Motivation,commitment and the use of incentives in partnerships and alliances

The use of incentives in partnering and alliancing has been seen as an important way of reinforcing collaboration in the short term and helping to build trust between clients and contractors in the long term. Yet only rarely has the impact of incentives on such relationships been discussed, let alone subjected to systematic investigation. This is despite a wealth of theory and research which brings into question the use of incentives and reinforcers as ways of generating motivation and commitment. Drawing upon this theoretical knowledge base and using evidence from a number of case studies of partnerships and alliances, this paper demonstrates how a number of important cognitive and social dimensions affect the use and impact of incentives, sometimes in ways contrary to those intended. The conclusion drawn is that there are important limitations to the use of incentives as means of reinforcing collaboration and developing commitment and trust, and that this raises questions more generally about the assumptions that underlie many of the practical ‘tools and techniques’ commonly associated with partnering and alliancing.     

Analysis of architects' demotivating factors in design firms

The overall aim of this study is to identify factors that influence architects' demotivation in design firms. After a review of extant literatures in design management, project management, and organisational behaviour, a list of 43 demotivating criteria was produced and used in a questionnaire survey. Analyses included reliability analysis, Mann–Whitney U and Kruskal–Wallis tests, demotivation severity index (DSI) computation and exploratory factor analysis. Results show an underlying factor structure of seven demotivating factors that include ‘organisational injustice’, ‘project induced stress’, ‘dysfunctional design team’, ‘poor interpersonal relationships’, ‘perceived career decline’, ‘negative leadership behaviours’ and ‘poor organisational culture’. Comparing these demotivational factors with motivational factors identified from previous related research, this study confirms that demotivation and motivation are on the same pole. In addition, what causes motivation or demotivation is a function of individual frame of reference. This implies that the presence or absence of a factor might cause motivation or demotivation depending on an individual frame of reference. Positive attention to the identified factors in relation to individual personality differences therefore helps to remove impediments that could affect employees' well-being such as being downcast, dispirited, depressed and despondent. The study would help directors and managers of design firms to develop a healthy workforce through recognition and eradication of the identified demotivating factors using some of the suggested solutions.     

以项目式教学为主线的《环境行为学》教学探索

本文介绍了以项目式教学为主线的 《环境行为学》教学方法,以区别于传统学院 式理论授课的形式。为对应新方法容易引发 的三个问题，作者在理论知识组织、课程时 间结构、项目选题、控制工作量、考核与评 分这五个方面发展出独特的策略与措施， 在课堂内外对学生自主进行的小研究项目全 过程进行妥善组织与督导。从对历届学生的 调查以及作业成果看，该方法对提高学生的 学习动机、加深知识的掌握程度具有显著 效果。     

《计算机基础知识》教学谈讨

为了提高《计算机基础知识》的课堂教学质量，教师必须关注教学策略的设计和运用。要采取多种教学手段，为学生提供多样化的教学平台，激发他们的求知欲望，保持恒久的学习兴趣和动力；培养他们主动求知和渴望创造的学习品质，让他们获得成功的体验，提高学生的学习效能。     

A rating scheme for assessing the quality of computer-supported collaboration processes

The analysis of the process of collaboration is a central topic in current CSCL research. However, defining process characteristics relevant for collaboration quality and developing instruments capable of assessing these characteristics are no trivial tasks. In the assessment method presented in this paper, nine qualitatively defined dimensions of collaboration are rated quantitatively: sustaining mutual understanding, dialogue management, information pooling, reaching consensus, task division, time management, technical coordination, reciprocal interaction, and individual task orientation. The data basis for the development of these dimensions was taken from a study in which students of psychology and medicine collaborated on a complex patient case via a desktop-videoconferencing system. A qualitative content analysis was performed on a sample of transcribed collaboration dialogue. The insights from this analysis were then integrated with theoretical considerations about the roles of communication, joint information processing, coordination, interpersonal relationship, and motivation in the collaboration process. The resulting rating scheme was applied to process data from a new sample of 40 collaborating dyads. Based on positive findings on inter-rater reliability, consistency, and validity from this evaluation, we argue that the new method can be recommended for use in different areas of CSCL.     

Exploring dimensions to online learning

The study presented in this paper sought to explore several dimensions to online learning. Identifying the dimensions to online learning entails important basic issues which are of great relevance to educators today. The primary question is “what are the factors that contribute to the success/failure of online learning?” In order to answer this question, we need to identify the important variables that: (1) measure the learning outcome and (2) help us understand the learning experience of students using specific learning tools. In this study, the dimensions we explored are student’s attitude, affect, motivation and perception of an Online Learning Tool usage. A survey methodology was used such that validated items from previous relevant research work were adopted. 105 students completed the questionnaire. An exploratory factor analysis (EFA) was implemented on the data captured. Results of the EFA identified the items that are relevant to the present context and the items that can be used to measure the dimension to online learning. Affect and perception were found to have strong measurement capabilities with the adopted items while motivation was measured the weakest.     

Making on-line logistics training sustainable through e-learning

The purpose of this study is to investigate the possibility of using an online logistics certification learning environment as a training tool to equip future logisticians with required logistics skills. This study incorporates an online logistics certification website that was constructed for college students to familiarize themselves with the certification. In addition, this study also performed comparison tests on students before and after their interaction with the web-based learning environment system to ascertain the system’s effectiveness. Our findings suggest that such a system might motivate students to familiarize themselves with logistics-related certification information and can enhance students’ professional capabilities. In addition, the web-based learning environment might possibly motivate students to join logistics related industries in the future.     

Motivating agents in software tutorials

Pedagogical agents can provide important support for the user in human–computer interaction systems. This paper examines whether a supplementary, motivating agent in a print tutorial can enhance student motivation and learning in software training. The agent served the role of motivator, attending the students to issues of task relevance and self-efficacy. The agent was presented in the tutorial by means of images and written messages. An experiment compared the agent condition with a no-agent (control) condition. Participants were 49 students (mean age 11.3 years) from the upper grades of elementary school. Data on motivation and learning were gathered before, during and after training. The findings revealed that students in the agent condition did significantly better on skills measures during and after training (i.e., performance indicators, posttest, and retention test). In addition, marginally significant differences favoring these students were found for flow experience during training and for motivational gains on task relevance and self-efficacy after training. The design strategies of the motivating agent are considered relevant for the creation of Animated Pedagogical Agents.     

Personality traits and knowledge sharing in online communities

Adopting diffusion theory and the concept of social value orientation, the effects of personality traits on knowledge sharing in a virtual open content community are investigated. In addition to the main effects of personality, it was hypothesized that intrinsic motivations would moderate the effects on knowledge sharing. A sample of N = 256 active users of Wikipedia provided measures of personality, motivation, and knowledge sharing. Latent regression analyses support the notion that authorship of Wikipedia is associated with higher levels of trendsetting and a prosocial value orientation. Moreover, moderation analyses demonstrate that the effect of the latter is moderated by individual differences in motivations to write. Differences with regard to opinion leadership could not be confirmed.     

Why girls go pink: Game character identification and game-players’ motivations

Based on social role theory and uses and gratifications, this study provides insights into the popularity of so-called pink games. This study is the first to examine the roles of identification, playing time, and age in the experience of motivations while playing an online role-playing game. Drawing upon a survey among 2261 girls between10 and 17 of age, our results show that identification with characters in the game is an important process in explaining girls’ gaming motivations. In addition, identification and motivations are intensified with playing time. Although age affects identification negatively, age is not related to the most important motive in playing pink games: social interaction. This study has important theoretical and practical implications for the popularity of pink games among girls.