Knowledge-intensity as an organisational characteristic

The sector of knowledge-intensive business services (KIBS) has a central role in modern economies. However, there are no explicit and generally acknowledged criteria for characterising KIBS or other knowledge-intensive organisations. In addition, the concept of knowledge-intensity has no significant managerial use. This paper aims to widen the existing understanding about the concept of knowledge-intensity and take a step towards its operational application and managerial usefulness. Methodologically, two steps are carried out. First, a conceptual study based on intellectual capital literature and literature on knowledge-intensive firms is carried out. Second, an interview study (n=8) is carried out to empirically examine the role of knowledge assets in selected KIBS organisations. This paper contributes by tackling the vagueness of the concept of knowledge-intensity: the paper demonstrates that there are different types of ‘knowledge-intensity profiles’ among KIBS companies and that knowledge assets can be used as an analytical framework to identify the sources of value creation.     

Release parameters at the foul line and the official result in javelin throwing

Range in javelin throwing is determined by the release parameters and aerodynamic factors. The current study was designed to investigate the effects of release speed, release angle and uncorrected angle of attack measured at the foul line on the official javelin throwing result. The data were collected in international competitions for 26 elite male and 15 elite female javelin throwers (total 248 throws). Multiple regression models were constructed to predict the range of throw for a) individual throwers, b) a group of throwers using the mean value for each thrower in the analysis, and c) all individual throws registered for each gender separately. The data collection was carried out using a computerised photocell gate that consists of two invisible infrared walls two metres apart, perpendicular to the throwing direction. Release speed was found to have the highest correlation with the official throwing result. The three release parameters accounted for 56% of the variance in the official result for the male and 51% for the female throwers. For individual male and female throwers, the variance explained by the model was between 46 and 87%. Among the individual male throwers an increase of 1 m.s-1 in the release speed from 29 to 30 m.s-1 was calculated to increase the official result between 2.12 to 6.14 m while among the female throwers the effect of increase from 24 to 25 m.s-1 in the release speed was from 2.25 to 3.68 m. The study emphasises the importance of investigating javelin throwing biomechanics on an individual thrower basis.     

Understanding neurophobia: Reasons behind impaired understanding and learning of neuroanatomy in cross‐disciplinary healthcare students

Recent studies have highlighted a fear or difficulty with the study and understanding of neuroanatomy among medical and healthcare students. This has been linked with a diminished confidence of clinical practitioners and students to manage patients with neurological conditions. The underlying reasons for this difficulty have been queried among a broad cohort of medical, dental, occupational therapy, and speech and language sciences students. Direct evidence of the students’ perception regarding specific difficulties associated with learning neuroanatomy has been provided and some of the measures required to address these issues have been identified. Neuroanatomy is perceived as a more difficult subject compared to other anatomy topics (e.g., reproductive/pelvic anatomy) and not all components of the neuroanatomy curriculum are viewed as equally challenging. The difficulty in understanding neuroanatomical concepts is linked to intrinsic factors such as the inherent complex nature of the topic rather than outside influences (e.g., lecture duration). Participants reporting high levels of interest in the subject reported higher levels of knowledge, suggesting that teaching tools aimed at increasing interest, such as case‐based scenarios, could facilitate acquisition of knowledge. Newer pedagogies, including web‐resources and computer assisted learning (CAL) are considered important tools to improve neuroanatomy learning, whereas traditional tools such as lecture slides and notes were considered less important. In conclusion, it is suggested that understanding of neuroanatomy could be enhanced and neurophobia be decreased by purposefully designed CAL resources. This data could help curricular designers to refocus attention and guide educators to develop improved neuroanatomy web‐resources in future. Anat Sci Educ 11: 81–93. © 2017 American Association of Anatomists.     

