title: The social-psychological processes of supply chain learning: A dyadic perspective

authors: Liyanage, Harishani Lasanthi

subjects: Supply chain learning

abstract: Today’s dynamic and complex supply chain contexts require supply chain actors to continuously learn. Hence, this research explores the fundamentals of effective supply chain learning, which presents in the extant literature as an opaque black box. The study explores the socio-psychological dynamics of learning capability and learning processes of a dyadic supply chain, arguing that they depend on certain enabling characteristics. The study also contributes to a comprehensive theory of supply chain learning by establishing the nature of the linkages between the elements of supply chain learning, thereby bridging the various gaps between micro-and macro-perspectives. By highlighting the significance of the enabling factors, it also theorizes the dynamics of supply chain learning. Also, the relationship between enabling characteristics and the individual, individual-group, group-organizational, and organizational levels of supply chain learning is shown to be strongest when certain contextual factors are present.

In analyzing the phenomena, the study uses a constructivist paradigm and an interpretative philosophical base. It also adopts organizational learning theory and a relational view as fundamental theoretical perspectives. A multiple case study methodology is used when collecting the data. 

This research makes valuable original contributions in the field of supply chain learning. The theoretical contributions extend organizational learning theories to the dyadic supply chain context by developing a more comprehensive and practical perspective of 'supply chain learning' that also demonstrates the crucial role of certain enabling characteristics. This research also develops a framework of the dynamics of supply chain learning at the dyadic level from the perspectives of the supplier and the manufacturing firm. This study will help decision makers to better understand how to manage their supply chain dynamics and enhance their learning processes and capabilities.

Using a multilevel lens to study the supply chain learning phenomenon, the framework presented in this study opens the way for understanding the critical role of value creation and behavioral enabling characteristics in supply chain learning. Overall, the study emphasizes the importance of applying behavioral approaches in future explorations of supply chain learning phenomena. However, further theoretical development is required, both to enhance the validity and reliability of the findings and ultimately to provide a successful and sustainable theory of supply chain learning.

text: The social-psychological processes of supply chain learning: A dyadic perspective Today’s dynamic and complex supply chain contexts require supply chain actors to continuously learn. Hence, this research explores the fundamentals of effective supply chain learning, which presents in the extant literature as an opaque black box. The study explores the socio-psychological dynamics of learning capability and learning processes of a dyadic supply chain, arguing that they depend on certain enabling characteristics. The study also contributes to a comprehensive theory of supply chain learning by establishing the nature of the linkages between the elements of supply chain learning, thereby bridging the various gaps between micro-and macro-perspectives. By highlighting the significance of the enabling factors, it also theorizes the dynamics of supply chain learning. Also, the relationship between enabling characteristics and the individual, individual-group, group-organizational, and organizational levels of supply chain learning is shown to be strongest when certain contextual factors are present.

In analyzing the phenomena, the study uses a constructivist paradigm and an interpretative philosophical base. It also adopts organizational learning theory and a relational view as fundamental theoretical perspectives. A multiple case study methodology is used when collecting the data. 

This research makes valuable original contributions in the field of supply chain learning. The theoretical contributions extend organizational learning theories to the dyadic supply chain context by developing a more comprehensive and practical perspective of 'supply chain learning' that also demonstrates the crucial role of certain enabling characteristics. This research also develops a framework of the dynamics of supply chain learning at the dyadic level from the perspectives of the supplier and the manufacturing firm. This study will help decision makers to better understand how to manage their supply chain dynamics and enhance their learning processes and capabilities.

Using a multilevel lens to study the supply chain learning phenomenon, the framework presented in this study opens the way for understanding the critical role of value creation and behavioral enabling characteristics in supply chain learning. Overall, the study emphasizes the importance of applying behavioral approaches in future explorations of supply chain learning phenomena. However, further theoretical development is required, both to enhance the validity and reliability of the findings and ultimately to provide a successful and sustainable theory of supply chain learning.

year: 2020

title: A graphical user interface for Boolean query specification

authors: Jones, Steve

subjects: searching

abstract: On-line information repositories commonly provide keyword search facilities via textual query languages based on Boolean logic. However, there is evidence to suggest that the syntactical demands of such languages can lead to user errors and adversely affect the time that it takes users to form queries. Users also face difficulties because of the conflict in semantics between AND and OR when used in Boolean logic and English language. We suggest that graphical query languages, in particular Venn-like diagrams, can alleviate the problems that users experience when forming Boolean expressions with textual languages. We describe Vquery, a Venn-diagram based user interface to the New Zealand Digital Library (NZDL). The design of Vquery has been partly motivated by analysis of NZDL usage. We found that few queries contain more than three terms, use of the intersection operator dominates and that query refinement is common. A study of the utility of Venn diagrams for query specification indicates that with little or no training users can interpret and form Venn-like diagrams which accurately correspond to Boolean expressions. The utility of Vquery is considered and directions for future work are proposed.

