction to mobile computin

Manager’s rationale for a pre-trauma developmental approach to resilience: A symbolic interactionist’s perspective

Author: Walach Christopher E.
Publication venue: University of Maryland University College (UMUC)
Publication date: 15/07/2011
Field of study

The purpose of this research is to: To review the evidence-based resilience literature and narrative commentary regarding organizations’ response to traumatic events and explicate what these organizations and people are doing currently to develop resilience in the context where trauma is an integral part of accomplishing their mission. This study is an exploratory evidence-based synthesis to resilience and trauma; in particular, it is an intensive review of the literature and narrative responses to determine how organizations could help their people deal with the on-going potential for trauma by developing resilience in advance.A Manager’s Rationale for a Pre-Trauma Developmental Approach to Resilience: A Symbolic Interactionist’s Perspective by Christopher E. WalachPurpose and Scope To review the evidence-based resilience literature and narrative commentary regarding organizations’ response to traumatic events and explicate what these organizations and people are doing currently to develop resilience in the context where trauma is an integral part of accomplishing their mission. This study is an exploratory evidence-based synthesis to resilience and trauma; in particular, it is an intensive review of the literature and narrative responses to determine how organizations could help their people deal with the on-going potential for trauma by developing resilience in advance. Research Question What does the literature say about how organizations enable their people to become resilient and continue to work under iterative potentially traumatic conditions? Research question considerations: (a) the manner in which people act and interact during traumatic situations, (b) the trauma language people use—self-to-self and self-to-others, (c) disruptions that create the conditions for resilience to develop, (d) preparatory methods organizations use to develop resilience, (e) cultural dynamics and the structure of the culture that best facilitates resilience, (g) the delivery modalities for developing resilience, and (h) best practices to contextually make developmental efforts more realistic. Significance of this Research for Management Value of this Study ♦Provide an understanding of key evidence-based concepts from the surveyed literature. ♦Synthesize the resilience literature; explore gaps, patterns, and influences detected across themes. ♦Graphically show what the literature reveals regarding this study’s research question. This study will help organizations in their on-going efforts to retaintheir experienced people expanding the pressure on training and developmental programs to train and integrate new resilient peopleinto the organization. The future operational environment and complexity of organizational problems requires leaders to understand resilience and find a “way to develop it” and keep their “minds open to creative new concepts and possibilities” (Admiral Mike Mullen, personal communication, November, 4, 2009). Thus, organizations must model the kind of resilient behavior and leadership they want to develop in their organization. Reviewing what organizations are doing to develop resilience is this study’s primary line of inquiry.Main Literature Themes & Authors Concept 1: Educating, Experiential Training, and Developing Tutored Resilience Premise: Organizational leaders who approach resilience training and development armed with knowledge of and insight into the dynamics of quality self communication are more likely to model human behavior as discernible from an established disciplinary perspective, interventional with currently available tools and procedures, and open to meta-cognitively analyzable symbolically current critique; thus, facilitating the opportunity for constructing resilience. Concept 2: Enculturation as Comprehensive Approach toward a Resilience Process Premise:Organizations that use resilience best practices, enculturation of resilience attributes, and a domain-specific methodology are more likely to develop resilience. Concept 3: Resilience to Mitigate a Trauma Premise:Developing resilience to mitigate the effects of trauma requires a new organizational approach to a resilience process. Concept 4: Resilience and the Self Premise:Resilience is cognitive, influenced by the interactions of others, and resides within an individual’s self. Bandura (1977) Csikszentmihalyi (1994) Damasio (2010) Decety & Ickes (2011) Doidge (2007) Malabou (2008) Mead (Morris,1967) Riezler (1950) Torey (2009) Bonanno (2004) Carver (1998) Coutu (2002) Hind et al. (1996) Mallak (1998) Parent (2010) Richardson (2002) Brown & Duguid (1991) Clark et al. (2008) Damasio (2010) Greene et al. (2003) Osberg & Biesta (2008) Roth (2001) Schein (2004) Wolcott (1991) Bandura (1977) Chen (2003) Clealand (2010) Damasio (2010) Freitas & Neuman (2009) Searle (2004) Sousa (2006) (1 + 2 helps achieve 3 & 4)Key Propositions Distilledfrom the Literature Proposition 1: When an individual undergoes iterative pre-trauma training, the individual is more likely to perceive resilient behaviors as attainable. Proposition 2: When leaders foster resilience and show this resilience orientation throughout the organization, it is more likely people perceive that those resilient cultures will develop. Proposition 3: When individuals learn under an experiential field resilience program versus a classroom-based program, leaders and organizational members are more likely to perceive the resilience training (context and content) related to changing the self into a resilient self. Proposition 4: When organizations incorporate the use of metaphors into pre-trauma resilience development, individuals and leaders are more likely to perceive the aftereffects of crisis as making sense. Proposition 5: When leaders incorporate resilient attributes (identified from real crisis) into developing resilience, organizational members are more likely to perceive that developing resilience (i.e., culture) is realistic. Proposition 6: Organizations that develop and incorporate resilient communities-of-practice into their daily operation are more likely to see that leaders perceive sustained resilience behaviors as attainable. Proposition 7: When the organization adopts a comprehensive approach toward developing resilience, leaders and individuals are more likely to view the resilience endeavor/opportunity as attainable. P 1 P 2Key Propositions Distilledfrom the Literature Proposition 8: Individuals who have a resilient orientation are more likely to perceive trauma differently, relative to someone who does not have a resilient orientation. Proposition 9: The greater the resilient influences on the individual self (support networks—family, others, cultural elements), the more likely it is that a resilient and sustained self-development (transformation) is possible. Proposition 10: When leaders consider other behaviors (meme, habitus, and reference group) that could influence the self, individuals are more likely to perceive that resilience pedagogy (i.e., developmental efforts) is self- transformation focused. P 3 P 4 Note: Propositions are for future research testing.Theoretical Framework (1 of 3) Symbolic Interactionism (SI) Framework of Observation Symbolic Interactionism Theory Discourse Perspective Resilience Culture PerspectiveJourney to Middle-Range Theory (2 of 3) Habitus Reference Group Meme Relationships? Patterns? Influences? Cause and Effects? Gaps? = A Locus of Resilience Self Richard Dawkins (1976/2006) Middle-Range Theory (3 of 3) Locus of Resilience The Locus of an Absorbing Resilient SelfMetaphor FiveElements Locus of Resilience, Resilient Self-Metaphor, States of Resiliency, Hyper-Sense making, and Epigenesis Hypothesis The literature gives this study confidence in the possibility to develop an absorbing resilient selfunder a carefully designed resilience developmental and sustainment reorientation program. Conceptual Framework Implementation GuideThesis statement Armed with knowledge, enacted in practice, and the critical elements that constitute a resilient response to traumatic situations, those managers of organizations and people that regularly face imminent danger and potential trauma can prepare for and mitigate these occurrences in advance. This study argues that, through constructed pre-trauma experience, cognitive and affective perspectivesfor embracing future trauma are possible. Research Roadmap & Meta-formation of Argument Chapters 1-2 Chapters 2 Chapters 3 Chapters 4-5 Exploratory Strategy Evidence-Based Synthesis & Trauma Narratives Review (5 Biographical & 6 Personal Communication Narratives) Research “lens” or Worldview Theory Exploration Synthesis/Review 400 + Sources 86 incl. + 5 (9/11) + 6 (War) 53 Reviewed 33 Supplemental Themes x 4 Premises x 4 Propositions x 10 (Future Testing) Logic Statement Assumptions Conceptual Model Locus of Resilience (LOR) The Locus of an Absorbing Resilient Self Metaphor Synthesis/Analysis Overall Process (a) Formulation of the review question, (b) Systematic searching, (c) Critical evaluation, and (d) Summary of results. + Chapter 3: Double- Blind Review Process (International Conference) Inclusion/Exclusion Criteria 300 + Sorted out 86 Articles Remaining 53 Analyzed—EBR/ Narrative Analysis/Synthesis (51 narratives) Articles, Themes, & Narratives Evaluated (51) Premises Evaluated Use of Expert Panel Theory Development = CH 3 Sections Findings/Conclusions Chapters 5-6 Chapter 5 Chapter 5 Logic Statement & Assumptions Logic Statement All individuals and organizations have the potential to be resilient or to fail tests of resiliency, but fewindividuals and organizations understand the elements that lead toward developing resilience. The organization must know and articulate resilience elements to its members. In a mature organization, if the organization has implemented resilience elements acrossthe structure, it could lead to resilience. If organizational leaders can begin to develop a resilient organization from inception, then resilience can become an important part of their culture. Additionally, if leaders and managers intentionally implementthese resilience elements over time, across the structure, and embed them within the culture, then significant organizationalresilience is likely to occur. If leaders were able to function within such a carefully developed framework, then they couldcreate a sharper perception of potentially disruptive or traumatic events within the organization. Thus, members of the organization would be able to avert the affects of trauma resulting from crisis and effectively continue operations. Assumptions ■Generally, when there is trauma with any unexpected event, the organizational culture is affected; however, people in the organization