Social Contradictions in Informational Capitalism: The Case of Finnish Wage Earners and Their Labor Market Situation

Along with the diffusion of information and communication technologies (ICTs), work processes are becoming ever more knowledge intensive. In keeping with this trend, the number of informational (or knowledge) workers in Finland has more than tripled from 12% in 1988 to 39% in 2000. What makes the Finnish case unique and interesting is the exceptional speed with which the information sector of the economy has grown. A few years after facing the most severe economic recession in its history in the early 1990s, Finland is now considered to have an advanced information economy. However, our empirical analysis--based on survey data from 1988, 1994, and 2000--yields a somewhat more critical picture of the Finnish information society than what usually comes across in the mainstream media. The opportunities for social equality offered by the growth of informational work are far more limited than was the case with the transition from agricultural to industrial production.     

Evaluation of Neuroanatomy Web Resources for Undergraduate Education: Educators’ and Students’ Perspectives

Despite the development of novel teaching strategies and the abundance of adjunct teaching web resources, students and early career physicians have continuously reported difficulties in learning and clinically applying neuroanatomy. Differences in instructional design of these resources, the lack of assessment of their capacity to meet intended educational goals, and a poor understanding of the user’s perspective may have hindered their success in increasing understanding and retention of neuroanatomical knowledge. To decipher the limitations of existing web resources, an online search for neuroanatomy web resources was performed and distilled through a strict filtration rubric. A selection of resources were analyzed by a panel of educators and rated using Likert scales, focusing on the identification of features influencing their usefulness in learning the anatomy of the spinal pathways. The top three ranked web resources were subsequently evaluated by a panel of medical and neuroscience students to assess how specific features aided in their learning of the subject. This detailed analysis has identified features of neuroanatomy web resources that are valued by both educators and users with regard to instructional design. One resource was rated highest by end users and educators on a series of Likert scale questions in terms of clarity of explanation, step-wise teaching design, summarization of information, control of instructional-pace, integration with neurophysiology, neuroradiology and clinical correlates, deployment of a wide array of pedagogical tools, and factors for visualizing neuroanatomical inter-relationships. These results have provided a novel user perspective on the influence of specific elements of neuroanatomy web resources to improve instructional design and enhance learner performance.     

Human information behaviour and physiological measurements as a basis to tailor health information. An explorative study in a physical activity intervention among prediabetic individuals in Northern Finland

Objective: To explore through an interdisciplinary approach the potential to tailor health information on the basis of human information behaviour (HIB) on par with the results of basic physiological measurements of individuals’ health. Methods: The data were collected at the baseline of a physical activity and diabetes prevention intervention with 72 prediabetic participants, conducted in Oulu, Finland, by the University of Oulu and Oulu Deaconess Institute in 2010. Body mass index (BMI), fitness classifications and glucose values were obtained from all prediabetic participants. The interest in, the search for and the use of information on nutrition, physical activity and diabetes were examined through a self‐report questionnaire with a response rate of 95.8%. The data were analysed with the SPSS statistics 18 software. Results and conclusions: The study shows that information behaviour of prediabetic individuals differs according to their BMI and fitness level. Poor physical fitness classifications and high BMI values were associated with an increased desire to receive tailored information on nutrition and physical activity frequently. These results add knowledge on the types and preferred frequencies of tailored information. Because of the small sample size, the results should be validated further.     

Beginning student teachers’ teacher identities based on their practical theories

In this article, we investigate first-year student teachers’ teacher identities through their practical theories and ask what these practical theories reveal about their emerging teacher identities? This study approaches teacher identity from a dialogical viewpoint where identity is constructed through various positions. The empirical part of this study analysed the practical theories of 71 first-year student teachers in order to determine what kinds of positions are involved in their teacher identity at the beginning of their teacher education and what positions are emphasised. The results showed that when student teachers begin their teacher education, the majority of positions concern didactical issues, that is, how to promote pupils’ studying and learning processes. In addition, student teachers’ teacher identities as teachers strongly emphasise the moral nature of teaching. Contextual issues about school and society and matters related to content, such as the curriculum, had little representation in first-year student teacher identities. On the basis of the results, the role of teacher education is considered in the process of promoting development of student teachers’ teacher identity during their studies.