Explicit and tacit knowledge conversion effects,in software engineering undergraduate students

This study evaluates the effect of conversion between tacit and explicit knowledge, and its influence on Software engineering and Software Process Improvement in the context of a small school software company in which undergraduate students participate as personnel. A survey measurement instrument was applied to the last three generations of students. The effect was measured from an interaction of the four modes of the SECI model knowledge conversion using regression analysis associated with four hypotheses study. The findings show that students are able to generate tacit and explicit knowledge in a similar way to software organizations. This study is considered a contribution of both academia and software industry that encourages this type of experiences in undergraduate students and prepares them as intellectual capital with an organizational culture that shares knowledge.     

Exploratory analysis of decentralized governance and its implications for the equity of early childhood education services in four countries of Europe and Central Asia

We conducted a qualitative study in four countries of the Europe and Central Asia (ECA) region and explored the Early Childhood Education (ECE) policy landscape with an emphasis on the challenges and opportunities decentralization has presented for the provision of services. We content-analyzed ECE policies and documents to map national approaches to ECE. Key informant interviews were conducted to assess the implementation of decentralized ECE governance. An analytical framework that combined core constructs of ECE systems and key domains of decentralization (autonomy, institutional capacity and accountability) was developed and applied. Our analysis points to four overarching processes that contribute to the perpetuation and possible increase of inequitable ECE including (1) sparse mechanisms for participatory and autonomous policy formulation, with few systematic efforts to strengthen local institutional capacities; (2) fragmented policy approaches to promote the assessment and strengthening of quality at scale; (3) funding frameworks and financing schemes that tend to benefit enrolment in contexts of higher levels of economic development; and (4) few mechanisms for coordination to ensure operational coherence across the ECE sector.     

Are males always better than females in mental rotation? Exploring a gender belief explanation

Males outperform females in the Mental Rotation Test (MRT) for biological, strategic and cultural reasons. The present research tested a motivational explanation with the hypothesis that females could do better when induced to have positive beliefs and expectations. All-female and all-male samples were divided into six groups, each having listened to different instructions: 1. men are better than women at this task; 2. women are better than men; 3. control instructions with no gender reference. Each group was further allocated to either the easy or the difficult task expectations condition. Experimental manipulation affected performance differently in relation to gender. Women's performance was affected by positive instructions about gender. Men were affected by instructions about the task difficulty. Women improved performance and reached men's scores in the MRT when they were led to believe they were better than men.