bluuebunny/crossref_metadata_2025_split huggingface dataset:
Friction and wear studies of die cast aluminum alloy‐aluminum oxide‐reinforced composites
Authors: Kathiresan M. , Sornakumar T. 
Published: October 2010

PurposeMetal matrix composites (MMCs) are engineered materials formed by the combination of metal matrix and reinforcement materials. They have a stiff and hard reinforcing phase in metallic matrix. The matrix includes metals such as aluminum, magnesium, copper and their alloys. The purpose of this paper is to describe the development of an aluminum alloy‐aluminum oxide composite using a new combination of vortex method and pressure die casting technique and the subsequent tribological studies.Design/methodology/approachAn aluminum alloy‐aluminum oxide composite was developed using vortex method and pressure die casting technique. The aluminum alloy‐1 wt% aluminum oxide was die cast using LM24 aluminum alloy as the matrix material and aluminum oxide particles of average particle size of 16 μm as a reinforcement material. The friction and wear characteristics of the composite were assessed using a pin‐on‐disc set‐up; the test specimen, 8‐mm diameter cylindrical specimens of the composite, was mated against hardened En 36 steel disc of 65 HRC. The tests were conducted with normal loads of 9.8, 29.4 and 49 N and sliding speeds of 3, 4 and 5 m/s for a sliding distance of 5,000 m. The frictional load and the wear were measured at regular intervals of sliding distance.FindingsThe effects of normal load and sliding speed on tribological properties of the MMC pin on sliding with En 36 steel disc were evaluated. The wear rate increases with normal load and sliding speed. The specific wear rate marginally decreases with normal load. The coefficient of friction decreases with normal load and sliding speed. The wear and friction coefficient of the aluminum alloy‐aluminum oxide MMC are lower than the plain aluminum alloy. The wear and coefficient of friction of the entire specimens are lower.Practical implicationsThe development of aluminum alloy‐aluminum oxide composite using vortex method and pressure die casting technique will revolutionize the automobile and other industries, since a near net shape at low cost and very good mechanical properties are obtained.Originality/valueThere are few papers available on the development of (or tribological studies of) MMCs including aluminium/aluminium alloy‐ceramic composites developed by combination of vortex method and pressure die casting technique.
Innovative practice in the teaching and learning of human resource development
Authors: Holden Rick , Griggs Vivienne 
Published: October 2010

PurposeThe purpose of this paper is to present an introduction to the special issue on the subject of innovative practice in the teaching and learning of HRD.Design/methodology/approachThe paper positions the special issue within a context of issues and dilemmas facing those who teach and train HRD. Ten papers are introduced which reflect a wide ranging and changing landscape of professional practice.FindingsThe paper introduces innovative practice within a context of a particular challenge facing teachers and trainers of HRD. There is a unique relationship between subject matter and the very teaching learning and assessment strategies used to deliver such content.Originality/valueThere is limited published research into the teaching and learning of HRD. The paper provides a basis for the special issue's contribution to an initial understanding of innovative practice in teaching and learning of HRD and, importantly, in encouraging a higher profile for the discussion of research and practice implications.
Teaching, learning and assessing HRD
Authors: Sambrook Sally , Stewart Jim 
Published: October 2010

PurposeThis paper seeks to analyse and explore the results of a research project, which aimed to identify recent and current research on TLA within HRD programmes. From that base the project also intended to identify areas for future research and a basis for establishing a Special Interest Group.Design/methodology/approachA comprehensive review of the literature was undertaken and an electronic questionnaire survey was conducted of academic members of the UFHRD, EHRHD and AHRD databases. This provided coverage of widespread international population.FindingsFindings suggest that while research into HRD as a subject and academic discipline is very healthy, there is a dearth of research into the TLA of HRD educational programmes or at least research that is published. They also suggest that academics involved in delivering HRD programmes would welcome support in TLA through additional and new resources as well as ideas on innovative approaches and methods of TLA. TLA in HRD, though, is subject to some constraints, including the role of the professional body in the UK and parts of Europe, the status of HRD in relation to wider business management as a subject and HRM in particular and the size and diversity of student groups. Respondents to the survey, however, were confident that these problems can be addressed.Practical implicationsA key conclusion drawn is that innovative practice in the TLA of HRD is probably more widespread than is evident from the literature. In addition, the notion of “innovative” does not have a fixed meaning and is context specific. This means that TLA practice, which is considered normal or usual in one context could and probably would constitute an innovation in different contexts.Originality/valueProvides the first overview of research into the TLA of HRD educational programmes.
From sentimentalism towards a critical HRD pedagogy
Authors: Armitage Andrew 
Published: October 2010

