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Journal ArticleDOI

Extended Fuzzy Analytical Hierarchy Process Approach in Determinants of Employees’ Competencies in the Fourth Industrial Revolution

TL;DR: The research finding confirmed the decisive role of teachers with the greatest weight of impact on the employees’ competency, though there was a shift of teacher’s role to that of facilitator in the Fourth Industrial Revolution education.
Abstract: This paper explored the education factors and ranked their impacts on the employees’ competencies development in Vietnam. Factors contributing to the employees’ competencies in the Vietnamese context are proposed based on the literature review under the justification of experts’ interviews. Then, the extended fuzzy analytical hierarchy process (EFAHP) approach was used to prioritize the importance of the factors affecting the employees’ competency. The research finding confirmed the decisive role of teachers with the greatest weight of impact on the employees’ competency, though there was a shift of teacher’s role to that of facilitator in the Fourth Industrial Revolution education.

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Citations
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Journal ArticleDOI
TL;DR: The Chang's Extent Analysis Method under fuzzy logic was applied to rank the components of e-learning success model in Vietnam by defining the key barriers to its development by revealing the important order of infrastructure and technology, human resources, setting, evaluation, management and execution, support and pedagogical aspect.
Abstract: E-learning success model is a crucial topic, especially in the context of the Fourth Industry with artificial intelligence and virtual reality in developing countries. In practice, it is a combination of technology and education; human and system form an integrated digital learning world. E-learning has many outstanding advantages in providing flexible training and equal education to everyone, which has dramatically changed the self-study process due to the ability to customize and effectively meet the learners' demands. However, e-learning is still inferior to traditional learning and teaching in recent years. This paper explores the key barriers to e-learning success based on multi-stakeholder perspectives. The Chang's Extent Analysis Method under fuzzy logic was applied to rank the components of e-learning success model in Vietnam by defining the key barriers to its development. The incorporation of fuzzy set theory in the Analytical Hierarchical Process is superior in representing human judgments. Seven criteria were selected after justifying the experts' opinions in the in-depth interviews. The findings revealed the important order of infrastructure and technology, human resources, setting, evaluation, management and execution, support and pedagogical aspect. The results are significant for the proper action plan to promote e-learning development under the resource constraint.

17 citations


Cites background from "Extended Fuzzy Analytical Hierarchy..."

  • ...Indeed, social and cultural aspects are most severe, especially in the case of Vietnam, where Confucian philosophy guided the country and favored face-to-face classes and the role of the teacher [62-65]....

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Journal ArticleDOI
TL;DR: In this article, the authors presented a fuzzy decision-making approach for calculating critical factors that affect the construction price index in Vietnam, which was implemented based on in-depth interviews of experts in the construction industry in Vietnam.
Abstract: Nowadays, many construction engineering and technology enterprises are evolving to find that prosperity is driven and inspired by an open economy with dynamic markets and fierce multifaceted competition. Besides brand and product uniqueness, the ability to quickly provide customers with quotes are matters of concern. Such a requirement for prompt cost estimation of construction investment projects with the use of a construction price index poses a significant challenge to contractors. This is because the nature of the construction industry is shaped by changes in domestic and foreign economic factors, socio-financial issues, and is under the influence of various micro and macro factors. This paper presents a fuzzy decision-making approach for calculating critical factors that affect the construction price index. A qualitative approach was implemented based on in-depth interviews of experts in the construction industry in Vietnam. A synthetic comparison matrix was calculated using Buckley approach. The CoA approach was applied to defuzzified the fuzzy weights of factors that affect the construction price index. The research results show that the top five critical factors affecting the construction price index in Vietnam are (1) consumer price index, (2) gross domestic product, (3) basic interest rate, (4) foreign exchange rate, and (5) total export and import.

