scholarly journals KEY SUCCESS FACTORS FOR STATISTICAL LITERACY POSTER COMPETITIONS

2017 ◽  
Vol 16 (1) ◽  
pp. 202-216
Author(s):  
STEVE MACFEELY ◽  
PEDRO CAMPOS ◽  
REIJA HELENIUS
Keyword(s):  
Success Factors ◽  
Statistics Education ◽  
Key Factors ◽  
Statistical Literacy ◽  
Key Success Factors ◽  
Local Schools ◽  
Research Journal ◽  
Societal Norms ◽  
Use Of Technology ◽  
Culture History

Statistical literacy is complex and multifaceted. In every country, education and numeracy are a function of a multitude of factors including culture, history, and societal norms. Nevertheless, since the launch of the International Statistical Poster Competition (ISLP) in 1994, a number of patterns have emerged to suggest there are some common or universal success factors in running statistical literacy competitions involving schools, universities, statistical offices, and many other institutions. This paper outlines some of those factors, such as institutional cooperation, celebrating participation and success, improvement of statistical literacy in the local schools, support for teachers, the involvement of national statistics institutes, and use of technology. These factors have been identified from our own experience running the competition and from articles submitted to the ISLP newsletters. Statistical literacy is a complex phenomenon, and so this is neither an exhaustive list of key factors nor a formula for success, but rather an overview of recurring themes across countries participating in the competition around the world. First published May 2017 at Statistics Education Research Journal Archives

scholarly journals STATISTICAL LITERACY AS THE EARTH MOVES

2017 ◽  
Vol 16 (1) ◽  
pp. 31-37
Author(s):  
CHRIS J. WILD
Keyword(s):  
Education Research ◽  
Statistics Education ◽  
Human Interaction ◽  
Data Display ◽  
Statistical Literacy ◽  
Bob Dylan ◽  
Research Journal ◽  
The Earth ◽  
The Times ◽  
Seismic Forces

“The Times They Are a-Changin’” says the old Bob Dylan song. But it is not just the times that are a-changin’. For statistical literacy, the very earth is moving under our feet (apologies to Carole King). The seismic forces are (i) new forms of communication and discourse and (ii) new forms of data, data display and human interaction with data. These upheavals in the worlds of communication and data are ongoing. If anything, the pace of change is accelerating. And with it, what it means to be statistically literate is also changing. So how can we tell what is important? We will air some enduring themes and guiding principles. First published May 2017 at Statistics Education Research Journal Archives

scholarly journals Model for assessing the success of SMEs in the internacionali­zation process

2010 ◽  
Vol 58 (6) ◽  
pp. 245-252
Author(s):  
Lea Kubíčková ◽  
Aleš Peprný ◽  
Šárka Nováková
Keyword(s):  
Risk Management ◽  
Success Factors ◽  
Small And Medium Enterprises ◽  
Evaluation Model ◽  
Internationalization Process ◽  
Key Factors ◽  
Simple Method ◽  
Key Success Factors ◽  
Simple Evaluation ◽  
Medium Enterprises

The paper deals with evaluating the success of small and medium-sized companies in in­ter­na­tio­na­li­za­tion process. The process of internationalization is defined in the literature in a many ways; there is a countless variety of different approaches and models of internationalization process of firms. Like all processes in the firm also the internationalization process is accompanied by risks. For risk management it is important to know what the key factors of success are in the international arena. In this article is presented a simple evaluation model that could be used by SMEs to determine not only how strong are they compared to competitors, but also at what level are their key success factors in the process of internationalization. The aim was to find a simple method to help small and medium enterprises to assess their situation in the field of internationalization and to help them identify their strengths and weaknesses in this area. Proposed simple evaluation model has the graphic output from which it can be seen in which areas the company is doing well in internationalization process and in what areas is doing badly – then there is room for further improvement. Creating the model it was essential to divide the various factors into several groups and further evaluation to determine the range by which SMEs can quantify the level of success in internationalization process. Before the model was constructed it was necessary to collect data among small and mid-sized firms, and to process the outputs of the survey. After confirmation or to rejection of the certain hypotheses key success factors of SMEs in the internationalization process were selected and these factors were then aggregated into 4 groups. The model was then applied to data obtained from a survey of 40 SMEs and in the paper there are presented specific examples of graphical output of the model for the best and worst rated company. Authors are aware that the model is simple and has its limits, there is the need of much more work and the authors foresee further modifications of this model.