experience trauma as an individual and personal situation. In other words, two people experiencing the same trauma will havea different interpretation of the trauma. ■If leaders could develop an approach to identify resilience indicators and attributes in advance of a crisis, and if they canfoster and enculturate resilience at the individual, team, and organizational levels, they could create a heightened perception of circumstances that could be traumatic and cause disruption within the organization. ■If leaders can identify resilience attributes and indicators in advance, leaders can teach and sustain them in advance through an ongoing cultural resilience developmental program. ■True to the assumptions and fundamental premises of SI theory, one would not expect resilient behaviors or perspectives to developfrom a single and brief teaching and training session or a traditional didactic pedagogical approach; rather a leader would expect resilient behaviors or perspectives to occur within and because of dynamic exposure to a series of iterative resilience experiential exercises. ■Leaders would be intentional in their efforts to build a cultural base through interactive, contextually concrete, and repetitive exercises wherein their people would routinely buy intothe perspective of a resilient culture and its ways of making and shaping meaning with regard to trauma and resilience. Neuroscience research has shown that not just “highly cultured” activities change the brain, but also, repetitive activities anatomically alter different regions of the brain (Doidge, 2007, p. 290). This assumptionargues for an intentionally constructed and routinely repetitive individual and group experiential pedagogy monitored for tested gradient response.Synthesis Findings NarrativeAnalysis First, the traumatic thoughts, images, or symbols observed by people in 9/11 or in combat provided significant influence in changing perceptions and courses of action. Second, people need a mental tool to assist them in making sense of trauma:the use of metaphors gives people something familiar to relate to in trauma; it reduces uncertainty of the traumatic event and provides an opportunity to recall a mental map to use as a trauma reference point. Third,using metaphors provides one avenue in which a stakeholder can get outside him or herself (i.e., viewing oneself as an object to the self) and attempt to restore continuity of discourse, thought, and interaction in the experiences in which each individual is an actor and through which each assumes the role of director for the next experience and evolving perspective. Theory and Perspectives Analysis First, researchers could blend the SI Framework of Observation into the resilience field to assess what it means to be resilient as an individual and as an organization. Second, SI, through the reference group (Shibutani, 1955) and outline scheme perspective (Reizler, 1950), provide a strong theoretical foundation on which to build a pedagogical resilience teaching approach. Third, developing resilience, while existential, occurs at the individual level; however, leaders may best deal with itas an organization using the symbolic interactionism theory. Fourth, the two-way impact of domain-centered contextual and content-similar interaction and meaning verbalized within the interacting group along with the meanings interpreted by individual selves contribute to making sense out of trauma and resilience. Concept 1 First, in general, most resilience developmentalefforts are not comprehensive and do not include a change processof how a person could view his or her traumatic experiences, which will likely not help individuals prepare for imminent danger or potential trauma. Second, in general, most resiliency programs do not include an understanding and incorporation of mirror neurons, deliberate self-to-self and self-to-other pre-trauma communications, or do not create the conditions for the contextual and content-specific character that brain processes can relate to. Third, a mixture of cognitive and experiential (embodied) learning experiences including meta-reflection, peer assessment, group work training, and quality self communication exercises suggest a best-available approach toward developing resilience. Fourth, incorporating the use of trauma metaphors into a teaching methodology offers a novel approach to help people make sense of what is happening around them, particularly in pre-trauma training scenarios. Concept 2 First, the deliberate enculturation efforts help to establish the social climate in which enculturation would take place through a shared language of the profession and the tutored instruction of veteran organizational members. Second, enculturation creates connectedness (content and context), which becomes a ready resilience network (or community of practice) during imminent danger or potential trauma. Third, the neuroscience research suggests that domain-specificity is an important factor in brain activity and neural mappings (Damasio, 2010). Concept 3 First, developing a carefully designed resilience program modeled from responses to traumatic experiences, designed from the language of trauma, and implemented in the context in which trauma would occur suggests a best practice to help mitigate the aftereffects of exposure to imminent danger or potential trauma. Second, resilience attributes, characteristics, factors, or principles contribute toward developing resilience if integrated into a program focused on altering, constructing, or reconstructing a self and the development of communication vehicles to intentionally communicate with the self before, during, and after a potential trauma. Third, resilience models or frameworks (Bonanno, 2004, Carver, 1998; Richardson, 2002; see also Hind, Frost, & Rowley, 1996) graphically indicate that the self has an absorbing capability, which is likely reflected in a person’s behavior, disposition, or worldview. Concept 4 First, individual self-dispositions influence the cultural aspect of developing resilience, specifically, the meme metaphor (see also Habitus & Reference Group) by Richard Dawkins and described by Csikszentmihalyi (1994) embodies its own permanent pattern of information passed on from person-to-person. Second, the self, the symbols outside the self, others interacting with the self, and the cultural environment all influence the internal structure and mappings of the brain process. Third, the brain and the self are receptive and malleable to storytelling, images, metaphors, and the contextual connections to the environment in which resilience practice will occur. ♦Metaphor use in traumatic situations ♦Influencers of the Absorbing Resilient Self = Meme, Habitus, & Reference GroupImplications for Management Practice (1 of 2) ♦High reliability organizations (Weick & Sutcliffe, 2007) face unprecedented imminent danger and potential trauma, resource gaps, and state, national, or international financial instability or crisis; thus, the urgency to develop quality, effective, and practice-based resiliency programs is at an all-time high. ♦New members enter their profession with strong expectations from leaders regarding preparations for imminent danger and potential trauma. Pre-trauma resiliency programs that only target the aftereffects of crisis or war may be perceived as just another training class requirementcompared to a fully dedicated and comprehensive effort by the leaders to develop resilient individuals and organizations. One method to shape these learner expectations is for organizational leaders to adopt a resilience orientation in their daily practice and pedagogy. These adoptions include resilience funding and resourcing of critical trainers trained in the language of trauma and the practices of resilient quality self-communication mediums, developing resilient competencies derived from resilience practice-based responses to trauma, and implementing these resiliency competencies into performance evaluations, promotion opportunities, and resiliency pre-trauma training exercises. ♦The resistance or lack of 100% commitment of organizational leaders to adapt or incorporate resiliency training measures into pre-trauma training and leadership programs increases the chance that resilience developmental efforts will be ineffective or have detrimental effects on stakeholder’s involvement in the new training. ♦A possible solution to preparing for potential trauma is not in refinement/development of skills that seem to fit resilience pedagogy in the short-term, communication practices that do not model human discourse, or programs that take on a narrow perspective toward resilience, but the solution lies in the development of individual and organizational awareness to resilience and focusing on developing and fostering resilient individuals surrounded by resilience oriented leaders in a resilient community of practice climate. ♦The failure to adapt current pre-trauma training programs to an enculturated and domain-specific resilience pedagogy can only serve to further the divide between modeling human behavior and currently available quality and interventional self-communication tools and procedures.Implications for Management Practice (2 of 2) ♦It is difficult to adopt a new way of behavior or culture without readily available developmental resilience frameworks, especially where complex cognitive and affective responses are involved with leaders that do not understand or support the integration of new and innovative resiliency programs. Leaders can change this environment, the use of ineffective resiliency training measures, or the underuse of resiliency best practices known/evidenced to be effective including experiential learning, reflective exercises, and intentional and interventional self-communication measures and tools. ♦To sustain resilient behaviors, organizations should develop residual and repetitive resiliency sessions as part of a resilient community of practice populated with new and veteran members experienced in the language and practices of trauma and trauma mitigation. Members will always come back to the same cohort, even after working abroad, on assignment, or when deployed as part of a military organization. ♦Given the significant variation in organizational management practices, limited time to practice new opportunities, organizational training and development will benefit from innovative and conceptual theories of resilience practice. Integration of resiliency 3D multimedia, experiential, reflective and iterative pre-trauma training, and quality self- communication interventional exercises (self-to-self & self-to-others) that incorporates the use of resilience metaphors, suggests novel ways to help organizational members appreciate the complexity of changing behaviors, dispositions, and cultural perspectives (meme, habitus, & reference group). Evidence-based resiliency training provides learners with a quality framework to draw upon during the pro

