Constructing the New Model for Problem Solving

2002 ◽  
Keyword(s):  
2020 ◽  
Vol 12 (3) ◽  
pp. 401-420
Author(s):  
Anthony McMullan ◽  
Stephen Dann

Purpose This paper aims to present a new model of marketing analysis that is capable of using the embedded knowledge that sits untapped in the history of marketing thought to solve contemporary marketing problems – the conceptual-historical analytical research model (CHARM). Design/methodology/approach This paper outlines the evolution of historical analysis methods (HAM), along with critiques and enhancements of the prior processes offered by Savitt (1980), Nevett (1991) and Golder (2000). From these foundations, the paper outlines the components of the model of historical analysis, detailing the development of the analytical template design. It also details the four-step process of engaging structured revisits of past knowledge for contemporary problem-solving. Findings The CHARM for problem-solving in marketing is a knowledge-gathering system that informs marketing decisions addressing contemporary problems. This is achieved through the use of embedded knowledge from a corpus of historical texts. Research limitations/implications This paper provides a method for future researchers to apply for replicable examination of historical texts and to assist intercoder reliability for multi-author history projects through the application of structured templates. Practical implications The CHARM for problem-solving in marketing is a knowledge-gathering system that informs marketing decisions addressing contemporary problems. This is achieved through the use of embedded knowledge from a corpus of historical texts. Originality/value The CHARM process applies a systematic protocol for engaging qualitative sources for historical analysis through preset data collection templates, structured analysis frameworks and definitional understanding templates for improved replicability. This paper presents a new model of approaching historical analysis through a problem-solving lens, whereby historical sources become the foundations for the solution to a problem, rather than just the literature review that identifies the presence of gap.


1994 ◽  
Vol 16 (2) ◽  
Author(s):  
Steve Fuller

The concept of an 'assumption' is discussed, and it is suggested that the psychological model implied by normal usage is misleading. A new model is proposed which distinguishes between 'assumptions', as constraints upon the thinking process, and 'postulates', as corresponding potential or actual propositional vocalizations. Some evidence for this model is provided, and its implications, particularly for the process of assumption identification, are discussed. It is suggested that assumption identification requires lateral thinking, and needs to be separated from problem-solving. The discussion is offered as an instance of an appropriate type of fusion of psychological and informal-logical approaches.


1994 ◽  
Vol 22 (1) ◽  
pp. 37-56 ◽  
Author(s):  
Frank Tallis ◽  
Michael W. Eysenck

A new model of worry is presented, differing from previous work in which worry was set within a broader theory of anxiety. It is proposed that threat is initially evaluated in terms of imminence, likelihood, and cost set against perceived self-efficacy; this evaluation can produce worry as a relatively automatic response. Worry serves the functions of alarm, prompt, and preparation; in terms of processes, it leads to an unfocused attentional style, sensitivity to emotional information, and arousal (which produces self-absorption). Threat (and worry) are maintained if there are elevated evidence requirements or inappropriate problem solving. The therapeutic implications of the model are discussed briefly.


1994 ◽  
Vol 16 (2) ◽  
Author(s):  
Stanley B. Cunningham

The concept of an 'assumption' is discussed, and it is suggested that the psychological model implied by normal usage is misleading. A new model is proposed which distinguishes between 'assumptions', as constraints upon the thinking process, and 'postulates', as corresponding potential or actual propositional vocalizations. Some evidence for this model is provided, and its implications, particularly for the process of assumption identification, are discussed. It is suggested that assumption identification requires lateral thinking, and needs to be separated from problem-solving. The discussion is offered as an instance of an appropriate type of fusion of psychological and informal-logical approaches.


2018 ◽  
Vol 237 ◽  
pp. 15-37 ◽  
Author(s):  
Jane Duckett

AbstractPrevious research has credited China's top leaders, Hu Jintao and Wen Jiabao, with the social policies of their decade in power, arguing that they promoted these policies either for factional reasons or to achieve rational, problem-solving goals. But such arguments ignore the dominant “fragmented authoritarian” model of policymaking in China that centres on bargaining among bureaucratic agencies. This article asks whether top leadership factions, rational problem solving, or “fragmented authoritarianism” can explain the adoption of one of the Hu and Wen administration's flagship policies, New Rural Cooperative Medical Schemes. Based on a careful tracing of this policy's evolution, it finds little evidence for these explanations, and instead uncovers the role played by international events and organizations, and ideas they introduced or sustained within policy networks. The article highlights some of the effects that China's international engagement has had on policymaking and the need to go beyond explanations of the policy process that focus solely on domestic actors. It proposes a new model of policymaking, “network authoritarianism,” that centres on policy networks spanning the domestic–international, state–non-state, and central–local divides, and which takes account of the influence of ideas circulating within these networks.


