This study investigates the mediating role of organizational citizenship behaviours (OCBs) on the leader-member exchange (LMX) and employee performance relation and the degree to which work experience moderates the relation between leader-member exchange and OCBs. Lecturers from six technical universities in Ghana, making up three hundred and thirty-six lecturers, were selected using convenience sampling. The participants completed self-administered surveys. OCBs fully mediated the association between LMX and employee performance. Furthermore, the findings indicate that the interplay between LMX and work experience on OCBs is compensatory in nature such that as work experience increases, the positive association between LMX and OCBs decrease. Managers of higher education institutions should create enabling work environments that encourage high-quality LMX and citizenship behaviours. Moreover, as work experience tends to attenuate the positive influence of LMX on OCBs, managers in higher education should focus their attention on employees with low rather than high work experience. This research adds to the employee performance literature through examining a novel link among leader-member exchange, organizational citizenship behaviours and performance.
Purpose Non-technical skills have gained attention, since enhancement of these skills is presumed to improve the process of trauma resuscitation. However, the reliability of assessing non-technical skills is underexposed, especially when using video analysis. Therefore, our primary aim was to assess the reliability of the Trauma Non-Technical Skills (T-NOTECHS) tool by video analysis. Secondarily, we investigated to what extent reliability increased when the T-NOTECHS was assessed by three assessors [average intra-class correlation (ICC)] instead of one (individual ICC). Methods As calculated by a pre-study power analysis, 18 videos were reviewed by three research assistants using the T-NOTECHS tool. Average and individual degree of agreement of the assessors was calculated using a two-way mixed model ICC. Results Average ICC was ‘excellent’ for the overall score and all five domains. Individual ICC was classified as ‘excellent’ for the overall score. Of the five domains, only one was classified as ‘excellent’, two as ‘good’ and two were even only ‘fair’. Conclusions Assessment of non-technical skills using the T-NOTECHS is reliable using video analysis and has an excellent reliability for the overall T-NOTECHS score. Assessment by three raters further improve the reliability, resulting in an excellent reliability for all individual domains.
Innovation is crucial for higher education to ensure high-quality curricula that address the changing needs of students, labor markets, and society as a whole. Substantial amounts of resources and enthusiasm are devoted to innovations, but often they do not yield the desired changes. This may be due to unworkable goals, too much complexity, and a lack of resources to institutionalize the innovation. In many cases, innovations end up being less sustainable than expected or hoped for. In the long term, the disappointing revenues of innovations hamper the ability of higher education to remain future proof. Against the background of this need to increase the success of educational innovations, our colleague Klaartje van Genugten has explored the literature on innovations to reveal mechanisms that contribute to the sustainability of innovations. Her findings are synthesized in this report. They are particularly meaningful for directors of education programs, curriculum committees, educational consultants, and policy makers, who are generally in charge of defining the scope and set up of innovations. Her report offers a comprehensive view and provides food for thought on how we can strive for future-proof and sustainable innovations. I therefore recommend reading this report.
The pace of technology advancements continues to accelerate, and impacts the nature of systems solutions along with significant effects on involved stakeholders and society. Design and engineering practices with tools and perspectives, need therefore to evolve in accordance to the developments that complex, sociotechnical innovation challenges pose. There is a need for engineers and designers that can utilize fitting methods and tools to fulfill the role of a changemaker. Recognized successful practices include interdisciplinary methods that allow for effective and better contextualized participatory design approaches. However, preliminary research identified challenges in understanding what makes a specific method effective and successfully contextualized in practice, and what key competences are needed for involved designers and engineers to understand and adopt these interdisciplinary methods. In this proposal, case study research is proposed with practitioners to gain insight into what are the key enabling factors for effective interdisciplinary participatory design methods and tools in the specific context of sociotechnical innovation. The involved companies are operating at the intersection between design, technology and societal impact, employing experts who can be considered changemakers, since they are in the lead of creative processes that bring together diverse groups of stakeholders in the process of sociotechnical innovation. A methodology will be developed to capture best practices and understand what makes the deployed methods effective. This methodology and a set of design guidelines for effective interdisciplinary participatory design will be delivered. In turn this will serve as a starting point for a larger design science research project, in which an educational toolkit for effective participatory design for socio-technical innovation will be designed.
Goal: In 2030 the availability of high quality and fit-for-purpose recycled plastics has been significantly increased by implementation of InReP’s main result: Development of technologies in sorting, mechanical and chemical recycling that make high quality recycled plastics available for the two dominating polymer types; polyolefins (PE/PP) and PET. Results: Our integrated approach in the recycling of plastics will result in systemic (R1) and technological solutions for sorting & washing of plastic waste (R2), mechanical (R3) and chemical recycling (R4, R6) and upcycling (R5, R7) of polyolefins (PE & PP) and polyesters (PET). The obtained knowledge on the production of high quality recycled plastics can easily be transferred to the recycling of other plastic waste streams. Furthermore, our project aims to progress several processes (optimized sorting and washing, mechanical recycling of PP/PE, glycolysis of PET, naphtha from PP/PE and preparation of valuable monomers from PP/PET) to prototype and/or improved performance at existing pilot facilities. Our initiative will boost the attractiveness of recycling, contribute to the circular transition (technical, social, economic), increase the competitiveness of companies involved within the consortium and encourage academic research and education within this field.
The project’s aim is to foster resilient learning environments, lessen early school leaving, and give European children (ages 4 -6) a good start in their education while providing and advancing technical skills in working with technology that will serve them well in life. For this purpose, the partnership has developed age appropriate ICT animation tools and games - as well as pedagogical framework specific to the transition phase from kindergarten to school.
