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- Bosch, Petra, 1971, et al.
(författare)
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Challenging new ways of working for managers in global collaborative work environments.
- 2011
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Ingår i: New Ways of Organizing Work. Developments, Perspectives and Experiences. - 9780415888158 ; , s. 160-176
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Global teamwork, mobile work, and telework require new ways of organizing and managing work across several locations. Large corporate teams typically engage middle managers that report to their superiors and coordinate team member activities. This paper studies middle managers that are faced with new ways of working challenges driven by globalization and mobility and forced to engage in global collaborative work environments (CWE). As global managers they work in multiple teams having to play a dual role, on one hand managing global team members and on the other hand being team members in the management group that reports to their superior. We use multiple methods to collect case study data in Fortune 100 high tech companies located in Europe and US. Our findings show that the organization policy implemented in the workplace and ICT infrastructure do not support global managers. Consequently, global managers are challenged to adapt their own work practices to new ways of working.
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| 3. |
- Bosch, Petra, 1971, et al.
(författare)
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Knowledge Work Productivity in Distributed Teams
- 2009
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Ingår i: Journal of Knowledge Management. ; 13:6, s. 533-546
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – Knowledge work (KW) is a well-researched topic. However, KW is difficult to measure and little consensus has been reached on elements that affect knowledge work productivity on a team level. The current theories neglect teams working in distributed geographical areas. The purpose of the paper is to integrate recent literature on knowledge work productivity (KWP) in distributed teams and give an overview of the elements affecting it.Design/methodology/approach – The paper presents an overview of research performed in the field of knowledge work productivity. The authors integrate theories of different fields of management theory (knowledge management, intellectual capital and learning), and work and organizational psychology. This paper answers three questions: What is knowledge work? What is knowledge work productivity? Which elements hinder or enable knowledge work productivity in distributed teams of global technology companies?Findings – The authors define the crucial elements that either hinder or enable KWP: team tasks, team structure and processes, the physical, virtual and social workspaces as well as organizational context. The paper presents an integrative model of KWP in distributed teams of global technology companies.Practical implications – Distributed teams are common in global companies. By understanding the elements that affect KWP, companies can stimulate or decrease specific elements in order to improve productivity of their distributed knowledge workers.Originality/value – This paper integrates theories from different disciplines in order to create an understanding about knowledge work and its productivity for further research.
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| 4. |
- Bosch, Petra, 1971, et al.
(författare)
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Multi-locational knowledge workers in the office: Navigation, disturbances and effectiveness
- 2010
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Ingår i: New Technology, Employment and Work journal. ; 25:3, s. 183-195
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Tidskriftsartikel (refereegranskat)abstract
- Drop-in desks are increasingly common as companies have more mobile employees. However, what happens to mobile workers once they come to the office? In our research, we found that mobile workers perceived lower productivity, had difficulty in navigating in the office and suffered from distractions, lack of storage and identification.
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| 5. |
- Bosch-Sijtsema, Petra, 1971, et al.
(författare)
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A Framework to Analyze Knowledge Work in Distributed Teams
- 2011
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Ingår i: Group and Organization Management. - : SAGE Publications. - 1059-6011 .- 1552-3993. ; 36:3, s. 275-307
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a framework to analyze knowledge work in the changing context of new ways of working. Knowledge work increasingly takes place as collaboration from different and changing workplaces due to mobility, multilocational, and geographical distribution of participants. We define the framework based on five key factors that pose challenges to the performance and productivity of knowledge work performed in distributed teams. The framework extends and integrates traditional performance models of task, team structure, and work process, with context factors like workplace, organization policy, and information and communication technology (ICT) infrastructure. The framework is applied in a qualitative comparative cross-case analysis to eight globally distributed teams in two Fortune 100 high-tech companies. We conclude with a series of specific challenges for each factor when studying distributed knowledge work. It is shown that due to changing contexts knowledge workers, teams, and organizations need to constantly adapt, readjust, and realign according to the five factors.
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| 6. |
- Karltun, Johan, 1954-
(författare)
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On Stage : Acting for development of businesses and ergonomics in woodworking SMEs
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports findings and results from studies of development work and change processes in the secondary woodworking industry. The purpose with the research is to increase the knowledge on how companies can initiate change and to increase their ability to change. The dual aim of improving both business and working conditions served as a guiding condition for the research. Case studies and action research were performed in small companies, mainly with less than 100 employees and in some cases less than 20 employees.The thesis encompasses six papers addressing different topics within the framework of development work and change processes. Topics elaborated are how performance concerning the ergonomic situation in a company can be measured and how the content and process of ISO 9000 implementation as well as standardisation influence system performance and working conditions. Furthermore, a framework for how change is enacted in SMEs and its effects on ergonomic considerations is suggested. A methodology for initiating change efforts in complex and ambiguous problem situations is presented. Finally the different expert and participant roles in an organisational change effort are elaborated and analysed with reference to experiences from previous case studies and theory.Together, the papers and the thesis emphasize the importance of action and work activities as a base for change. It is in the conflicting work activities or work conduct of differing perspectives where many of the drivers of change can be found. I also argue that this is a main reason to give good working conditions utmost importance for organisation performance. Further, I conclude that the six papers together contribute to a theoretical basis for developing small firms and attractive workplaces. It is indicated that the results are relevant to small manufacturing firms, while neither organisational structure nor resources available are the same as in larger companies. Moreover, the organisational size has a number of implications on aspects like visibility, available theoretical knowledge, vulnerability, formalisation, institutionalised organisational inertia etc. that will alter the demands on the change process. Many of the results are not limited to woodworking industry; the technical content of the ergonomics problems will however be different in other firms.