The Success of the Link Model Programme in Rural Bangladesh: An Empirical Analysis

2018 ◽  
Vol 3 (2) ◽  
pp. 191-214
Author(s):  
Shutaro Takeda ◽  
Go Okui ◽  
Nanao Fujimura ◽  
Hisae Abe ◽  
Yuka Ohashi ◽  
...  
Keyword(s):  
Success Factors ◽  
Strongly Correlated ◽  
Key Factors ◽  
Or Education ◽  
Key Success Factors ◽  
Development Officers ◽  
Model Project ◽  
Degree Of Satisfaction ◽  
Link Model ◽  
Rural Appraisal

Link Model, a participatory rural appraisal (PRA) programme for micro-infrastructure construction funding aid, has received much attention in Bangladesh over the last few decades. This study aims to contribute to the latest phase of the Link Model project, launched in July 2016 by the Bangladeshi government. To this end, the authors conducted a field survey in Kalihati Upazila, which involved 102 villagers and 153 local representatives. The authors used the survey to examine the efficacy of the programme and to identify the key factors that contribute to its success. Results obtained from the questionnaire survey showed that the programme had high degrees of satisfaction and penetration in the surveyed villages. Moreover, the degree of satisfaction was unaffected by gender, religion, income or education background, which is notably consistent with the ideals of PRA. Villagers who understood the policy better were more satisfied with the micro-infrastructures developed through the Link Model programme. The ratings of union development officers (UDO) strongly correlated with the number of micro-infrastructures. Therefore, this study concludes that the key success factors of Link Model are (a) the understanding of villagers on the programme for quality and (b) the capability of UDO for quantity.

MORE THAN JUST NUMBERS: CHALLENGES FOR PROFESSIONAL STATISTICIANS

2017 ◽  
Vol 16 (2) ◽  
pp. 362-375
Author(s):  
CLAIRE CAMERON ◽  
ELLA IOSUA ◽  
MATTHEW PARRY ◽  
ROSALINA RICHARDS ◽  
CHRYSTAL JAYE
Keyword(s):  
Education Research ◽  
New Zealand ◽  
Communication Skills ◽  
Statistics Education ◽  
Statistical Literacy ◽  
Workforce Shortage ◽  
Research Journal ◽  
Qualitative Survey ◽  
The People ◽  
The Future

This paper describes a qualitative survey of professional statisticians carried out in New Zealand in 2014. The aim of the study was to find out if the issues this group faced were consistent with those identified in the literature. The issues identified were integrity, legitimacy, isolation, workforce shortage, communication, and marginalisation. They represent points of frustration for statisticians that may impact on the future of the profession as it responds to increasing demands and higher expectations. We found that these issues resonated for many of the statisticians included in our study and we have discussed a number of strategies to address them. They include raising our profile, attracting a broader range of people to the profession, increasing our communication skills, raising the statistical literacy of the people we work with, and a commitment to making it easy to engage with our colleagues. First published November 2017 at Statistics Education Research Journal Archives

ASSESSING STATISTICAL LITERACY AND STATISTICAL REASONING: THE REALI INSTRUMENT

2018 ◽  
Vol 17 (2) ◽  
pp. 141-160
Author(s):  
ANELISE SABBAG ◽  
JOAN GARFIELD ◽  
ANDREW ZIEFFLER
Keyword(s):  
Development Process ◽  
Statistics Education ◽  
Field Testing ◽  
Measurement Model ◽  
Learning Goals ◽  
Statistical Reasoning ◽  
Statistical Literacy ◽  
Expert Review ◽  
Research Journal ◽  
The Relationship

