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MARKET DRIVEN PEDAGOGY
OF FINANCIAL ECONOMICS DECISIONS FOR
RAPID PRODUCT REVISION
EDITORS:
MATTHEW GOLDMAN KIMHER LIM
HAZRI JAMIL
NORDIN ABDUL RAZAK
USM SES
2014
Foreword
Edited to motivate consolidation for learning of financial economics decision for engineering and
non-engineering business decision-making, this book aims to improve graduates’ success at job
interviews by focusing on decision-making skills that the market wants.
Eight interlinked papers from peer-reviewed journal articles began by addressing the current global
situation of graduates’ employment that arises from mismatched of pedagogy and industries’ demand.
Following the introductory paper, a key paper on taxonomy discussed the current six level practices.
Given that technological advances influence taxonomy, facilitation for learning was influenced in a
new dimension, hence the need to harmonize taxonomy and technology by a revision initiative. To
benefit quantitative research in higher education, the specific Repeated Measure design methodology
re-dimensioned analysis after performing a data mining procedure to filter relevant motivational items
for learning and teaching by taking stock of global youths’ employment. The next paper rationalizes
human capital needs for skills that are market driven by industries’ desire for graduate with decision-
making capabilities. This then is followed with a paper on how new generation of graduates’
motivational wish for instructional pedagogy delivery are technologically centered and certification of
skills justify their abilities.
Research students who would teach tertiary programs related to basic financial economics to both
engineering businesses and non-engineering businesses are the main readers. Fresh graduates might
benefit extra knowledge from the material to assist their employability as well as current higher
educationists while professionals might find usefulness in mentoring their staff. Education technology
developers intending to enhance their sights into designing learning systems are advisable to read the
whole material to piece ideas together according to their individual styles in approaching system
development.
A key paper on taxonomy discusses the current practice with common basic descriptive decision-
making cases expected by industries. Given technological advances, taxonomy enhancement for
learning is by facilitation; hence, an initiative to harmonize taxonomy by a multi-disciplinary
approach to instructional pedagogy with design of a computer assisted instructional learning direction.
An example by means of a storyboard relates a case to reinforce understanding thinking skills in
financial economics decisions.
Annexures I and II are meant to transpose knowledge from Paper 1 to 6 into practice with a
storyboard about an automotive industry to exemplify learning. This storyboard can operate as
template to adapt other industries. Some ideas of computer assisted instructional pedagogy design
intent are expressed in Annexure II with development schema for prototyping a database for computer
assisted instructional pedagogy design. Instructional pedagogy system developers might want to take
cue from some high level schema in Annexure II, although they would need to input their
imagination.
Because the contents are meant for a diverse audience from educational research to instructional
pedagogy for both engineering business students as well as financial economics students, each
audience segment would find interest in particular papers.
About the editors/authors
Dr. Matthew Goldman Kimher Lim
Dr. Lim graduated his PhD from University Sains Malaysia. He had previously earned an
Engineering master degree in manufacturing management from the University of South
Australia and a master degree in international banking from Heriot-Watt University shortly
after completing a degree in Management Systems from Lakehead University. Dr. Lim had
directed and taught twinning/professional programs in Commerce and Accounting at various
universities in China for five years having led previous five years of manufacturing seminars
at the Federation of Malaysia Manufacturer Institute. As part of his eight years techno-
preneurship consulting experience, Dr. Lim had just begun a database engine incubation
initiative to assist development of instructional pedagogy for teaching technical professionals
about financial economics decisions. This initiative had leveraged upon his previous sixteen
years at senior management of multi-nationals and conglomerates in Asia, Australia and
Europe.
Dr. Hazri Jamil
Dr. Hazri graduated his PhD from Sheffield University. Currently he is Deputy Dean in
School of Educational Studies, USM and supervises postgraduate researches in education
policy, teacher education and curriculum pedagogy. As Associate Professor, he specializes in
the areas of Educational Policy, Sociology of Education and Curriculum and Pedagogy, with
Universiti Sains Malaysia. His research contributions include publications of books and
articles in international journals as well as at international conferences. Dr. Hazri has vast
experience in teaching and supervision the areas of educational policy study, sociology and as
well as curriculum and pedagogy.
Dr. Nordin Abd. Razak
Dr. Nordin is an associate professor with the School of Educational Studies, Univ. Sains
Malaysia. He received his PhD from Flinders Univ., Adelaide, South Australia. His expertise
is in educational management and leadership. Dr. Nordin is Exco Member of Malaysian
Psychometric Association, Reviewer for Frontier Psychology [Frontiers Psychology Editorial
Office [[email protected]]. His teaching and research interests are
in applied statistics and data analysis, measurement and organizational behavior from socio-
psychological perspective.
Correspondence
Dr. Matthew Goldman Kimher Lim
i
Acknowledgement
The editors wish to thank the Ministry of Higher Education for funding the following papers
and this monograph with the ERGS research grant
Certification Paradigm of Johari Window Human Capital (International Journal of
Innovation, Management and Technology, 4(3), 303-312
Lim, M.G.K., & Hazri, J.
Taxonomy of Financial Economics Decisions – A Revision Initiative International
Journal of Innovation, Management and Technology, 4(3), 376-385.
Lim, M.G.K., & Hazri, J.
Fortified Force Field Analysis with Data Mining of One-Way Repeated Measure
ANOVA . International Journal of Innovation, Management and Technology, 4(3),
331-340.
Lim, M. G. K. & Nordin, A. R.
Enhancing Graduates’ Employability with Market Driven Pedagogy of Financial
Economics Specific Skill for Decision Making. International Journal of Innovation,
Management and Technology 3(3), 136-145
Lim, M.G.K., & Hazri, J.
Market Driven Training of Financial Economics Specifics for International Order
Winners. 2rd Proc. of International Conference on Education and Management
Technology. Vol (13). pp. 49-53. Shanghai: IACSIT Press.
Lim, M.G.K., Hazri, J, & Nordin, A. R.
Market Driven Pedagogy of Financial Economics for Rapid Product Revision
Decision. 2nd Proc. of International Conference of Finance and Management
Science pp. 532-536. Zhengzhou: IACSIT Press.
Lim, M.G.K., Hazri, J., & Nordin, A. R.
The editors also wish to thank IACSIT Press, Singapore for explicit permission to reproduce all
articles published in its journals and conference proceedings in a separate format.
ii
Organization
The publication addresses the concept and ideas of pedagogy as motivational element for
consolidating learning of financial economics decision for decision-making. This monograph
tells a story of the extra knowledge about decision making that graduates must have to ‘GET
THE JOB’. The story starts with graduates’ inability to pass job interviews because they
often stumble at interview questions, which test their decision-making skills that the market
wants and which market, had repeatedly mentioned its expectation from graduates. This
monograph aims to bring graduates quickly to realize commercial decision-making
expectations, which is the ability to address three basic high value questions.
Eight interlinked papers began by addressing the current global situation of graduates’
employment that arises from mismatched of pedagogy and industries’ demand. Following
the introductory paper, a key paper on taxonomy discussed the current six level practices.
Given that technological advances influence taxonomy, facilitation for learning was
influenced in a new dimension, hence the need to harmonize taxonomy and technology by a
revision initiative. To benefit quantitative research in higher education, the specific Repeated
Measure design methodology re-dimensioned analysis after performing a data mining
procedure to filter relevant motivational items for learning and teaching by taking stock of
global youths’ employment. The next paper rationalizes human capital needs for skills that
are market driven by industries’ desire for graduate with decision-making capabilities. This
then is followed with a paper on how new generation of graduates’ motivational wish for
instructional pedagogy delivery are technologically centered and certification of skills justify
their abilities.
The contents are mostly adopted from peer-reviewed journal articles organized to flow
as best possible. Paper 1 began this monograph with a student-friendly story about
graduates’ summons for employability led pedagogy. Going next into taxonomy, rational
provided by Paper 2 mentioned how construct of FED knowledge and technology might
drive FED taxonomy revision; partly due to discovery made about Generation Z’s graduates
learning inclination by a method elaborated in Part 3 thereafter Paper 4 identified new
information about learning for Paper 5 to discuss how Generation Z wants to learn. Paper 6
rationalized a certification paradigm to acknowledge enhanced human capital.
Annexures I and II are meant to transpose knowledge from Paper 1 to 6 into practice
with a storyboard about an automotive industry to exemplify learning. This storyboard can
operate as template to adapt other industries. Some ideas of computer assisted instructional
pedagogy design are intended into Annexure II with development schema for prototyping a
database for computer assisted instructional pedagogy design. Instructional pedagogy system
iii
developers might want to take cue from some high level schema in Annexure II, although
they would need to input their imagination.
Readerships
To enable wider readership, the organization of each paper began with linking continuation
from the previous paper. Market Driven Pedagogy of Financial Economics Decision is for
graduate and postgraduate levels as well as in executive education and corporate training
programs. A prerequisite course or experience in corporate finance, industrial pedagogy and
automotive manufacturing would be ideal for the early papers. Being pedagogical intent, the
main readers are post grad research students who would teach tertiary programmes related to
basic financial economics to both engineering businesses and non-engineering businesses. Fresh
graduates might benefit extra knowledge from the material to assist their employability as well
as current higher educationists. Current professionals might find this monograph useful to assist
mentoring their staff. Education technology developers wishing to enhance their insights into
designing learning systems are advisable to read the whole material to piece ideas together
according to their individual styles in approaching system devleopment although the writer uses
the Gane Sarson approch in sketching the schema related to Excel and Access.