PurposeThe purpose of this paper is to propose an approach for the teaching and delivery of HRD practices, professional skills and theory that challenges the modernist orthodoxy of contemporary organisational life and the requirements of professional bodies.Design/methodology/approachFirst, the territory of a critical HRD pedagogy is defined within practices that respect human freedom and individual dignity as opposed to instrumentalism and target setting. Second, it will advocate an approach for a HRD pedagogy that has its roots within the lost paradigm of sentimentalism that emphasises the belief in the goodness of humanity informing the romantic notions of human imagination, creativity and respect for the individual that is realised through the dialogical process.FindingsThe findings, evinced by vignettes, advocate a critical HRD pedagogy and the development of professional skills that base their values and ethics within emancipatory practices if organisations are to create and support sustainable learning environments rather than those located within the conventional wisdom of modernist orthodoxy.Practical applicationsThis paper calls for a critical HRD pedagogy and learning environments where individuals are engaged in the transformation of their socio‐historical‐political worlds and advocates dialogue is central to classroom practice if it is to realise the potential and creative impulses of individuals.Originality/valueThis paper contributes to the critical HRD discourse in the development of knowledge, skills, values and professional practice by addressing the constraints of classroom practice in its response to the demands and tensions of professional bodies. It explicitly develops a critical HRD pedagogy that has implications for the assessment of HRD programmes and of their resourcing.
Developing critical understanding in HRM students
Authors: Butler Michael J.R. , Reddy Peter 
Published: October 2010

PurposeThis paper aims to focus on developing critical understanding in human resource management (HRM) students in Aston Business School, UK. The paper reveals that innovative teaching methods encourage deep approaches to study, an indicator of students reaching their own understanding of material and ideas. This improves student employability and satisfies employer need.Design/methodology/approachStudent response to two second year business modules, matched for high student approval rating, was collected through focus group discussion. One module was taught using EBL and the story method, whilst the other used traditional teaching methods. Transcripts were analysed and compared using the structure of the ASSIST measure.FindingsCritical understanding and transformative learning can be developed through the innovative teaching methods of enquiry‐based learning (EBL) and the story method.Research limitations/implicationsThe limitation is that this is a single case study comparing and contrasting two business modules. The implication is that the study should be replicated and developed in different learning settings, so that there are multiple data sets to confirm the research finding.Practical implicationsFuture curriculum development, especially in terms of HE, still needs to encourage students and lecturers to understand more about the nature of knowledge and how to learn. The application of EBL and the story method is described in a module case study – “Strategy for Future Leaders”.Originality/valueThis is a systematic and comparative study to improve understanding of how students and lecturers learn and of the context in which the learning takes place.
The learner as facilitator: moving outside the “same old cage”
Authors: McKinlay John W. , Grogan Shona , Sedakat Pat , McKinlay Christopher J. 
Published: October 2010

PurposeThe purpose of this paper is to provide a critical, reflective examination of the organisation, delivery and evaluation of a training event conducted by postgraduate students undertaking a module on human resource development.Design/methodology/approachThe paper seeks to offer a triangulation of semi‐structured interviews, archival student written reflective accounts of the training event together with oral narrative from past participants on the module.FindingsThis paper examines the form and nature of a training event used as part of an assessment strategy on the human resource development (HRD) module of the MBA programme at the University of Abertay. The findings document the meanings and multiple realities that the participants ascribe to the training event. The interactional variable inherent in the informal and formal dichotomy of learning are also illustrated. Finally, the process of empowerment and reflection for all learners leads to a range of outcomes beyond the fulfilment of the assessment task.Research limitations/implicationsThe study is exploratory and the authors do not attempt to assess the generalisability of the findings.Practical implicationsThe significance of the assessment of the training event lies in the manner of its execution and the involvement of the postgraduate student learners. It is anticipated that the wider dissemination of the practice is deemed to be in the interests of the HRD community.Originality/valueThe paper highlights an innovative approach to the teaching and learning of human resource development at postgraduate level.
Making a virtue out of a necessity: part time work as a site for undergraduate work‐based learning
Authors: Shaw Sue , Ogilvie Chrissy 
Published: October 2010

