A capability maturity model for assessment of active learning in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fernanda Gobbi de Boer Garbin ◽  
Carla Schwengber ten Caten ◽  
Diego Augusto de Jesus Pacheco
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Stem Education ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Capability Maturity Model ◽  
Maturity Model ◽  
Content Type ◽  
Capability Maturity ◽  
Traditional Pedagogy

PurposeAlthough active learning methodologies are recognized as an effective means to achieve expected educational demands, in practice, the teaching and learning processes are still widely characterized by traditional pedagogy aspects. As a result, teaching innovations in science, technology, engineering and math (STEM) education are carried out in isolation in specific disciplines, programs or departments. To addresses these challenges and to stimulate useful teaching innovations, this study aims to propose the capability maturity model to active learning (CMMAL) for assessing the maturity level of active learning methodologies in higher education institutions (HEIs).Design/methodology/approachThe CMMAL provides inputs for planning and decision-making, identifying variables such as the current state of teaching and learning processes, project management, team development, allocation of resources and infrastructure and the choice of evaluation and assessment methods. From the relevant literature, the primary aspects that impact on active learning were identified and incorporated into the structure of the model. Next, a survey was performed with 295 STEM professors and experts validating the scope of the model proposed.FindingsThe findings demonstrated the contribution of the CMMAL mainly to (1) assess the maturity levels of active methodologies in higher education and (2) stimulate the institutionalization of active learning practices in HEIs to minimize some problems related to the dissemination of new teaching practices.Practical implicationsThe primary practical and academic contribution of our study is the proposition of an artifact with a scope compatible with the need of the HEIs for the implementation of active learning methodologies. This paper presents a different perspective of current literature in active learning in STEM education, introducing a model that contributes to open the dialogue with HEIs interested in better understand and improve the performance in student-centered pedagogy.Originality/valueThe model also informs and leads to specific recommendations for HEIs seeking to enhance the performance of and alter the culture around active learning methodologies.

The development of performance measures through an activity based benchmarking project across an international network of academic libraries

2014 ◽  
Vol 15 (1/2) ◽  
pp. 58-66 ◽  
Author(s):  
Simon Hart ◽  
Howard Amos
Keyword(s):  
Performance Measures ◽  
Academic Libraries ◽  
Teaching And Learning ◽  
Assessment Practices ◽  
Maturity Model ◽  
International Network ◽  
Content Type ◽  
Capability Maturity ◽  
Library Assessment ◽  
University Life

Purpose – The purpose of this paper is to outline the findings from the initial stages of an activity-based benchmarking project developed across an international network of academic libraries. Through working on a shared response to the question: “if we enable and support the academic endeavour how do we measure our effectiveness?” the network of libraries is using the formal mechanism of benchmarking as a means of continuous improvement. Design/methodology/approach – Actual improvements as a result of benchmarking are known to arise from considering and looking at processes, tools and techniques rather than from simply comparing and reviewing measurements of activity. The establishment of the Matariki Network of Universities provided the opportunity to begin work on international benchmarking amongst the member libraries. The project is a collaborative exercise involving comparisons across the libraries on a selected number of services and activities that are similar across the institutions and are representative of overall library service provision. In this first stage of the project the focus is on support for teaching and learning, specifically activities and programmes that support the transition of first-year students into university life. To simplify the process the libraries have shared details in relation to specific cohorts of students. In order to achieve this, participating libraries used an online collaborative workspace to respond to a series of questions. These responses were analysed to identify common themes, highlight exemplars and select further topics for discussion. Findings – Acknowledging the challenge of international collaboration, processes and mechanisms were developed. It was important to establish a shared language with a set of agreed terms and definitions. Similarly, taking time for each partner to contribute to the project has been valuable. Consideration of each of the libraries responses to the survey questions reveals a diverse number of activities and practices that represent a strong commitment to the needs of students. Drawing on institutional strategic direction and policy, each library allocates substantial resourcing to these activities and practices. The exercise within the benchmarking project produced a valuable set of data for each library to review and learn from. In terms of managing the project, findings are consistent with those reported in the administration of other benchmarking projects. The libraries are in the early stages of developing a series of common international performance measures. It is evident that learning more detail about assessment processes used across each library is necessary to advance the project aims. Further work with the project partners on measuring the effectiveness of their activities will allow the testing of the application of a maturity model for quality improvement of library assessment practices. Research limitations/implications – The project provides the opportunity to develop a series of performance measures that can be verified across an international network of libraries. Sharing information on activities and practices that impact upon the wider institution provides a means to review and improve library assessment practices. Originality/value – This paper outlines the first benchmarking activity in the development of a review of performance measures through an activity-based benchmarking project. The activity included an international network of academic libraries. This work will lead to benchmarking effectiveness measures and the development of a library assessment capability maturity model. This will offer a development path, and a better understanding of progress, to demonstrate value and provide evidence of successful outcomes.

