bluuebunny/crossref_metadata_2025_split huggingface dataset:
Influence of initial braking velocity and braking frequency on tribological performance of non‐asbestos brake shoe
Authors: Jiusheng Bao , Zhencai Zhu , Yan Yin , Guoan Chen 
Published: October 2009

PurposeThe purpose of this paper is to find the influence of the initial braking velocity and braking frequency on the tribological performance of the non‐asbestos brake shoe used in mine hoisters during some continuous emergency brakings.Design/methodology/approachThe tribological performance experiments of the WSM‐3 non‐asbestos brake shoe braking on the 16 Mn steel are investigated on the X‐DM friction tester, by simulating continuous emergency brakings of a mine hoister ten times. Three kinds of tribological indexes: friction coefficient, its stability coefficient, and wearing rate are considered to score the tribological performance of the brake shoe.FindingsWhen the initial braking velocity increases, the mean friction coefficient of the brake shoe decreases at first, then rises, and falls again finally. But when the braking frequency exceeds seven times, the falling process of the friction coefficient at low‐velocity period does not appear again. Second, when the initial braking velocity is no higher than 10 m/s, the mean friction coefficient rises with the braking frequency increasing. But when the velocity exceeds 10 m/s, the mean friction coefficient rises with the braking frequency increasing at first, then falls. Third, when the initial braking velocity is no higher than 12.5 m/s, the friction coefficient of the brake shoe has quite a favorable stability with the coefficient is no bigger than 75 percent. But when the velocity exceeds 12.5 m/s, the stability of the friction coefficient is diminishing obviously. Fourth, the wearing rate of the brake shoe increases quickly, during the process that the velocity rising from 10 to 12.5 m/s, but increases much more slowly after that period.Originality/valueThe paper investigates the tribological performance of the WSM‐3 non‐asbestos brake shoe during some continuous emergency brakings and finds that, when the initial braking velocity is no higher than 12.5 m/s and the braking frequency is no more than seven times, the WSM‐3 non‐asbestos brake shoe has quite a high friction coefficient, a good friction stability, and a low‐wearing rate, which indicate that it is very appropriate for using in the disk brake of mine hoisters in China.
Teaching the Google‐eyed YouTube generation
Authors: Ashraf Bill 
Published: October 2009

PurposeThe purpose of this paper is to report on how the University sector in the UK has undertaken a massive transformation over recent years, resulting in a current mass market. Institutions (and their managers) are facing enormous challenges to establish competitive advantages whilst attending to customer need and focus. A smarter, cost‐effective, lean teaching and learning environment needs to evolve in order for UK universities to compete in a flatter global educational market place.Design/methodology/approachAdopting an action research methodology the paper seeks to analyze how much‐hyped Web 2.0, which moves away from static “read only” web sites to those which are “read‐write” and interactive and are clearly here to stay. An eclectic mix of multi‐media technology and social networking, blogs, Wikis, podcasts, RSS feeds, social software, broadband and megalithic search engines are changing the way people live – and learn.FindingsThis paper considers and highlights opportunities for increasing operational efficiency, from a personal perspective, based on a blended approach to technology enhanced learning by creating a 24/7 learning environment for the Google‐eyed YouTube generation. The challenges of teaching large groups of students from a very diverse range of backgrounds and abilities are also discussed.Originality/valueThis article balances interests in the immense potential of Web 2.0 in teaching and learning, with concern for the limitations of the technology.
Role of social software tools in education: a literature review
Authors: Minocha Shailey 
Published: October 2009

PurposeThe purpose of this paper is to provide a review of literature on the role of Web 2.0 or social software tools in education.Design/methodology/approachThis paper is a critical and comprehensive review of a range of literature sources (until January 2009) addressing the various issues related to the educator's perspective of pedagogical effectiveness of social software tools.FindingsThe paper provides insights about the: educational goals of using social software tools; benefits to the students, educators and institutions; challenges that may influence a social software initiative; and issues that need to be considered in a social software initiative.Research limitations/implicationsIt is hoped that the analysis, as captured in this paper, will highlight the different pedagogical roles of social software: communication, nurturing creativity and innovation, and collaborative learning. The paper will be of interest to researchers in the areas of social software and technology‐enabled learning environments, in general. Further, this paper demonstrates how the analysis of academic literature sources has been combined with commentaries and opinions on the web to develop this literature review.Practical implicationsThe review has been written from an educator's perspective: the questions and challenges that an educator encounters when considering the use of social software tools for learning and teaching. The analysis of the literature review in this paper is presented as answers to questions, which educators may have about social software initiatives. The findings in this paper may influence learning and teaching strategies in higher and further education – specifically institutions that are considering the use of social software.Originality/valueThe paper presents theoretical underpinnings related to pedagogical role of social software tools. In this paper, the practical issues and challenges for educators and policy makers who are considering the adoption of social software tools in learning and teaching are analysed. The paper consolidates a variety of literature sources from academic publications, recent reports on social software (2007‐2009), and commentaries and views on social software within the social media itself (blogs, wikis, YouTube).
Scenarios and strategies for Web 2.0
Authors: Martin Graeme , Reddington Martin , Beth Kneafsey Mary , Sloman Martyn 
Published: October 2009