iv
TABLE OF CONTENTS
Acknowledgments
Organization
Readerships
Table of Contents
List of Tables & Figures
List of Acronyms
Page
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PAPER 1 Enhancing Graduates’ Employability with MDP
Matthew Goldman Kimher Lim & Hazri Jamil
Abstract
Introduction
General Background
Specific CRM Background
Issues Relating to Education for Employability
Mismatched pedagogy
Deficient economies of scale
Demands for FED skills
Impending human capital shortage
Education for employment
Generation Z’s view in learning
Pedagogy research gaps
Some Employability Resolutions
A Scalable Program with CPD and WIDE
Point of Entry into FED
Concluding Remarks
1
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2
3
5
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7
8
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PAPER 2 Taxonomy of FED – A Revision Initiative
Matthew Goldman Kimher Lim & Hazri Jamil
Abstract
Introduction
Background
FED Pedagogy Review
Pedagogy of FED Skills
FED Taxonomy Base
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Level-1: Knowledge
Dimension of ‘What’
Dimension of ‘How’
Dimension of ‘When’
Synthesis of ‘WHW’ dimension
Level-2: Understanding
Level-3: Applications
Level-4: Analysis
Level-5: Synthesis
Level-6: Evaluation
FED Taxonomy: Revision Initiative
Four levels initiative
Schema descriptions
Concluding Significances
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PAPER 3 Methods Discover Learning
Matthew Goldman Kimher Lim
Abstract
Introductory Theoretical Framework
Set theory
Structural functionalism
Re-dimensioning variable
Force Field in motivation for learning
Synthesis of motivation from constructivism and behaviourism
Ethos in formal lessons, CPD and WIDE
Learning styles
Qualifying Assumptions & Justification
Research Design, Analysis and Challenges
Samples and Sampling Procedures
Instrumentation
Procedures to Conduct the Study
Treatments
Data collection/collation
Data preparation and harmonic means
Data Mining Methodology
Concluding Remarks
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PAPER 4 Data Mining Generation- Z Preference for Learning Style
Matthew Goldman Kimher Lim & Nordin A. Razak
Abstract
Introduction
Selection: OWRM Empirical Database
Processing: Data Conversion Procedure by Delphi
Transformation : Correlation and Ranking SVs
Cognitive: concept map, decision tree & knowledge retrieval
Affective: facilitation, seminar & workshop
Conative: career, personality & social functionalism
Social: internship, CPD & reporting
Mining : Analysing Motivation for Learning
Identifying Motivational Variables’ Performance
RANOVA with Paired T-test and Bayesian
Pareto distribution analysis of SVs
Gender comparison analysis
Interpretation/Evaluation
Convergences
Divergences
Consistencies
Observation of carryover-effects
Short Comings of the Study
Concluding Remarks
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PAPER 5 How Generation-Z Wants to Learn
Matthew Goldman Kimher Lim
Abstract
Introduction
Concerning Graduates as Stakeholder
Process to determine motivational variables for FED pedagogy
New knowledge discovered about learning
Motivation for learning
Motivational variables order of importance
Decision-making for employability
Gender’s motivation to pedagogic delivery design
Learning styles
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Additional information from external sources
Concerning CPD as Industry Stakeholder
Professionalism and written communication
Instructional pedagogic design from structural functionalism
Concerning Higher Education as Stakeholder
Perspective of interns’ human capital value
FED education prospect in relations to MDP
Proposed MDP model
Combinatorial Summative Statement of the Research Finding
Theoretical and Practical Implication of the Study
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PAPER 6 Certification Paradigm of Johari Window Human Capital
Matthew Goldman Kimher Lim & Hazri Jamil
Abstract
Introduction
Johari Window Balance Sheet
Efficiency
Profitability
Solvency
Marketability
Decision Making Ability Enhances Human Capital
Variations of Learning Skills
SEE-I Paradigm
State: reasons for graduates’ certification
Elaborating: motivating graduates certification
Exemplifying FED competency
Illustrate: professionalization
Concluding Remarks
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ANNEXURE I: An Automotive Storyboard
Matthew Goldman Kimher Lim
Introduction
Assumptions
Macro Situation – Enter a Small Car Industry
Key Observations of Assembly Practice
Standard Operating Procedures
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149
152
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Rack Kanban triggers
Systematic parts replacement
Line control
Lot traveller and lot journal
Intelligent 11M database for Pseudo Parts Data Management
Micro Situation - Engineering Change
Pedagogic Reminders
Propositions
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ANNEXURE II: Cluster Research & Development Initiative
Author: Matthew Goldman Kimher Lim
Introduction
Assumptions
High Level Schema
Schema description
Selective explanation within sub-systems boundaries
Concluding Ideas for Technical Professionals
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166
References 167
LIST of TABLES & FIGURES
PAPER 1
Table 1 Summary of Survey Results
Figure 1 Random online surveys of GZ perception
Figure 2 The current Tri-Educational Program (TEP) schedule
PAPER 2
Table 1 Legends for Figure 2
Table 2 Four Levels and Best Practices in Industries
Table 3 FED Structured Concept Mapology Taxonomy
Figure 1 FED content epitome
Figure 2 Master concept map for system development based on
proposed revised taxonomy
PAPER 3
Table 1 Dimensions of Learning and Teaching Styles
Table 2 Sample Demography
Table 3 Computation Procedure for Pedagogy Index (IV) before
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40
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conversion
Table 4 One-Way Repeated Measures Design Method
Table 5 Statement of Analysis Methods
Table 6 Research Questions for Research Objectives
Table 7 Challenges and Resolutions
Table 8 Interns’ Behavioural Dimension Items
Table 9 Interns’ Constructive Dimension Items
Table 10 CPD Dimension Items
Table 11 Procedures for RANOVA
Figure 1 Theoretical framework of the study
Figure 2 Datasets before and after conversion
Figure 3 System flowchart of the methodology
PAPER 4
Table 1 Database of Interns’ Harmonic Means (Hµ) Summaries
Table 2 Database of CPD Hµ Summaries
Table 3 Computed Pedagogy Index (IV) before conversion
Table 4 Re-categorized Database Summaries
Table 5 Worksheet for Computing Correlation of Rating &
Ranking between 1st & 3rd Recording ( Career SV is used
as example)
Table 6 SV Analysis: Concept Mapping, Decision Tree &
Knowledge Retrieval
Table 7 SV Analysis: Facilitation, Seminar, and Workshops
Table 8 SV Analysis: Career, Personality & Structural
Functionalism
Table 9 SV Analysis: Internship, CPD Companies & WIDE
Table 10 Matric worksheets for RANOVA
Table 11 Matric Result of Paired T-test and Descriptive Stats
Table 12 RANOVA Information
Table 13 Comparative Pedagogy Index Before and After Conversion
Table 14 Summaries of Sub Variables’ Rating & Ranking
Correlations
Table 15 Comparative Ranking of Importance by Interns and by CPD
Table 16 Permutation of Pedagogy Index
Table 17 Statement of Variables’ Top 20% Rank after 1st and 3rd
Recording
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Table 18 Corresponding Table Reference to Statement of Findings
Figure 1 SV Analysis: concept mapping, decision tree, &
knowledge retrieval
Figure 2 SV Analysis: facilitation, seminars and workshops
Figure 3 SV Analysis: career, personality & structural functionalism
Figure 4 SV Analysis: internship, CPD companies and WIDE
Figure 5 Side-by-side comparisons of pedagogy growth by Pareto
distribution
PAPER 5
Table 1 Extracts of CPD Companies & Reporting SV Ranking
Analysis 1s & 3rd recording
Table 2 How Young People Prefer to Learn
Table 3 Extracts from Facilitation SV Analysis after 1st & 3rd Recording
Table 4 Combined Summaries of Research Objectives, Questions,
and Findings & Discussion
Table 5 Extracted Comparative Pedagogy Index after and before
Delphi
Figure 1 Primary keywords inter-relationships
Figure 2 High-level schematic Market Driven Pedagogy Model
PAPER 6
Table 1 Financial Balance sheet (FBS)
Table 2 Johari Window Balance Sheet (JBS)
Table 3 Consolidation of Most Variables
ANNEXURE I
Table 1 Lot Traveller Summary
Figure 1 Macro schema of automotive economics industry
feasibility
Figure 2 Level-2 financial economics factors affecting BEEE
Figure 3 SOP summary procedure in a pseudo PDM
Figure 4. Pull effect using rack kanban trigger
Figure 5. Result of wastages
Figure 6 Example of a part engineering change
Figure 7 Bird’s eye view of a car manufacture / assembly
ANNEXURE II
Table 1 Cross Reference of Information Location
Table 2 Legends for Figure 1 to Figure 6
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Table 3 Selective Explanation within Sub-system
Figure 1 High-level schematic FED system design and development
Figure 2 Master concept map for system development based on revised
taxonomy
Figure 3 11M dataflow
Figure 4 Level-0 process flow for development of integrative worksheets
interfaces
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LIST OF ACRONYMS
ACCA Association of Chartered Certified Accountants
BEEE Break Even Economics Equilibrium
CAI/CAL Computer Assisted Instruction / Computer Assisted Learning
CI Catalyst Initiative
CKD Complete Knocked Down
CPD Continuous Professional Development
CRM Corporate Relationship Management
DIAD Data Immediate Access Diagrams
DQC Deming Quality Circle
DV Dependent Variable
ERGS Exploratory Research Grant Scheme
FE Financial Economics
FED Financial Economics Decisions
FEI Financial Economics Institute
FFA Force Field Analysis
FIS Formal Instructional Support
GDP Gross Domestic Product
GZ Generation Z
HE Higher Education
HIPO Hierarchy of Input Process Output
HKPU Hong Kong Polytechnic University
HPCI Hewlett-Packard Catalyst Initiative
ICAEW Institute of Chartered Accountants England and Wales
IFC International Finance Corporation
IRR Internal Rate of Returns
IV Independent Variable
JIT Just In Time
MDP Market Driven Pedagogy
OWRM One Way Repeated Measures
PDCA Plan-Do-Check-Action
PDM Parts Data Management
PI Pedagogy Index
PRC Peoples’ Republic of China
QCF7 Quality Credit Framework Level 7 (equivalent to master degree)
RAID ‘Reflect, Act, Impact, Declare’, RAID’ approach
RANOVA Repeated Measures Analysis Of Variance
RO Research Objective
ROI/ROE Returns On Investment / Returns On Equity
xiii
RQ Research Question
SCM Supply Chain Management
SOP Standard Operating Procedure
SSADM Structured System Analysis & Design Methodology
STEM Science Technology Engineering Mathematics
SV Sub Variable
TEP Tri Educational Program
WACC Weighted Average Cost of Capital
WHW What How When
WI Work Instruction
WIDE Work Integrated Dissertation Effort
WIP Work In Progress
WTO World Trade Organization
WU Warwick University
1
PAPER 1
Enhancing Graduates’ Employability with Market Driven Pedagogy of Financial
Economic Decision Making Skills
Authors: Matthew Goldman Kimher Lim and Hazri Jamil
Adapted from International Journal of Innovation, Management and Technology 3(3), 136-145
Abstract— the meaning of market driven discussed to set a background of employability.
Global issues and resolution of youth’s unemployment identified, that to enhance specific
graduates’ employment prospect, this paper suggest better integration between tertiary
education and industry’s requirement. With more effective interlinks with a scalable TEP,
selective prior basic knowledge with a closely monitored CPD and WIDE, might formulate the
FED pedagogy. The pedagogic aim was to develop graduates with constructive FED skills
abilities to address three high value questions in this fast informative era that treats money as a
tradable resource commodity for increased ROI. This is to be made upon optimized risks within
reliable high value information and within options having known the opportunities presented,
the money quantum needed and the expected time for ROI and ROE.
Introduction
To enhance specific graduates’ employment prospect, this paper argued that integration
between tertiary education and industry’s requirement might be more effectively interlinked
with a MDP that consist of a scalable TEP approach; has CPD and WIDE as unison of knowing
with doing (Orlich et al., 2009). TEP’s objective was aimed at consolidating selective prior
knowledge by developing interns with FED skills that market wants (Mourahed, Farrell, &
Barton, 2012, p.18). The section on issues discussed set a background of employability
highlights along with global issues in youth’s unemployment and as resolutions in few
countries. Using the TEP configuration to coin the MPD cconcept, MPD sets a background of
employability by identifying global issues in youth’s unemployment and resolutions.
Within TEP, the case instructional engagement method for theoretical practices and
higher level thinking development with the flow concept and expected value tree knowledge
mapping techniques (Derbentseva et al., 2006; Arun, 2006) relevant for practicing FED. This
might formulate an aim to develop constructive decision making in FED students. Within TEP,
the purpose of both concept and knowledge mapping techniques were to develop specific
overarching aim of FED capabilities of ‘WHAT’ have been identified as market driven
opportunity, ‘How’ have measures and tracking returns on equity performed, and ‘WHEN’
have money plan realised. Accordingly, interns with analytical skills were demanded by the
2
employment market. Therefore, capability in the three high value proposition dimensions of
‘WHAT-HOW-WHEN’ referred to incapacitating interns’ ability to participate in deriving
optimum returns within reliable high value information and risk diversification options. With
the aim to incapacitate interns’ analytical skills to meet employment market’s demand,
therefore a MDP for FED as one route by HE to serve industry. Instructive pedagogic
strategies then might be in accordance to the instructor’s own philosophical beliefs of
instruction governed by learners’ background, knowledge and experience, situation, and
environment in addition to learning outcome. Therefore, in this context, the learning outcome
from TEP might be FED ability that offer combinatorial instructional methods to 1) consolidate
prior leaning, 2) practice theories and 3) relate theories to practice.
The purpose of developing FED skills with TEP which has CPD and WIDE, was to
capacitate ability to participate in deriving the best possible ROI/ROE through a revised
taxonomy that apply purposive concept maps and workflow retrieval techniques. Expanding on
Merton’s (1997) Nobel Lecture and Sharpe (2011), FED in the context of this paper, money
became a resource commodity to trade for higher expected future money value that meets ROE
within acceptable informed risk level. The higher the desire expected future money, the greater
might be the risks to manage by eliminating uncertainties through reliable and confirmable
good value information. Along this elimination process, one identified options available to
hedge against uncertain risk by diversifying money resources on hand to different asset classes,
projects or products that have more definite certainties that meet one’s desired expected future
money value.
General Background
A study by Ng et al., (2011), suggested that a market-driven education system have to produce
work-ready graduates who must possess attributes that industries demanded; decision-making
skills were among companies’ top five expectations (Hairi et al., 2011). Graduates are taught
subjects that required them to reflect how to apply their prior learning to bridge the missing link
that might enhance their employability (Johnson, 2012). Hartley (2003) commented that new
economy needed new pedagogical response, failing which youth’s capital might depreciate.
Hartley’s response appeared to have met the U.K. government’s call in necessitating a revamp
of its education policies for the 21st century (King's College London & Warwick Universities,
2010) to address the needs not just in the UK but those who have traditionally looked to the
U.K. for advance education. Also, few universities’ bureaucratic process have made things
happened on their own just like Warwick University (WU), Hong Kong Polytechnic University
(HKPU) and perhaps more in the U.K. and elsewhere including Asia and Arab nations. On the
contrary, mismatches between universities graduates and industries demand for appropriate
skills continued (Jackson, 2009) as resolutions have remained placid. With collaborative
3
dialogues between industries and universities, transactional differences might narrow the
mismatched gap had universities listen to what industries’ required (Park & Kim, 2003) to
develop pedagogy that leveraged on advancing youth’s best years into functional graduates for
industries.
Additionally, a study (Mohamad et al., 2009) had shown Malaysian technical colleges
graduates unemployment had faced similar predicaments of mismatched curriculum between
what industries wanted from graduates and the training, which graduates have received from
their HE besides learning about developing professionalism and communication capability. A
gap analysis survey demonstrated that “Malaysian graduate employees’ work skills have wide
gaps in ‘Decision-making’ among others and that these skills were vital in improving
employers’ outlook on the graduate employees’ skills and quality, and ultimately, graduates’
marketability (Agus et al., 2011).
For these findings, transactional analysis as in Company Relationship Management
(CRM) required universities to dialogue with industries for developing effective pedagogy that
might be more efficient to produce functional graduates during youths’ best years. The
background further explained the importance of findings from a preliminary study because it
represented the continuous emphasis by industries on two instructional methods: workflow and
cause-effect thinking that have seen improvement in interns and reflected what market wanted.
As a result, the background had progressed into this study of a MDP for FED.
Specific CRM Background
Regular CRM consultation transactions with CPD partner companies suggested that trainability
is the one single most important key factor, which companies considered when deciding to
absorb interns into regular employment (Gilber, 1998; Lim et al. 2011). The survey restricted
discussions with companies to just two key questions. The first was how soon companies
regarded an intern's understanding of business finance budgetary planning process because an
acumen for money management like cash flow demonstrate a good feel of understanding
fundamental risks concepts. The second was how soon an intern might demonstrate
understanding of basic business economics as that represent interns’ ability to sense micro
economy’s direction.