PurposeThis paper seeks to challenge the view that student part time employment detracts from academic attainment and presents evidence that when linked to formal undergraduate study provides rich learning experiences. It also explores the extent to which formerly accepted pre‐requisites for work based learning (WBL) apply in this model and how the workplace adds value to student learning, while essentially being a source of income through low level and not necessarily degree related employment.Design/methodology/approachThe authors explore the literature on WBL, most of which refers to a model that differs in form to the one described here. The paper draws on small‐scale research data on the student experience, gathered through tutorial groups, sample interviews and a reflective essay. This data was analysed against both pre‐determined and emergent themes.FindingsThere is clear evidence of benefits to students from this form of WBL, both in their studies and learning skills, which were anticipated, but also in their performance, job satisfaction, reward and prospects in the workplace, which were not.Practical implicationsThis study suggests that student part time employment, derived from economic necessity can deliver real benefits to students and reduce some of the limitations of classroom based HRD learning by using a Virtual Learning Environment to link the University's academic delivery with the student workplace. This has implications not only for how academics regard the workplace as a vehicle for learning but also for how HRD students and practitioners might view the training and development of part‐time/casual (student) employees.Originality/valueThere is very little published research on this form of work based learning.
Teaching and learning intuition: some implications for HRD and coaching practice
Authors: Mavor Penny , Sadler‐Smith Eugene , Gray David E. 
Published: October 2010

PurposeThe purpose of this paper is to examine conceptual and theoretical links between intuition and coaching; investigate accomplished coaches' practical experiences of intuition; identify skill set of an intuitive coach; discuss implications of findings for coaches', HRD professionals', and line managers' learning and development.Design/methodology/approachIn‐depth, semi‐structured, individual interviews with 14 accomplished experienced executive coaches (eight males and six females) averaging 14.5 years as a coach.FindingsOutline of core attributes of an intuitive coach.Originality/valueImmersion in experience, a reflective approach to practice, effective feedback and supervision, and attending to personal well‐being are likely to enable coaches, HRD practitioners and line managers to take a more informed and intelligent approach to “going with their gut” in coaching and other situations where inter‐ and intra‐personal awareness are important.
Utilising a virtual world to teach performance appraisal
Authors: Morse Shona 
Published: October 2010

PurposeThe aim of this paper is to give a critical assessment of a study designed to investigate the potential of a new method for teaching HRD students about performance appraisal. It is argued that this approach is in the vanguard of developments in IT and learning.Design/methodology/approachThe paper takes the form of an explorative study which is undertaken in the context of a virtual world setting.FindingsThere is potential value added for HRD teaching and learning using virtual world technology. Subjects identified strengths and weaknesses in their use of Second Life© for performance appraisal skills training. Importantly, there was some evidence that subjects emotionally identified with their online characters, with potential implications for the impact of training. Necessary adjustments to research methods are identified.Research limitations/implicationsThis was a small scale study. Initial enquiry will inform larger scale research.Practical implicationsThe model gives HRD students scope to practice different roles in performance appraisal and, in the longer term, to experiment with “ways of being”. Subjects could be mentored during their engagement in the appraisal process, enabling active tutoring for skill development. Also, a variety of teaching strategies could be employed such as exploring cultural aspects and engaging students in peer‐to‐peer teaching.Originality/valueThe paper presents an innovative method, blending IT with a more conventional training concept, role‐play.
Do women like options more than men? An examination in the context of service recovery
Authors: Mattila Anna S. 
Published: October 2010

PurposeThis paper aims to examine the benefits of letting customers choose among compensation methods following a service failure. The author is also interested in the role of gender in influencing satisfaction with the compensation method and post‐recovery emotions.Design/methodology/approachA between‐subjects quasi‐experiment was conducted in addition to a series of pretests.FindingsFindings from this study indicate that women are more satisfied with the compensation when given the opportunity to choose from alternatives than are men. Moreover, women seem to value the act of choosing more than their male counterparts. The findings further suggest that service operators and retailers might benefit from offering the customer a choice between hedonic and utilitarian compensation options as part of the service recovery process. Letting the customer choose his/her preferred recovery option enhances satisfaction with the chosen compensation method, thus somewhat mitigating the ill‐effects of service failures.Originality/valueThis research contributes to understanding of service recovery efforts both from a theoretical and practical standpoint.
The role of the customer contact person's age in service encounters
Authors: Wägar Karolina , Lindqvist Lars‐Johan 
Published: October 2010