Organizing evaluation of electronic resources

Author: England Lenore A.; Fu, Li
Publication venue: Webinar for the American Library Association (ALA) division, Association for Library Collections and Technical Services (ALCTS) on May 4, 2011
Publication date: 04/05/2011
Field of study

The electronic resources evaluation process is multi-faceted and includes a seemingly endless range of resources and tools involving numerous library staff. If not well managed, the evaluation process can become increasingly fragmented and inefficient. The authors presented a Webinar for the American Library Association (ALA) division, Association for Library Collections and Technical Services (ALCTS) on May 4, 2011. They reviewed the electronic resources evaluation process in detail to help participants understand and appreciate the myriad of details required to prepare for and maintain a valuable evaluation of electronic resources. Participants were then shown a solution: A Springshare LibGuide to organize the evaluation process for electronic resources. As was demonstrated, the site can be implemented quickly and will result in a tool that is flexible and simple to maintain.Organizing the Evaluation of Electronic Resources Lenore England, Digital Resources Librarian Li Fu, Digital Services Librarian [email protected] ALCTS Webinar Wednesday, May 4, 2011 – 2-3 PM, EDT Hosted by ALCTS, the Association for Library Collections & Technical Services 1I. Introductions 2 Li Fu, Digital Services Librarian Lenore England, Digital Resources LibrarianII. Objectives 3 • Complexities of collection development management • Solution – ERM Evaluation Central Site • Implemented Quickly • Diverse Resources, Tools, and Staff • Ensure quality of Electronic Resources • How to organize evaluation processObjectives (cont.) • Other library possibilities! 45 III. UMUC and the LibraryAbout UMUC • University System of Maryland • Worldwide • Non-Traditional Students • 100 Bachelors and Masters Programs • Doctor of Management Programs • 77% of Classes Online 6 Image: ©2011 UMUC. All rights reserved.UMUC Library • Almost Entirely Online • Resources, Services, Instruction • 28 Staff – 19 Librarians, 9 Staff • Mission: – Library and information literacy education – Partnering with UMUC’s schools and faculty – Worldwide library resources and services 7 Image: ©2011 UMUC. All rights reserved.Library Services • 24x7 Reference • Information Literacy Instruction • Online Collections • Document Delivery/ILL • Circulation of USMAI Consortium Materials • E-Reserves in the Online Classroom 8 Image: ©2011 UMUC. All rights reserved.IV. Poll Getting to know you - What type of organization do you represent? • University/Research Library • College/Community College Library • Special Library • Public or K-12 Library • Other 9V. Small Solutions, Big Results 10Electronic Resources Tools ERM Staff 11 What did we do to organize?VI. Electronic Resources Evaluation Process 12The Evaluation Period • What is done? – Well in advance – Review and selection – Continuation, addition, or cancellation • All done for the next fiscal year’s budget 13What can happen? 14 • Multifaceted • Endless range of electronic resources and toolsProcess 15 Evaluation period Spreadsheet Meetings Discussion notesProcess (cont.) 16 Tiered list Main evaluation spreadsheet ERM team: Trials, fact sheets, pricing to Liaisons Blog postingProcess (cont.) 17 Decisions Budget Tools Library staffVII. Solution: Implement LibGuides 18Seeking a Solution • Reviewed possible ERMS – Commercial: EBSCONet ERM Essentials, CONTENTdm, SharePoint, SpringShare LibGuides – Open Source: Access ERM (aka ERMes), CUFTS, ERMS – ERMS Comparison – Solution found 19Solution: Springshare LibGuides • Designed to host subject guides • Familiarity among staff • Embedded web 2.0 features • Portal to resources, tools & staff • Easy to update and maintain • Interoperable with existing RIMS 20Solution Implemented • Tour of the LibGuides site – ERM evaluation central site – Template site URL http://tinyurl.com/5s4ptzl 21ERM Evaluation Central Site The UMUC library evaluation central home page 22ERM Evaluation Central Site (cont.) The UMUC library evaluation central add, upgrade, and drop list page 23ERM Evaluation Central Site (cont.) The UMUC library evaluation central trials and fact sheets page 24ERM Evaluation Central Site (cont.) The UMUC library evaluation central liaison information page 25ERM Evaluation Central Site (cont.) The UMUC library evaluation central final decisions/budget page 26VIII. Poll Do you use LibGuides for any function other than subject guides, if you have LibGuides at your organization at all? • Yes • No • Thinking about it • Not applicable 27IX. Application to other library areas 28Other Application Possibilities • Cataloging • Acquisitions • Collection development • Subject Specialists • Beyond… 29X. Outcomes and future development 30Outcomes • Streamline the process • Heavily used by library staff and liaisons • Positive feedback • Better understanding of ERM 31Future Development • Integrated with ERMS • Content management 32XI. Conclusions 33Conclusions • Quality and relevance of resources • Cost-effective solutions • Ready to implement • Multiple purposes and “out of the box” thinking • Easy to maintain • Evolve over time • Apply to other areas 34Questions or comments? 35Thank you! 36 Lenore England Li Fu [email protected] England, L., & Fu, L. (2011). Electronic resources evaluation central: Using off the shelf software, Web 2.0 tools, and LibGuides to manage an electronic resources evaluation process. Journal of Electronic Resources Librarianship, 23(1), 30-42. doi:10.1080/1941126X.2011.551093 England, L., Fu, L., & Miller, S. (Speakers). (2011, April 1). Checklist manifesto for electronic resources: Getting ready for the fiscal year. ACRL 2011 Virtual Conference. [Webcast]. Philadelphia, PA: ACRL. Retrieved from http://www.learningtimes.net/acrl/2011/day2-session6/ 3

