DSpace Collection:https://hdl.handle.net/10171/232192024-03-29T12:54:29Z2024-03-29T12:54:29ZAutomated and continuous assessment implementation in a programming coursehttps://hdl.handle.net/10171/691772024-03-04T06:06:24Z2024-01-01T00:00:00ZTitle: Automated and continuous assessment implementation in a programming course
Abstract: Continuous assessment is an assessment methodology whose objective is to assess students on an ongoing basis. However, designing, organizing, correcting, and evaluating continuous assessment increases the workload of teachers. Moreover, this methodology may not promote deep learning if it is not implemented properly. In this study, we implemented continuous assessment in an undergraduate programming subject using an automated assessment tool to reduce the workload of professors. We used design-based research (DBR) to implement a prototype of assessment methodology which includes an automated assessment tool developed by our research group. DBR provides us with a scientific background for this implementation through an iterative process in which we progressively come to assess all the activities that students perform in the course. In the different iterations of this process, we have collected students' final and project grades, and their opinions through surveys about the assessments we have implemented. These results allow us to demonstrate that the performance of at least two types of students improves after the implementation of continuous assessment, while at the same time, the depth of learning in the class is not affected. We have also found that students are more motivated and committed to the course when continuous assessment is used as they prefer automated assessment over the traditional exercises. In addition, the implementation of the continuous assessment has shown us some unexpected outcomes about flexibility in methodology design, collection of large amounts of data from the learning process, and students acquiring useful skills for programming. In reality, this can result in students gaining deeper knowledge if they are confronted with a greater number of situations during this time in which they test their knowledge.2024-01-01T00:00:00ZThe circular economy and consumer behaviour: Literature review and research directionshttps://hdl.handle.net/10171/675682023-10-09T05:12:18Z2023-01-01T00:00:00ZTitle: The circular economy and consumer behaviour: Literature review and research directions
Abstract: The circular economy (CE) has emerged as a sustainable alternative to the linear model of production and
consumption of products and services. Consumers are key actors in the circular economy loop, yet consumer
behaviour and decision-making remain at the periphery of research in this area. To close this gap and to promote
related academic research we perform a systematic literature review, analysing the main areas of research in the
CE relating to consumer behaviour and decision-making. The results show that there are six main areas that link
consumer and CE: consumer behaviour, purchase intention and sustainable consumption; lifetime and reparability; recycled plastics, upcycling, e-waste and innovation. These areas seem incomplete and focused on a
relatively small number of sectors. Further, while attitude and knowledge are the most influential elements in the
consumer’s buying decision-making process, our analysis shows significant gaps in current research in this regard. A key element of consumer behaviour, the post-purchase phase relating to “use”, “recycle” and “upcycle”
was found to still be obscure. We provide recommendations on how this gap can be filled.2023-01-01T00:00:00ZRelevant factors influencing cognitive distance in the performance of collaborative research projectshttps://hdl.handle.net/10171/672092024-01-26T11:44:46Z2023-01-01T00:00:00ZTitle: Relevant factors influencing cognitive distance in the performance of collaborative research projects
Abstract: The research scope of this paper is to reinforce the need to strengthen university-firm relationship. We consider that it is crucial that the interactions between researcher/university and managers/firms should be based on a win-win relationship. In this sense, it is relevant to determine the main drivers behind the success of collaborative research projects, and this study focuses on one of them: cognitive distance. The specific objective of this study is to analyze the main factors that determine the influence of cognitive distance in the individual relationship between researchers and practitioners in collaborative research projects. In the first stage, through a literature review of cognitive distance and collaborative research projects, we identified a list of seven factors that influence cognitive distance and the issues that may provoke in the empirical context. Second, we carried out an empirical study based on semi-structured interviews with coordinators of collaborative research projects managed by the Chair of Business Volkswagen Navarra - University of Navarra. This permitted us to build guidelines that show the main practical concerns associated with each factor and how they were managed in the analyzed projects. This enriches the cognitive distance literature on individual interactions between researchers and practitioners. We highlight the relevance of previous experience of both agents, the exploitation of projects versus exploratory ones, and the determinant role of support infrastructures to minimize the negative effect of high cognitive distance. Nowadays, there is a trend to develop collaborative research projects with firms, not only agreement collaborations. Therefore, our findings could be useful for analyzing the relationships between researchers and practitioners in action research studies developed inside a doctoral thesis or competitive research project. By considering the effect of cognitive distance when selecting collaborative research projects, it will help to increase the degree of success of these projects.2023-01-01T00:00:00ZTowards a resilient community: A decision support framework for prioritizing stakeholders' interaction areashttps://hdl.handle.net/10171/671622023-10-20T12:09:33Z2023-01-01T00:00:00ZTitle: Towards a resilient community: A decision support framework for prioritizing stakeholders' interaction areas
Abstract: Interactions among community stakeholders act as a buffer against disasters and present a way to build community resilience. Several decision support frameworks have been proposed in the literature to improve community resilience, but none focus on interactions among stakeholders. This paper presents a decision support
framework to guide decision-makers in prioritizing areas of interaction based on their mutual impact. The
framework is built on three components. The first involved conducting a literature review to identify areas of
interaction among community stakeholders; resulting in identifying 27 factors that reflect the various interaction
areas. The second was to implement a Delphi study to capture the dependency among the different areas. The
third was to prioritize the identified areas of interaction through network analysis techniques to understand the
propagating impacts of a change in one area on the others. The framework was applied to Spain, utilizing data
provided by Spanish resilience experts. Our findings indicate a high degree of interdependence among all areas of
interaction. Decentralization of the decision-making process and effective leading capabilities of emergency
organizations have been identified as top priority areas. By utilizing this framework, decision-makers can systematically enhance interactions among diverse stakeholders, creating a roadmap to improve community
resilience.2023-01-01T00:00:00Z