PurposeThe purpose of this paper is to ascertain whether older customers prefer older customer‐contact persons and whether younger customers prefer younger customer‐contact persons in a variety of service settings with different search, experience, and credence qualities.Design/methodology/approachThe study is based on a statistical analysis of data from a survey of younger and older Finnish customers using a structured questionnaire.FindingsOlder customers prefer older customer‐contact persons to younger customer‐contact persons in all the studied service settings. Younger customers prefer younger customer‐contact persons to older customer‐contact persons in all the studied service settings, with the exception of services high in credence qualities – in which they preferred older customer‐contact persons.Practical implicationsAge is a relevant factor in service design. Service providers therefore need to: take age into account in service design: adapt their service offerings according to the age of the clientele; and consider having both younger and older customer‐contact persons in their workforce.Originality/valueResearch into the role of age in service encounters is scarce. This study contributes to the field of services marketing by investigating this issue. The study provides empirical support for the commonly accepted presumption that customer‐contact persons closer in age to the customer are perceived by the customer as being better at adapting service.
Are services advertised differently? An empirical examination
Authors: Décaudin Jean‐Marc , Lacoste Denis 
Published: October 2010

PurposeThe objective of this paper is to study the relevance of a specific approach to services advertising by testing the absolute and relative impact of the product/service variable on advertising strategy.Design/methodology/approachA content study of 4,233 press advertisements, taken from generalist magazines, was conducted using an original analytical framework based on competitive advantage. This framework was used to measure the impact on the advertising strategy of the following variables: type of offer, type of market and industry.FindingsThe research indicates that three variables significantly influence advertising strategy: type of offer, type of market, and industry. However, the type of industry is the most influential variable. The study shows that the product/service contrast alone cannot adequately explain the choice of advertising strategy.Research implications/limitationsThe conclusions indicate that the product‐service variable should not be used in isolation, but rather in combination with other variables such as the type of target and the nature of the sector. The research, however, does not enable one to determine the relevance of the advertising choices highlighted.Practical implicationsThe framework can enable one to link marketing strategy to advertising strategy. It enables one to clearly pose the problem of advertising strategy upstream from questions of creative approach and executional tools.Originality/valueThis research shows that the product/service variable is not the best explanatory variable of the advertising strategy.
Checking in healthcare safety: theoretical basis and practical application
Authors: Shillito James , Arfanis Konstantinos , Smith Andrew 
Published: October 2010

PurposeHealthcare includes important processes such as checking to reduce errors. Checking is a prescribed part of many patient care activities with many checks being performed during one hospital admission. Some may be standard but unwritten practices, whereas others are laid down in official guidance. Errors in the bedside checking procedure are the commonest cause of mis‐transfusion, so more thorough checking could prevent adverse events. This paper aims to explore and enhance understanding regarding healthcare checking procedures. In doing so it seeks to identify a further research agenda.Design/methodology/approachThe computerised databases CINAHL, PsycLIT, EMBASE, PubMed, PsycINFO and MEDLINE were searched using specific indexing terms and free text including “bedside, peri‐operative safety, theatre checking and checklists”. Only English publications were included.FindingsLike any human activity, checking is part of personality and behaviour. There are several psychological factors relevant to patient safety, including: memory, prospective memory, automaticity and responsibility. All are relevant to healthcare.Research limitations/implicationsBandolier criteria have not explicitly been used within this review but have been met. It would be beneficial for future reviews to explicitly state how Bandolier criteria are met. This would possibly enhance the publications' scientific quality.Practical implicationsThere is much to learn regarding interacting factors that influence healthcare checking procedures and ultimately checking performance. The authors recommend that relationships between checking and personality should be explored. Furthermore, exploring how healthcare “mindfulness” might be promoted and what reminder/checking strategies healthcare staff already use in their day‐to‐day work routines should be examined.Originality/valueSeveral psychological factors involved in checking and its relevance to healthcare and patient safety are identified. Additionally, recommendations for further research are indicated.
Educational governance in the NHS: a literature review
Authors: Coward Rob 
Published: October 2010

PurposeThis paper aims to survey the literature relating to educational governance's application to healthcare. Its purpose is to establish the extent to which this type of governance is recognised by healthcare staff, and to develop an understanding of how it is defined and used.Design/methodology/approachThe starting point for the literature review was an academic database search supplemented by a Google Scholar search. The results were sifted using evidence strength criteria and filtered for relevance using secondary keywords.FindingsThe educational governance in healthcare literature search indicates that this is a relatively under‐researched area. There are few attempts to define educational governance, although several authors note similarities with clinical governance. Authors cite educational governance as an important component of integrated approaches to healthcare governance, noting inter‐dependent relationships between areas such as clinical governance, organisational development and risk management.Research limitation/implicationsGiven the diverse academic and grey literature used for the review, it was difficult to apply conventional evidence‐strength scales, especially because most articles cited in the text are based on expert opinion rather than systematic review.Practical implicationsThe review highlights educational governance's value to healthcare organisations and provides references for organisational staff contemplating developing this area.Originality/valueThe paper is the first known attempt to survey the literature relating to National Health Service educational governance.