Shift happens II: How critical forces of change are reshaping the US higher education paradigm

Author: Allen Nicholas H.
Publication venue: University of Maryland University College (UMUC)
Publication date: 20/10/2011
Field of study

The higher education paradigm we knew for much of the 20th century will not be the same for the 21st. The forces of change in the US are: 1. Acute national needs 2. Major demographic shifts 3. Continued, rapid change in technology 4. Growing regulatory pressures and public demand for results. The extent to which governments and educational institutions anticipate and plan for this new paradigm may well determine if they: Thrive and grow Struggle and decline.SHIFT HAPPENS II How Critical Forces of Change Are Reshaping The US Higher Education Paradigm 1stAnnual ShareFair on UMUC Faculty Research & Scholarship Webcast 20 October 2011, Largo, Maryland Nicholas H. Allen, DPA Provost Emeritus & Collegiate Professor Graduate School of Management & Technology University of Maryland University College [email protected] World/Challenging World Major shifts are placing increasing strains on governments and education institutions to: Provide greater access Of acceptable and reliable quality At affordable costs The traditional educational pipeline is failing and won’t get us thereForces of Change in the U.S. 1. Acute national needs 2. Major demographic shifts 3. Continued, rapid change in technology 4. Growing regulatory pressures and public demand for resultsA Shift Is Underway The higher education paradigm we knew for much of the 20thcentury will not be the same for the 21st The extent to which governments and educational institutions anticipate and plan for this new paradigm may well determine if they: Thrive and grow Struggle and decline1. National Need In the U.S. demand for tertiary education will come from three major sources: Traditional baseline growth patterns Rising social expectations: tertiary education will be a universal requirement �� National goals in response to global competition *IES National Center for Educational Statistics, Sep 2008Baseline Growth Patterns Baseline enrollment growth at U.S. post-secondary, degree-granting institutions will continue over 2006-2017: Projected: +13% (20.1M students) Average annual growth: 1.18% Down from 1.64% over 1992-2006 But still healthy based on historical patterns of attendance *IES National Center for Educational Statistics, Sep 2008Rising Expectations Cross cultural belief: education offers hope for a better job, life, and role in society Education is becoming accepted as a human right Lifelong learning is becoming a necessity Universal participation in post-secondary degree will be a 21stcentury requirement National Attainment Goals 60-75% of fastest growing jobs in US require education at associate level or higher* Fewer than 40% of U.S. working age adults (25-65) have a tertiary degree (2006) *US BLS, Occupational Outlook Handbook, 2008-2009National Attainment Goals �� Nine OECD nations have set attainment goals of 55% by 2025* The President and national foundations have called for the U.S. to meet or exceed this goal *OECD, Education at a Glance, September 2008National Attainment Goals To match 55% attainment U.S. degree production must increase by 40% (16M graduates) over the period 2005-2025.* *NCHE, Adding it up: State Challenges for Increasing College Access and Success, November 2007.Impact Unprecedented need to expand capacity and raise attainment rates of a tertiary degree Opportunities will abound for both for-profit and not-for-profit providers to fulfill this need Cutbacks in public funding will limit expansion in traditional public institutions The need cannot be fulfilled through the traditional bricks and mortar pipeline 2. Major Demographic Shifts �� The rise of the “Non-traditional student The emerging Hispanic & immigrant population The arrival of “The Third Agers” (55-79) and “Encore Careers”Shift to Non-traditional Students In the U.S. traditional students get the attention: 18-22 years old Full-time Residing on campus But, of 17 million students enrolled in post-secondary education in 2006: Only 16% fit the definition for traditional students* *Stokes, Peter J.; Hidden in Plain Sight, Eduventures Issue Paper to The Commission on the Future of Higher Education, 2006.Shift to Non-traditional Real change has already taken place: 58% aged 22 + 40% 25 or older 40% studying part-time 40% at 2 year schools* Future growth will continue to be driven by non-traditional student patterns *Stokes, Peter J.; Hidden in Plain Sight, Eduventures Issue Paper to The Commission on the Future of Higher Education, 2006.Hispanic & Immigrant Growth Projected U.S. population growth between 2005 and 2050:* 296 to 438 million Foreign born residents will double to 1in 5 Whites drop to 47% Blacks remain at 13% Asians grow to nearly 10% Hispanics will represent nearly a third *Pew Research Center, 2008Hispanic & Immigrant Growth By 2022 half public high school graduates will be minorities with Hispanics making up a fourth:* Many will aspire to be first time degree earners Many will come underprepared from substandard schools *Western Interstate Commission for Higher EducationImpact Projected Enrollment Increases in Degree-Granting Postsecondary Institutions 2006-2017 Whites5% Blacks26% Asian26% Hispanic39% *IES National Center for Educational Statistics, Sep 2008The Third Age: Tsunami Over 80 million “Boomers” born between 1945-1965 reach retirement in next 20. First to reach partial retirement (62): 2008 First to reach full Social Security ret.: 2012 Last Boomers to reach age 85: 2051 By 2030, over 20% of the U.S. will be 65 or older (70 million).* *ACE, Older Adults & Higher Education, 2007The Third Age Will Continue to Work In 2004, 54.2 million adults in the U.S. were between 55-79. By 2014, 41% of those ≥ 55 will still be in the work force.* 66% of those now 50-59 plan to keep working 70% of those 50-70 plan to work at least part time** *Met Life Foundation & Civic Ventures survey,2005; **Merrill Lynch SurveyWhy They Will Not Retire? Fear of outliving incomes Unable or don’t want to continue current careers, but want or need to work New career interests; desire to contribute to something of value; new directions Self fulfillment. What will be their education needs?Changing Demographics: Impact Future tertiary student populations will be highly diverse in terms of: Age Ethnic/cultural background First language orientation Previous educational experience Degree of preparation Economic status Technology fluency Educational needChanging Demographics: Impact Additional pressures will be placed on HE to respond with programs and services that help these students succeed No one-size approach in programs, delivery format, support services, or pedagogy will fit all This need cannot be fulfilled through the traditional bricks and mortar pipeline Traditional Pipeline Front loaded Age specific (18-20’s) Selective Largely homogenous Relatively small number of inputs Leaks of little consequence Oriented to full-time, residential students Reputation based on inputs/processesTraditional Pipeline High School (Gymnasium) College 2YR/4YR Post Grad Age 18 30New Pipeline Inputs at every level Lifelong (18-80) Open and selective Highly diverse Leaks of great consequence Oriented to transference, part-time, non-residential, working adults Results must be outcomes basedNew Pipeline High School (Gymnasium) College/University 2YR/4-6YR Post Grad Age 18 80 Post Grad College/University 2YR/4-6YR3. Technology Shift: Pervasive growth of online education, especially in the non-traditional market Interoperability revolution Breakthrough innovations in Web 2.0/3.0 applications, educational technologies, and hardware--especially mobile devices.The Online Delivery Revolution From 2002 to 2008 online enrollments grew at a annual compound rate of 19.0 % (versus 1.5% for all HE) By fall 2008, 25.3% (4.6 million) of all HE students took at least one online course* Growing acceptance of online education as good or better than f2f education** By 2020, half of all learning may be online*** *Allen & Seaman, Learning on demand (2009); **USDoE, Eval of evidence-based practice in online education (2009); ***Draves & Coates, Nine Shift(2004)Interoperability Revolution Increasing importance and use of standards so different technology systems, sites, and widgets can interact Quiet but pervasive change in way that different technologies now fit together invisibly at the user level Unparalleled access to micro and meta content and immediate functionality Breakthroughs in Key Applications E-reader technology (e-paper / e-plastic) iPhone Web-in-the-hand connectivity Exponential growth in computing power of today’s typical mobile device The rise of cloud computing Impact: M-learning explosion:The Result: Technology 1 Technology 2 Technology 3 Technology 4 Disruptive TechnologyTechnology Shift Impact �� An Opportunity to break Higher Education’s COST/AFFORDABILITY Education’s Iron TriangleHow Do We Break the Iron Triangle? Technology and innovation must be combined with Systems Thinking Only then can we achieve true gains in institutional efficiency and Break the Iron Triangle4. Regulatory Pressures Higher education: an industry focused too much on inputs and process, and too little on results Rising costs, public pressure, and increasing political concerns over “value for the money” will continue to push institutions toward a focus on results especially mastery of basic skills. Increasing costs (US) Note: % growth in current dollars Source: CNNMoney.com Aug 22, 2008 from Bureau of Labor StatisticsRegulatory Impact Issues of cost and accountability will continue to demand attention Higher education will need to take charge of these issues or other interests will.Some Predictions Higher education is headed toward a crisis of disruptive change similar to what has taken place in other industries �� Elite institutions will be less threatened Public and private NFP institutions will have to innovate to survive For-profit providers will continue to thrive but will also have to innovate Predictions 1. Educational institutions must leverage technology wisely to build scalable programs that: Dramatically expand capacity Increase access Reduce per student costs Technology permits entry from all ages, geographic locations, levels of intensityPredictions 2. New programs must be designed that are customized to particular market segments and provide new inputs to the national HE pipeline: Capitalize on prior learning experiences Address language and technology fluency Link to directly with employer needsPredictions 3. “Intentional” persistence programs must be designed around academic programs and services to address the needs of high risk students: Front door systems that focus on individual students early in their academic experience Early warning systems that intervene before too late Clear paths through the curriculumPredictions 4. Technology driven, scalable support systems will become critically important: Wrapped around academic programs Mass customized to: Make students part of the learning community Address individual student needs Enable students to succeedThe Importance of ServicesPredictions 5. Where scale is not internally feasible, HE institutions will have to outsource some functions to enterprises that can provide them at higher quality and lower cost: Specialized courses/modules Retention programs Remediation Transfer credit evaluation/prior learningPredictions 6. Traditional faculty roles will change: More student centric �� Toward mastery of educational technologies From roles of transferring content to transferring wisdom Less personal control over curriculum Less tenure centric Predictions 7. Realistic and systemic approaches to learning outcomes assessment will become critical to: Assure students achieve or exceed baseline knowledge and skills in core areas necessary for employment and responsible citizenship in the 21stcentury. Assess effectiveness of new delivery formats, pedagogies, and providers Predictions 8. Institutions will need data-driven research to assess the impact of new educational technologies, social networking tools, OER, & delivery formats on: Costs Efficiency of learning Student learning outcomes Faculty productivity Institutional effectivenessWill it happen? A Shift Is Underway The higher education paradigm we knew for much of the 20thcentury will not be the same for the 21st The extent to which governments and educational institutions anticipate and plan for this new paradigm may well determine who: Thrives and grows Struggles and declinesWe Must Think Differently A new pipeline is emerging and is already a reality Our only hope to meet national competitive and social needs for education is to: Visualize this new pipeline in our planning Leverage technology wisely and systemically at critical inflection points to open access and plug leaks SHIFT HAPPENS II Question

