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Ron James Fisher
Researcher at Cardiff Metropolitan University
Publications - 104
Citations - 2509
Ron James Fisher is an academic researcher from Cardiff Metropolitan University. The author has contributed to research in topics: Job satisfaction & Supply chain. The author has an hindex of 26, co-authored 101 publications receiving 2050 citations. Previous affiliations of Ron James Fisher include University of New South Wales & Griffith University.
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Environmental performance evaluation with big data: Theories and methods
TL;DR: The feasibility, reliability, and stability of existing theories and methodologies should be thoroughly validated before they can be successfully applied to evaluate environmental performance in practice and provide scientific basis and guidance to formulate environmental protection policies.
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Technological challenges of green innovation and sustainable resource management with large scale data
TL;DR: In this article, the authors focused on finding effective ways to achieve sustainable development, taking into account the seriousness of environmental pollution, sustainable development papers based on big data are clearly the most important contributions of this special volume.
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Bootstrap-DEA analysis of BRICS' energy efficiency based on small sample data
TL;DR: In this article, a Super-SBM model was used to measure and calculate the energy efficiency of BRICS, and the relationship between energy efficiency and carbon emissions was analyzed using small sample data.
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How would big data support societal development and environmental sustainability? Insights and practices
TL;DR: In this paper, the authors presented an inspiring panorama of the initiatives that have been developed throughout the world for sustainable natural resource management and improve societal development and provided case studies of regions in China and other regions.
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Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’
TL;DR: In this article, the authors report on a study to quantify the impact on student learning and on student assessment literacy of a brief assessment literacy intervention, using a pseudo-experimental design, and quantified the impact of an assessment literacy-building intervention on students' assessment literacy levels and on their subsequent performance on an assessment task.