15 citations

Journal ArticleDOI
TL;DR: A novel conceptual framework of KMS adoption was developed for Libyan HLIs to bring about technology adoption and improved decision-making.
Abstract: Currently, higher learning institutions (HLIs) are facing their most challenging problem in inefficient information management. The knowledge management system (KMS) application calls for providing several benefits to lecturers and students, producing daily information, documenting records for evidence of a transaction, and eventually improving the decision-making process. Knowledge management can be coupled with fuzzy logic to deal with imprecision and uncertainty of data in a KMS. The ICT dynamic development has shifted the HLI operations from manual to electronic-based handling of related information. KMS is one of the systems that are of significant consideration in this regard. Nevertheless, such a system has not been extensively adopted as expected due to users’ rejection of its use. In the present paper, the factors affecting the decision to adopt/reject KMS are highlighted. The study is qualitative and entails a critical review of the related literature concerning the topic, backed by interviews. KMS experts working with highly reputable HLI were interviewed. A total of 11 factors were focused on in light of their effect on the decision to adopt/reject KMS, as argued by the technological adoption theories and literature review. All the factors were validated and placed in ranks by the experts. From the results, a novel conceptual framework of KMS adoption was developed for Libyan HLIs to bring about technology adoption and improved decision-making.

6 citations


Cites background from "Extended Fuzzy Analytical Hierarchy..."

  • ...Fuzzy decision-making occurs when single or several criteria are used to discover the ideal option [40]....

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Journal ArticleDOI
TL;DR: In this paper, the authors assess the higher education curriculum based on a survey of 280 students, employers, alumni, and lecturers in both social sciences and natural sciences in Ho Chi Minh City, Vietnam.
Abstract: Education policy is a dynamic process featuring social development trends. The world countries have focused their education program on empowering the learners for future life and work. This paper aims to assess the higher education curriculum based on a survey of 280 students, employers, alumni, and lecturers in both social sciences and natural sciences in Ho Chi Minh City, Vietnam. The fuzzy decision-making method, namely the Fuzzy Extent Analysis Method (F-EAM), was applied to measure the relative weight of each parameter. Seven factors under the curriculum development have been put in the ranking. Input with emphasis on foreign language was the highest priority in curriculum development, given the expected demand of the labor market. Objective and learning outcome and teaching activities ranked second and third, respectively. The traditional triangle of teaching content, methodology, and evaluation and assessment are still proven their roles, but certain modifications have been defined in the advanced curriculum. Teaching facilities had the least weight among the seven dimensions of curriculum development. The findings are helpful for education managers to efficiently allocate scarce resources to reform the curriculum to bridge the undergraduate quality gap between labor supply and demand, meeting the dynamic trends of social development.

5 citations

Journal ArticleDOI
TL;DR: In this article, the authors considered possible approaches to and recommendations for forming a competitive professional mathematician in Kuzbass region and proposed a competency-based approach to teaching of mathematics students on the basis of creating a vocationally oriented information environment by organizing the cooperation of the university with large companies running their businesses in the region.

2 citations

References
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Journal ArticleDOI
TL;DR: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability, but what assumptions is the success of the movement based?
Abstract: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability. Intelligence and aptitude tests are used nearly everywhere by schools, colleges, and employers. It is a sign of backwardness not to have test scores in the school records of children. The Educational Testing Service alone employs about 2,000 people, annually administers Scholastic Aptitude Tests to thousands of aspirants to college, and makes enough money to support a large basic research operation. Its tests have tremendous power over the lives of young people by stamping some of them "qualified" and others "less qualified" for college work. Until recent "exceptions" were made (over the protest of some), the tests have served as a very efficient device for screening out black, Spanish-speaking, and other minority applicants to colleges. Admissions officers have protested that they take other qualities besides test achievements into account in granting admission, but careful studies by Wing and Wallach (1971) and others have shown that this is true only to a very limited degree. Why should intelligence or aptitude tests have all this power? What justifies the use of such tests in selecting applicants for college entrance or jobs? On what assumptions is the success of the movement based? They deserve careful examination before we go on rather blindly promoting the use of tests as instruments of power over the lives of many Americans.

3,404 citations


"Extended Fuzzy Analytical Hierarchy..." refers background in this paper

  • ...Competency is considered as a driver for any achievement, either at the micro or macro level [2]....

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Journal ArticleDOI
Mark Carter1
TL;DR: Visible learning as discussed by the authors is a review of over 800 metaclass metamodel metamatches from the Visible Learning project. But the review is limited to two metaclasses.
Abstract: by John Hattie, London, Routledge, 2009, 392 pp., US$80.00 (paperback), ISBN 978‐0‐415‐47618‐8. In the book Visible learning, Hattie extends his previous work by presenting a review of over 800 met...