Keynote - cutting a path for research funding opportunities in cyberlearning: Thinking differently

Author: Tettegah Sharon
Publication venue
Publication date: 20/10/2011
Field of study

This is a video of the keynote speaker at the 1st Annual UMUC ShareFair on Research and Scholarship. Free registration is required to view this webcast

Conducting immersive group projects for core graduate level IT courses

Author: Bojanova Irena
Publication venue: University of Maryland University College (UMUC)
Publication date: 08/12/2011
Field of study

Abstract: Academia has to emphasize on developing virtual teamwork and leadership skills, as they are increasingly essential in the new era of globalization and information technology. An innovative approach for conducting immersive group projects has been developed and implemented for increasing students' engagement, satisfaction, and team-building, presentation, and collaboration skills development. The instructor and the teams utilize virtual worlds and cloud computing technologies as enhancements to the standard online class-environment. Second Life, as representative of virtual worlds, is used for avatar-based real-time kick-off and regular meetings, team-building simulation games and scavenger hunts, research on related to course-objectives virtual demonstrations and simulations, and final project presentations. BatchGeo and Google Docs, as representatives of Cloud Computing, are used for collaboration on teams' formation, meetings scheduling, and preparation of current project deliverables and final project presentations.Conducting Immersive Group Projects for Core Graduate Level IT Courses Irena Bojanova, Ph.D. Graduate School of Management and Technology University of Maryland University CollegeMain Finding A study on student experiences from immersive and traditional online group projects revealed that: There is need of a reliable and valid measure of student engagement in group projects.Agenda 1. Introduction and Background. 2. Study 1: Student experiences from immersive and traditional group projects. 3. Study 2: Conducted research and available measures of student engagement. 4. Further work.Introduction and Background • Graduate programs have to emphasize on group projects. • ITEC620 offers immersive and traditional group projects.Immersive Group Project • Virtual team-building and research activities. • Avatar-based meetings and presentations, virtual tours, simulation games, and scavenger hunts. • Focus on enhancing course objectives.Research Objectives • Examine student experiences in immersive vs. traditional group projects and identify a distinguishable construct. • Review conducted research on the identified construct and the available measurement instruments. • Develop a preliminary scale for a reliable and valid measure of the identified construct.Study 1 Examination of student experiences in immersive vs. traditional group projects. Purpose: • Analyze student experiences from immersive and traditional online group project. • Identify a distinguishable construct worth to be studied further via a reliable, valid, multi-dimensional measure. Data • Invited all students from 7 ITEC 620 sections. • Collected from 107 students (33–immersive, 74 –traditional): more experts in immersive (33% / 3%), also more newbies (6% / 3%) more not working in immersive (12% / 3 %) almost same percentages of female vs. male (30% / 27%) more of age over 35 in immersive (60% / 47%).Method • Develop a multiple-item instrument with Likert-type scaling. • Administer questionnaire during last week of semesters. • Measure instrument reliability and internal consistency with: Cronbach's αcoefficient of reliability Pearson correlation coefficient, r. Cronbach’s α Definition: Cronbach's αis a scale reliability coefficient [0.0, +1.0] –used for testing surveys’ internal consistency: , where: K –number of testlets –variance of i‐thtestlet –variance of total test scores. Cronbach’s αfor the Study 1 surveyare all > .721: Project Type Cronbach'sα Mean for Test Standard Deviation for Test Immersive .906 4.036 .647 Traditional .925 3.831 .723 Cronbach's α Internal Consistency α ≥ .9 Excellent .9 > α ≥ .8 Good .8 > α ≥ .7 Acceptable .7 > α ≥ .6 Questionable .6 > α ≥ .5 Poor .5 > α UnacceptablePearson Coefficient Definition: Pearson product-moment correlation coefficient, r, [-1.0, +1.0] reflects the extent of a linear relationship between two variables Xand Y: Pearson’s coefficients for the Study 1 survey are all > 0: Pearson coefficients: Immersive / Traditional Project Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q1: Communication/ presentation skills 1 .713 .876 .695 .618 .474 .487 .508 .607 .677 Q2: Technical skills .755 1 .692 .601 .583 .518 .490 .399 .595 .613 Q3: Team‐building skills .764 .722 1 .752 .608 .428 .463 .470 .632 .658 Q4: Leadership skills .649 .540 .746 1 .524 .278 .429 .386 .496 .460 Q5: Understand better course material .459 .635 .497 .490 1 .600 .526 .410 .379 .483 Q6: Academically challenging .459 .696 .513 .438 .633 1 .710 .560 .451 .483 Q7: Develop critical thinking and problem solving .453 .646 .525 .464 .655 .705 1 .765 .463 .449 Q8: Provoke curiosity and sense of discovery .256 .334 .342 .434 .321 .335 .519 1 .617 .543 Q9: Engaging and fun experience .396 .225 .377 .579 .467 .220 .439 .720 1 .700 Q10: Would like similar in other classes .368 .271 .383 .597 .491 .272 .359 .611 .770 1Results • Immersive projects: engaging and fun, help develop communication/ presentation andtechnical skills, want to have in other classes. • Traditional projects: academically challenging, help understand material and develop critical thinking, problem solving and leadership skills. • Both types of projects: help develop team-building skills. Immersive vs. Traditional Project Definitely Not No Maybe Yes Definitely Yes All Yes 3 /3% 9 /7% 15 /22% 52 /43% 21 /26% 73 /69% 3 /4% 3 /12% 15 /19% 55 /42% 24 /23% 79 /65% 3 /3% 12 /7% 6 /11% 42 /46% 37 /34% 79 /80% 3 /3% 9 /8% 30 /22% 33 /50% 25 /18% 58 /68% 3 /3% 6 /3% 27 /16% 46 /52% 18 /26% 64 /78% 0 /1% 12 /5% 18 /16% 49 /54% 21 /23% 70 /77% 0 /1% 9 /3% 12 /11% 46 /57% 34 /28% 79 /85% 0 /1% 0 /1% 3 /19% 30 /51% 67 /27% 97 /78% 0 /1% 0 /8% 0 /32% 39 /39% 61 /19% 100 /58% 0 /4% 3 /16% 15 /30% 36 /31% 46 /19% 82 /50% Survey Questions Communication/ presentation skills Technical skills Team‐building skills Leadership skills Understand better course material Academically challenging Develop critical thinking and problem solving Provoke curiosity and sense of discovery Engaging and fun experience Would like similar in other classesCorrelations Students want immersive projects because of the engaging and fun experience–correlated to provoking curiosity and sense of discovery. Project Type Strong Correlations (r > .7) Immersive only “Technical skills” and “Team‐building skills” “Engaging and fun experience” and “Provoke curiosity and sense of discovery” Traditional only None Both “Academically challenging” and “Develop critical thinking and problem solving” “Communication/presentation skills” and “Technical skills” “Communication/presentation skills” and “Team‐building skills” “Leadership skills” and “Team‐building skills” “Would like similar in other classes” and “Engaging and fun experience”Additional Correlations Additional correlations reveal some intriguing facts: Project Type Intriguing Findings Immersive "Time spent on research" does not correlate to “Academically challenging” (.0.024), but negatively correlates to “Team‐building skills” (‐.371), “Leadership skills” (‐.316) and “Engaging and fun experience“ (‐0.306). "Time spent on presentations" correlates negatively to student technical level. "Time spent on all research, collaboration, and presentations" correlates negatively to " Develop critical thinking and problem solving” (‐0.436) and “Engaging and fun experience” (‐0.312). Traditional "Time spent on research, collaboration, and presentations" correlates to “Would like similar in other classes” (0.302). 44% of students, who worked on traditional projects, had the technology to work on immersive projects; 34% of them did not check if they have the technologyMain Findings 1. Students’ engagement in group projects is a distinguishable construct worth to be studied further. 2. There is a need of a reliable and valid measure of student engagement in group projects. All Yes 73 /69% 79 /65% 79 /80% 58 /68% 64 /78% 70 /77% 79 /85% 97 /78% 100 /58% 82 /50% Immersive vs. Traditional Project Survey Questions Communication/ presentation skills Technical skills Team‐building skills Leadership skills Understand better course material Academically challenging Develop critical thinking and problem solving Provoke curiosity and sense of discovery Engaging and fun experience Would like similar in other classesStudy 2 Examination of conducted student engagement research and available measures. First stage: Student Group Project Engagement Questionnaire (SGPEQ) scale Second stage (further work): SGPEQ explanatory factor analysis and reliability estimates. Purpose of first stage: • Reviewconductedresearch and available measurement instruments of student engagement. • Start development of a reliable, valid, multidimensional measure of student engagement in group projects.Data and Method Data: • Invited: Same group of students as for Study 1 and All 19 active ITEC620 faculty members. • Collected data from 40 students and 12 faculty members. Method: • Review publications on student engagement research for definitions, approaches, and valid measurement instruments. • Administer instrument asking students and faculty to describe what engaged in group projects students do, feel, and think. • Apply inductive approach to capture the many potential dimensions of student engagement in group projects. • Refine developed measure via experts panel discussions.Definition of Student Engagement • Student engagement is defined as “the extent of a student’s behavioral intensity, emotional quality, and personal investment in a learning activity.” O'Donnell, A., Reeve, J., and Smith, J. (2009). Educational Psychology: Reflection for Action, Chapter 11. Wiley. • Engaged students “show sustained behavioral involvement in learning activities accompanied by a positive emotional tone. They select tasks at the border of their competencies, initiate action when given the opportunity, and exert intense effort and concentration in the implementation of learning tasks; they show generally positive emotions during ongoing action, including enthusiasm, optimism, curiosity, and interest.” Skinner, E.A., and Belmont, M.J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4). p. 572.Measuring Student Engagement • Research on student engagement date to the mid-1980s • Student engagement has been assessed at: Institutional and program level (e.g. HERI, NSSE, CCSSE) Course level and specifically in online courses. • However, no reliable and valid measure of student engagement in group projects was identified. Developing a New Measure • Administered a questionnaire, asking students and faculty to describe what engaged in group projects students do, feel, and think. Students Survey Questions What do you do when you are truly engaged in a group project work? What do you feel when you are truly engaged in a group project work? What do you think when you are truly engaged in a group project work? Faculty Survey Questions What do truly engaged (in a group project work) students do? What do truly engaged (in a group project work) students feel? What do truly engaged (in a group project work) students think?Results • Applied inductive approach to capture the many potential dimensions of student engagement in group projects.Preliminary SGPEQ Scale Preliminary scale was further refined by a focus group: To what extent do the following behaviors, thought, and feelings described you in this group project? Please rate each of them on the following scale: 1 = Very little; 2 = Some; 3 = Quite a bit’; 4 = Very much SGPEQ Questions Effort Worked on the project on a regular basis Put forth effort Preferred to work on my own Took detailed notes during discussion meetings Wished my teammates were working harder than me Completed all assigned tasks on time Rehearsed for project presentation Relevance Was motivated and enthusiastic Found project activities relevant to my life Thought about project activities between meetings Found ways to make project interesting to me Was inspired to learn and contribute Felt presence of team members during meetings/ presentations (as if in person) Found project academically challenging Would like to have similar projects in other classes Participation/ Collaboration Fulfilled the assigned role Contributed to discussions with ideas and opinions Got to know teammates' strengths Had fun during team activities Incorporated teammates ideas and opinions Helped/ tutored teammates during project activities Preferred team‐work than working on my own Experienced sense of discovery and accomplishment Trusted teammates will do well on their project parts Found ways to involve non‐participating team members Stepped in when a teammate was not performing (+ N/A option if eve Performance Was organized and prepared Communicated clearly and effectively Attended all group meetings Applied critical thinking and problem solving Did good work on my part Was creative and productive Developed leadership skills Presented the final research product clearly and effectively Was confident that we can learn and do well on the project Further work Second stage : Explanatory factor analysis and reliability estimates Data: 180 students form 11 ITEC 620 sections will be invited. Method: A study on SGPEQ initial data reliability and validity: • Initial item reduction: exploratory factor analysis and reliability estimates. • Further verification of measure’s validityvia students’ self-reported engagement, endorsement of self-theories, and goal orientation. Additional Validity Questions Global Engagement How engaged were you in this group project? (1=not at all, 6=extremely) How engaged were you in this group project compared to other group projects you worked on during the same semester?(1=less engaged, 6=more engaged) Incremental theory I have a certain amount of intelligence and I cannot do much to change it. (1=do not agree, 6=strongly agree) Motivational goals (learning vs. performance) If I hadto choose between getting a good grade and being challenged by the group project activities, I would choose: ___ ’good grade’ ___ being challenged. General How much time did you spend on: Discussions; Research; Group project overall What is your general opinion about group projects?References [1] Bojanova, I. (2010). Immersive Group Projects for Graduate IT Courses. Sloan‐C. 17 Sloan‐C International Conference on Online Learning. [2]Bojanova, I. (2011). Team‐Building with Virtual Simulations and Scavenger Hunts. 9thInternational Conference on Education and Information Systems, Technologies, and Applications (IESTA). [3] Carini, R., Kuh, G., Klein, S. (2006). Student Engagement and Student Learning: Testing the Linkages, Research in Higher Education, 47 (1). [4] Clark, L. & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment,7, 309‐319. [5] Community College Survey of Student Engagement. University of Texas at Austin. [6] Cooperative Institutional Research Program (CIRP) Surveys. Higher Education Research Institute (HERI). [7] DeVellis, R. (2003). Scale development: Theory and applications. Thousand Oaks, CA: Sage Publications. [8] Dweck, C. (1999). Self‐Theories: Their role in motivation, personality, and development. Philadelphia: The Psychology Press. [9] Handelsman, M., Briggs, W., Sullivan, N., Towler, A. (2005). A Measure of College Student Engagement. Journal of Educational Research, 98 (3). [10] Hinkin, T. (1998). A brief tutorial on the development of measures for use in survey questionnaires. Organizational Research Methods, 1. [11] Holbeche, L. (2005).The High Performance Organization. Elsevier. [12] Likert, R. (1931). A technique for measurement of attitudes. Archives of Psycology. New York: Columbia University Press. [13] Litwin, M. S. (2003). How to assess and interpret survey psychometrics, 2nd edition. Thousand Oaks, CA: Sage Publications. [14] McMillan, J., Schumacher, S. (2001). Research in education: A conceptual introduction. New York: Longman. [15] Molinari, J., Huonker, J. (2010). Diagnosing student engagement in the business school classroom. Journal of the Academy of Business Education. [16] National Survey of Student Engagement (NSSE). Center for Postsecondary Research, Indiana University in Bloomington. [17] O'Donnell, A., Reeve, J., and Smith, J. (2009) Educational Psychology: Reflection for Action, Chapter 11. Wiley. [18] Pike, G., Kuh, G. (2005) A Typology of Student Engagement for American Colleges and Universities, Research in Higher Education, 46, 2. [19] Robinson C., Hullinger, H. (2008). New Benchmarks in Higher Education: Student Engagement in Online Learning. Journal of Education for Business. [20] Skinner, E.A., and Belmont, M.J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4). p. 572.Questions and Answer