A regular interview survey of 205 companies over 27 months from March 2008 by a
CPD office depicted in Table 1, showed an eventual view of interns’ employability, which
resulted from a progressive enrichment of existing pedagogy by redefining it with instructional
strategies that might meet market’s expectation of interns’ critical thinking abilities. Over that
period, pedagogy embraced enhancement through computer-assisted learning for full
engagement with consecutively linking of five tertiary course modules to make a complete
whole. Hence, that study was responsiveness to market needs for employable graduates.
4
Each of the nine assessment periods in Table 1 was for 3 months for 205 different
interns. Companies were requested to score the importance they place on an intern’s reasoning
ability in associating cause-effect and work flow, both being key reasons for determining
employability. Different interns limited the study during each period. The survey took
companies’ advice to enhance employability with improvement in teaching method and
enriching course modules to achieve learning of specific financial economics fundamental for
responsive decision-making. Evaluation of effectiveness in the survey was assessed by sighting
reduced time in Issue-1 and Issue-2 in Table 1 which respectively displayed the average
duration (in weeks) an intern was able to fluently discuss business budgetary process and
economics related to the company’s products.
Table 1 Summary of Survey Results
Reporting year 2008 2009 2010
Quarter of the year 3 4 1 2 3 4 1 2 3 4
Number of CPD Companies 12 26 20 35 0 32 35 20 13 12
Issue-1: Average week per quarter
for intern to discuss budgetary
process fluently
10.92 11.00 10.85 10.03 0 9.44 8.48 8.55 7.54 7.08
Issue-2: Average week per quarter
for intern to discuss economics
related to company/product
10.67 11.23 10.70 10.14 0 9.59 9.40 8.95 8.08 8.08
Number of companies per week
suggesting to improve on work flow
teaching
4.33 4.38 4.50 4.43 0 4.56 4.54 4.35 4.62 4.42
Number of companies per week
suggesting to improve cause-effect
teaching
4.33 4.62 4.55 4.34 0 4.44 4.46 4.35 4.31 4.42
The findings in Table 1 showed a progressive time reduction of interns’ ability to discuss
fluently about business budgetary process from 10.92 weeks to 7.08 weeks. Over the observed
period from March 2008 to December 2010 intern’s fluency to discuss companies’ related
products have also improved with reduced average time from 10.67 weeks to 8.08 (Lim et al.,
2011). The findings showed that graduates’ employability had skewed positively towards a
market-driven pedagogy that preferred self-directing employees quick in harnessing causal
effect and workflow thinking skills. This demonstrated interns’ effectiveness in
conceptualization risk-aversion decision making because feedbacks from industries suggested
interns be trained through an engagement delivery method that had emphasized critical thinking
skill through continuous reminder of cause-effect and workflow in their training.
The findings in Table 1 also suggested that due to progressive enrichment of course
modules and delivery method from listening to companies’ advices to intensify usage of cause-
effect and work-flow teaching method with concept mapping techniques technicques to
5
reinforce learning capacity had obviously improved knowledge retention ability and speed in
recalling knowledge into practice (Novak & Canas, 2006; Casner-Lotto & Barrington, 2006).
The logic in capacitating development of meaning was interlinked by diagrams, concepts and
promptings became critical thinking routine, which was ranked among the top five
requirements by industries of university graduates (Areeda, 1996). As a result, employers’
satisfaction of interns’ productivity improved with each later batch of interns. The overall
improvement was a result of listening to industries’ advices to engage the two delivery methods
in producing learning; cause-effect and work flow.
From the survey made in 2008, the link to this study was to continue with pedagogy that
was responsive to market’s needs as that was the key for enhancing graduates’ employability
because industries preferred employing those interns. Pedagogy therefore had embraced
enhancement through computer assisted learning for full engagement with consecutively
linking of five tertiary course modules to make a complete whole. The pedagogic process in
that survey was to continue into this study to carry on with regular transactional CRM on
consultation with CPD partner companies (Willard, 2004). The reason was because the survey
had advised that trainability as the one single most important key factor which companies
considered when deciding to absorb interns into regular employment (Black, 2011). During
CRM, the survey had considered companies’ advice to enhance employability with
improvement in instructional method and enriching course modules to achieve FED
fundamentals for responsive decision-making.
Issues Relating to Education for Employability
The issues relating to mismatched pedagogy, curriculum relevancy, impending human capital
shortage, demand for MDP, GZ’s view in learning, partial resolutions and pedagogy research
gaps. These issues were elaborated as follows:
Mismatched pedagogy
The background of the preliminary study was very important to this paper as continuous
emphasis by industries on work flow and cause-effect method of delivering training have seen
improvement in interns. As a result, these two delivery methods driven from market
requirement extended into this paper as they indicated industries’ needs for tertiary education
pedagogy that must collaborate with industry. The difference between university and
professional programs might be practice relevancy. Students enroll to graduate and practice
and not to teach or train as teaching professional practices requires years of prior professional
experience.
The other reason being no university teaches how to teach financial economics or the
likes of it might be insufficient people wanting such pedagogy as learning outcomes would be
6
for professional practices (Firestone). Nonetheless, there would be relevant journals that invite
sharing from best practices and the same goes to most professional courses. “Malaysia needs
an education system that is market-driven in order to produce work-ready graduates” according
to a study by Curtin University (Ng et al., 2011) meaning graduates must possess attributes
demanded by industries of which decision making and problem solving skills were among the
top five expectations by companies (Hairi et al., 2011). Graduates are taught subjects that
required them to reflect how to apply what critical thinking had taught as that would be the
missing link to enhance employability (Becker, 1964) and for decades, critical thinking had
stayed among top requirement by industries.
New national educational issues in China have found grounds for greater debate for
education reformation to address necessary sociological changes to traditional Chinese learning
culture, the latest being to transform from student to teacher centered in the recent dialogue
about spirit of higher education (Yang, 2011). Interestingly that dialogue had not discussed
industry centric education that led Germany and Japan from the ruins of World War II to
become among today’s leading advancing industry providers of methods and technologies Even
smaller nations like Singapore propelled into first world status within thirty years with no
natural resources. Surely, their human capitals were responsible for their continuous drive for
better education instructional system to reach current national wealth according to the Father of
Economics, Adam Smith’s in “The Wealth of All Nation” (Butler-Bowdon, 2010; Arcidiacono
et al., 2010). Surely a nation’s ability to produce more effective graduates make one tertiary
education superior over another with graduates as proof that the products of an educational
system would be graduates capabilities to meet industries’ expectation which in turn enrich
their nations!
In “Education Strategy 2020” (World Bank Group, 2011), the re-emphasis on
education’s role in development economics from a system approach as its initial thrust for
market driven skill in Egypt (Kouesny & Juma, 2003) to integrate education into economies.
Implementing different pedagogy strategy by needs and capacity priorities were the World
Bank Group’s reasons for concerns in different eras and different regions. Whether its reactive
or pro-active planning, the mismatched gap between what university produced and what
industries needed can be estimated by time lag; the longer time taken to reconcile the gap
would confirm the degree of unpreparedness.
Hartley’s (2003) “New pedagogy for new economy had similar calling, to the world
back that unless pedagogy is responsive to new economy, education may depreciate human
capital potential and disservice youth’s investment for their future”. Harley’s response appeared
to have met “The King’s and Warwick Project” (King’s College & Warwick Univ., 2010). On
the contrary, the mismatch between universities graduates and industries demand for
appropriate skills continued, even with known on-going mismatching of graduates’ abilities and
7
industries’ demand for appropriate skills, resolutions remained placid (Jackson, 2009). With
collaborative dialogues between industries and universities, transactional differences may
narrow the mismatched gap when universities listen to what industries’ require (Park & Kim,
2003) to construct pedagogies that leverage on youth’s best years to produce functional
graduates for industries. For that alone, transactional analysis as in CRM would be for
universities to listen to the market (Harris, 1967) i.e. industries, so that effective pedagogy
would produce functional graduates for industries instead of wasting their best youth years at
college. On this score, the U.K. government necessitated a revamp of its education policies for
the 21st century (King’s College & Warwick Univ., 2010) to address the needs not just in the
UK but also for many who have traditionally looked to the U.K. for advance education.
Meanwhile few universities’ bureaucratic process made things happened on their own just like
Warwick University and Hong Kong Polytechnic University (HKPU, 2011).
Deficient economies of scale
Generally secondary school students might be streamed from grade 7 to 12 in two or three
basics; science, arts or technology. Thereafter HE students choose from among the diversity of
majors offered in HEs. Diversity while good lacks economies of scale and therefore further
challenge training of specific instructors for specific majors for there might not be enough
students to justify the economics of having one set of pedagogy to produce one learning
outcome. Curriculum was wholesomely defined to include skills, knowledge, content,
sequence, attitude, instructional, evaluation and exchange (Dezure, 2012). These components
differentiated the forces that drive changes in graduates seeking employment. Employable
graduates require certification to authenticate a base value for their capability. In addition, the
difference between HE and professional programs is their relevance to practice. HEs teach
engineering or accountancy wherein students enrol to graduate and practice instead of to teach
or train because it takes years of professional experience to know how to teach professional
practices. Professional program instructors such as accountancy or medicine might be drawn
from certified practitioners. Due to diversified knowledge requirement, no single instructor
might be unable to instruct all modules in any professional program.
According to Hughes (2012), professional accountancy instructors’ training had always
been conducted by their associations in the UK and the US. While the PRC has the world’s
largest certified public accountant body within one country, the ACCA of UK has the largest
global spread memberships. Yet Hughes (2012) mentioned there was no accountancy trainer
program other than sharing of best practices. One possible rational of HEs not having trainer
program might be lack of economy of scale compare to K-12 education to address critical mass.
The other possible rational being accountants study accountancy to pass and then practice
instead of to teach. Teaching accountancy and finance had to come after years of post-
8
qualifying practice and not by going for HEs. The same might be said of other licensable
professions.
Demands for FED skills
That IMF quoted China’s economy would surpass the US by 2016 (Song, 2011) added
challenges for increased offshore ventures (Williamson & Raman, 2011; Yang, 2010). China’s
outbound FDI increased from 2008 seems to have begun benefitting few (Zirpol & Becker,
2011) whereas China’s increased domestic consumption, higher cost of production and delivery
(Gang, 2010) and being nearer to buyers’ markets were likely reasons for SMEs to relocate to
more economical production regions, more so when the Yuan appreciated further. The reasons
for increased outbound FDI might expect quite similar to inbound FDI when the Yuan and
labor cost were both cheap. Imminently the immediate response would be a demand for local
graduates with relevant skill.
The Canton Fair statistics (Canton Fair, 2011) demonstrated the fair’s volume pulled
back. By Fibonacci flush back equation developed by Lim (2011), a possible increase of the
fair’s business volume might expect from May 2013. The projected increased would likely be
from increased foreign exhibitors at the fair. The fair statistics was about concluded business
volume, not just Chinese companies. Chang’s (2012) fundamental analysis that China would
collapse would remain to be seen as Chang’s had not discussed China’s GNP growth nor
considered China’s trade structure had shifted in recent years (Yermolai, 2012). Stepping up its
internationalized effort (Kloss & Sagar, 2011) would be akin to outbound FDI of US and Japan
during their globalization eras. That China might be a global economics leader soon made it
imminent for HE reform to match economic leadership. The escalation of demand for effective
human capital might be met by industry collaboration through CRM consultation on reckoning
that exploring a MDP of FED with a TEP that this paper aimed to overcome employment slack
in non-CPD based programs (Hartley, 2003).
On January 29, 2010, the Senate of Columbia Univ. (2010) endorsed a two years MSc
program in FE citing demand from career change and knowledge that an MBA in finance had
not offered. This decision from the upper tier of an Ivy League university was a significant
benchmark, as most if not all universities already have their MBA programs. Therefore, unless
there was demand for financial economics, Columbia University might not have established
one. It might be late to have the program offered at the post graduate level when degree
graduates were functional for industries as suggested by the Canadian experience in the next
section.
City University (2012) cited increase start-up career opportunities being the main
attraction of its three years Bachelor of Science (Hon) program in FE. Prior to 2010, there were
lesser opportunities for interns wanting a FE program and many might have opted for
9
economics, accounting, finance and an MBA later. Hence, interns might transfer from these
related programs instead of starting all over. A one year Top-Up Degree in FED program might
benefit interns who alternate to the program with pre-defined previous learning such that
interns might graduate with almost similar performing knowledge of a BSc. in FE that was
different from FED. While the intention of FED was wholesome and generic, being a relatively
new program to the world, the caveat being that as a degree program and not a professional
program. The pre-requisite to benefit from mastering FED were business economics, business
finance, quantitative methods and accounting studies
Impending human capital shortage
According to HKPU’s Univ. survey (2011), “some 57.1% of interviewees from industry said
that the most worrisome aspect was the quality of human resources in the technology and
management field” would signify lag time in matching curriculum to imminent human capital
constraints. HKPU recognized these emerging needs of industries for new business skill and
amalgamated two degrees to form an undergraduate degree in engineering and business in
response to a study would show that the Pearl River Delta pans out into the lower region of
Guangdong province would witness a continuous rise of high technology manufacturing
activities. As manufacturing produced products that must meet markets’ expectation of quality
and affordability specification, the pedagogy for FED would be imminent for these industries to
stay relevant (Becker, 1994).
