title: Supply chain integration: an international comparison of maturity

authors: Childerhouse, Paul

subjects: supply chain integration

abstract: Purpose – The purpose of this paper is to examine the uptake of supply chain integration (SCI) principles internationally and the resultant integration maturity.
Design/methodology/approach – A rigorous supply chain diagnostics methodology called the Quick Scan is used to assess the integration maturity of 72 value streams located in New Zealand, Thailand and the UK.
Findings – The majority of the organisations studied are struggling to turn the SCI concept into reality. Supply chains on average are poorly integrated. However, there exist a handful of exemplar cases that provide guidance; levels of integration maturity appear not to differ internationally.
Research limitations/implications – Only three nations are compared, hence the sample is not fully representative of all countries and industries. There is a significant gap between supply chain rhetoric and practice; clear guidance on how to enable effective integration is required. National settings do not appear to affect the extent of application of supply chain management concepts.
Practical implications – SCI is a very difficult undertaking. Indifferent practice is the norm. If organisations can attain even the middle ground of internal integration they will outperform many of their competitors.
Originality/value – The paper presents an international benchmark of SCI maturity involving three triangulated measures of supply chain performance.

text: Supply chain integration: an international comparison of maturity Purpose – The purpose of this paper is to examine the uptake of supply chain integration (SCI) principles internationally and the resultant integration maturity.
Design/methodology/approach – A rigorous supply chain diagnostics methodology called the Quick Scan is used to assess the integration maturity of 72 value streams located in New Zealand, Thailand and the UK.
Findings – The majority of the organisations studied are struggling to turn the SCI concept into reality. Supply chains on average are poorly integrated. However, there exist a handful of exemplar cases that provide guidance; levels of integration maturity appear not to differ internationally.
Research limitations/implications – Only three nations are compared, hence the sample is not fully representative of all countries and industries. There is a significant gap between supply chain rhetoric and practice; clear guidance on how to enable effective integration is required. National settings do not appear to affect the extent of application of supply chain management concepts.
Practical implications – SCI is a very difficult undertaking. Indifferent practice is the norm. If organisations can attain even the middle ground of internal integration they will outperform many of their competitors.
Originality/value – The paper presents an international benchmark of SCI maturity involving three triangulated measures of supply chain performance.

year: 2011

title: Augmenting primary teaching and  learning science through ICT

authors: Otrel-Cass, Kathrin

abstract: This study explored how information communication technologies (ICTs) in primary classrooms can enhance the teaching and learning of science. By building on teachers’ and students’ prior knowledge and experience with ICTs, we investigated how ICT use can structure activities to offer enhanced opportunities for active participation in science. The project generated examples of how ICTs can support subject-relevant ways of exploring and communicating science, and evaluating what has been learnt.

The major implications from the key finding, found in the Summary report are that;

 ICTs amplify science learning if teachers unpack the scientific ideas to identify specific pedagogical strategies that exploit the opportunities of each ICT. 
Visually recorded data present instant, immediate and context-rich information that teachers and students can use as a repository for evaluation, analysis and communication.
For ICT-supported activities to meet the needs of diverse learners, students and teachers need “sandpit” time to develop competencies to participate in various tasks. 
Teachers who use ICTs require support tailored to the specific pedagogical, content and technology needs of the topic they are teaching.

text: Augmenting primary teaching and  learning science through ICT This study explored how information communication technologies (ICTs) in primary classrooms can enhance the teaching and learning of science. By building on teachers’ and students’ prior knowledge and experience with ICTs, we investigated how ICT use can structure activities to offer enhanced opportunities for active participation in science. The project generated examples of how ICTs can support subject-relevant ways of exploring and communicating science, and evaluating what has been learnt.

The major implications from the key finding, found in the Summary report are that;

 ICTs amplify science learning if teachers unpack the scientific ideas to identify specific pedagogical strategies that exploit the opportunities of each ICT. 
Visually recorded data present instant, immediate and context-rich information that teachers and students can use as a repository for evaluation, analysis and communication.
For ICT-supported activities to meet the needs of diverse learners, students and teachers need “sandpit” time to develop competencies to participate in various tasks. 
Teachers who use ICTs require support tailored to the specific pedagogical, content and technology needs of the topic they are teaching.

year: 2011

title: Exploring te ao Māori: The role of museums

authors: Clarkin-Phillips, Jeanette

subjects: museum

abstract: Museums offer many opportunities for developing knowledge of the bicultural heritage of Aotearoa New Zealand. This article reports on research involving a kindergarten located in a national museum. It discusses children’s growing understanding of te ao Māori (the world of Māori) through their regular visits to the collections and exhibits in the museum and suggests teachers in early childhood centres may find connecting with their local museum a valuable resource for enhancing bicultural practice.

text: Exploring te ao Māori: The role of museums Museums offer many opportunities for developing knowledge of the bicultural heritage of Aotearoa New Zealand. This article reports on research involving a kindergarten located in a national museum. It discusses children’s growing understanding of te ao Māori (the world of Māori) through their regular visits to the collections and exhibits in the museum and suggests teachers in early childhood centres may find connecting with their local museum a valuable resource for enhancing bicultural practice.

year: 2012