Statistical literacy and statistical reasoning are important learning goals that instructors aim to develop in statistics students. However, there is a lack of clarity regarding the relationship among these learning goals and to what extent they overlap. The REasoning and Literacy Instrument (REALI) was designed to concurrently measure statistical literacy and reasoning. This paper reports the development process of the REALI assessment, which included test blueprint, expert review, item categorization, pilot and field testing, and data analysis to identify what measurement model best represents the constructs of statistical literacy and reasoning given the criteria of fit and parsimony. The results suggested that statistical literacy and reasoning can be measured effectively by the REALI assessment with high score precision. First published November 2018 at Statistics Education Research Journal Archives

scholarly journals TELLING STORIES, LANDING PLANES AND GETTING THEM MOVING – A HOLISTIC APPROACH TO DEVELOPING STUDENTS’ STATISTICAL LITERACY

2017 ◽  
Vol 16 (1) ◽  
pp. 102-119
Author(s):  
JULIE SCOTT JONES ◽  
JOHN E. GOLDRING
Keyword(s):  
Mathematics Anxiety ◽  
Statistics Education ◽  
Holistic Approach ◽  
Barriers To Learning ◽  
Statistical Literacy ◽  
Surface Approach ◽  
Research Journal ◽  
The United Kingdom ◽  
University Level ◽  
Development Of Students

The issue of poor statistical literacy amongst undergraduates in the United Kingdom is well documented. At university level, where poor statistics skills impact particularly on social science programmes, embedding is often used as a remedy. However, embedding represents a surface approach to the problem. It ignores the barriers to learning that students bring to class, which may not always be addressed solely through embedding, such as, mathematics anxiety. Instead, embedding can only work within a much deeper pedagogic model that places students at its heart, as active participants in learning. This paper examines the development of such a model within a large sociology programme, where there was an implementation of a range of pedagogic strategies to support the development of students’ statistical literacy. First published May 2017 at Statistics Education Research Journal Archives

scholarly journals Key success factors for the management of a shared services business unit (Article 3 of 3)

2006 ◽  
Vol 6 (1) ◽  
Author(s):  
T. N. Van der Linde ◽  
A. L. Boessenkool ◽  
C. J. Jooste
Keyword(s):  
Business Model ◽  
Success Factors ◽  
Shared Services ◽  
Business Unit ◽  
Key Factors ◽  
Literature Study ◽  
Key Success Factors ◽  
Business Units ◽  
Virtual Organisation ◽  
Brick And Mortar

Purpose: The first and second articles in the trilogy introduced shared services as a business model and the various models through which a shared services business can and must evolve to create value. The purpose of this third and final article in the trilogy of articles is to identify the key success factors required to successfully manage a shared services business unit. Methodology: A comprehensive literature study was conducted in order to identify the key success factors required to successfully manage a shared services business unit. This was followed up with an empirical study to determine if organisations that have implemented shared services as a business model are using any of these identified factors to successfully manage their respective shared services business units. Findings: In the article, a framework is generated to help organisations understand the key success factors required to successfully manage a shared services business unit. This work has further potential in that the key factors required can also be used not only in the normal brick and mortar organisations, but also in virtual organisations. Implications: This article presents a comprehensive approach to understand the key success factors required to manage a shared services business unit. These findings are important as they can be applied to a conventional organisation as well as a virtual organisation. Value: This article provides an understanding of the key success factors required to manage a shared services business model. When these key success factors are used as a basis for the management of a shared services business unit, it will continuously create value for the organisation.