Mentoring of biotechnology graduate students through virtual media: An ongoing study of challenges and impact

Author: Kahn Rana
Publication venue: University of Maryland University College (UMUC)
Publication date: 2011
Field of study

The Professional Science Master’s (PSM) Biotechnology program at the University of Maryland University College (UMUC) developed a novel online mentoring program that pairs students with mentors from the biotechnology industry. The mentoring program has been implemented for 3 semesters and has grown from 19 mentor-mentee pairs in fall 2009 to 41 pairs in fall 2010. The student retention in the program has grown from 79% between the first and second semester, to 87% between fall 2010 and spring 2011. To improve sustainability, each semester more UMUC alumni join the program as mentors (currently 15% of all mentors). The end-of semester questionnaires of fall 2010 indicate general participant satisfaction, point to specific gains in student ability to identify and pursue their career goals, and provide suggestions for further improvement. Non-parametric tests indicate that (a) the program ratings provided by mentees are significantly more favorable than the ones provided by mentors and (b) the program ratings provided by Caucasian students are more favorable than the ones provided by non-Caucasian students. No other significant difference between subgroups was identified. The mentees’ academic performance was compared to a group of their peers that “matched” on certain criteria. The mentees’ GPA and number of courses completed were significantly higher than the ones of the comparison group, indicating a possible effect of their participation in the mentoring program. As the program progresses, possible effects on students’ satisfaction and academic achievement will be reevaluated. The effectiveness of the mentoring program on improving the participants’ career prospects after graduation will also be examined.Mentoring of Biotechnology Graduate Students through Virtual Media: an Ongoing Study of Challenges and Impact Rana Khan Director, Biotechnology Program University of Maryland University College Arhonda Gogos External Evaluator Corresponding author: Rana Khan [email protected] Keywords: mentoring, biotechnology, distance education; industry. 1 Abstract The Professional Science Master’s (PSM) Biotechnology program at the University of Maryland University College (UMUC) developed a novel online mentoring program that pairs students with mentors from the biotechnology industry. The mentoring program has been implemented for 3 semesters and has grown from 19 mentor-mentee pairs in fall 2009 to 41 pairs in fall 2010. The student retention in the program has grown from 79% between the first and second semester, to 87% between fall 2010 and spring 2011. To improve sustainability, each semester more UMUC alumni join the program as mentors (currently 15% of all mentors). The end-of semester questionnaires of fall 2010 indicate general participant satisfaction, point to specific gains in student ability to identify and pursue their career goals, and provide suggestions for further improvement. Non-parametric tests indicate that (a) the program ratings provided by mentees are significantly more favorable than the ones provided by mentors and (b) the program ratings provided by Caucasian students are more favorable than the ones provided by non-Caucasian students. No other significant difference between subgroups was identified. The mentees’ academic performance was compared to a group of their peers that “matched” on certain criteria. The mentees’ GPA and number of courses completed were significantly higher than the ones of the comparison group, indicating a possible effect of their participation in the mentoring program. As the program progresses, possible effects on students’ satisfaction and academic achievement will be reevaluated. The effectiveness of the mentoring program on improving the participants’ career prospects after graduation will also be examined. Introduction University of Maryland University College (UMUC), one of 11 degree granting institutions in the University System of Maryland, has five Professional Science Master’s (PSM) programs (http://www.umuc.edu/programs/psm.shtml). These programs emphasize the integration of a professional skills component, developed in collaboration with the industry, into the curriculum. In the UMUC PSM Biotechnology program, which consists of three specializations; biotechnology management, bioinformatics and biodefense, this component has been offered to the students in the form of a capstone project: a semester long "virtual internship," where students work in teams to complete a project sponsored by a company (Conroy & Khan, 2009). Although the internships promote a strong and close relationship between academic institutions and the industry, they usually occur during the last semester of the students’ studies. One strategy that could facilitate more regular interactions between industry professionals and biotechnology graduate students throughout their studies would be the development of a structured mentoring program. Mentoring programs have been in existence for decades and are typically offered to undergraduate students in traditional formats. Empirical studies indicate that they enhance student learning and have a positive impact on the personal and professional development of students (Levinson, 1978). Additionally, a growing body of research in higher education suggests an empirical link between student mentoring and student retention (Abel & Wallace, 1997; Campbell & Campbell, 1997). A research study where students were randomly assigned to either an experimental group which received mentoring, or a control group which did not, showed that mentored students evinced higher retention rates than non-mentored students with similar pre-enrollment characteristics (Miller et al., 1988). A more recent study at Stanford University (Bettinger et al., 2011) indicates that “coaching” of undergraduate students leads to 2 13% higher completion rate and 10-15% higher retention rate. Effectiveness of mentoring has also been studied through meta-analysis of literature. In one study focused on corporate mentoring programs, the effect size of mentoring on career outcomes was found to be significant (Underhill, 2006). Yet another study, comparing mentored and non-mentored students across disciplines, found that although there is some association between mentoring and a wide-range of attitudinal changes including careers, the effect size was small (Eby et al., 2008). Examples of current online mentoring programs for college students include (1) Mentornet, a non-profit organization that pairs students from participating colleges with science and engineering professionals (www.mentornet.net); and (2) Lifeworks E-mentoring, which is run by the National Institutes of Health, Office of Science Education, and pairs high school or college students with professionals in the biomedical or healthcare industry (science-education.nih.gov/LifeWorks/Ementoring). Mentoring is also part of the daily interactions in academia and in medicine, between university faculty or physicians as mentors, and graduate or medical students or postdoctoral fellows as mentees (Clifford et al., 2010; Holmes et al. 2010). Programs for training clinicians and translational research faculty to be better mentors have been implemented (Feldman et al. 2009), and instruments that assess roles and evaluate perceptions within mentoring relationships have been validated and used in clinical and translational science environments (Dilmore et al. 2010). A. Mentoring Model at UMUC The Biotechnology program at UMUC has developed a web-based professional mentoring program with the overarching goal to bring the industry and academia closer together to enhance the learning experience and marketability of our diverse student population. In this model, students within the first 18 credits of the master's program are eligible to apply for the mentoring program. The ones selected are paired with a mentor, a volunteer biotechnology professional from the industry, government or academia. The students seek advice from the mentors as they progress with their degree. Each pair is assisted by a mentor assistant (MA), an alumnus of the biotechnology program. The following key features set our model apart from other mentoring programs: It is offered at graduate level and is embedded in the degree program. It utilizes Web-based technologies that enable easy access and participation, provide flexibility and easier management of resources. It employs Mentoring Assistants, graduates of the degree program, to facilitate the interaction of the mentors with the mentees. It is potentially sustainable through the participation of program graduates as mentors. Specific objectives addressed through the mentoring program include: Assisting students in exploring and developing realistic career goals. Preparing students with an awareness of workforce needs and a skill set for successful careers. Improving the university’s interaction with the biotechnology industry. Providing an opportunity for the industry to have a direct say in shaping future employees. Developing online components for the mentoring interaction and data collection. Disseminating the model to other programs and institutions. 3 B. Mentoring Program Development The design and development of the mentoring model and platform took about a year. The process started by assembling an Advisory Board who advised on the requirements for a mentoring platform to be used for interaction between the mentors, mentees and mentor assistants. After an exhaustive research an open-source learning management system called Claroline was identified as the best fit for our needs. The platform (http://psmmentoring.umuc.edu ) was customized to have two areas. The public section provides information on the mentoring program, the major stakeholders and the roles, responsibilities and benefits to each of them. Also available in this part are the application forms for both mentors and mentees, the complete grant proposal, links to the UMUC website and its PSM programs, as well as bios of the Advisory Board members and mentor affiliations. The private area, which requires login, is set up as classrooms for each mentor-student pair, so that they are able to interact and share documents, chat, send emails or have audio/video conferencing with each other. Documents including marketing materials for advertising the program and recruiting mentors, end-of-semester assessment forms for the participants and the professional action plan (PAP) forms for the students were also created. C. Mentoring Process The mentoring process starts with students being asked to apply for the program. The applications are screened by the MAs and the project director according to certain selection criteria, such as writing skill, clear articulation of reasons why they are pursuing their degree of interest, and justification for what makes them a good candidate for the mentoring program. Grades and academic performance are not part of the selection criteria. The students who make it through the application screen go through an interview with the MAs, as a final selection step. Based on the area or specialization of interest, students are paired with mentors. Each mentor-mentee pair is assigned an MA who assists them in developing a healthy, professional relationship. The MAs organize orientation sessions for the mentors and the mentees to discuss the expectations and requirements of the program. In preparation for the first meeting, the mentee completes a professional action plan that outlines his/her short and long term goals along with the action items for achieving each goal. The mentor provides comments and suggestion on this action plan, and the two agree to follow up during the semester. Illustrated in Figure 1 is our sustainability model for the mentoring program. At the beginning of the program mentors will primarily come from the industry and other organizations, and some from the alumni of the biotechnology program. Students who go through the mentoring program will graduate and hopefully become a mentor or mentor assistant. With time the mentor pool will include several graduates of the program. D. Program Growth The mentoring program was launched in the fall 2009 semester with 19 pairs of mentors-mentees, and expanded to 31 and 41 pairs in the spring and fall of 2010 respectively. Figure 2 4 shows the number of students and mentors who completed each semester. Currently 46 pairs are actively participating during the spring 2011 semester. Notably, some of the students and mentors left the program in their second or third semester. Most common reason provided was time limitations due to personal or professional responsibilities. At the time of the manuscript 33 of the 41 students continued to the spring 2011 semester: 3 graduated and 5 left the program. Methods In order to assess the participants’ satisfaction with the program, and account for what they are gaining through their participation, we developed end-of semester questionnaires for mentors and mentees. These forms include questions on (a) number of contacts with their mentor/mentee; (b) information on the content and outcome of their discussions; (c) satisfaction with their relationship with their mentor/mentee, MA, and the program as a whole; (d) suggestions for improvement of the specific relationships and the program as a whole; and (e) suggestions for curriculum changes for better alignment with the industry needs. As part of these questionnaires, the participants were also asked to indicate their level of agreement with certain statements on a six level sliding scale: strongly disagree; disagree; slightly disagree; slightly agree; agree; strongly agree (Berk et al., 2005). Feedback from the participants is regularly reviewed and suggestions for improvement are considered for implementation before the start of the next round of new applicants. Institutional data on student grades and demographic information are also collected to look for any effects on academic performance and possible trends within subgroups. The non-parametric tests used in this study (Kruskal-Whallis, Mann-Whitney, and Wilcoxon signed ranks tests) were performed on the VassarStats website of Dr. Richard Lowry, Vassar College (http://faculty.vassar.edu/lowry/VassarStats.html). Descriptive statistics and Spearman rank correlation calculations were performed in Open Office. Due to the small size of the mentoring program and the use of non-parametric tests, we consider all values of p<0.01 to be significant. The effect size r for the Mann Whitney and the Wilcoxon signed ranks tests are calculated as z/√N, where Z is the z-score and N is the total number of observations, in this case the total number of participants and non participants in each comparison (Rosenthal, 1991). Results A. Fall 2010 end-of-semester questionnaires 41 pairs of mentors and mentees completed the fall 2010 semester. Figure 3 and Table 1 lists some of the participants’ characteristics, in terms of specialization, background and demographics. 29 of 41 students and 22 of 41 mentors responded to the assessment questionnaires at the end of the fall 2010 semester. Table 2 shows a sample of their responses. For similar statements between mentors and students (e.g. broadening the student’s view of biotechnology, or taking advantage of networking opportunities), the students’ most common responses were more favorable than the mentors’ most common responses. The one student who strongly disagreed 5 with all statements did not meet with his mentor this semester. In general, the mentees had contact with the mentors zero to more than 10 times (Mdn=6): zero to five times by phone (Mdn=2) and zero to 10 or more times by email (Mdn=4). The students appreciate the networking opportunities and interaction with people in the field (6 students); getting advice and guidance (5 students) in a one-to-one setting (3 students); focusing in on their goals (2 students) and getting a realistic view of possible job opportunities; learning new things about their field of interest (3 students) and how their studies will translate into the workplace. They like getting feedback on their resumes and their school projects or answers to questions on lecture notes. They are satisfied with the program’s variability and flexibility, but also its structure and the available support (6 students), as well as the matching of students with mentors (4 students). One student appreciates the fact that his mentor is an alumnus of the UMUC Biotech Graduate program and considers her a great resource. The participants were also asked to rate the program on a 5 level scale (Poor to Excellent). The program ratings have been consistent through the three semesters of the program implementation (Table 3). Figure 4 shows the rating of the program by the fall 2010 participants who responded to our questionnaire. Most of the mentors rated the program as “good” and most of the mentees as “very good.” This difference is statistically significant, according to a Mann-Whitney test: U=467, p=.005, r=.39. The effect size r suggests a medium to large difference between the two groups (it is between Cohen’s criteria of .3 and .5 for a medium and large effect respectively) (Cohen 1988, 1992; Field 2009). We looked for possible differences between student subgroups and their rating of the mentoring program: Spearman rank correlation tests, showed no significant correlation between (a) the number of courses completed before or after joining the mentoring program and the students’ program rating, or (b) the students’ GPA before or after joining and their program rating. Kruskal-Wallis tests found no significant difference in program rating between (a) students of the three different specializations, or (b) the students who have been in the program for one, two, or three semesters. According to Mann-Whitney tests, there is no significant difference in the program ratings of (a) male vs. female students, (b) employed vs. non-employed students, or (c) students with vs. without a life sciences background. In contrast, a Mann-Whitney test indicated that there is a significant difference between the program ratings provided by Caucasian [Mdn=4 (very good)] vs. non-Caucasian [Mdn=3 (good)] students: U=34, p=.026, r=.39. The effect size suggests a medium to large difference between the two subgroups. At this time, it is unclear why the Caucasian students who responded to the questionnaire (n=17) would be more satisfied by the program than the non-Caucasian students (n=8). B. Fall 2010 academic performance Comparing participants to non-participants: In order to determine whether participation in the mentoring program has an effect on students’ academic performance, we selected a comparison group from their peers in the degree program that matches the participants in certain 6 characteristics. Each mentee was “matched” to a non-participating student based on: (1) specialization, (2) semester when they joined the degree program, and (3) number of courses and grades up to the semester before the mentee joined the mentoring program. Based on these criteria, the best match is included in the comparison group. Specialization was a perfect match for all mentees, but that was not always true for the other two variables. For example, a student who begun her studies in summer 2008 was matched to a student who begun her studies in fall 2009. Also note that 8 students had taken no classes before joining the mentoring program, and so they were matched to non-participants who had taken no classes at the time. We examined 4 variables relating to students’ academic performance: 1. For all participants (n=41), total number of classes completed by the end of fall 2010. 2. For all participants (n=41), GPA at the end of fall 2010. 3. For the participants who completed at least 1 class before joining the program (n=33), the number of classes completed after they joined, including fall 2010. 4. For the participants who had a GPA before joining the program (n=24), their GPA for the semesters after joining, including Fall 2010. All these variables are non-normally distributed (Table 4), therefore we used non-parametric statistics to find out if there is a significant difference between the participants and the comparison group. Wilcoxon Signed-ranks tests indicated that: 1. The participants completed more classes by the end of Fall 2010 (Mdn = 6), than the comparison group of non-participants (Mdn = 5), Z = 2.6, p =.009, r = .29. 2. The GPA of the participants at the end of Fall 2010 (Mdn=3.75) was significantly higher than the GPA of the non-participants (Mdn=3.5): Z =3.14, p=.0017, r =.35. 3. The participants who completed at least one class before joining the program, completed more classes after joining the program (Mdn =2) than their non-participating counterparts (Mdn =1): Z =2.88, p=.004, r =.35 4. For the participants with GPAs before joining, the GPAs after joining (Mdn=4) were significantly higher than the ones of their non-participating counterparts (Mdn=3): Z =2.78, p=.0054, r =.4 Based on Cohen’s guidelines (Cohen 1988, 1992; Field 2009), the above effect sizes (r) represent a small to medium effect on the total number of classes completed (it is below Cohen’s benchmark of .3) and a medium to large effect on the other three variables discussed above (it is between Cohen’s criteria of .3 and .5 for a medium and large effect respectively). Trends among participants: To examine whether there are any trends among the participants, we run non-parametric tests for different subgroups. The Kruskal-Wallis test showed no significant difference between the three student specializations in terms of number of courses completed or studen