To emphasize the point, in late seventies, Lakehead University (1980) mentioned in one
of its faculty bulletin that a study by Canadian National estimated that some 50,000 MIS
graduates would be required over the next 10 years. At that time, MIS was offered as a MBA
major and the graduating rate of MIS was insufficient to meet forecasted demand, according to
Relch (1996). As a result, Lakehead University known for its undergraduate teaching was
chosen in 1980 to pioneer an undergraduate MIS transfer program. To produce its first batch of
graduates in 1981, few undergraduates from computer science and accounting were approved
transferred. Two students graduated from the new undergraduate MIS major in May 1981. If
this Canadian case were to serve as an exemplary foresight, it would indeed be a referenced
lesson to plan before the need for specific human capital becomes a challenging issue. The
Lakehead University experience suggested that the effort by Columbia University have been in
time to match industries requirement. City university of London had recently begun a full three
years degree curriculum (City, 2012).
Education for employment
In the midst of the current political turmoil surrounding Arab nations, a comprehensive report
(IFC, 20111) from Arab youths’ outcry for curriculum relevance to industries’ need reinforced
10
Jackson’s (2009) study which emphasized similar mismatches and that the relevance of
education is measurable by their abilities to meet industries’ demand. The Arab world reported,
“Only one-third of the surveyed young people believed that their education prepared them
adequately for the job market, expressing strong doubts about the quality and relevance of their
programs” (McKinsey, 2011). Going beyond their oil wealth, Arab youth were pressing to
hedge their future through relevant education for their nation’s future prosperity depends on its
youth. What is more of nations without natural wealth?
China had pointed that direction as well (Yeung, 2011). Did conventional process take
too long for universities’ bureaucracy to effect responsive curriculum changes? This human
capital developed from necessity to survive job market competition knowing that companies
hire people for their existing capabilities (John, 2012) also confirmed than education for
employment is a generic youth desire spanning from China to Arab nations (Zhou, 2009).
Governments must ensure that youth have the right skills for the jobs being created. In
‘Creating a 21st Century Curriculum’ (King’s College & Warwick Univ., 2010) as opposed to
‘Are They Ready To Work’ (Casner-Lotto & Barrington, 2006), the former in the UK seems to
be responding to the latter in the US as to redesign outdated curriculum to better address global
changing needs. According to OECD employment outlook 2011, where unemployment had
risen, youth was among the hardest hit and prolong unemployment will depreciated their
overall value and self-esteem. OECD attributed the problem as structural arising from various
factors, one that is crucial is the imminent need to “reducing skills mismatch with greater
responsiveness of education systems to changing skill needs and a strengthening of educational
choice through, for example, better opportunities for vocational education and training” (John,
2012).
An important dimension of youths’ development is decision-making leadership and a
study had (Casner-Lotto & Barrington, 2006) highlighted an overwhelming majority of CEO
rated 81.8 per cent for leadership being “very important” for new entrants with a four-year
college diploma. The gap closing effort from a preliminary study result of Table 1 had resulted
in relatively successful module redevelopment after a series of iterative analysis and design to
achieve learning of only some FED for responsive decision-making (Lim et al., 2011). The
concerns of youth and few responsive governments from Arab nations, China, USA and UK are
pointing towards structural functionalism pedagogies capable of seamlessly integrating youth
into societal structural functionalism.
In their report, Symonds et al., (2011) investigated reasons for American education
system having failed its youth. In charting multiple pathways for school reform, the team
learned from vocational education system of Northern and Central Europe that expanded role
by industries into education reform had resulted in increased youth employment and discovery
of young talents. This was a startling divergence from the current American education system
11
which registered 55% and 29% college completion rate respectively at four and two year
tertiary programs (Symonds et al., 2011, p. 11).
The issue of mismatched curriculum between the tertiary education and industry also
appeared in other countries. New national educational issues in PRC have found grounds for
greater debate for education reformation to address necessary sociological changes to
traditional Chinese learning culture, the latest being to transform from student to teacher
centred in the recent dialogue about spirit of higher education (Yang Rui, 2011). Interestingly
that dialogue did not discuss industry centric education that led Germany and Japan from the
ruins of World War II to become among today’s leading advancing industry providers of
methods and technologies. Surely a nation’s ability to produce more effective graduates make
one tertiary education superior over another with graduates as proof that the products of an
educational system were human resource capabilities to meet industries’ expectation which in
turn enrich their nations (Butler-Boudon, 2010).
Generation Z’s view in learning
There was no specific time interval to classify generations who have commenced their career or
about to do so. These generations ranged from post WWII to present post millennium born:
Baby Boomers, GX, GY and GZ. The difference in PRC from the rest of the world regarding its
GZ was due to several factors. Its one-child policy (Olesen, 2012) coincided with its 1978
economic reform. With ‘fewer men more share’, the math for per capital GDP rose gradually,
and then escalated to its status of world 2nd
largest economy. Thirdly, though the internet was
conceptualized in the 60s from packet-switching technology, it was only in the 1982 that the
internet begun its formal operation with standardized Internet Protocol Suite. Due to their tech
savvy abilities, GZ learners might strive (Associate Press, 2010)
These three factors began around early eighties. As GY became parents for GZ by the
new millennium. However, the PRC economy had expanded faster than plan as it was preparing
for WTO membership. People born in the 90s did not witness difficulties faced by their
predecessors. They were born into the internet revolution that had changed the way businesses
were conducted. By the time they reached their teenage, they have coincided with growth of e-
Commerce and e-Learning, which later advanced into social e-commerce and social e-learning.
Technologies have changed traditional ways of doing things from conducting business,
socializing and learning. The impact to PRC which set it apart from the rest of the world were
the confluence of these three factors just as first born of post-90s entered HE in 2008 and were
set to graduate earliest by 2012.
The purposive samples for this study were GZ. They belonged to those born in the post-
90s especially in the new millennium for most countries. They were born completely within the
take-off of mass technology, social networking included. Some of this generation had missed
12
the pre-affluent period (e.g. PRC of the late eighties and had enjoyed only the boom). They
have been known to begin coming into the work force. Being born into technology, have they
been motivated in learning? Pedagogy might have shaped them or perhaps shaped by them. As
pedagogy represented a larger picture of almost everything concerning learning, education
technology included, therefore challenging the MDP element of FED. Perhaps experiential
learning might have redefined this generation’s demographic profile indicated in Figure 1
(Askform, 2012; Dolan, 2010).
Jones (2012), recommended a fresh approach in handling the first graduating cohort of 7
million in PRC because they were differently motivated than their predecessors. This might
avoid workplace generation gap differences and avoid motivating them to move on as had
happened in work places of GX and GY. Jones (2012) suggested focusing on understanding
means of communication with this generation to motivate them from job hoping. Retaining
employees from this generation was therefore more important than retaining customers because
when employees’ workplace social network did not meet their expectation for information
exchange, their moving-on might also have risked revenue implying that clients might also
move on with them
A study by Carosa (2005), suggested GZ had placed greater emphasis on a balance
lifestyle in defining work and career. In that same interview on Sydney Morning Herald,
McCrindle (2012) commented that GY was spoilt. What is more then with a GZ? In his
discussion of how GZ might revolutionize education, suggest that the increase of home
schooling might create a workforce that had more self-directed at advancing entrepreneurship
without getting into a full-fledged business (Trunk, 2011). In between home schooling and
entrepreneurship, skipping classes have been expected in their process of reducing schooling to
get into on-the-job learning that made social e-Learning possible. Social e-Business therefore
had freed time for a more balanced lifestyle (Trunk, 2011). The issue about GZ way of learning
seemed to be still in the process of identifying a suitable learning style had agreed with PRC’s
single-child policy that also might have more values that are liberal. While a FE related career
might have more scope in financial cities such as New York, London, Shanghai, Frankfurt,
Tokyo and Dubai. The pedagogy challenge for GZ seemed to have just begun compare to other
matured financial center that became affluent sooner than other financial cities whose human
capitals have more time to develop their financial industry.
13
Part-a:: things of goals important to them
Part-b: important qualities to achieve their goals.
Figure 1 Random online surveys of GZ perception
Pedagogy research gaps
Agrawal (2010, p.1) reported that emerging new FE knowledge after each major global
economic event, have given rise to new economics and financing opportunities at increasing
speed from advances in instructional pedagogy. He mentioned that Blinder (2013, 2012)
prospected new risk topics to his curriculum relating to asset bubbles saying that students have
limited time in addition to being new to their field of studies. Hartley (2003) also concurred the
direction that new economy need new pedagogy. Therefore, updating of curriculum with
effective FIS might commensurate with available technology to position students better for the
job market. This augmented well for imminent upgrading of pedagogy to reflect relative
changes in structural economic that even previous studies by HKPU (2011) had at best
managed to offer pockets of focused resolution as discussed in later section. As a result, the
gaps in mismatching pedagogy to industry had led to impending human shortages and
employment imbalance that were shown respectively in previous sections. This gap had
14
continued to widen due to the time lag factor in providing timely resolution and had therefore
increased opportunities to narrowing the pedagogy research gap.
Mok and McCartney (2012, p. 13) found that pedagogy for most effective learning and
development practices varied by market among six Asian nations: PRC, Hong Kong, Taiwan,
Malaysia, Singapore and South Korea. PRC registered 41% response as prime popularity for
action learning whereas Hong Kong had 38% as top preference for coaching by external
practitioners. Malaysia and Singapore have quite close definitions: 37% as top favorites for in-
house development programs and 34% as top preferences for coaching by line managers (Mok
& McCartney, 2012, p. 13). Identifying what these countries did to meet their needs certainly
questioned the research direction for the best pedagogic fit in each country.
This study did not provide a comprehensive solution to ‘save the world’ of
unemployment among young adults. Specifically this study explored pre-emptive university
graduates employability for undergraduate students in programs related to graduate studies in
FED as an alternative to an undergraduate degree in FED mentioned in the ‘point of entry’
section to fill opportunities mentioned in the ‘Impending human capital shortage’. By seizing
the research opportunities present to narrow the pedagogy research gap with a framework of a
FED program, students who alternated to the FED program stood to develop their pre-exist
knowledge to constructively for developing their ability to retain and retrieve knowledge within
their CPD practices; enhancing their employability and social functionalism as a result. The
effectiveness of this MDP therefore was the independent variable of this study, measurable by
the construct of a pedagogy index. A higher index represents increase effectiveness whereas a
lower index represents less effectiveness.
Some Resolutions in Employability
The U.K. government necessitated a revamp of its education policies for the 21st century to
address the needs not just in the UK but for many who have traditionally looked to the U.K. for
advance education (King’s College & Warwick Univ., 2010). Meanwhile, this exemplary
initiative might have motivate other universities throughout the world to pursue similar
initiatives to avoid issues discussed in the following sections and in doing so narrow the gap of
pedagogy mismatch between what HEs’ produce and what industries’ need.
Darch (1995) had mention co-op programs as an option to sustain youth’s employment
prospect is a possible alternative to transit youth from class to workplace and in so doing,
sustain their knowledge’s value. The non-government instrumented findings initiated by Hong
Kong Poly Univ. (2010) for WIDE and new curriculum development with Warwick Univ., as
one that seemed most timely matched to the changes in employment economics to meet market
demand. HKPU’s (2010) idea of WIDE had seamless integration of graduates into industries’
skill gaps.
15
Two OECD reports suggested incorporating vocational education training to increase
youth's employability (Field et al., 2009; Sonnet et al., 2010). One of the effects of Germany’s
reunification was to reconcile previous education system with a dual educational system that
would combine both practical work and theories at three levels of graduates from age 16 to 19
(Petrosky, 1996) that saw the progress of Germany being the firmest economy among EU
members (Tremblay & Le-Bot, 2003). While acknowledging success of the two OECD reports
and Germany/Austria dual-educational system, the continuation of US classroom-based
pedagogy would at best produce negligible gains according to a study by the Harvard School of
Graduate Education (2011) which advocated a three-point development strategy to rescue
America’s education system that had failed its youth. These three-points are; a broader vision
of school reform with multiple pathways from high school onwards with expanded role for
employers to collaborate new pathways. New social compact between society and youth
Education, being the one powerful finding keyword by OECD and Harvard School of Graduate
Education (2011) was ‘engagement’ with employers and industry meaning listen to the market,
for it was accountable to bring in the GDP number. This analysis was suggested by
transactional analysis of CRM in the earlier part of this paper.
Professional programs have their CPD that operated quite like Germany/Austria dual
educational system with varying due diligence in regulating their individual CPD compliance.
Wecker (2011) in ’10 National Universities Producing the Most Interns’ found that the current
practice of internship was to supplement students’ coursework which Black (2011) affirmed
that students with internship experience would be preferred for employment. (KPMG, 2011).
To overcome skill shortages, some universities required some of their non-business graduates
to take a short course in entrepreneurship together with internship before they graduate (Ooi et
al., 2011). However there remained insufficient effort to sustain intensity when tertiary
institutions needed to maintain a time consuming CRM with industries to interlink with CPD
development. CRM in the form of one-to-one dialogues, forums and continuous survey of skill
requirements keeps industries inform of the demand and supply lag time.
A Scalable Tri-Educational Program with CPD and WIDE
From a different angle, a case for a scalable TEP might enhance the dual education system with
a WIDE (Walstra et al., 2012). By being scalable, it allows for different values, in and beyond
different societies to adjust the intensity of each of the three systems within the program. The
difference between internship, co-op program, dual educational system of Germany/Austria,
ICAEW’s CPD system and a scalable tri-educational system would be the three systems
concurrent operation, which inter-links WIDE, CPD and constructive training. A work based
dissertation would connect theories to CPD practice whereas the training would provide the
methods and concepts to consolidate pre-exist knowledge. Just as in the CPD of professional
16
programs, which resulted in almost full employability rate because students’ CPD seamlessly
integrate into their careers, therefore the tri-educational system, would have s similar objective
(Mehrotra, 2011).