scholarly journals BUILDING CAPACITY FOR DEVELOPING STATISTICAL LITERACY IN A DEVELOPING COUNTRY: LESSONS LEARNED FROM AN INTERVENTION

2014 ◽  
Vol 13 (2) ◽  
pp. 15-27
Author(s):  
DELIA NORTH ◽  
IDDO GAL ◽  
TEMESGEN ZEWOTIR
Keyword(s):  
Capacity Building ◽  
Developing Country ◽  
Statistics Education ◽  
Lessons Learned ◽  
Statistical Literacy ◽  
Future Design ◽  
Grass Roots ◽  
Research Journal ◽  
Service Intervention ◽  
Teachers Attitudes

This paper aims to contribute to the emerging literature on capacity-building in statistics education by examining issues pertaining to the readiness of teachers in a developing country to teach basic statistical topics. The paper reflects on challenges and barriers to building statistics capacity at grass-roots level in a developing country, based in part on lessons learnt from the design of an in-service intervention for teachers in South Africa, and on illustrative data about teachers’ attitudes, collected as part of this intervention. The paper reflects on implications for future design of interventions, as well as on research needs that can inform future capacity-building in statistics education in developing countries. First published November 2014 at Statistics Education Research Journal Archives

ISLP COUNTRY COORDINATORS AS AMBASSADORSOF STATISTICAL LITERACY AND INNOVATIONS

2020 ◽  
Vol 19 (1) ◽  
pp. 120-136
Author(s):  
REIJA HELENIUS ◽  
ADRIANA D’AMELIO ◽  
PEDRO CAMPOS ◽  
STEVE MACFEELY
Keyword(s):  
Statistics Education ◽  
International Association ◽  
Statistical Literacy ◽  
Strategic Issues ◽  
Statistical Education ◽  
Statistical Institute ◽  
Recent Success ◽  
Research Journal ◽  
International Statistical Institute ◽  
Education Today

The International Statistical Literacy Project (ISLP) was established in 1994 by the International Statistical Institute and operates under the auspices of the International Association for Statistical Education. Today, the ISLP has 134 country coordinators spread across all continents of the world. The aim of this article is to describe and assess the activities of those country coordinators and discuss their contribution to advancing statistical literacy and that of ISLP. Some strategic issues for the ISLP executive are discussed, in particular, given the recent success of the ISLP in Latin America, and how this might inform future developments of the International Statistical Literacy Project. First published February 2020 at Statistics Education Research Journal Archives

OPENING REAL SCIENCE: EVALUATION OF AN ONLINE MODULE ON STATISTICAL LITERACY FOR PRE-SERVICE PRIMARY TEACHERS

2017 ◽  
Vol 16 (1) ◽  
pp. 120-138
Author(s):  
AYSE AYSIN BOMBACI BILGIN ◽  
ELIZABETH DATE-HUXTABLE ◽  
CARMEL COADY ◽  
VINCENT GEIGER ◽  
MICHAEL CAVANAGH ◽  
...  
Keyword(s):  
Science Teachers ◽  
Teacher Educators ◽  
Statistics Education ◽  
Evaluation Process ◽  
Primary Teachers ◽  
Statistical Literacy ◽  
Real Science ◽  
Research Journal ◽  
Government Initiative ◽  
Mathematics And Science

Opening Real Science (ORS) is a three-year government initiative developed as part of the Mathematics and Science Teachers program. It is a collaboration across universities involving teacher educators, scientists, mathematicians, statisticians and educational designers aimed at improving primary and secondary pre-service teachers’ competence and confidence in mathematics and science. The ORS project has developed 25 online learning modules for pre-service teacher programs. Statistical literacy is prioritised. The Statistical Literacy Module for Primary Teachers (SL-P) adopts an inquiry-based approach and uses resources and contexts relevant to their practice. This paper documents the development and evaluation process of SL-P from its conception to implementation, and reviews the initial trials. First published May 2017 at Statistics Education Research Journal Archives

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