PurposeThe aim of this article is to bring together ideas from the authors' review of the Web 2.0 literature, the data and their insights from this and other technology‐related projects to produce a framework for strategies on Web 2.0 focusing on the implications for human resource professionals.Design/methodology/approachThe authors discuss organisational design as a socio‐technical system, which depends on the interaction between people, work organisation and technical systems for its effectiveness.FindingsThe article sets out four scenarios on the use of traditional and new social technologies intended to enhance collaboration and give employees voice in matters that affect them at work. In doing so, it shows how Web 2.0 can alter the choices available to employees and organisations to collaborate and exercise their respective voices. It is in this sense the authors argue that these technologies have the potential to transform the business model.Practical implicationsThere is a potential trend away from Web 2.0, which is potentially difficult for organisations to cope with towards Enterprise 2.0, which offers a social platform within companies. There is also a trend away from traditional media used to give employees a say in decisions, such as face‐to‐face representation in consultative committees, focus groups and online surveys towards Enterprise 2.0 read‐write media.Originality/valueThis article examines potential scenarios for the adoption of Web 2.0 and Enterprise 2.0 platforms in real business settings.
Positioning ePortfolios in an integrated curriculum
Authors: Housego Simon , Parker Nicola 
Published: October 2009

PurposeThe purpose of this paper is to discuss the potential and the challenges of successful integration of ePortfolios and graduate attributes into the curriculum.Design/methodology/approachAn argument is presented about the positioning of ePortfolios, and their links to graduate attributes, that draws upon the experiences of working with teachers to design, implement and support effective teaching practices to inform the challenges and opportunities that ePortfolios present for institutions, teachers and business curricula.FindingsThe potential of ePortfolios for supporting student learning must be balanced against the difficulties of embedding the necessary curriculum changes. Institutions expecting to see take‐up of ePortfolios by their teachers will need different strategies than those that accompanied the introduction of learning management systems.Research limitations/implicationsThe paper is based on experiences in an Australian context and a small‐scale trial. The limited availability of studies of student learning and the longitudinal use of ePortfolios in the social networking Web 2.0 context are also limitations.Practical implicationsA range of potential uses of ePortfolios is considered with a particular focus on seeing their use from the whole‐of‐program viewpoint, with discussion of the limitations for curriculum if decisions about ePortfolio use are left entirely to teachers to decide.Originality/valueThe paper's value is in its argument about the potential for linking ePortfolios to an integrated curriculum by addressing a common problem with the process of embedding of graduate attributes, and in suggesting a role for changed assessment practices to make this possible.
Simulations: a case study of City & Guilds' newest assessment
Authors: Stone Andrew , Dearing Mike 
Published: October 2009

PurposeThe purpose of this paper is to present a case study of City & Guilds' development of simulation‐based assessments for its ICT user qualification. These simulations are authentic scenario‐based replicas of word processing and spreadsheet software, which present a series of tasks that the test‐taker completes as if they were using actual software, thus demonstrating their ICT competence.Design/methodology/approachThe methodology for the pilot study involved running a series of small trials at five customer sites, with test‐takers completing a detailed questionnaire. It is from this questionnaire that most of the conclusions about the simulations are drawn.FindingsThe case study explains the reasons why City & Guilds wanted to pursue this development work and presents the findings of a pilot exercise in which the simulations were trailed by a group of learners and tutors. The strengths and weaknesses of the simulations are evaluated, particularly in terms of assessment validity, and opportunities for further development work are discussed.Research limitations/implicationsThe main limitation of this paper is that the sample used for trialling was small; this was a necessity imposed by tight budgets and deadlines. Furthermore, the authors were required to use the existing City & Guilds test delivery platform, which had implications for the type of simulation that could be developed.Originality/valueIn terms of originality, it is the authors' opinion that the paper has value because it offers a unique insight into the challenges faced by a vocational awarding organisation in its efforts to develop new assessments. Although the technology involved is not completely new, it is believed that the candid evaluation of the simulations will be of interest to anyone working with e‐assessments, regardless of their level of familiarity with the UK education system.
Why do we play the games? Exploring institutional and political motivations
Authors: Bardon Thibaut , Josserand Emmanuel 
Published: October 2009