Synthese ◽  
2021 ◽  
Author(s):  
Jonathan Benson

AbstractThis paper contributes to growing debates over the decision-making ability of democracy by considering the epistemic value of deliberative democracy. It focuses on the benefits democratic deliberation can derive from its diversity, and the extent to which these benefits can be realised with respect to the complexities of political problems. The paper first calls attention to the issue of complexity through a critique of Hélène Landemore and the Diversity Trumps Ability Theorem. This approach underestimates complexity due to its reliance on an ‘oracle assumption’ and this is shown to highlight more general difficulties for applying the benefits of diversity to the realities of political problems. The paper then develops a new model of deliberation—based on an relationship between cognitive diversity and diminishing returns to cognitive type—which does not involve an oracle assumption and can therefore support the epistemic value of deliberative democracy even for complex problems. The benefits of diversity are also argued to be better realised though sortition than either democratic elections or epistocracy, pointing to the value of deliberation between randomly selected citizens. Finally, and contrary to past work, the new account suggests that diversity cannot alone establish the superiority of democratic deliberation over all non-democratic alternatives, and that it is insufficient to mount a purely epistemic argument for deliberative democracy. The paper therefore furthers our understanding of the epistemic value of deliberative democracy by clarifying when and to what extent diversity is a benefit to political problem solving.


2017 ◽  
pp. 11-20
Author(s):  
Rantanen Kalevi ◽  
Conley David W. ◽  
Domb Ellen R.
Keyword(s):  

2016 ◽  
Vol 10 (19) ◽  
Author(s):  
Bettina Dahl ◽  
Hans Hüttel

På Aalborg Universitet skete der i 2010 en omorganisering af stu-dieordningerne på Det Teknisk-Naturvidenskabelige Fakultet. Blandt ændringerne var, at de traditionelle projekter fyldte mindre, en større adskillelse af den formelle sammenhæng mellem kurser og projekter og en opdeling af kurserne i blokke på 5 ECTS. Vi sammenlignede erfaringerne med både den nye og den gamle model hos 10.-semesterstuderende på tre uddannelser og konkluderede, at de adspurgte studerende lagde stor vægt på projektarbejdet både i den gamle og den nye model, men at der var en signifikant lavere oplevelse af sammenhæng på et semester nu ift. før. De studerende prioriterede nu kursuseksamen højere til sidst i semesteret. Overordnet viste undersøgelsen også, at forholdet mellem det fagorienterede og det problemorienterede i de to PBL-modeller, og PBL-modeller generelt, ofte ikke var som modellerne overordnet gav udtryk for. Eksempelvis havde den nye model flere fagorienterede kurser og var derfor fra én synsvinkel et skridt mod en mere fagorienteret PBL-model; på den anden side havde de studerende i den nye model tidsmæssigt stadig mest fokus på det problemorienterede projekt og de fagorienterede kurser indeholdt PBL-lignende miniprojekter. De studerendes adfærd i en ændret undervisningsmodel var således mere kompleks, end man umiddelbart kunne antage. In 2010 Aalborg University reorganized the curriculum at the Faculty of Engineering and Science. The new curriculum scheduled less time for group projects and there was a formal separation between project and course work in each semester. The courses were also divided into 5 ECTS blocks. We compared student experiences of the old and new curriculums for three study programmes. Our results reveal that whereas in the old curriculum, students would prioritize the projects, with the new curriculum there was more focus on course work and linked examinations and the students found each semester more fragmented than before. This led us to question whether the new model had more subject-oriented courses, which would suggest a move towards a subject based PBL (problem based learning) model, or whether the students still spent most time on projects because the subject based courses contained PBL mini projects. Generally the study showed that the relationship between subject and problem solving in the two curricula models was not always obvious, and that the students’ behaviour in a changed teaching model was more complex than one might at first anticipate.


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