1,775 research outputs found
Il ciclo di Deming nella didattica universitaria Il Teaching Evaluation Model (TEM)
No full textLa ricerca svolta propone un modello sperimentale per la valutazione della didattica universitaria: il Teaching Evaluation Model (TEM) basato su principi e metodi della qualità. Quest’ultima scelta come “chiave interpretativa” dell’insegnamento universitario (approccio sistemico), come obiettivo del lavoro svolto (miglioramento continuo della qualità della didattica), quindi come “metodo operativo” (il Ciclo di Deming). Il modello TEM rappresenta,in sintesi, un approccio strategico alla didattica, basato sul Ciclo di Deming (Plan, Do, Check, Act). Tale modello offre al docente la possibilità di standardizzare “le buone pratiche” e migliorare costantemente la propria attività di docenza, nel contesto di luogo e di tempo in cui si realizza - verso la piena soddisfazione “del cliente”. La ricerca internazionale mostra un’ampia trattazione sul tema dell’autovalutazione che si presenta però carente sul tema della valutazione didattica in funzione dell’autovalutaizone del docente e nella prospettiva della qualità dell’insegnamento. Il modello TEM si colloca in questo preciso settore di ricerca e pur non essendo una risposta esaustiva e priva di limiti, offre al docente la possibilità di osservare e valutare il proprio percorso didattico attraverso la lente della qualità, in una prospettiva di miglioramento continuo
USING THE QUALITY FUNCTION DEPLOYMENT METHODOLOGY FOR EFFECTIVE PLANNING OF TEACHING AND LEARNING PROCESSES
No full textThis paper offers a reflection about the use of Quality Function Deployment (QFD) applied to a university course of accounting. The aim is to classify the most effective teaching methods (teaching strategies) with respect to specific relations: targets (stakeholders’ needs)/needs (students’ needs). In particular, learning outcomes (LO) are expressed in terms of homogeneity or heterogeneity in learning (at the beginning, underway and outbound) that a class of students shows with respect to the initial target/needs of an accounting course. The study has been carried out through the observation of the learning outcomes of different class of students, in three consecutive years of an accounting course, carried out by the same teacher. The results of the experimentation have demonstrated that specific target/needs are associated, over time, to the same teaching strategies. The continuous process carried out by the teacher about the course design (with the QFD), the managing of education in class, the evaluation/self-evaluation of the educational processes carried out and of the improving/standardization (with the QFD) of the teaching strategies with respect to the initial target/needs of the course, has allowed a classification of the most effective teaching strategies with respect to the evolution over time of the relations target/needs (self-training of the teacher)
Vocational Identity Development and the Role of Human Resources Management. A Systematic Literature Review
No full textThe development and strengthening of employees’ vocational identity are critical issues in organizations. The absence of professional selfawareness could negatively affect the emotional status of individuals. Moreover, such a condition can lead to a worsening of organizational performance. For this reason, studying the connections between human resources management and identity development is essential. Data and method. This exploratory study performs a systematic literature review starting from SCOPUS and EBSCO Host databases to understand how literature debates these connections. Results. The majority of extracted articles belong to the following fields: human resources management, psychology, and organizational studies. The connections between these three fields represent a clear theoretical framework for understanding how literature debates professional identity development in organizations. The theories considered in the extracted articles are numerous, but the social identity theory and the social categorization theory are the most cited by the authors. Four main themes emerge from the content analysis: motivation, satisfaction, and well-being of employees; the “crisis” status of human resource management; professional identity development in the workplace; the career adaptation of individuals. Conclusions. This study allows confirming how the development of professional identity is critical in organizations. Although the literature shows a considerable interest in vocational identity and human resources management, this study reflects on the possibility of producing further in-depth examinations concerning the connections between these topics. Further studies should explore vocational identity development through a renovated strategic role of human resources management, no more limited to a bureaucratic partner
CONTINUOUS IMPROVEMENT IN THE UNIVERSITY TEACHING: THE TEM MODEL
No full textThe aim of the work is the constant searching for "quality of education" that is inextricably linked to the careful and responsive listening to the needs "of the customer," according to his satisfaction. In this regard, the Deming Cycle (PDCA), represented one significant methodological choice. In particular, TEM, retraces the cycle Plan, Do, Check, Act of Deming, through a system of schemes of design/ management, didactical evaluation/self-evaluation, aimed at analyzing and improving every single lesson. The teacher after having planned his own educational intervention (Plan) realizes the lesson (Do) and at the end of the same administered to learners an evaluation questionnaire (objective test - Check 1).
The obtained results allow the teacher to identify possible problems, seek the causes which generate them through a teacher self-assessment questionnaire (Check 2) and define the corrective actions to be implemented already in the next lesson (Act). The cycle is repeated in all the lessons of the course offering to the teacher the opportunity to assess the level of learning of each student and the class as a whole (homogeneity - heterogeneity) - acting consequently in order to improve the educational activity. The TEM model, in this sense, allows the teacher to standardize "the good practices" to constantly improve all processes and try the path of innovation, building and maintaining a wealth of formalized experiences which, therefore, can be estimated, compared and improved. The work is divided into multiple phases, the first aspect analyzed concerns the analysis of the international literature, with reference to issues related to the evaluation of the teacher as a function of didactical self-evaluation and in view of the quality of teaching. The following is a presentation of the model and of its peculiarities. An analysis of the TEM model qualifying aspects is also provided, its main strengths and weaknesses. Finally, we propose an application example of the model to a university (undergraduate) course in Accounting.
Teaching Quality, Deming Cycle, Self-evaluation, Continuous Improvement, Accountin
Resource Orchestration Theory and the Configuration of Electronic Human Resources Management
No full textElectronic human resources management (e-HRM) as a field has been developed on an exploratory basis, thus lacking theoretical foundations. Research into its theoretical underpinnings is therefore needed. Research orchestration theory (ROT) is an expansion of resource-based theory. It considers managers’ roles in the selection and configuration of resources, and it aims to explain the process of achieving a competitive advantage and exploiting the dynamic capabilities of resource configuration. This study is based on Strohmeier’s [34] framework and focuses on the configuration of e-HRM and its underlying elements: actors, strategies, activities, and technologies. We propose ROT as a solid foundation for the empirical investigation of e-HRM
Applying the TEM Model (Teaching Evaluation Model) in an academic course in accounting: a comparison across five years
No full textCONTINUOUS IMPROVEMENT IN THE UNIVERSITY TEACHING: THE TEM MODEL
No full textThe developed research suggests an experimental model for the evaluation of university teaching: the Teaching Evaluation Model (TEM) based on principles and methods of quality. This latter choice as objective of the developed work (continuous improvement of the quality of teaching), and therefore as a "method of operation" (the Deming Cycle).
The application of the TEM model takes place in 4 stages: lesson planning (plan), implementing (do), student learning assessment (check 1), teacher self-assessment (check 2), definition and implementation of corrective actions. Continuous improvement of each lesson and quality improvement of a university course represents the main outcome of the TEM model
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