PurposeThe purpose of this paper is to explore why digital games based learning (DGBL) is spreading rapidly in all educational settings, when the literature does not provide clear empirical evidence of the pedagogical benefits. The paper seeks to understand why DGBL is constantly developing despite this lack of consensus about the learning outcomes.Design/methodology/approachIn order to identify the motivations for DGBL adoption and implementation beyond pedagogical ones, the authors use organizational theories to propose a three‐dimensional framework in which pedagogical motivation is articulated with political (linked to local characteristics) and institutional (linked to the macro‐environment) motivations. They then study the respective importance the three kinds of motivation in the adoption decisions and the implementation process of DGBL. To this end, they conducted a retrospective analysis of four embedded case studies in European business schools.FindingsThe authors find that institutional motivation plays a major role in adoption decisions while political motivations can contribute to the decision but are not necessarily present. Isomorphic pressure is essentially mimetic for early adopters and combined with coercive elements for late adopters.Practical implicationsDuring the implementation phase customization is mainly driven by political objectives while institutionalized ideas about the best way to implement the game are not typically influential.Originality/valueThe study shows that pedagogical benefits are a prerequisite rather than the core motivation for adoption or implementation. Second, the study is a call for both academics and practitioners not to over‐rationalize or under‐rationalize DGBL and, more broadly, pedagogical innovations and adoption decisions.
Self‐employment among Italian female graduates
Authors: Rosti Luisa , Chelli Francesco 
Published: October 2009

PurposeThe purpose of this paper is to investigate the gender impact of tertiary education on the probability of entering and remaining in self‐employment.Design/methodology/approachA data set on labour market flows produced by the Italian National Statistical Office is exploited by interviewing about 62,000 graduate and non‐graduate individuals in transition between five labour market states: dependent workers; self‐employed workers; unemployed persons; and non‐active persons. From these data, an average ten‐year transition matrix (1993‐2003) is constructed and the flows between labour market conditions by applying Markovian analysis are investigated.FindingsThe data show that education significantly increases the probability of entering self‐employment for both male and female graduates, but it also significantly increases the transition from self‐employment to dependent employment for female graduates, thereby increasing the percentage of female graduates in paid employment and reducing the percentage of women in entrepreneurial activities. It is argued that the disappointment provoked by the gender wage gap in paid employment may induce some female graduates with low‐entrepreneurial ability to set‐up on their own, but once in self‐employment they have lower survival rates than both men in self‐employment and women in paid employment. Thus, what is observed overall is that education widens the gender gap between self‐employed workers and employees for individuals persisting in the same working condition.Originality/valueThe data are enabled to shift the focus of the relationship between education and entrepreneurship from the probability of being self‐employed to the probability of entering and surviving in this condition.
Skills and training in Great Britain: further evidence
Authors: Sutherland John 
Published: October 2009

PurposeThe purpose of this paper is to examine the amount of training received by employees; the extent to which individuals are dissatisfied with the training they receive; and employee perceptions of the extent to which the skill levels they possess are higher than/lower than those required to do their jobs.Design/methodology/approachA matched workplace‐employee data set which has its origins in the 2004 Workplace Employment Relations Survey is created and analysed using ordered and binomial logits.FindingsOne in five employees received five days or more training within the last 12 months. One in three received no training at all. One in three are satisfied with the training they received. One in four are dissatisfied. More than half of all employees felt that their skill levels are higher than those required to do their jobs. Only 5 percent felt that their skill levels are lower than those required to do their jobs.Research limitations/implicationsThere is little evidence of “skills gaps.” However, there is much evidence to the effect that employees' skills capacities are under‐utilised.Originality/valueThe contribution made both to the skills and training policy agenda and the controversy over explanations of the UK's relatively low rate of productivity growth.
A service‐learning initiative within a community‐based small business
Authors: Simola Sheldene 
Published: October 2009