To enhance employability, selective HE programs that operate without CPD would adapt
few sources into a localized practice in the tri-educational system that would adapt CPD
practices from an accountancy body, work integration from Germany/Austria dual education
system and WIDE which would require a work based dissertation to condition theoretical
understanding.
In this scalable TEP, all three systems might operate concurrently to form a complete
pedagogy for all three systems to interlink one another. In doing so, that might achieve a
comprehensive consolidation of prior learning with FED content, WIDE and CPD with an aim
to solidify total worthiness of specific senior students in the program as another mean to further
narrow unemployment and to enhance career advancement. The scalable element suggest that
some degree of flexibility that industries would accept e.g. between 12 to 15 months inclusive
of CPD practices to consolidate learning.
Unlike professional programs like medical, law, accountancy and some engineering
whose professional bodies bridge their career with a watchful CPD. Liberal arts programs such
as finance do not have CPD arrangement. This missing link to consolidate graduates pre-exist
knowledge with practices contributes to graduates’ lack of knowledge/skill of decision making
among students in economics, finance and quantitative methods at tertiary level. From previous
sections, the call for market-driven pedagogy is boldly emphasized for responsive employment
economics that befits youth’s desire to sustain their self-worth rather than permeate frustration
through social e-commerce. While far-fetched pro-active strategies are needed to further narrow
unemployment and keep it sustainable. Sustaining values of learning and career prospects with
eliminators of youth’s predicaments of rights to jobs, sustaining knowledge worthiness and
shoring human capital shortage with specific pedagogy for FED with decision making
governance that encompasses a localizable best practice CPD within WIDE might be that
important interlink phase not mentioned by the said issues and resolutions. This missing link
might be the consolidation phase.
CPD might be a mandatory pedagogy requirement in any professional program to bridge
senior year student into the industrial world. In contrast with internship and co-op program, the
CPD process might involve tracking professional practices and mandatory workshops directly
related to the practices updates example tax reform, legislation in accounting reporting and new
accounting standards. The problem of lack of knowledge/skill of decision making among
students in economics, finance and quantitative methods at tertiary level would be the missing
link to consolidate pre-exist knowledge with practices. Without this link, knowledge might
depreciate.
17
While curriculum configures knowledge development process like an assembly processes
where each part logically connects to another to make a whole, there was no mentioned of how
these cumulated knowledge would be tested on actual practices although case teaching would
be the closest critical thinking next to reality, bridge theories with the real world (Herried,
2004; Milne & McConnel, 2001). By Deming’s (1986) ‘Plan, Do, Check, Act’, definition, case
based pedagogy stops before the ‘Act’ stage. Practicing knowledge through CPD not only
connects theories with practice, it would also directly engage graduates into their careers.
A CPD within a WIDE would complete the PDCA cycle as a low risk approach for a
specific pedagogy in those said resolutions of apprenticing, valuing multi-pathway, curriculum
revision and transfer programs. The argument here suggested that curriculum relevancy would
be a symptom of slacks in decision-making knowledge skill among seniors in economics and
finance. Curriculum would become a problem identity only when industry rejects the graduates.
Unless there have been CRM between universities and industries, curriculum relevancy might
not be ascertainable, again confirming that market driven element for a pedagogy construct
might be more effectively organized into universities core curriculum, where FED Skills might
expound positive impacts.
The call for MDP might boldly emphasize for responsive employment economics that
befits youth’s desire to sustain their self-worth rather than permeate frustration through social
e-commerce. While far-fetched pro-active strategies might be needed to further narrow
unemployment, sustaining values of learning and career prospects with eliminators of youth’s
predicaments of rights to jobs, sustain knowledge worthiness and shoring human capital
shortage with specific pedagogy for FED Skills. Inclusive decision-making governance might
encompass a localizable best practice CPD within WIDE might be that important interlink
phase not mentioned by the said issues and resolutions. This missing link is the consolidation
phase at CPD.
ICAEW’s (2012) RAID model might require members to declare statement of
compliance. Members might self-supervise journalizing their practices that declare CPD time
and wrongful declaration might result in those validated period nullified. The ICAEW’s (2012)
CPD might have both constructivism element of continuous evaluation with punitive behavioral
element to enable self-supervision. Hardly is there an accountant without a job because the
CPD element might have already link the graduate although there might be little extrinsic in the
start-up stage of the career, therefore for the issues related to the problem statement, the CPD
pathway might be a proven linkage to employment for any professional programs.
Unemployment arise when students undertake programs that might be not demand driven and
hence they might become mismatch to society’s structural function e.g. a degree in fine arts
majoring in sculpture or portrait painting.
18
Point of Entry into FED
It was usual that the preferred entry requirement to a graduate program in FE as a basic degree
in economics. The reason being FED, defined as tradable money resource for increased returns
on equity within optimized risks from reliable high value information and diversification
options was to be responding by the ‘WHW ‘dimension. Improved employment prospects for
finance and economics graduates were necessary to progress them earlier to higher value C and
D level positions. Due to enhance corporate governance, henceforth the market-driven
pedagogy of FED had operationalized the essential skills from a composite of pre-exist
knowledge in finance, economics and quantitative methods that qualify a senior tertiary student
into a FED program. With intense job market competition, students might be imminently driven
to seek advance skills and FED as a motivation option to demonstrate ability that translates
opportunities into higher value decisions (Vitaro, 2004). Therefore, efficient and effective
practice of FED was for realization of higher value human capital and increased of awareness
in corporate governance (Financial Reporting Council, 2011). C and D level prospects might
have elected to forgo post graduate FE knowledge in lieu of industrial experience.
Hughes (2011) mentioned that ‘Command Words and Assessment’ had offered an
understanding of the comparative ability that represents FED ability. A basic degree in
economics might be the preferred entry requirement to these programs. From a different
dimension, the discussion and argument so far illustrated a case for a scalable tri-educational
program (TEP) depicted in Figure 2 was adapted from Germany and Austria dual education
systems (Tremblay & Le Bot, 2003). The TEP matrix required interns to work part-time in
relevant CPD and perform a WIDE after FIS. The design was to inter-link WIDE, CPD and
formal classroom learning. The WIDE component connects theories to CPD practice whereas
the learning provides the methods and concepts to consolidate pre-exist knowledge. By
seamlessly integrating theories to practices, the opportunity of employability might be
enhanced. The scalability depicted in Figure 2 allowed for adjustment in each of the three
components within the program.
FED being a tradable money resource for increased ROE within optimized risks from
reliable high value information and diversification options might response to three high value
questions: what might be the known opportunities presented, what money quantum might be
needed and when might be the time expected of ROI. Decision-making skills are needed to
improve graduates employment prospects and to and progress earlier to higher value C (Chief)
and D (Director) positions of corporate governance. MDP for FED essential skills from a
composite of pre-exist knowledge in finance, economics and quantitative methods might
position students for that.
19
Formal Instructional Support (FIS)
Continuous Professional Development (CPD)
Work Integrated Dissertation Effort (WIDE)
Sept ‘12 May ‘13 July Nov ‘13
Arrows indicate application of knowledge to practice from one program to another and reflection
thereafter.
Figure.2 The current Tri-Educational Program (TEP) schedule
An indication among senior professional accountancy/finance students who transferred to
a program that offered CPD within WIDE is a key driver to explore changes in youths’
decision. This was seen in >70% of selective students interviewed who have decided to
advance to a transfer program that is FED bias because of the pedagogy aspects which focus on
consolidating pre-exist knowledge through a WIDE program during which the college and its
CPD center jointly monitor students’ CPD progress (Lim et al., 2011). These students were
among >70% interviewees in favor of WIDE program were significant to conclude that not
everyone who studied accountancy had desire to practice accountancy just as in the eighties
when Lakehead University presented the MIS transfer program opportunity.
Variables expected in this paper might be abilities of students, FED skills content, WIDE
and CPD companies’ assessment. The FED skills contents might include several items that as
compositely might be responsible to consolidate prior learning. These items might involve
methods, procedure, concepts and motivators for teaching, learning, retaining and recalling
knowledge. The framework might find support in best practices in CPD, work based
dissertation, and the constructivism aspects of methods and procedures that enhances
knowledge retention and retrieval. CPD might become one of the pedagogy enabler and a link
between industry and universities through continuous CRM to narrow the unemployment gap,
promote structural functionalism, enable motivational influences that cause pedagogy’s
relevancy to meet the needs of those who employ and those who want to get employed (Gilbert,
1998). In order to identify theories related practice, the two main independent variables of
behaviorism and constructivism aspects of learning and training, the types of motivation factors
link through intrinsic and extrinsic influences can measure within defined delimiters
(Alexandar, Ryan & Deci, 2000).
Concluding Remarks
With emerging new financial economics knowledge from global events giving rise to new
economics and financing opportunities at increasing speed of advancing delivery mechanism,
augment well for imminent pedagogies upgrading as is relative to changes in structural
economic that even previous studies such as by HKPU might at best managed to offer pockets
20
of focused. As a result the gaps in ‘pedagogy mismatch industry’, impending human shortages
and employment imbalance showed might continue to widen due to the time lag factor in
providing timely resolution and this had expand research opportunities to help narrow this gap.
This paper might not provide a comprehensive solution to ‘save the world’. It might
explore pre-emptive university graduates employability by seizing research opportunities
present to narrow the problem gap with a framework of a tri-educational system in FED.
Students in finance and economics develop their cognitive approaches to receive, filter the
overloaded information and consolidate selective ones in more constructively retainable and
faster retrieval manner. In doing so, they shorten their thinking process in competitive decision
making in financial economics within their CPD practices. As a result, this enhances their
employability. The significances of this paper’s exploratory finding might raise human capital
value by being another source to narrow the employment gap between what industry wants and
what universities might not meet.
Beginning with the end in sight, this pedagogy driven by market needs for graduates with
decision making ability is constructed to assist seniors to consolidate their pre-exist knowledge
content in business economics, finance and quantitative methods. Together with CPD and
WIDE, it enriches graduates abilities in making decisions to achieve higher employability
considering that China’s graduate unemployment is on the rise (Zhou, 2009; Zhang & Wang,
2009).
A compressed concurrent tri-educational system offers integration for senior students
into their career start up can immediate raise human capital value and narrow the employment
gap between what industry wants and what universities might not meet. Improve possibilities of
potential C and D level earlier as well as entrepreneurship due to less effort needed to discover
learning by longer route hard way and be better prepared to seize entrepreneurship
opportunities when they arise (Chew, 2011; Francoise et al., 2000). Provide a pedagogic
reference for universities to adapt by conducting seminars and training clinics to share
knowledge and practices. Enlarge and enrich a renewed definition of pedagogy by
disseminating its knowledge, experiences and practices through appropriate literatures.
21
PAPER 2
Taxonomy of Financial Economics Decisions – A Revision Initiative
Authors: Matthew Goldman Kimher Lim and Hazri Jamil
Adapted from International Journal of Innovation, Management and Technology, 4(3), 376-385.
Abstract— this background for financial economics decisions taxonomy presented offers an
initiative to conceptualize a revision that incorporates a structured concept mapology system. In
doing so, the revised taxonomy synchronizes with a popular structured systems analysis and
design methodology for more efficient communication in specifying requirements between
systems specialists and end-users. Information technology being the key diver of change, the
revised taxonomy positioned to leverage on parallel progress with development of cognate tools
and methods especially those that innovate thinking and learning about decision-making.
Introduction
A reason for HE not responding to the need for new skills might be their non-autonomous
decision process that MOHE might decide which university might best lead the new initiative.
Such event was mentioned afore in the Canadian National case which Canada’s MOHE chose
Lakehead University (Gerald, 1980) to pioneer a Management System transfer program. The
governance of accountability does not represent weakness for low response. On the contrary, it
was a conservative national human capital development approach. Therefore, efforts by
professional bodies in the likes of ICAEW might have been more efficient with offering of
short programs to overcome skill shortages. The journey in managing that change might
consider a pedagogic approach in revising taxonomy that considers technological impact upon
future learning environment
Taxonomy refers to the technique of classification (Collins, 2009). History had largely
credited Aristotle as taxonomy’s eldest (Mayr, 1982) who gave roots to naming systems for just
about anything (Knapp, 2010). Regarding learning, Bloom’s taxonomy was a classification of
learning objectives within education had since been revised once (Anderson et al., 2001) with
the latest development in Pedagogy 3.0 for STEM teaching. Evidently, change was imminent,
as advances in database technology had affected taxonomy in educational whenever there was
major development in cognate processes (Vanides 2010; Anderson et al., 2000). Technological
advances in educational technology, as have been in Pedagogy 3.0 symmetrically influence
taxonomy for FED, being another professional education discipline likewise.
McKinsey’s survey (2011) reported that among stakeholders: 42% employers agreed
graduates are job ready, 72% education providers perceived so whereas only 45% of youth
22
agreed. Not all three stakeholders were synchronized in their learning outcomes though the
education providers thought there were. CRM between educational providers and industries
were imminent to ensure relevant skills were learnt to increase graduates’ employability.
