Challenges of adopting constructive alignment in action learning education

This paper will critically examine how the two influential pedagogical approaches of action-based learning and constructive alignment relate to each other, and how they may differ in focus and basic assumptions. From the outset, they are based on similar underpinnings, with the student and the learning outcomes in the center. Drawing from experiences of developing an action-based master program in management with the integration of constructive alignment in its curriculum, the purpose is to reflect on what difficulties emerge when adopting both perspectives simultaneously. Constructive alignment works under the premises that the learning goals can and should be decided beforehand in order to align them with learning activities and examination forms. This view brings a challenge for programs where the means of the learning process is provided, while it is much up to the students’ own responsibilities to drive the learning toward some self-governing and internalized learning outcomes.     

Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education

This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self‐Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple‐group confirmatory factor analysis (for the two countries) confirmed a single factor structure of the scale with partial scalar measurement invariance. Regression analysis showed that self‐efficacy when implementing inclusive education was explained by the motivation to deal with inclusive education during their studies, previous experience with inclusive education in internships, study interest and the country in which the students went to university.     

Foreign direct investment in industrial research and development: A study of German MNCs

This paper reports on the international research and development (R&D) investments of German multinational corporations (MNCs). Based on a detailed empirical survey of laboratory sites established by 49 German MNCs, we examine (i) the level and pace of R&D internationalization, (ii) the motivations and mandates of overseas R&D laboratories, as well as (iii) the strength of the laboratories’ internal and external ties. Participating firms account for about 46% of all German enterprises with international R&D activities and approximately 66% of the nation's privately funded R&D expenditures in 1999. The findings indicate that the timing and organization of German owned overseas R&D investments more closely resemble Japanese or French than US or Swedish firms. Furthermore, in line with prior studies, German MNCs increasingly invest in international R&D for resource as opposed to market-seeking motives. The paper also finds significant differences with regard to the laboratory's mission and its geographical location on one hand, and its internal and external embeddedness, on the other.     

The value and valuing of continuing professional development: current dilemmas,future directions and the case for action research

This paper explores and challenges the rationale for current, mainstream approaches to teachers’ continuing professional development (CPD) within schooling systems. Such approaches are significantly influenced by neoliberal and managerial pressures, evident in advocacy for generic, individualistic models of teacher learning, often focused on specific state-sanctioned domains. The paper draws upon a précis of recent action research literature, and empirical research from Sweden, to argue for an alternative paradigm, based on the practices and principles of participatory and collaborative action research. Action research is not presented as a simplistic ‘method’ which can be ‘applied’ regardless of context, but is explicitly focused on situated, specific, local sites. While more managerial and neoliberal practices can close down debates necessary for effecting real improvements in practice, evidence suggests action research, in its emancipatory iterations, enables a rich conception of educational practice which cannot be ‘managed’ into existence by a simplistic application of ‘what works.’     

Projects as communicating systems: Creating a culture of innovation and performance

Although often downplayed and instrumental, there is evidence that communication in projects is essential in achieving value creation. Our main interest in this paper is on temporary continuity, a situation where the temporary becomes a permanent condition in social systems. The question that we have address is: What characterizes project communication in a situation with temporary continuity?We argue for the need to transform communication processes into communication capabilities. In a situation with temporary continuity, there is a need to connect to a large number of value-creating processes, and communicating capabilities need to be a part of a communication system, where the aim is to bind together value-creating processes and communication capabilities. We construct a viable system consisting of five sub-systems. To become a viable system, projects in the form of temporary continuity, must handle the potential conflict between a culture of performance and a culture of innovation. This involves developing social mechanisms for coordination and interaction, with a focus on developing communication capabilities, in parallel with focusing on all of the five value-creation processes.     

The effect of patellar taping on EMG activity of vasti muscles during squatting in individuals with patellofemoral pain syndrome

Although patellar taping has been shown to reduce pain in participants with patellofemoral pain syndrome, the mechanisms of pain reduction have not completely been established following its application. The purpose of this study was to evaluate EMG activity of vastus medialis and vastus lateralis following the application of patellar taping during a functional single leg squat. Both vastus medialis obliquus-vastus lateralis onset and vastus medialis obliquus/vastus lateralis amplitude of 18 participants with patellofemoral pain syndrome and 18 healthy participants as controls were measured using an EMG unit. This procedure was performed on the affected knee of participants with patellofemoral pain syndrome, before, during, and after patellar taping during unilateral squatting. The same procedure was also performed on the unaffected knees of both groups. The mean values of vastus medialis obliquus-vastus lateralis onset prior to taping (2.54 ms, s = 4.35) were decreased significantly following an immediate application of tape (-3.22 ms, s = 3.45) and after a prolonged period of taping (-6.00 ms, s = 3.40 s) (P < 0.05). There was also a significant difference between the mean values of vastus medialis obliquus-vastus lateralis onset among controls (-2.03 ms, s = 6.04) and participants with patellofemoral pain syndrome prior to taping (P < 0.05). However, there were no significant difference between the ranked values of vastus medialis obliquus/vastus lateralis amplitude of the affected and unaffected knees of participants with patellofemoral pain syndrome and controls during different conditions of taping (P > 0.05). Decreased values of vastus medialis obliquus-vastus lateralis onset may contribute to patellar realignment and explain the mechanism of pain reduction following patellar taping in participants with patellofemoral pain syndrome.     

Evaluation of the level of problem solving skills of Turkish higher education graduates in technology-rich environments

Educational technology research and development - This study aims to evaluate the level of Turkish higher education graduates’ problem-solving skills (PSSs) in technology-rich environments...