PurposeThe purpose of this paper is to extend previous scholarly writing on community service‐learning (SL) initiatives by looking beyond their use in the not‐for‐profit sector to their potential use in community‐based small businesses.Design/methodology/approachA rationale for the appropriateness of using SL projects in small businesses is provided, and distinctions drawn between small business SL projects and student internships. A case study involving a strategic management project in a community‐based small business is presented.FindingsThe findings support the usefulness of SL initiatives in small businesses. Benefits to the students include an enhanced understanding of course material, improved learning through the transparent information sharing and experience of the small business owner, increased confidence in strategic management skills, and greater appreciation of community, environmental, and ethical concerns. Benefits to the small business owner included receipt of customized, onsite services that circumvented opportunity, and financial costs associated with other consultation or training options, an unbiased and well‐rounded strategic audit, and receipt of an alternate perspective on the business that would not otherwise be available.Research limitations/implicationsFuture research should explore the use of SL projects in a broader range of undergraduate business courses and continue to develop pragmatic frameworks for initiatives involving small businesses. Factors associated with small business engagement in SL and outcomes for business owners should also be investigated.Practical implicationsPractical information on the implementation SL initiatives in community‐based small businesses is provided, along with guidance on dealing with potential risk management concerns related to non‐conflict of interest, confidentiality, and liability.Originality/valuePrevious approaches to SL have focused almost exclusively on partnerships with not‐for‐profit agencies. This paper supports the usefulness of SL initiatives in for‐profit, community‐based small businesses.
The conscientious HR manager and the Rubik's Cube
Authors: Steers Ian 
Published: October 2009

PurposeBy examining the literature on the ethical dilemmas of H/RM practitioners, the paper aims to put an “H” in H/RM.Design/methodology/approachAnalysing the significant contribution which H/RM scholars have made in studying the ethical dilemmas of H/RM practitioners, the paper builds a view of an H/RM practitioner as a “conscientious HR manager” loosely connected to an ethical dilemma, a “Rubik's Cube”. Using these linguistic devices to simplify others scholarly work, the paper introduces a complex autopoietic system to provide a more “connected knowing” of ethical dilemmas and the “H” in H/RM.FindingsGeneralising from this analysis, the paper connects a social sub‐system (H/RM) with a living human system.Research limitations/implicationsNaturalistic “grounds” for launching a normative critique of H/RM that celebrates humans as social and biological animals are provisionally outlined.Originality/valueThe paper adapts Capra's complex autopoietic system to present a normative critique of H/RM from the Darwinian left.
ERP‐systems and job content: a case study of HR‐assistants
Authors: Benders Jos , Schouteten Roel , Aoulad el Kadi Mohamed 
Published: October 2009

PurposeThe purpose of this paper is to gain insights into the effects of an enterprise resource planning (ERP)‐implementation on job content.Design/methodology/approachData are collected using a qualitative expert instrument (WEBA) and a questionnaire (NOVA‐WEBA) among HR‐assistants in a case study in the Dutch hospitality industry.FindingsContrary to what one might expect, the introduction of an ERP‐system does not automatically result in a more centralized organization: in granting local authorizations user/employee job decision latitude is affected c.q. realized. However, even when a decentralization policy is pursued as is the case in our study, job decision latitude is not necessarily enhanced. This is partly caused by ERP‐related changes such as increasing standardization of operational procedures and data entry requirements, and partly by organization‐specific developments in how tasks get assigned to jobs.Research limitations/implicationsThe configuration of ERP‐systems varies by organization, and is largely a matter of organizational choice. The case is unique, as is indeed any case.Practical implicationsInsights into ERP's effects can help organizations achieve better designed jobs. Pre‐implementation simulations of effects can help steering towards desired outcomes.Originality/valueThe paper provides useful insights into the effects of an ERP‐implementation on job content through a case study of HR‐assistants.
Wikipedia: friend or foe?
Authors: West Kathy , Williamson Janet 
Published: October 2009

PurposeThe purpose of this paper is to report on a research study that entailed the rigorous evaluation of the quality of a large multidisciplinary sample of Wikipedia articles. The objective of the paper is to assess whether Wikipedia can be used and recommended as a credible reference or information tool.Design/methodology/approachThe 106 randomly generated Wikipedia articles are analyzed and evaluated on specific criteria (completeness, accuracy, presentation, objectivity, and overall quality). Articles are reviewed from a broad range of subject areas: arts, popular culture, entertainment, geography, history, science, technology, people, entities, and politics.FindingsThe findings indicate that overall the articles are objective, clearly presented, reasonably accurate, and complete, although some are poorly written, contain unsubstantiated information, and/or provide shallow coverage of a topic.Research limitations/implicationsFurther research on evaluating Wikipedia entries should include reviewing outward links to more accurately assess overall quality.Practical implicationsWikipedia has a role as a reference and instruction tool.Originality/valueThis paper provides empirical data on a large number of articles on a wide range of disciplines in Wikipedia, supporting its use as an acceptable encyclopedia.