1,273 citations


"Extended Fuzzy Analytical Hierarchy..." refers background in this paper

  • ...According to Hattie [15], the lesson mastery of students increased 17% with the teacher as a facilitator compared to 4% when instruction is student-centered....

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Journal ArticleDOI
TL;DR: In this paper, the diffusion and characteristics of collaborative relationships between universities and industry are explored, and a research agenda informed by an open innovation perspective is developed. But the authors focus on the effects of university-industry links on innovation-specific variables, such as patents or firm innovativeness, and the dynamics of these relationships remain under-researched.
Abstract: Organisations increasingly rely on external sources of innovation via interorganisational network relationships. This article explores the diffusion and characteristics of collaborative relationships between universities and industry, and develops a research agenda informed by an ‘open innovation’ perspective. A framework is proposed, distinguishing university-industry relationships from other mechanisms such as technology transfer or human mobility. On the basis of the existing body of research, the role of practices such as collaborative research, university-industry research centres, contract research and academic consulting is analysed. The evidence suggests that such university-industry relationships are widely practiced whereby differences exist across industries and scientific disciplines. While most existing research focuses on the effects of university-industry links on innovation-specific variables, such as patents or firm innovativeness, the organisational dynamics of these relationships remain under-researched. A detailed research agenda addresses research needs in two main areas: search and match processes between universities and firms, and the organisation and management of collaborative relationships.

1,272 citations


"Extended Fuzzy Analytical Hierarchy..." refers background in this paper

  • ...Industry participation on the university academic board, in internships, and via adjunct faculty positions are potential activities provided by the firm to the university to promote student competency [26]....

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Journal ArticleDOI
TL;DR: For example, this paper reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students and found that correlations had wide variation.
Abstract: Person-centered education is a counseling-originated, educational psychology model, overripe for meta-analysis, that posits that positive teacher-student relationships are associated with optimal, holistic learning. It includes classical, humanistic education and today’s constructivist learner-centered model. The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment. Variables coded included 9 independent and 18 dependent variables and 39 moderators. The results showed that correlations had wide variation. Mean correlations (r= .31) were above average compared with other educational innovations for cognitive and especially affective and behavioral outcomes. Methodological and sample features accounted for some of the variability.

1,251 citations


Additional excerpts

  • ...This leads to their competency improvement [13, 14]....

