Managing open innovation projects with science-based and market-based partners

This paper examines the relationship between (outside-in) open innovation and the financial performance of R&D projects, drawing on a unique dataset that contains information on the open innovation practices, management and performance of 489 R&D projects of a large European multinational firm. We introduce two types of open innovation partnerships – science-based and market-based partnerships – and examine their relationships with project financial performance. In addition, we investigate whether the open innovation—project performance relationships are influenced by the way how R&D projects are managed. Our results show that R&D projects with open innovation partnerships are associated with a better financial performance providing that they are managed in the most suitable way. Market-based partnerships are positively correlated with project performance if a formal project management process is used; however these partnerships are associated with a lower performance for loosely managed projects. In contrast, science-based partnerships are associated with higher project revenues for loosely managed projects only.     

Quality of teaching in four European countries: a review of the literature and application of an assessment instrument

Background From 2002 onwards, initiatives and first steps for the project International Comparative Analysis of Learning and Teaching (ICALT) have been taken by the inspectorates of education in England, Flanders (Belgium), Lower Saxony (Germany) and The Netherlands. The inspectorates of education in these European countries reviewed the results of research on the basic characteristics of good and effective teaching and selected standards and indicators for an observation instrument that could be used to evaluate the quality of teaching. The inspectorates from these countries jointly developed an instrument to observe and analyse the quality of learning and teaching in primary schools.

Purpose The observation instrument was piloted for reliability and inter-rater reliability, and for validity, in the four countries.

Sample Mathematics lessons in England, Flanders (Belgium), Lower Saxony (Germany) and The Netherlands were observed in 854 classrooms, with children who were about 9 years old when they started the school year.

Design and methods Inspectors in the four countries were trained in the proper use of the observation instrument, and used the instrument during their own inspections or evaluations.

Results This study shows that the quality of teaching in the four countries can be compared in a reliable and valid way as regards five aspects: ‘efficient classroom management’, ‘safe and stimulating learning climate’, ‘clear instruction’, ‘adaptation of teaching’ and ‘teaching–learning strategies’.

Conclusions It is found that only a few percentage points of difference between teachers are due to differences existing in the four countries. Furthermore, it may be concluded that the five aspects of quality of teaching are positively and significantly correlated with pupil involvement, attitude, behaviour and attainment.     

More Issues in Observed‐Score Equating

This article is a response to the commentaries on the position paper on observed‐score equating by van der Linden (this issue). The response focuses on the more general issues in these commentaries, such as the nature of the observed scores that are equated, the importance of test‐theory assumptions in equating, the necessity to use multiple equating transformations, and the choice of conditioning variables in equating.     

Measuring teachers' pedagogical content knowledge in primary technology education

Pedagogical content knowledge is found to be a crucial part of the knowledge base for teaching. Studies in the field of primary technology education showed that this domain of teacher knowledge is related to pupils' increased learning, motivation, and interest. The common methods to investigate teachers' pedagogical content knowledge are often complicated, and time and labour consuming. Hence, a challenge in measuring teachers' pedagogical content knowledge is to construct an instrument that is time and labour‐efficient, and makes it possible to investigate large sample sizes. This paper illustrates how a multiple‐choice test to measure teachers' pedagogical content knowledge in primary technology education was designed and validated. The procedure of test construction and the first results are presented. It is concluded that the systematic procedure that was followed is effective for the construction of a valid test. In addition, statistical analyses showed that test/re‐test reliability is moderate. Data collection with larger samples is needed in order to find more statistical support for the psychometric properties of the test.     

English‐medium Content Courses in Non‐English Higher Education: a study of lecturer experiences and teaching behaviours

Abstract

One important factor concerning the internationalization of higher education might be the adoption of a common language as the medium of instruction. For non‐English speaking countries this language tends to be English. Though educational institutions in Europe have already started to conduct (parts of) their curricula in English it is still not clear what effects this change of instructional language will have either on the lecturers involved or on the quality of their instruction. The present article is an attempt to provide an answer to these questions, based on Dutch experiences.     

Trust and perception related to information about biofuels in Belgium

Public knowledge regarding green energy is limited and there is a perceived lack of information, particularly in the case of biofuels. This study investigates the information seeking behaviour of fuel consumers with regard to biofuels, their preferences for particular elements and channels of information and their trust in information sources. The majority of respondents were interested in many elements of information, and particularly in the tax (dis)advantages associated with biofuels. They prefer to obtain information via newspapers and brochures. Scientists, environmental and consumer organizations and the government are perceived as the most trustworthy sources of information whilst word of mouth sources, journalists and the fuel sector are less well trusted. Four consumer clusters could be distinguished, on the basis of the perceived relative trustworthiness of information sources, and these clusters have significantly different socio-demographic characteristics and preferences for elements and channels of information.     

The role of relational preference in word-problem solving in 6- to 7-year-olds

Educational Studies in Mathematics - Several studies have shown that children do not only erroneously use additive reasoning in proportional word problems, but also erroneously use proportional...     

Vibrotactile feedback for correcting aerodynamic position of a cyclist

ABSTRACT

Guidance to maintain an optimal aerodynamic position is currently unavailable during cycling. This study used real-time vibrotactile feedback to guide cyclists to a reference position with minimal projected frontal area as an indicator of aerodynamic drag, by optimizing torso, shoulder, head and elbow position without compromising comfort when sitting still on the bike. The difference in recapturing the aerodynamic reference position during cycling after predefined deviations from the reference position at different intensities was analysed for 14 participants between three interventions, consisting of 1) vibrotactile feedback with a margin of error of 1.5% above the calibrated reference projected frontal area, 2) vibrotactile feedback with a margin of 3%, and 3) no feedback. The reference position is significantly more accurately achieved using vibrotactile feedback compared to no feedback (p < 0.001), but there is no significant difference between the 1.5% and 3% margin (p = 0.11) in terms of relative projected frontal area during cycling compared to the calibrated reference position (1.5% margin ?0.46 ± 1.76%, 3% margin ?0.01 ± 2.01%, no feedback 2.59 ± 3.29%). The results demonstrate that vibrotactile feedback can have an added value in assisting and correcting cyclists in recapturing their aerodynamic reference position.     

Design and evaluation of a development portfolio: how to improve students’ self-directed learning skills

In on-demand education, students often experience problems with directing their own learning processes. A Structured Task Evaluation and Planning Portfolio (STEPP) was designed to help students develop 3 basic self-directed learning skills: Assessing the quality of own performance, formulating learning needs, and selecting future learning tasks. A case study with 10 first-year students in the domain of hairdressing was conducted to evaluate STEPP’s use, usability, and perceived effectiveness. Results from student interviews show that usability and use are influenced by several factors. Students with low prior hairdressing skills, a weakly developed personal approach to direct their own learning, and an inclination to update STEPP as part of their weekly routine, use STEPP more frequently than students without these characteristics. Both the supervisor and students who frequently used STEPP perceived its use as a positive contribution to the development of self-directed learning skills. Furthermore, this study provides guidelines for the design of development portfolios in on-demand education.