Investigating the disruptive effect of computer game technologies on medical education and training

Author: Smith Roger D.
Publication venue: University of Maryland University College (UMUC)
Publication date: 01/11/2011
Field of study

The computer gaming industry has begun to export powerful products and technologies from its initial entertainment roots to a number of "serious" industries. Game technologies are being adapted to defense, medicine, architecture, education, city planning, and government applications. Each of these industries is already served by an established group of companies that typically do not use computer games to serve their customers. The rapid growth in the power of game technologies and the growing social acceptance of these technologies has created an environment in which these are displacing other industry-specific computer hardware and software tools. This dissertation proposes four hypotheses concerning the impact and acceptance of virtual reality and computer game technologies in education and training for laparoscopic surgery. It focuses on laparoscopic surgery because of the similarities between that form of surgery and virtual reality systems. The research indicates that the following four hypotheses are supported by the literature published in the field. Hypothesis 1: Training in laparoscopic surgery can be accomplished at a lower cost using virtual reality and game technology-based tools than through existing methods of training. Hypothesis 2: Virtual reality and game technology-based training environments provide better access to representative patient symptoms and allow more repetitive practice than existing forms of training. Hypothesis 3: Virtual reality and game technology-based training environments can reduce the training time required to achieve proficiency in laparoscopic procedures. Hypothesis 4: Virtual reality and game technology-based training can reduce the number of medical errors caused by residents and surgeons learning to perform laparoscopic procedures. I also proposed a model of medical education in which virtual reality, including game technology, is the next major addition to or transformation of the medical education curriculum. The strong evidence collected in this study indicates that these systems are becoming much more accepted in medical education and that the technical limitations that existed when these devices were first introduced are already being overcome.ABSTRACT Title of Dissertation: INVESTIGATING THE DISRUPTIVE EFFECT OF COMPUTER GAME TECHNOLOGIES ON MEDICAL EDUCATION AND TRAINING Roger D. Smith, Doctor of Management, 2008 Dissertation Directed By: Dr. Michael Evanchik, Graduate School of Management and Technology, University of Maryland University College The computer gaming industry has begun to export powerful products and technologies from its initial entertainment roots to a number of “serious” industries. Game technologies are being adapted to defense, medicine, architecture, education, city planning, and government applications. Each of these industries is already served by an established group of companies that typically do not use computer games to serve their customers. The rapid growth in the power of game technologies and the growing social acceptance of these technologies has created an environment in which these are displacing other industry-specific computer hardware and software tools. This dissertation proposes four hypotheses concerning the impact and acceptance of virtual reality and computer game technologies in education and training for laparoscopic surgery. It focuses on laparoscopic surgery because of the similarities between that form of surgery and virtual reality systems. The research indicates that the following four hypotheses are supported by the literature published in the field. • Hypothesis 1: Training in laparoscopic surgery can be accomplished at a lower cost using virtual reality and game technology-based tools than through existing methods of training. • Hypothesis 2: Virtual reality and game technology-based training environments provide better access to representative patient symptoms and allow more repetitive practice than existing forms of training. • Hypothesis 3: Virtual reality and game technology-based training environments can reduce the training time required to achieve proficiency in laparoscopic procedures. • Hypothesis 4: Virtual reality and game technology-based training can reduce the number of medical errors caused by residents and surgeons learning to perform laparoscopic procedures. I also proposed a model of medical education in which virtual reality, including game technology, is the next major addition to or transformation of the medical education curriculum. The strong evidence collected in this study indicates that these systems are becoming much more accepted in medical education and that the technical limitations that existed when these devices were first introduced are already being overcome. INVESTIGATING THE DISRUPTIVE EFFECT OF COMPUTER GAME TECHNOLOGIES ON MEDICAL EDUCATION AND TRAINING By Roger D. Smith. Dissertation submitted to the Faculty of the Graduate School of the University of Maryland University College, in partial fulfillment of the requirements for the degree of Doctor of Management 2008 Advisory Committee: Dr. Michael Evanchik, Chair Dr. Monica Bolesta, Member Dr. Joseph D’Mello, Member © Copyright by Roger D. Smith 2008 ii Acknowledgements I would like to thank the members of my dissertation committee: Dr. Michael Evanchik, Dr. Monica Bolesta, and Dr. Joseph D’Mello for their guidance and help in structuring this research so that it makes a valuable contribution toward understanding current and future changes in the business of medical education. I also appreciate the opportunity that this degree program and its faculty have given me to expand my understanding of business, management, and innovation. This knowledge has been tremendously helpful to me in contributing to the companies and government organizations with which I have been associated. I am indebted to my mother and father for the foundations that they established in my early years and for always believing that I could accomplish great things. I only wish that my father had lived to see this newest accomplishment. Finally, my gratitude to my wife and children for allowing me to spend years shut in my office working toward this goal. Your understanding and support have been greatly appreciated. iii Table of Contents Acknowledgements............................................................................................................. ii Table of Contents............................................................................................................... iii List of Tables ...................................................................................................................... v List of Figures .................................................................................................................... vi Chapter 1: Introduction and Research Problem.................................................................. 1 Virtual Reality................................................................................................................. 2 Computer Game Technologies ....................................................................................... 3 3D Engine ................................................................................................................... 5 Graphical User Interface ............................................................................................. 7 Physical Models.......................................................................................................... 8 Artificial Intelligence .................................................................................................. 8 Networking ................................................................................................................. 9 Persistence................................................................................................................. 10 Terminology Issues....................................................................................................... 11 Surgical Practice and Education ................................................................................... 12 Research Problem ......................................................................................................... 16 Chapter 2: Literature Review............................................................................................ 20 Medical Education with Virtual Reality ....................................................................... 20 Pioneers in Medical Simulation ................................................................................ 21 Simulation as a Tool for Education .......................................................................... 23 Cost Factors in Medical Education........................................................................... 26 Access to Patient Symptoms and Virtual Reality ..................................................... 28 Simulation and VR Impact on Training Time .......................................................... 31 Potential to Reduce Medical Errors .......................................................................... 33 Game Technology for Non-Entertainment Applications.............................................. 35 Historical Applications ............................................................................................. 35 Educational Applications .......................................................................................... 36 Business Aspects of Games ...................................................................................... 40 Games as Technology Products ................................................................................ 44 Social Acceptance of Games .................................................................................... 45 Dissertations on Computer Games................................................................................ 48 Social Impacts........................................................................................................... 48 Educational Applications .......................................................................................... 51 Business Aspects of Games ...................................................................................... 51 Technology in Games ............................................................................................... 52 Simulation ..................................................................................................................... 53 History of Technology .................................................................................................. 55 Disruptive Innovation and Creative Destruction .......................................................... 59 Chapter 3: Conceptual Framework and Research Method ............................................... 64 Conceptual Framework................................................................................................. 66 Rationale ....................................................................................................................... 72 The Hypotheses............................................................................................................. 74 iv Research Method .......................................................................................................... 76 Reference Coding.......................................................................................................... 82 Chapter 4: Data Analysis, Results, and Conclusions........................................................ 86 Data Analysis ................................................................................................................ 86 Hypothesis 1: Lower Cost......................................................................................... 86 Hypothesis 2: Better Access ..................................................................................... 95 Hypothesis 3: Reduced Training Time ................................................................... 101 Hypothesis 4: Reduced Errors ................................................................................ 106 Results........................................................................................................................ 112 H1 Lower Cost: Supported ..................................................................................... 113 H2 Better Access: Supported.................................................................................. 113 H3 Reduced Training Time: Supported.................................................................. 114 H4 Reduced Errors: Supported ............................................................................... 115 Model of Medical Education: Supported................................................................ 116 Misleading Domain Assumptions............................................................................... 117 Assumption 1: Didactic Education is Effective ...................................................... 117 Assumption 2: Cost of Systems is Not an Issue ..................................................... 118 Assumption 3: Sufficient Access to Faculty and Patients is Possible .................... 119 Assumption 4: Practicing on Live Patients is Acceptable ...................................... 120 Discussion................................................................................................................... 121 Conclusion .................................................................................................................. 122 Chapter 5: Recommendations for Future Work............................................................. 125 Appendix 1. Medical VR Reference Coding Matrix ...................................................... 127 Appendix 2. Medical VR and Simulation Vendors in the Literature Reviewed ............ 154 Appendix 3. Personal Communication in Support of Dissertation Topic ...................... 158 References...................................................................................................................... 170 VR for Laparoscopic Surgical Education ................................................................... 170 General Medical Education and Virtual Reality......................................................... 176 Game Technology for Non-Entertainment Applications............................................ 185 Dissertations on Computer Games.............................................................................. 188 Simulation ................................................................................................................... 190 History of Technology ................................................................................................ 190 Disruptive Innovation and Creative Destruction ........................................................ 191 v List of Tables Table 1. MIST-VR implementations used in the literature............................................... 81 Table 2. Cost/benefit of an AccuTouch laparoscopic simulator....................................... 91 Table 3. Cost categories associated with each method of psychomotor training. ............ 92 Table 4. MIST-VR training program for laparoscopic instrument proficiency.............. 103 vi List of Figures Figure 1. Sim One computerized training mannequin in 1967........................................... 2 Figure 2. Six core game technologies that are disruptive to other industries. .................... 5 Figure 3. Visual comparison of 3D scenes from 1992 and 2005........................................ 6 Figure 4. Unique domains of simulations, virtual environments, and computer games..... 7 Figure 5. Denson (left) and Hoffman (right) demonstrate Sim One in 1967.................... 22 Figure 6. Medical education model .................................................................................. 66 Figure 7. Medical education model by example............................................................... 67 Figure 8. Minimally Invasive Surgical Trainer – Virtual Reality (MIST-VR) system .... 81 Figure 9. Medical VR coding matrix. ............................................................................... 83 Figure 10. Medical VR reference coding items. ............................................................... 83 Figure 11. Exercises in MIST-VR skills course ............................................................. 104 1 Chapter 1: Introduction and Research Problem Medical education has traditionally been conducted on live patients, cadavers, live animals, collections of tissue and organs, and inanimate mannequins. The “gold standard” for perfecting operations has been the use of porcine subjects in place of humans. But for over 40 years researchers, surgeons, and scientists have been introducing computerized devices to augment or replace many of the traditional tools for training. The “Sim One” computerized mannequin is considered one of the first applications of computers to medical training. This system was conceived at an aerospace company in 1964, funded with a $272,000 grant from the Department of Education, and first demonstrated on March 17, 1967. Sim One delivered a mechanically animated, computer controlled mannequin that could receive and respond to two forms of gaseous anesthesia and four forms of injection. The “patient” breathed, had a heart beat, presented temporal and carotid pulse, and maintained blood pressure. The mannequin opened and closed its mouth, blinked its eyes, and changed these behaviors in response to anesthesia administered through a mask or a tube (Abrahamson, 1997). The device was enhanced in 1971 to deliver training in respirator application, endotrachael intubation, intramuscular injection, recovery room care, and the measurement of pulse and respiration (Hoffman & Abrahamson, 1975). Figure 1 shows the system in a classroom as it would be used for education. 2 Figure 1. Sim One computerized training mannequin in 1967. Source: Abrahamson, 1997 Hoffman and Abrahamson (1975) summarized the results of 15 different studies into the effectiveness of the device in improving performance in medical practice. These studies demonstrated improvements in “learning gain per unit of time, amount of student time required to reach criterion levels of performance, and investment of faculty time necessary for student learning.” The educational improvements that were achieved using what would today be considered primitive computers and animatronics were very impressive and suggest that further development of these devices could grow these advantages and add others that were not achievable forty years ago. Virtual Reality With Sim One and many later computerized mannequins as a foundation, new computer technologies have been introduced into medical training with the hope of carrying improvements 3 deeper into the educational curriculum. One group of these technologies includes virtual reality and the software being created for modern computer games. The first medical virtual reality system based on a head mounted display and a data glove was introduced by Richard Satava and Jaron Lanier in 1991 (Satava, 1993). Lanier had coined the term “virtual reality” around 1984 to refer to the use of electronic devices for immersing humans into a computer generated world (the head mounted display) and to provide a tool with which to interact with that world (the data glove). Satava applied these to medical training and demonstrated how such a system might be employed to teach surgery. Satava’s assessment of that system was that the technology was no where near good enough to be used in real training. He felt that it would take at least ten more years for the technology to reach a useful state (R. Satava, personal communication, January 10, 2008). Early definitions of “virtual reality” required that a system must immerse at least one of the senses by cutting off access to the outside world and replacing it with a computer generated stimuli. However, a less strict definition often allows that the visual, audible, or tactile stimuli can be presented without totally eliminating external, non-computerized stimuli. This latter view has proven to be more practical and less expensive to develop and to sell to customers. In medical education, the term virtual reality is usually applied to any system where 3D computer images are being presented and manipulated. This categorization leads to computer games being referred to as virtual reality in most of the medical literature. Computer Game Technologies The computer gaming industry has begun to export powerful products and technologies from its initial entertainment roots to a number of “serious” industries. Game technologies are being adapted in defense, medical, architectural, educational, social, and governmental 4 applications. Each of these industries is already served by an established group of companies that typically do not use computer games to serve their customers. The rapid growth in the power of game technologies and the growing social acceptance of these technologies has created an environment in which these are displacing other industry-specific computer hardware and software tools. Computer games provide a rich environment in which to train a wide variety of tasks. The availability of the necessary computer hardware and game-based software technologies makes these an attractive alternative to existing methods of training (Lane, 1995; Mayo, 2007). This attraction is motivated by lower costs, higher effectiveness, and the in