Professionalism and communication ability were part of the ten skills to hire according to
Casserly (2012). CPD as part of a taxonomy for FED’s instructional pedagogy was evident by
survey of six Asian nations in how they administered training in tandem with structural
functionalism, as those processes were responsible for engaging learners into contemporary
practices and integration into the industry according to findings by Mok and McCatney (2012).
On a broader scope, sustainability pedagogy index by taxonomy needed to find an equilibrium
level with industries by co-existing with changing technology, structural functionalism, and
social shift to professional class, cosmopolitanism and citizenry values.
The quick background had just shown technology drove changes, taxonomy being one.
Guided by the revised Bloom’s taxonomy (Anderson et al., 2001), this paper first reports a
taxonomy framework for the instructing and practice of FED capstone in relation to an
overarching aim of capacitating students’ with the knowledge and skills of the ‘What-How-
When’ dimensions in FED. Doing so, the practice emerged conceptual changes in the learning
process (Posner et al., 1982) by graduating adults’ self-directed attitude towards self-
sustainability upon their prior knowledge in accounting, finance, economics and quantitative
methods (Day, 1955).
For the coming graduates from GZ, the latest development in Pedagogy 3.0 (Vanides,
2010) implied that how-to-teach-how-to-learn is being replaced with how-to-teach-how-they-
want-to-learn. Most GZ has no pre-affluent history, born into an ongoing technology savvy
period in a one-child policy. Although practicing knowledge is irreplaceable except continued
in different format, it suggest that the art of sustaining motivation in learning is dedicated when
seeking a balance between practice and rote teaching (Anderson et al., 2000). The processes
linked for evaluating the taxonomy for FED pedagogic effectiveness on how knowledge
constructs decision-making capability using the FED capstone thinking dimensions of ‘What-
How-When’. WHW rationalized upon four disciplines that dealt repetitious with decision-
making; general economics, finance, accounting and quantitative methods.
The governance of the taxonomy was to consolidate the learning of these four disciplines
for establishing professional practice whereby practicing the skills frees the scope of thinking
into exploring revenue possibilities while in parallel also remembering lessons from recent
financial fiascos (Reed, 2010). The reasons for initiating revision of FED taxonomy were
rationalized after explaining its current application in six taxonomy levels: knowledge,
understanding, application, analysis, synthesis and evaluation. Explaining the four levels of
diagrams while complementing the six taxonomy levels has initiated revising the FED
23
taxonomy by synchronizing it to four levels to complement Gane Sarson SSADM and in doing
so might benefit from information technology development meant for Gane Sarson/SSADM.
Background
Issues mentioned in Paper 1 have pointed to a multi-layer problem of pedagogy relevancy. As
governments account for their GDP growth, it has to derive from human capitals, which in turn
produce higher educational systems. “Where the limits of universities lie and where industry
must pick up the reins where great science literacy is needed” according to Gomory & Shapiro
(2003). This might relate to the imminence of HEs to stay relevant through CRM dialogues
with industries to close the gap of mismatched pedagogy and program irrelevancy for
economies to stay competitive, as shifts in an economics structure might create lag time for
universities to develop the right human capital in current fast changing world economy patterns.
Macro perspective of frustration for employable education might complement the mismatch
pedagogy mentioned and reflect more outcries that are yet unheard. Attempts relating pedagogy
in various context offered islands of resolutions that at best reflective in the dual educational
system of Germany/Austria, which combined practice to theories, as investors favor highly
specialized skills that the US talked about (CareertechEdFoundation, 2008).
FED pedagogy development by HE might easily supersede fundamental programs, which
focus on macro priorities such as standard tertiary major like business studies, engineering or
accountancy. Graduates might gain two years of direct work experience before they
considering career advancement. Tertiary institutions’ obligation therefore might train students
from base zero. A search for financial economics undergraduate course in the U.K. showed at
best, joint majors of economics and accountancy (UCAS, 2011).
When students enter a career related to accounting, finance or economics, they were
faced with a capstone problem; be fluent in financial statement which as professionals, they
were expected to deal daily with these document (Bruns, 1997). Therefore the pedagogy for
these professions begun with an objective of end in-sight by conditioning students with cause-
effect teaching through integrating of learning aids such as end-of chapter assignments (Ariely,
2008). Integrating spread sheet competencies into accounting curriculum had shown in a study
that it was imminent in enhancing the pedagogy of accounting and finance related courses
because it engross students solving issues and in doing so students might evaluate their spread
sheet competencies (Walters & Pergola, 2012). In doing so, Elrod and Norris (2012) found
students’ FED skills were raised in perceiving irrationalities that shape FED skills (Ariely,
2008).
The Weighted Average Cost of Capital, (WACC) being among parameters of corporate
governance might be taught through visual cause effect method. By using Excel® for
interactive teaching of the WACC concept, Drougas et al. (2012) asserted that, students who
24
have explored the change effect to the WACC formula have reinforced their understanding of
financial statement. This was especially so when evaluating leverage to decide on capital
structure theory (Baltazar et al., 2012).
To overcome the challenge of teaching terminologies and concepts in introductory level
accounting courses, King and McConnell (2010) used a tent making business that comprised
business procedures. Students were required to follow instructions; those who did were able to
differentiate between financial and management accounting, compare to those who did not. The
findings confirmed the reason being that the uses of a common experience have engaged
student and contributed to learning and retention of learning in discussing pedagogy for
teaching managerial accounting as also concurred by Thein (2006). Further evidences were
those who followed instruction have the ability to comment on the common assignment.
Integrating finance and accounting through a business combination assignment in Excel ® was
studied by Drougas et al. (2012) as effectively conveyance of teaching requirement for business
process changes in an integrated approach of curriculum and delivery styles in new pedagogy.
The integration approach linking blocks building upon block was also concurred by Exley and
Bannet (2006, p.8).
Bryant and Harris (2011) experimented with using storytelling (current event on news
media might also make interesting stories) to increase interest and recollection in finance
concepts found that there was 6.5% more significance in getting students to recollect relevant
economics facts by forming relationship of learning to story. Good stories tend to be current
economics events which might serve as case for theories to relate. Bringing in good current
events from news media or having students’ assignments to find current events that illustrate
the main points have been effective to reinforce learning (Exley and Bernett, 2012).
In engaging FED thinking skills for economics, Beckam and Stirling (2012) discussed
pedagogical strategies through simulating a model in various scenarios of changing family
structure to demonstrate its effect on household decisions on consumer products. By this
method, their study was found to have reduced students’ stereotype of the family structure
(Kern, 2002). Agrawal (2010) mentioned that Taylor’s paper written before an economic crisis
have gotten out-dated because the effect of economic growth as a function of labour, capital
and technology had to be traded-off between inflation and unemployment brought by the crisis.
As result, students have expected changes in monetary and fiscal policy. To overcome this,
students depended on pedagogy that required instructors to top up missing topics in text book
with current economic affairs. Blinder (2013, 2012) agreed
that economics text books were not
synchronized to update students with economic principles because business cycles were
influenced by new economics events that text book were unable to reflect on time. As a result,
after each economics crisis, a new pedagogy was needed (Hartley, 2003, p.84); as driven by
globalization that depended on a knowledge-economy. In using cause-effect teaching to explain
25
new pedagogy whenever economy became ‘new’ after a major event, he expounded on new
frontiers were broken by new resources that increases a firm’s competitiveness with new
material, new methods or with people who have re-skilled.
Regarding development of professionalism, a study by Stretcher et al. (2010) found that
including communication competencies as part of learning outcomes was crucial for developing
transfer of learning across courses in an MBA curriculum because cross disciplinary writing
skills was essential to communicate effectively recommendation of analysis and decision in
managerial finance. These studies on instructional pedagogy in accounting, finance, and
economics seemed to focus on keeping students engaged by the use of Excel ® in assignment
as a bridge to visualize cause-effect reasons for situational changes from storytelling about
current economics events (cases included as stories and events).
FED Pedagogy Review
Below are some reviews to check the extend of FED taxonomy in practice to its pedagogy.
i. Mofett et al. (2012) described their “Fundamentals of Multinational Finance”
pedagogical tools as writing style that might invite good reads, lots of illustration and
exhibits, a running case, mini cases at the end of each paper with information of
contemporary practices of global finances, questions and answers. Being among the
most recent text book out in multinational finance, whether it might sustain readership
for the financial turbulence happening now in Europe, time might tell as even ‘The
2008 financial crisis and economic pedagogy’ (Passaris, 2011) was outdated by
Greece’s maturing debts in 2010.
ii. According to Hens and Rieger (2010), finance might be composed of many different
topics. Financial economics might be the connection between finance and economics
meaning there might be potential confusion for misunderstanding into the various
streams of finance and economics.
iii. Goldstein and Onyeiwu (2004) suggested that in rapid changing global economy,
pedagogy with case studies and experiential learning might be better off with added
exposure of recent global deficiencies to add onto a curriculum’s comprehensiveness.
iv. The ‘Hook’ by Burney et al. (2007) referred to an element of capturing interest that
cause learners willing to stay on to listen, suggested that within the pedagogical
breaking down of a teaching module into topics, the topic on hand might be so well
positioned to create the maximum impact capable to engage learners.
v. The approach by Duett et al. (1996) to link operating and financial leverage to
systematic risk might be done by decomposing the firm’s balance sheet and in so doing
might identify better what each type of risk might be borne in order to re-appropriate
assets to the correct portfolio.
26
vi. Bohren (1997) use the logic of the market model to offer a simple framework for
presenting the basic risk concepts in an integrated way because according to him the
concepts of finances though not difficult to communicate when they were taught one at
a time. However when these concepts were taught on an interlinked basis, it might be
very difficult for students to follow the internal relationship within these concepts
because there was no framework for such unison. He therefore he suggested a building
block structure for teaching risk in modern finance.
vii. A survey of price discrimination by Marsden and Sibly (2011) about the teaching of
price discrimination in five text books found no attempt to link the rational of the three
types of prices discrimination and therefore their study had described taxonomy to
teach the matter.
viii. In Austrian economics and pedagogy, Loan (2011) suggested that under the principles
of liberty, students as independent learners might centric themselves upon their
individual self as an organism that might only grow while when they might discover
how they learn.
ix. The employment of concept mapping for finance had been wide according to few
regular writers promoting this aspect of illustrative active thinking such as Biktimirov
and Nilson (2003, 2006 & 2007), Filbeck and Smith (1996), Mento et al. (1999) and
Nettleship (1992).
x. Needles, Powers and Crosson (2011) said their ‘Principles of Accounting’ had its
design originated the pedagogical system of integrated learning objectives. That system
purportedly supported both learning and teaching by providing flexibility in supporting
teaching first year accounting with review and assignments at the end of each paper.
The reason for that arrangement was to identify learning objectives, which in turn
referred to specific content areas by a ‘Stop an Apply’ section to reflect with an
exercise.
xi. Abraham (2008) compared delivery of accounting subject with the blended learning
approach versus the traditional approach. It was claimed that “the significant
improvements in every area, supply valuable evidence that the adoption of a blended
approach in higher education might appreciably enhance students’ results and
experience by providing a more student-centered learning environment”
xii. Milne and McConnel (2001) suggested problem-based learning using case material in
accounting education, which outlined the learning logic with reviews of empirical
evidence to develop self-directed learning behaviors to bridge theory and practice.
xiii. Many accounting textbooks exhibited diagrams as standard inclusion to illustrate the
flow of numbers from one process to another. Although Leauby and Brazina (1998)
27
illustrated their support of using concept mapping in accounting but more can be done
with colors within the usage of Excel to enhance live visualization (Atkins, 2012).
xiv. Motivated by findings in their research, D’Souza and Kelwyn (2010) identified factors
influencing student performance in the introductory management science course,
suggested that further investigation may be necessary to understand the root causes of
poor performance. ha and recommended corrective measure to improve students'
performance in the management science course due to reasons ranging from students’
lack of preparation to ineffective course design.
xv. Graphs might be natural integral aspects in decision making courses so are grids but the
way illustration presents these concept perhaps might enhance understanding as pointed
out in by Schau and Mattern (1997) in “Use of Map Techniques in Teaching Applied
Statistics Courses.” and by Sirias (2002) in 'Using Graphic Organizers to Improve the
Teaching of Business Statistics.’. Tukey (1980) had suggested that for both qualitative
and quantitative analysis, the over reliance of numbers might cause one to be myopic in
analysis by missing out the bigger aspect of what might suspiciously be drawing close
to issues under discussions.
Pedagogy of FED Skills
As financing projects became competitively market driven, advance skills have to emerge from
the combinatorial generic fundamentals of financial economics towards sub-specialization in
the industry specifics and in the process motivate job market expansion for multi-skilling
abilities that might be more effective in translating opportunities into higher net value,
according to Vitaro (2004). While not everybody had desire to attain FED skills, those who
desired to progress to the CEO/CFO/ or MD/ED/Non-ED positions with existing formal tertiary
training, inclination to business development and who knew about the company’s products and
their markets, and how they might be funded, might enhance their self-worth with MDP for
FED. A person with C (Chief) or D (Director) level responsibility might have to coexist
between marketing, manufacturing/production and finance. By that, FED skills might be an
indispensable auxiliary skill for fiduciary duties.