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| 7. |
- Pears, Arnold, Professor, 1964-, et al.
(författare)
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What Makes Computational Thinking so Troublesome?
- 2021
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Ingår i: 2021 IEEE frontiers in education conference (FIE 2021). - : Institute of Electrical and Electronics Engineers (IEEE).
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Konferensbidrag (refereegranskat)abstract
- This Research Full Paper addresses the definition and implementation of Computational Thinking (CT) in K-12 education. CT is the focus of ongoing debate about the future of computing in schools, and this poses a number of challenges. Early discussions on the topic were plagued by vague and all-encompassing definitions of the term, which raised awareness of a need for school learning focused on emerging computational systems and their impact on society and the lives of citizens, but failed to address what should actually be included in the revised curricula. As some of those issues have been addressed, a number of problems remain. This paper analyses some recent and future developments in the field of computing, and expands the discussion on the vexed question of the nature and limits of computational thinking. We ask whether the current mainstream literature and curriculum for CT is well positioned in terms of the future towards which computing is heading. We conclude by summarising the implications these questions have for the future development of K-12 curricula and teaching practices.
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| 8. |
- Ried, Janina S., et al.
(författare)
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A principal component meta-analysis on multiple anthropometric traits identifies novel loci for body shape
- 2016
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Ingår i: Nature Communications. - : Springer Science and Business Media LLC. - 2041-1723. ; 7
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Tidskriftsartikel (refereegranskat)abstract
- Large consortia have revealed hundreds of genetic loci associated with anthropometric traits, one trait at a time. We examined whether genetic variants affect body shape as a composite phenotype that is represented by a combination of anthropometric traits. We developed an approach that calculates averaged PCs (AvPCs) representing body shape derived from six anthropometric traits (body mass index, height, weight, waist and hip circumference, waist-to-hip ratio). The first four AvPCs explain >99% of the variability, are heritable, and associate with cardiometabolic outcomes. We performed genome-wide association analyses for each body shape composite phenotype across 65 studies and meta-analysed summary statistics. We identify six novel loci: LEMD2 and CD47 for AvPC1, RPS6KA5/C14orf159 and GANAB for AvPC3, and ARL15 and ANP32 for AvPC4. Our findings highlight the value of using multiple traits to define complex phenotypes for discovery, which are not captured by single-trait analyses, and may shed light onto new pathways.
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| 9. |
- Saqr, Mohammed, et al.
(författare)
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Robustness and rich clubs in collaborative learning groups : A learning analytics study using network science
- 2020
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Ingår i: Scientific Reports. - : Springer Science and Business Media LLC. - 2045-2322. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- Productive and effective collaborative learning is rarely a spontaneous phenomenon but rather the result of meeting a set of conditions, orchestrating and scaffolding productive interactions. Several studies have demonstrated that conflicts can have detrimental effects on student collaboration. Through the application of network science, and social network analysis in particular, this learning analytics study investigates the concept of group robustness; that is, the capacity of collaborative groups to remain functional despite the withdrawal or absence of group members, and its relation to group performance in the frame of collaborative learning. Data on all student and teacher interactions were collected from two phases of a course in medical education that employed an online learning environment. Visual and mathematical analysis were conducted, simulating the removal of actors and its effect on the group’s robustness and network structure. In addition, the extracted network parameters were used as features in machine learning algorithms to predict student performance. The study contributes findings that demonstrate the use of network science to shed light on essential elements of collaborative learning and demonstrates how the concept and measures of group robustness can increase understanding of the conditions of productive collaborative learning. It also contributes to understanding how certain interaction patterns can help to promote the sustainability or robustness of groups, while other interaction patterns can make the group more vulnerable to withdrawal and dysfunction. The finding also indicate that teachers can be a driving factor behind the formation of rich clubs of well-connected few and less connected many in some cases and can contribute to a more collaborative and sustainable process where every student is included.
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| 10. |
- Tedre, Matti, et al.
(författare)
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Teaching Machine Learning in K-12 Classroom : Pedagogical and Technological Trajectories for Artificial Intelligence Education
- 2021
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Ingår i: IEEE Access. - : Institute of Electrical and Electronics Engineers (IEEE). - 2169-3536. ; 9, s. 110558-110572
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Tidskriftsartikel (refereegranskat)abstract
- Over the past decades, numerous practical applications of machine learning techniques have shown the potential of AI-driven and data-driven approaches in a large number of computing fields. Machine learning is increasingly included in computing curricula in higher education, and a quickly growing number of initiatives are expanding it in K-12 computing education, too. As machine learning enters K-12 computing education, understanding how intuition and agency in the context of such systems is developed becomes a key research area. But as schools and teachers are already struggling with integrating traditional computational thinking and traditional artificial intelligence into school curricula, understanding the challenges behind teaching machine learning in K-12 is an even more daunting challenge for computing education research. Despite the central position of machine learning and AI in the field of modern computing, the computing education research body of literature contains remarkably few studies of how people learn to train, test, improve, and deploy machine learning systems. This is especially true of the K-12 curriculum space. This article charts the emerging trajectories in educational practice, theory, and technology related to teaching machine learning in K-12 education. The article situates the existing work in the context of computing education in general, and describes some differences that K-12 computing educators should take into account when facing this challenge. The article focuses on key aspects of the paradigm shift that will be required in order to successfully integrate machine learning into the broader K-12 computing curricula. A crucial step is abandoning the belief that rule-based "traditional" programming is a central aspect and building block in developing next generation computational thinking.
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