text: A graphical user interface for Boolean query specification On-line information repositories commonly provide keyword search facilities via textual query languages based on Boolean logic. However, there is evidence to suggest that the syntactical demands of such languages can lead to user errors and adversely affect the time that it takes users to form queries. Users also face difficulties because of the conflict in semantics between AND and OR when used in Boolean logic and English language. We suggest that graphical query languages, in particular Venn-like diagrams, can alleviate the problems that users experience when forming Boolean expressions with textual languages. We describe Vquery, a Venn-diagram based user interface to the New Zealand Digital Library (NZDL). The design of Vquery has been partly motivated by analysis of NZDL usage. We found that few queries contain more than three terms, use of the intersection operator dominates and that query refinement is common. A study of the utility of Venn diagrams for query specification indicates that with little or no training users can interpret and form Venn-like diagrams which accurately correspond to Boolean expressions. The utility of Vquery is considered and directions for future work are proposed.

year: 1997-12

title: Enhancing well-being and social connectedness for Maori elders through a peer education (Tuakana-Teina) programme: A cross-sectional baseline study

authors: Oetzel, John G.

subjects: Science & Technology

abstract: Background: Māori kaumātua (elders) face stark health and social inequities compared to non-Māori New Zealanders. The tuakana-teina (older sibling-younger sibling) peer education programme is a strengths-based approach to enhance well-being and social connectedness. The purpose of this study is to present the baseline data from this programme and identify correlates of well-being outcomes.

Method: Participants included 128 kaumātua who completed a self-report survey about health-related quality of life, spirituality, social connection and loneliness, life satisfaction, cultural identity and connection, elder abuse, health service utilisation and demographics.

Findings: Multiple regression models illustrated the following correlates of outcomes: (a) self-rated health: needing more help with daily tasks (β = −0.36) and housing problems (β = –0.17); (b) health-related quality of life: needing more help with daily tasks (β = –0.31), housing problems (β = –0.21), and perceived autonomy (β = 0.19); (c) spiritual well-being: understanding of tikanga (cultural protocols) (β = 0.32) and perceived autonomy (β = 0.23); (d) life satisfaction: social support (β = 0.23), sense of purpose (β = 0.23), cultural identity (β = 0.24), trouble paying bills (β = –0.16), and housing problems (β = –0.16); (e) loneliness: elder abuse (β = 0.27), social support (β = –0.21), and missing pleasure of being with whānau (extended family) (β = 0.19).

Conclusions: Key correlates for outcomes centred on social support, housing problems, cultural connection and perceived autonomy. These correlates are largely addressed through the programme where tuakana/peer educators provide support and links to social and health services to teina/peer recipients in need. This study illustrates needs and challenges for kaumātua, whilst the larger programme represents a strengths-based and culturally-centred approach to address health issues related to ageing in an Indigenous population.

text: Enhancing well-being and social connectedness for Maori elders through a peer education (Tuakana-Teina) programme: A cross-sectional baseline study Background: Māori kaumātua (elders) face stark health and social inequities compared to non-Māori New Zealanders. The tuakana-teina (older sibling-younger sibling) peer education programme is a strengths-based approach to enhance well-being and social connectedness. The purpose of this study is to present the baseline data from this programme and identify correlates of well-being outcomes.

Method: Participants included 128 kaumātua who completed a self-report survey about health-related quality of life, spirituality, social connection and loneliness, life satisfaction, cultural identity and connection, elder abuse, health service utilisation and demographics.

Findings: Multiple regression models illustrated the following correlates of outcomes: (a) self-rated health: needing more help with daily tasks (β = −0.36) and housing problems (β = –0.17); (b) health-related quality of life: needing more help with daily tasks (β = –0.31), housing problems (β = –0.21), and perceived autonomy (β = 0.19); (c) spiritual well-being: understanding of tikanga (cultural protocols) (β = 0.32) and perceived autonomy (β = 0.23); (d) life satisfaction: social support (β = 0.23), sense of purpose (β = 0.23), cultural identity (β = 0.24), trouble paying bills (β = –0.16), and housing problems (β = –0.16); (e) loneliness: elder abuse (β = 0.27), social support (β = –0.21), and missing pleasure of being with whānau (extended family) (β = 0.19).

Conclusions: Key correlates for outcomes centred on social support, housing problems, cultural connection and perceived autonomy. These correlates are largely addressed through the programme where tuakana/peer educators provide support and links to social and health services to teina/peer recipients in need. This study illustrates needs and challenges for kaumātua, whilst the larger programme represents a strengths-based and culturally-centred approach to address health issues related to ageing in an Indigenous population.

year: 2021