1,721,908 research outputs found
Introduction
No full textClosely linked to the concepts of growth and globalisation is the increasing recognition being given to the importance of the workplace as a site of learning. The value of the book rests in the fact that this framework does not have its foundations in just one academic discipline, but rather provides a range of perspectives drawn from psychology, social psychology, sociology and critical theory. The purpose is to move away from a unidimensional understanding of workplaces and workplace learning to provide a different standpoint from which to better appreciate the diversity and complexity of learning in the workplace
Distributed Cognition: Understanding Tensions Embedded in Workplace Knowledge and Skills
No full textEfforts to develop and define education and training models that are responsive to the needs of the high performance workplace have involved interventions that are well beyond formal instruction derived from psychological research on human learning. Current literature on human learning argues that such instructional interventions are limited and often considered fragmented - they tend to focus on specific items of decontextualised knowledge (see Lave 1991; Scribner, 1986). Whilst some current models are more comprehensive ans systematic than in the past, they nevertheless reflect a view of developing professional expertise that is prescriptive and deterministic. Present models may be useful for many types of knowledge and skills development; however their potential for developing skilled and knowledgeable performance needed in a contingent and dynamic work environment is far from optimal. The emergent model based on a shared cognition or community of learners, expands our understanding of learning but it is still prescriptive and narrow in that it undervalues the contribution of the individuals' cognition in human learning and performance (Lave & Wagner, 1991). To explore the emerging nature of workplace knowledge and skills and their significance for education and training, this chapter will firstly discuss the multi-dimensional nature of emerging workplace contexts and the associated knowledge base. Secondly, the changing views about human learning processes will be discussed in the context of a proposed model for examining the complex nature of workplace knowledge
Some structural properties of the seasonal product pricing problem
Get PDFCover title.Includes bibliographical references (p. 27-28).by Gabriel R. Bitran, Hitendra K. Wadhwa
A methodology for demand learning with an application to the optimal pricing of seasonal products
Get PDFCover title.Includes bibliographical references (p. 31-32).by Gabriel R. Bitran, Hitendra K. Wadhwa
Implementation and combined empirical study of combined Phase I-Phase II potential reduction algorithm for linear programming
No full textIncludes bibliographical references (p. 40-41).Hitendra K. Wadhwa
Researching Transitions: Some Assumptions and Challenges of Researching Seamless Learning
No full textIndividual learning capacity is becoming highly valued in a knowledge and information society, fostering increased attention to knowledge innovation, transfer and management. In addressing this, researchers of seamless learning and associated transitions confront a complex labyrinth of contexts, approaches, processes and learner variables challenging the understanding of what, how and why individuals learn and what enables and hinders seamless learning. First, they need to challenge the traditional view of ‘learning environment’ as a passive, formal, homogenous, uni-dimensional and all inclusive entity. The knowledge and information society has produced a diversification of learning contexts which transcend contextual boundaries imposed by workplaces, formal institutions, and recreational, virtual home contexts. Second, they need to be aware of the assumptions that have developed as relevant concepts have evolved. For example, the original Bandurian concept of triadic interaction initially afforded equal importance to learner and environment but has developed into an almost exclusive focus on individuals. Third, researchers need to recognise that learning environments have an ‘intelligence’ built into them that influences learning behaviour. These issues are considered in terms of a conceptual model and research design for application to seamless learnin
Models for pricing and inventory management of seasonal products
No full textThesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 1996.Includes bibliographical references (p. 163-166).by Hitendra K.S. Wadhwa.Ph.D
Supplemental_Material_2 – Supplemental material for Telementoring of Surgeons: A Systematic Review
No full textSupplemental material, Supplemental_Material_2 for Telementoring of Surgeons: A Systematic Review by Simon Erridge, Derek K. T. Yeung, Hitendra R. H. Patel and Sanjay Purkayastha in Surgical Innovation</p
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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