As a result, FED SKILLS might become an imminent skill set for decision making that
affects final pricing in enhancing corporate future value. Formal FE knowledge might be
acquired through postgraduate studies whose curriculum train postgraduate students towards
making advance FED. However, few might have the time luxury to return to school for two
years and many successful C or D level people have other avenues to develop themselves. A
person with formal pre-exist accounting, finance or economics skills might be better motivated
towards this advancement because of the knowledge foundation which they might hold to prove
themselves in the industry wherein the element of specific experience might serve to
28
consolidate their theoretical knowledge. Given that, formal knowledge of FED SKILLS is
desirable to enrich C and D levels, this paper might establish the evidences of impending
shortages of FED SKILLS addressing the divide of what industry wants that HE have not
produced.
Putting into perspective the governance of profit maximization within resources
scarcity/demand, this wholesome composite knowledge then needed the effectiveness of
transmission and dissemination, through instructional pedagogy strategy to obtain the
maximum learning outcomes (Firestone, 1991). While instructional pedagogy strategies were
accorded the instructor’s own philosophical beliefs, those beliefs were governed by students’
background, knowledge and experience, situation and environment (Davies et al., 2009). In
addition to incapacitating the FED program’s learning outcome, wholesome pedagogy was
needed to deliver the consolidation of prior learning. In the process, practices were related to
theories in a manner that co-exist with social functional needs towards enhancing employability
(Parsons, 1975).
FED Taxonomy Base
FED taxonomy begun from its BEEE capstone i.e. the Eyx elasticity factor (Lim, 2011).
Characteristics of two classical theories specific for the FED pedagogy knowledge content
were found in accounting break-even and economic equilibrium. The basic reasons for these
two simple concepts were that they have been used daily but having a purposive pedagogy to
guide them in consolidating prior learning might enlighten understanding. The financial
accounting break-even BE means in simplicity a square position of no gain and no loss
(Horngren, 1997). The nonprofessional understanding is; what is the lowest cost to bear
without losing one's own money before even considering making a profit. This establishes the
thinking of ‘bottom’ or base level. The next classical theory is Economic Equilibrium or EE
(Samuelson, 2004). In explaining this, the simplest nonprofessional example is ‘willing buyer,
willing seller’ i.e. a market. It meant transactions materializes when there are buyers and
sellers for any goods or services in any form, because they include the most important basic
element i.e. an agreed price, or the maximum that a buyer will pay and the lowest a seller will
accept. It therefore, gave meaning for ‘equilibrium’ where the demand of buyers at the price
meets the sellers’ ability to supply at the same price. This established a ‘top’ or a ceiling to the
buyer that the item was sold at this top price that the buyer was willing to pay or the item might
stay unsold.
Figure 1 depicts the core knowledge content of FED as Break-Even Economics-
Equilibrium which is the tangent triangle of BE and EE. The hypotenuse being the distance
between BE and EE represents incremental risk from BE to EE and need decision management
skill. BE is deterministic while EE is probabilistic. The adjacent line represents time to arrive at
29
the expected ROE. With these two merging of specific financial theory and economic theory,
the establishment of a bottom and a top, two simple basic points might form to connect with a
line known as the BEEE line. It remained puzzling why basic economic module or accounting
module does not teach simplicity of merging these two theories even in their advance modules.
The line distance might mitigation the process or flexibility to conclude a price until the
flexibility stops. In economics term, this process is call elasticity. This mitigation process is the
capstone thinking when it becomes intricate in estimating BEEE elasticity according to Lim
(2011). The onus between deterministic BE and probability EE is their distance representing
risk to be managed thorough diversification or hedge in the event the project falls short of EE
and cannot meet expected returns. From this simple nonprofessional thinking, the training
might take on a higher level because it might involve managing risk in making investment
decisions. The BEEE elastic factor Exy might offer a simple way at looking at the magnitude of
change in various scenarios mentioned because it might demonstrate the combinatorial effects
of both BE and EE points while factoring risk premium onto the efficient frontier. Eyx being
the measurement of elasticity provide the indication as to where and when risks premium were
diversifiable. While Eyx provides a guide as to what might be the limited working capital
investment to reap hypothetical revenue.
Figure 1 FED content epitome
Decision-making involves understanding risks and the information to manage those risks,
which involves formal quantitative abilities to optimize realizable return through abilities to
marginalize risks and diversify resources. Combining BE and EE became the capstone equation
Eyx (Lim, 2011) wherein EE is the maximum returns obtainable form best information
available to ascertain the most possible peak price. Hence EE – BE = profit, ROI or ROE,
depending on the context of the application. The three element of this tangent; BE, EE and
hypotenuse require basic tertiary knowledge of finance, economics and statistics, hence only
senior students with at least two of these three fundamental knowledge qualify for FED skills
training which include CPD and WIDE. Training to consolidate pre-exist knowledge include
30
constructive elements of workshops, seminars, concept mapping skill and case studies
(Ottewill, 2004).
With the BEEE, capstone is the parallel ability to advise decision-making. Analysis of
command words used in recent 12 unpublished past exam papers of an accounting body in
recent 2 years by Hughes (2012) resulted in a summarized count that had ‘advise’ appeared 10
times. The syllabus topic of a Professional apart Part 2 Financial Accounting examinations
required competency that include being comprehensive, critical in evaluating data to reflect
detailed specialised knowledge and capability of acting independently and effectively as a
professional. Paring this to FED skills, the equivalent might be along with Professional Level 2.
When the capstone is joined by command words pointing towards decision-making, they
construct the six levels FED taxonomy base.
Level-1: Knowledge
Part-1 of Figure 2 being FED taxonomy context Level-0 showed the FED capstone, which
needs the understanding of risks and the information to manage those risks which involve
formal quantitative capabilities to optimize realizable return through abilities to marginalize
risks and diversify resources. The construction of FED was derived from incapacitating the
overarching aim of achieving a consolidated theoretical knowledge of ‘What-How-When’ for
incapacitating FED with the understanding of elasticity in making risk/reward decisions (Lim,
2011).
Frequent FED have used Break-Even–Economics Equilibrium (BEEE) capstone in
Figure 1 as its learning epitome; the focus area being the distance from the Break-Even (BE)
point to the Economics Equilibrium (EE) point. The distance between BE to EE represented the
risk level that must be managed with FED knowledge. Combining BE and EE became the
capstone equation Eyx (Lim, 2011) wherein EE was the maximum returns obtainable from best
information available to ascertain the most possible peak price. Hence EE – BE = profit in a
general sense. The onus between deterministic BE and probability EE is the distance
representing risk to be managed thorough diversification or hedge in the event the project falls
short of EE and cannot meet expected returns.
As a result, the context Level-0 concept map is decomposed into 3 parallel key
conceptual diagrams; Part-b to Part-d of Figure 2 consolidates prior learning with the
taxonomic process. In its course of disciplining the sort of critical thinking required of a
beginner financial economist, the taxonomy bridges prior knowledge of WHW that were
learned; each represented by the wholesome FED taxonomy in 3 sub-sections and synthesized
in the final sub-section below.
31
(Part-a: Level-0 context diagram for Break-Even-Economics-Equilibrium)
(Part-b: Level-1 decomposed
Beak Even (BE) chart for ‘How’
dimension
(Part-c: Level-1 decomposed
nominal distribution curve of
BEEE risk for ‘When’
dimension
(Part-d: Level-1 decomposed
Economics Equilibrium (EE)
chart for ‘What’ dimension
(Part-e: Level-2 database access rule map)
M1 M
2 M
3 M
4 M
5 M
6 M
7 M
8 M
9 M
10 M
11 S
1 S
2 S
3
(Part-e: Level-1 conceptual database schema map)
Figure 2 Master concept map for system development based on proposed revised taxonomy
Jan Feb Dec
In In In
Out Out Out
Net + Net + Net
Operational Cash Flow
non-operating
income
W
A
C
C
IncomeStmt
Sales
COGS
Gross Profit
Op Exp
EBITAD
A&D&I
EBT
Tax
EAT
Div
EATD
CurrentAsset Current Liability
Cash Trade Pay'ble
Trade Rec'ble ST Loan
Inv Debentures
Others Others
Long Term
Assets
Long Term
Liabilities
Equipment LT Loans
Goodwill
Building Equity
Land R/E
Others
Balance Sheet
<-----C
urre
ntE
ffic
iency
<--
Long T
erm
Pro
fita
bili
ty
Solv
ency
Mark
eta
bili
ty
WHAT (Sight market
opportunity)
Economics Equilibrium
HOW (measures & track
needed resources)
Break-Even (BE)
WHEN (time frames of
expected benefits)
Probability of Elasticity
X
Y
Total Revenue
line
Q
Total
Variable
Costs
line
Total Fixed Costs line
0
Break
Even (x)
Economics
Equilibrium
(y)
Aggregate
Demand line
Aggregate
Supply line
$
0
Probability of Elasticity
(Eyx)
Break
Even
(x)
Economics
Equilibrium
(y)
$
Q
µ
Eyx
BE (x) EE (y)
Wastage
zone
32
Table 1 Legends for Figure 2
Income Statement item Balance Sheet items
COGS = Cost of Goods sold
Op Exp = Operating Expenses
EBITAD = Earnings Before Interest, Tax, Amortization
& Depreciation
A&D&I = Amotization + Depreciation + Interests
EBT = Earnings Before Tax
EAT = Earnings After Tax
Div = Dividends
EATD = Earnings After Tax & Dividends
LT = Long term
R/E = Retained Earning
WACC = Weighted Average Cost of
Captial
11M Cost Accounting Databases 3S Supply Databases
1. Manpower (staffing)
2. Marketing (selling exp)
3. Money (cost of funds)
4. Methods (systems related)
5. Material (direct/indirect)
6. Machine (plants & machinery)
7. Measurement (quality control & assurance related)
8. Maintenance (service contracts & depreciation )
9. Motivation (training)
10. Motion (idle cost)
11. Modification (engineering change)
1. 50%
2. 30%
3. 20%
Dimension of ‘What’
Referring to Part-d of Figure 2, the taxonomy dimension of ‘WHAT’ explained to students’
prior knowledge about business anticipation of improved opportunities derivable from the EE
theory (Samuelson & William, 2004). Since EE represented the sellable level, it therefore also
represented the optimum earning expectation; beyond that was considered wastage due to
absence of market demand. EE, bearing an anticipate nature has a probabilistic nature because
what might be totally sold is not exactly known and producing beyond salability risks wasting
resources. Understanding of EE was therefore among the core knowledge when changes in
fiscal and monetary policies pricing are factored.
On the notion that EE being quantity supplied and quantity demanded, arriving at an EE
situation required any change to market price to cause the forces of supply and demand to
match. Excess demand or shortage existed when quantity demanded exceed quantity supplied at
current price until they agreed and that agreement was termed as EE. When quantity demand
was less than quantity available, price moved towards where quantity was demanded to equate
quantity supplied. The basic characteristics of economic equilibrium form the purpose of
managerial economics as a prerequisite for FED readiness to expand this knowledge into
complex relativity in the magnitudes of change in supply and demand to determine the outcome
of market equilibrium (Samuelson & William, 2004).
33
Dimension of ‘How’
Referring to capital required for the investment, instructing the ‘HOW’ dimension in Part-b of
Figure 2 relative to the accounting BE meant a position of no gain and no loss (Atrill &
McLaney, 2011). This established the thinking of ‘bottom’ or base level. The BE knowledge
had a deterministic character as it is calculable by standard BE convention from prior learning.
While the nature of profit was probabilistic in the mentioned EE, the distance between the
deterministic BE and the probabilistic EE is the line to manage according to best information
that returns the most probable profit. In bidding for projects, BE dimensioned into costs that
must be recovered first to begin realizing profit with the summary of cost behavior being
composite in a project’s variable costs, project’s fixed costs and a project’s bid price.
The BE equation comprises costs retrieved from each of the 11M+3S databases:
Marketing, Money, Manpower, Materials, Methods, Machines, Measurement, Maintenance,
Motivation, Motion, and Modification (Lim et al., 2011). Part-f of Figure 2 shows the
conceptual layout of these 11M+3S databases at Level-3. Level-3 being the level reserved for
database map to complement the data stores of Gane Sarson Level 3 for data stores (Gane &
Sarson, 1989). These costs were stored and retrieved according to standard accounting
practices. The summary of cost behavior being variable cost changed along with business
activity but per unit variable cost remained constant while fixed cost remained constant with
business activity but per unit being fixed cost decreased as business activity increased
(Samuelson & William, 2004).
Dimension of ‘When’
Instructing the taxonomy of the ‘When’ dimension was by joining the mentioned two financial
and economic theories to form the hypotenuse. Displaying the hypotenuse horizontally shows it
as a normal distribution curve in Part-c of Figure 2. The connection of these two points forms a
risk line known as the BEEE risk line and that must be governed to ensure securing returns of
investment. By using students’ prior knowledge in descriptive statistic, the measurement of
central tendency and variability of risk along the standard distribution curve in Part-c of Figure
2 is revised. Doing so identified the characteristics of the nominal curve to guide insights into
mental processing of kurtosis (Levine et al., 2013).
While the BE point on the left of Part-c in Figure 2 established a deterministic bottom
value, the right end tapers to the EE point of lowest probability value. The explanation to
students that deterministic value of BE became probabilistic as EE moves further from BE
represented risk probability increment. The BE relationship is used to analyze effects of profit
when changes happened to either one or all three items; sales price, variable cost or fixed costs.