Study of the effectiveness of the chief technology officer (CTO) position in the promotion of innovation and enhancement of financial performance in manufacturing companies

Author: Hartley Scott M.
Publication venue: University of Maryland University College (UMUC)
Publication date: 04/03/2011
Field of study

The purpose of the research is to address an existing theory gap regarding CTO effectiveness and to investigate two hypotheses looking at CTO effectiveness.A Study of the Effectiveness of the Chief Technology Officer (CTO) Position in the Promotion of Innovation and Enhancement of Financial Performance in Manufacturing Companies Scott McWilliam Hartley DMGT 892Residency Presentation Keywords: Chief Technology Officer, innovation, R&D efficiencyPurpose and Scope of the Research • Address an existing theory gap regarding CTO effectiveness • Investigate two hypotheses looking at CTO effectiveness Evaluate financial and innovation effectiveness • Focused on manufacturing organizations and not service related organizationsResearch Question Research Question: • Does the presence of a Chief Technology Officer result in a higher amount of innovation and overall financial success in organizations that utilize them?Significance of this Research for Management • Provide new insights into the effectiveness of the CTO in promoting innovation and financial results. Both factors are important for ongoing success of companies • Provide support for the continued use of a CTO position or the creation of a position in organizations that do not presently have a CTO • Increase the knowledge around the CTO positionMain Literature Themes and Authors . Concepts Themes Authors Innovation promotion Proper organizational structure Denison and Mishra (1995); Johnson (1996); Judge, Fryxell, & Dooley (1997); Tesluk, Faar, & Klein (1997) Adaptive, flexible environment Kenny and Reedy (2006); Deshpande, Farley, and Webster(1993) Management commitment and participation Cooper and Kleinschmidt (2007) Linking strategy to innovative outputs Gerdsri (2007); Martins and Terblanche (2003); Cooper and Kleinschmidt (2007) Portfolio management Defined process for deciding what programs to pursue or not. Hard go/ no go decisions Cooper, Edgett, and Kleinschmidt (1998); Seider (2006); Friga and Chapas (2008); Tushman and Anderson (1996) R&D processes Well defined and supported processes Cooper and Kleinschmidt (2007); Gerdsri (2007) CTO Roles and responsibilities (quantitative based papers looking at CTO) Adler and Ferdows (1990); Thurlings and Debackere (1996); Roberts (2001); Smith (2003) Uttal et al,(1992) Measuring innovation Multiple metrics are needed Haskel(2007); Mankin(2007); Mohnen, Mairesse, and Dagenais(2006); Shapiro (2006)Key Propositions Distilledfrom the Literature • A present theory gap exists regarding CTO effectiveness. • Certain management activities can promote innovation in organizations Linking corporate strategy to innovative outputs Having high-quality product development processes Possessing a defined approach for portfolio management Utilizing an adaptive organizational culture and structure • Multiple metrics are needed in order to successfully measure innovationConceptual Framework .Hypotheses H1-The presence of a Chief Technology Officer within an organization results in higher levels of product innovation. Null Hypothesis-The presence of a Chief Technology Officer position within a company has no effect on product innovation H2 -The presence of a Chief Technology Officer within an organization results in higher levels of financial performance. The presence of a Chief Technology Officer position within a company has no effect on financial performance Research Methodology • Data was collected before and after creation of CTO • Inflation data was based upon the C.P.I Determine year CTO position established Identify Companies Publically traded? Manufacture products? Presently have a CTO Position? Yes Yes Does complete data exist? Any major events? 10 years worth of data? Collect data, then normalize for inflation Conduct Data Analysis and Draw Conclusions Yes Yes Use other company No No No No Metrics Utilized • R&D Efficiency = R&D Expense/Next year revenue (only metric where lower number indicates improved performance) • T-tests were performed on collected data Required significance level was less than 0.05 Financial Metrics Innovation Metrics Revenue Revenue per employee EBIT (Profit) R&D efficiency Average Increase in revenue and profit Profit MarginData Analysis-Financial Metrics • Inflation adjusted revenue and profit both show positive increase with significance • Revenue increase and profit increase was not significant and showed negative relationship Since this metric looked at year to year data, variability from year to year appeared to cause variability. • Significant increase in profit was unexpected but provides positive support of CTO benefitData Analysis-Innovation Metrics • All three metrics showed improvements in performance and did so with very low significance For R&D efficiency a lower number is more desirable result • Pre-CTO negative profit margin was driven by large losses by a few companiesImplications for Management Practice • The collected data provides support to both hypotheses and did so with high significances The emphasis is not on a single role but rather the significance placed on R&D created by the position • The collected data supports the adoption or continued use of the CTO role in organizations • An unexpected reduction in CTO efficiency was found with increasing company size A potential limit of CTO effectiveness? • Addresses an existing theory gapFuture Research Agendas • Research potential causes of a reduction in CTO effectiveness with increasing company size • Investigate the benefits of a multiple CTO model versus a single CTO model • Investigate impact of current trends in R&D and their impact to organizations Conducting of R&D off shore Contracting out of R&D tasks or teaming with other

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