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BookDOI
01 Jan 2006
TL;DR: In this paper, the authors present a survey of the state of the art in the field of classroom management, focusing on the role of the teacher as a mediator between the student and the teacher.
Abstract: Contents: Part I: Introduction. C.M. Evertson, C.S. Weinstein, Classroom Management as a Field of Inquiry. J. Brophy, History of Research on Classroom Management. Part II: J. Brophy, Alternative Paradigms for the Study of Classroom Management. T.J. Landrum, J.M. Kauffman, Behavioral Approaches to Classroom Management. M. Gettinger, K.M. Kohler, Process-Outcome Approaches to Classroom Management and Effective Teaching. W. Doyle, Ecological Approaches to Classroom Management. G. Morine-Dershimer, Classroom Management and Classroom Discourse. E. Brantlinger, S. Danforth, Critical Theory Perspective on Social Class, Race, Gender, and Classroom Management. A.W. Hoy, C.S. Weinstein, Student and Teacher Perspectives on Classroom Management. Part III: M. McCaslin, Recent and Emergent Perspectives on Classroom Management. M. McCaslin, A.R. Bozack, L. Napoleon, A. Thomas, V. Vasquez, V. Wayman, J. Zhang, Self-Regulated Learning and Classroom Management: Theory, Research, and Considerations for Classroom Practice. M. Watson, V. Battistich, Building and Sustaining Caring Communities. D.T. Hickey, N.J. Schafer, Design-Based, Participation-Centered Approaches to Classroom Management. M.J. Elias, Y. Schwab, From Compliance to Responsibility: Social and Emotional Learning and Classroom Management. G. Gay, Connections Between Classroom Management and Culturally Responsive Teaching. Part IV: A.W. Hoy, Classroom Management in Specific Contexts. K. Carter, W. Doyle, Classroom Management in Early Childhood and Elementary Classrooms. E.T. Emmer, M.C. Gerwels, Classroom Management in Middle and High School Classrooms. K. Lane, K. Falk, J. Wehby, Classroom Management in Special Education Classrooms and Resource Rooms. L.C. Soodak, M.R. McCarthy, Classroom Management in Inclusive Settings. H.R. Milner, Classroom Management in Urban Classrooms. Part V: J.M. Cooper, Managing the Instructional Formats of Contemporary Classrooms. R.A. Lotan, Managing Groupwork in the Heterogeneous Classroom. C.M. Bolick, J.M. Cooper, Classroom Management and Technology. L.M. Morrow, D.R. Reutzel, H. Casey, Organization and Management of Language Arts Teaching: Classroom Environments, Grouping Practices, and Exemplary Instruction. J.R. Mergendoller, T. Markham, J. Ravitz, J. Larmer, Pervasive Management of Project-Based Learning: Teachers as Guides and Facilitators. Part VI: T.L. Good, Research and Theory With Implications for Classroom Management. K.R. Wentzel, A Social Motivation Perspective for Classroom Management. J. Reeve, Extrinsic Rewards and Inner Motivation. J.M.T. Walker, K.V. Hoover-Dempsey, Why Research on Parental Involvement Is Important to Classroom Management. R.C. Pianta, Classroom Management and Relationships Between Children and Teachers: Implications for Research and Practice. L. Nucci, Classroom Management for Moral and Social Development. Part VII: E.T. Emmer, Programs for Classroom Management and Discipline. H.J. Freiberg, J.M. Lapointe, Research-Based Programs for Preventing and Solving Discipline Problems. S.L. Robinson, S.M. R. Griesemer, Helping Individual Students With Problem Behavior. D. Johnson, R. Johnson, Conflict Resolution, Peer Mediation, and Peacemaking. T.J. Lewis, L.L. Newcomer, R. Trussell, M. Richter, Schoolwide Positive Behavior Support: Building Systems to Develop and Maintain Appropriate Social Behavior. I. Hyman, B. Kay, A. Tabori, M. Weber, M. Mahon, I. Cohen, Bullying: Theory, Research, and Interventions. Part VIII: C.M. Evertson, Teaching and Learning About Classroom Management. V. Jones, How Do Teachers Learn to Be Effective Classroom Managers? L. Stough, The Place of Classroom Management and Standards in Teacher Education. I.A. Friedman, Classroom Management and Teacher Stress and Burnout. K. Fries, M. Cochran-Smith, Teacher Research and Classroom Management: What Questions Do Teachers Ask? B. Larrivee, The Convergence of Reflective Practice and Effective Classroom Management. Part IX: I. Hyman, Policy, Law, Ethics, and Equity. D. Schimmel, Classroom Management, Discipline, and the Law: Clarifying Confusions About Students' Rights and Teachers' Authority. P. Fenning, H. Bohanon, Schoolwide Discipline Policies: An Analysis of the Discipline Codes of Conduct. C. Fallona, V. Richardson, Classroom Management as a Moral Activity. R.J. Skiba, M.K. Rausch, Zero Tolerance, Suspension, and Expulsion: Questions of Equity and Effectiveness. Part X: T. Wubbels, International Perspectives on Classroom Management. A. Miller, Contexts and Attributions for Difficult Behavior in English Classrooms. M. Ben-Peretz, B. Eilam, E. Yankelevich, Classroom Management in Multicultural Classes in an Immigrant Country: The Case of Israel. K. Granstroem, Group Phenomena and Classroom Management in Sweden. T. Wubbels, M. Brekelmans, P. den Brok, J. van Tartwijk, An Interpersonal Perspective on Classroom Management in Secondary Classrooms in the Netherlands. R. Lewis, Classroom Discipline in Australia. K. Nishioka, Classroom Management in Postwar Japan: The Life Guidance Approach.

958 citations


"Extended Fuzzy Analytical Hierarchy..." refers background in this paper

  • ...The teacher is one of the critical components in the educational process and significantly impacts on the student's performance in the following categories: (1) instructional delivery, (2) classroom management, and (3) students’ competency [9-11]....

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