The development of the data science capability maturity model: a survey-based research

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mert Onuralp Gökalp ◽  
Ebru Gökalp ◽  
Kerem Kayabay ◽  
Altan Koçyiğit ◽  
P. Erhan Eren
Keyword(s):  
Data Science ◽  
Gap Analysis ◽  
Process Capability ◽  
Capability Maturity Model ◽  
International Electrotechnical Commission ◽  
Maturity Model ◽  
Data Governance ◽  
Content Type ◽  
Capability Maturity ◽  
Development Framework

PurposeThe purpose of this paper is to investigate social and technical drivers of data science practices and develop a standard model for assisting organizations in their digital transformation by providing data science capability/maturity level assessment, deriving a gap analysis, and creating a comprehensive roadmap for improvement in a standardized way.Design/methodology/approachThis paper systematically reviews and synthesizes the existing literature-related to data science and 183 practitioners' considerations by employing a survey-based research method. By blending the findings of this research with a well-established process capability maturity model standard, International Organization for Standardization/International Electrotechnical Commission (ISO/IEC) 330xx, and following a methodological maturity development framework, a theoretically grounded model, entitled as the data science capability maturity model (DSCMM) was developed.FindingsIt was found that organizations seek a capability/maturity model standard to evaluate and improve their current data science capabilities. To close this research gap, the DSCMM is developed. It consists of six capability maturity levels and twenty-seven processes categorized under five process areas: organization, strategy management, data analytics, data governance and technology management.Originality/valueThis paper validates the need for a process capability maturity model for the data science domain and develops the DSCMM by integrating literature findings and practitioners' considerations into a well-accepted process capability maturity model standard to continuously assess and improve the maturity of data science capabilities of organizations.

Alternative classification framework for engineering capability enhancement

2015 ◽  
Vol 27 (1) ◽  
pp. 68-90 ◽  
Author(s):  
Mana Patamakajonpong ◽  
Tirapot Chandarasupsang
Keyword(s):  
Quality Improvement ◽  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Capability Maturity Model ◽  
Maturity Model ◽  
Maturity Level ◽  
Content Type ◽  
Capability Maturity ◽  
The Individual

Purpose – This paper aims to present an alternative practical framework to classify the skill and knowledge of the individual trainees by comparing it with the expert in an organization. This framework gives the benefit to the organization in order to know the ability level of the personnel and to be able to provide the personnel development method both in academic learning and workplace learning. Design/methodology/approach – This research develops the framework based on relevant methodologies. Competency-Based Development is applied to investigate the knowledge and skill of the specific task. Knowledge Engineering is used to capture the experiences and construct knowledge model from relevance parties. Capability Maturity Model is then adapted to develop the capability and maturity level of the personnel. It can then be used to cluster the knowledge and skill. Finally, the Substation Maintenance Department of Provincial Electricity Authority (PEA), Thailand, is selected as a case study to test the proposed framework. Findings – The results have shown that the proposed framework can be utilized to identify the capability level of the individual personnel. Furthermore, the appropriate maturity development of the employees in each level can also be identified. This proposed framework provides better results when comparing to the current PEA competency model, as the criteria in this framework are systematically derived from experts rather than relying solely on the proficiency level. Although, this framework was tested with the switchgear maintenance task, the results and its systematic approach have indicated that it can also be used to develop the capability maturity model for other fields of work. Originality/value – The main originality of this research is the proposed competency analysis table, which integrates human resource development with knowledge management, risks management and management information system. Rather than performing these tasks separately for continuous quality improvement, organization can practically plan and perform the quality improvement-related tasks spontaneously. Moreover, the application of the capability maturity model to classify knowledge and skill of the maintenance tasks into maturity level is another academic value presented in this paper. The proposed framework gives the benefit to organization to classify the capability of the personnel. This is potentially beneficial to the human resource development personnel than traditional methods in the sense that it provides the information on how to develop the specific skill of the employees.

Capability/maturity based model for logistics processes assessment

2015 ◽  
Vol 64 (1) ◽  
pp. 28-51 ◽  
Author(s):  
Rachid Benmoussa ◽  
Charkaoui Abdelkabir ◽  
Achraf Abd ◽  
Marouane Hassou
Keyword(s):  
Capability Maturity Model ◽  
Maturity Model ◽  
Industrial Case Study ◽  
New Approach ◽  
Content Type ◽  
Capability Maturity ◽  
Distribution Logistics ◽  
Industrial Level ◽  
Logistics Process

Purpose – The purpose of this paper is to study how a general standardized processes assessment capability/maturity model, such as Capability Maturity Model Integration (CMMI), can be combined to a standardized benchmark of logistics processes best practices, such as FD X50-604, to propose a new approach that evaluates logistics processes capability/maturity. Design/methodology/approach – First, an analysis study of CMMI model and X50-604 standard is performed. In order to prove their coherence, a deep comparative analysis of CMMI and X50-604 practices is conducted. As illustration, the paper focuses on a particular application of this approach to evaluate capability/maturity of distribution logistics activities. An industrial case study that aims the validation of this particular application is finally conducted in a furniture company. Findings – The authors estimate that the paper findings provide an operational guide for industrials to evaluate their distribution processes that is a practical, verifiable, repeatable and extensible to other logistics process areas and an interesting opportunity to evolve the standard FD X50-604 regarding CMMI requirements to assess capability/maturity of logistics processes. Originality/value – In general, the few capability/maturity-driven models analyzed in literature present some limits that do not allow their diffusion in the industrial level, especially in logistics. This study proposes a new approach based on standards that provide an operational guide for industrials to evaluate their distribution processes based on capability/maturity concept.

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

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