From the BE point, the knowledge expands into cost that must be recovered before realizing
profit; albeit business activities effect upon cost dynamics. The characteristics of the BEEE
34
risk line being elastic, therefore represented the probability to reach the desired price level. The
characteristics of BEEE being both the angle and distance that the intended EE pointed away
from BE; known as elasticity or Eyx which mitigates the process to conclude a price until its
inelasticity. This mitigation process is the intricate capstone thinking into estimating BEEE
elasticity. From this thinking, the instructing takes on a higher level as the BEEE elastic factor
Eyx in offering various dimensional views at the magnitude of risk because it demonstrates the
combinatorial effects of both the 'BE' and 'EE' points while factoring risk premium in the
efficient frontier (Lim, 2011).
Eyx being the measurement of risk elasticity provided the indication as to where and
when risks premium were diversified in limiting working capital requirement. Being among
common managerial finance applications BE answers cost behavioral in determining the
quantity that must be sold to begin earning profit (McAfee, 2006). The onus between
deterministic BE and probability EE was their distance representing risk to be managed
thorough diversification or hedge in the event investments falls short of EE and cannot meet
expected returns.
Synthesis of WHW dimension
Part-a of Figure 2 epitome the core knowledge content required in FED; BEEE being the
tangent with the BE point between the adjacent and hypotenuse line and the EE as between the
opposite and hypotenuse line. The hypotenuse being the distance between BE and EE
represented incremental risk from BE to EE and needed decision management skill for BE is
deterministic while EE is probabilistic. The adjacent line represented time to arrive at the
expected returns on equity. The three dimensions of this tangent; BE, EE and hypotenuse
(BEEE line) require basic tertiary knowledge of finance, economics and quantitative methods.
Henceforth students in the FED program needed these pre-exist fundamental knowledge to be
taught how to consolidate their prior learning before proceeding into their CPD and WIDE.
Learning to consolidate pre-exist knowledge includes constructive dimensions of workshops,
seminars, concept mapping skill and case studies to construct a wholesome approach.
While finance drew upon mathematical tools to ascertain position taking behavior in
savings, investment and risk, economics study insights into allocating resources from
competing process in exchanges and distribution (McAfee, 2006). In making FED according to
variables that intervened with their ideas, the values that affect decisions are enriched by
motives to retrieve information for construction decision. Therefore, between
economics/finance and finance / accounting, thinking tools and experiences from CPD practices
reinforce thinking process in making FED under uncertainties. Having the quantitative methods
to measure and track the performance of the FED became the ‘WHEN’ dimension to achieve
the desired return (‘HOW’ dimension) based on probabilistic demand of the opportunity
35
('WHAT’ dimension). It might be puzzling that no explanation was found as to basic economic
module or accounting module had remained untaught about the simplicity of merging these two
theories even in their advance level; hence led to the establishment of the FED capstone (Lim,
2011).
Level-2: Understanding
The power of concept mapping assists the mind to warehouse thoughts and information in
various perspectives and dimensions that made information retrieval more efficient; being the
psychological foundation of concept map (Buzan et al., 2010). Part-e of Figure 2 illustrates a
concept map about how cash begun from recording when cash received was paid and where
those receipts and payments are subsequently recorded in the income statement and balance
sheet such that the financial performance risk might be known immediately to impact the
‘BEEE’ concept map in Part-a of Figure 2 (Lim, 2012).
Novak and Canas (2006) illustrated directional inquisitions to construct meaning and
results flow in various concept maps, according to different professional needs, had directly
relate studies; FED concept maps contextualize with lines, intersections and directional flow to
indicate risks have considered these pointers in its taxonomy. Decision tree is another concept
map frequently used as graphical tool for several applications; consolidating prior learning of
economics to complement financial statement maps with probabilities appointments of success
conditioned upon events. As direction pointers in identifying or selecting, decision tree
develops mental rule for storing and retrieving knowledge (MindTools, 2012). Graphs are
natural integral aspects in decision-making courses so are grids and the illustration methods
might enhance understanding (Sirias, 2002). Additionally, in both qualitative and quantitative
analysis, the over reliance of numbers might cause one to be myopic in analysis by missing out
the bigger aspect of what might suspiciously oversight issues (Tukey, 1980). The employment
of concept mapping for finance has been wide according to few regular writers promoting
illustrative active thinking (Biktimirov & Nilson, 2007; Filbeck & Smith, 1996; Mento et al.,
1999; Nettleship, 1992).
Level 3: Applications
How the mind receive, process and retain learning had been a timeless debate in cognitive
studies about the span of immediate memory suggest that information gets dislodged when the
mind is challenged to sustain ability in warehousing data in the mind for cognitive dissonance
retrieval accuracy (Miller, 1955). To focus on capturing immediate moments, an industry
centric model might be one that emphasized learning as internally driven in a cooperative
environment. The reason being that knowledge construction was wholesomely involving: from
the student who wanted to learn and contribute to the profession, the facilitator who wanted to
36
depart knowledge and to improve upon it and industries that encouraged building the particular
body of knowledge. However, the reality of practices intertwined learning along with
instructional pedagogy, organization, education management leadership (Lim, 2012).
Another reality was that industry stakeholders might not participate in tandem with the
improvement process and this made that difficult to synchronize formal teaching/learning. The
question then asked if internship was effective. Therefore, to analyze the possible solution from
various perspectives, it might draw on few things like what were the challenges ahead of
fundamental pedagogy from some successful experiences to make comparisons to move
forward in the specific instructional pedagogy. Ottewill et al. (2004) have suggested that
organizational behavior and culture can challenge thinking about instructional pedagogy in
different settings, yet touching all taxonomic bases.
Level-4: Analysis
The well-propagated case teaching method which (Shieh et al., 2012) required learning critical
thinking had caused shared instructional empowerment with students who have most class
control to produce their results under time constraint. The collaborative intelligence of
Pedagogy 3.0 (Vanides, 2010) has that similar effect to enhance case facilitation collaboration
between students and teachers (Nosich, 2009) in generating cases by building knowledge upon
knowledge. Technology being the enabler can dive taxonomy for interactive methodological
learning to keep students engaged without extrinsic reward but extrinsically constructs to
reinforce intrinsic development. This meant that interactive learning facilitates constructs by
instructing students to self-learn and in the process gave control of how students wanted to
learn.
Pedagogy 3.0 approach constructivism was another departure from traditional
constructive learning wherein the facilitator can gradually be replaced by machine to interact
dynamically with student. In doing so, students’ progress can be tracked. Beneficiaries of CI
are GZ coming into higher education. If pedagogy taxonomy has departed from previous
theories to a new dimension, then the three stages of rational decision making (Anderson et al.,
2000); intelligence, design and choice using expected value decision tree had affected CI as
provoking catalyst in engaging interactive learning. In doing so, might have caused cognitive
development to a higher order in metacognition (Gardner, 2006).
Along the thoughts of Pedagogy 3.0, facilitation and workshops are among the construct
of the FED program of which students’ motives for learning were monitored to determine
which variables are more effective in motivating learning. This was performed by means of
arranging variables in a force field format that provides a visual effect of the extent which
constructivist variables can withstand external behavioral pressure.
37
Level-5: Synthesis
Hughes (2012) analyzed 12 exams for 2010 and 2011 in an accounting body at the Foundation
Level, Professional Level 1 and Professional 2 Level. The command word ‘advise’ appeared 10
times. ‘Advise’ referred to required competency that included being comprehensive, critical in
evaluating data to reflect detailed specialized knowledge and capability of acting independently
and effectively. What was observed was graduates’ expectation to demonstrate abilities to
advise companies through a learning process, which incapacitate their ability to consolidate
learning.
Level 6: Evaluation
The FED taxonomy included several items that in composite are responsible to consolidate
prior learning. These items involved methods, procedure, concepts and motivators for
instructing, learning, retaining and recalling knowledge. The taxonomy framework found
literature support in best practices in CPD and WIDE from the constructivism aspects of
methods and procedures to enhance knowledge retention and retrieval. CPD became one of the
pedagogy enabler and a link between industry and universities through continuous CRM to
narrow the unemployment gap, promote structural functionalism, and enabled motivational
influences that caused pedagogy’s relevancy to meet the needs of those who employ and those
who want to be employed. CPD bridged this purpose to identify theories and practices related
to the behavioral and constructivist aspects of learning and training. The types of motivation
factors, which linked intrinsic and extrinsic influences, have to be measured within defined
delimiters.
CPD is a mandatory aspect pedagogy requirement in professional program to bridge
senior year student into the industrial world. In contrast with internship and co-op program, the
CPD process involved tracking professional practices and mandatory workshops directly
related to the practices updates example tax reform, legislation in accounting reporting and new
accounting standards. The problem of lack of knowledge/skill of decision making among
students in economics, finance and quantitative methods at tertiary level as the missing link to
consolidate pre-exist knowledge with practices.
Without the CPD link, knowledge risk depreciation. While curriculum that configured
knowledge development with each part logically connected to another to make a whole, there
was no mention of how this cumulated knowledge were tested on actual practices. This was
despite that taxonomy offered the closest critical thinking next to bridging theories with the real
world (Herreid, 2005). By Deming’s (1986) Quality Circle (DQC) definition, the taxonomy of
case based pedagogy stopped before the ‘Act’ stage. Practicing knowledge through CPD not
only connects theories with practice, it also directly engaged graduates into their careers.
38
A CPD within WIDE arrangement completes the PDCA cycle as a low risk approach for
a specific pedagogy in those said resolutions of apprenticeship, valuing multi-pathway,
curriculum revision and transfer programs. The argument here suggested that curriculum
relevancy is a symptom of slacks in decision making knowledge skill among seniors in
economics and finance. Curriculum became problem identity only when industry rejects the
graduates. Unless there was CRM between universities and industries, taxonomy might
mismatch curriculum relevancy, again confirming that market driven dimension for a taxonomy
construct might effectively be more organized into universities core curriculum, where FED
might expound positive impacts.
The call for MDP boldly emphasized responsive employment economics that befits
youth’s desire to sustain their self-worth rather than permeate frustration through social e-
commerce. While far-fetched pro-active strategies were needed to narrow unemployment,
sustaining values of learning and career prospects with eliminator of youth’s predicaments of
rights to jobs, might sustain knowledge worthiness and shoring human capital shortage with
governance for specific FED taxonomy that encompasses local best practices CPD within
WIDE. In totality that might be the important missing, interlink phase not much mentioned
about knowledge consolidation.
The model CPD practiced is adopted from ICAEW’s renowned ‘Reflect, Act, Impact,
Declare’, RAID approach that requires members to declare their statement of compliance,
(ICAEW, 2012) wherein members self-supervise their practice journals that declare their CPD
time sheet. Wrongful declaration when detected have resulted in those validated period
nullified. The ICAEW’s CPD has constructivism dimension of continuous evaluation with
punitive behavioral dimension to enable self-supervision. Hardly was there an accountant
without a job because the CPD dimension already linked the graduate although there is less
extrinsic in the start-up stage of the career, therefore to enhance graduates’ employability, the
CPD pathway was a proven linkage to employment for most professional programs.
Experiential learning became possible to consolidate and to build on these pre-exist
knowledge. Prior fundamental economics knowledge allowed understanding of how to resolve
conflicts between expectations for higher returns and limited resources to meet those
expectation from a FED oriented pedagogy that emphasize consequences of financial mishaps.
FED Taxonomy: Revision Initiative
Steel and Konig (2006) were of the opinion that wholesome learning that has motivational
designs was more important. They argued that social motive had contributed to pedagogy
because there was a limit of how much cognitive effort can be stimulated by classroom
motivation activities that taxonomy had missed. With the aim of keeping students engaged, the
taxonomic arrangement include extrinsic motivators to reward performing students might
39
eventually detract from its purpose when the rewards continuously fall on a few students
giving those behind no opportunity to be rewarded when categorizing motivation as either
intrinsic or extrinsic (Alexandar et al., 2000). An extrinsically motivated student felt wanting to
act towards receiving something that demonstrates feeling of significance from obtaining the
knowledge. For that matter, curriculum and activity development are recommended to direct at
students’ internal locus of control (Fraser, 2011) when evolving taxonomy towards
metacognitive level.
However, critical thinking and problem solving capability required by industry was
acknowledged by students’ motive in identifying thinking tools as important to their career
development. Students rated direct and indirect instructional methods higher than other factors
for learning about decision-making (Johnson, 2012). Since the epitome of the FED taxonomy
was students’ cognitive ability to practice, therefore consolidating learning by adding new
knowledge to prior learning is motivation for cognitive development as mentioned by Russell
(2003). Seemingly, that relates to innovating instructional delivery methods as prime factors to
deliver the best in understanding fundamental knowledge might be the more important core of
the taxonomy for motivating students’ learning behavior when they sensed it directed at their
goals to enhance their thinking performance (Dezure, 2012).
This paper’s initiate the FED taxonomy for motivating the confluence of learning and
practice by intrinsic cognitive dimension provisions that enable faster retrieval and processing
of information towards meeting how GZ wish to learn. A revised taxonomy for FED can
parallel development in learning/teaching as had happened for STEM by Pedagogy 3.0, which
attempted to remove fear or attraction as external stimuli for teach (Whitehead, 1984).
Proceeding forward with 4 levels in Table 2 as opposed to the current practice of 6 levels was
argued for better cognate leverage that by synchronizing to industry’s popularity of 4 levels.
There might be complementary synchronization with Gane Sarson as its SSADM leadership
positioned the taxonomy more effectively towards the future of machine learning and machine
based learning.
Four levels initiative
Table 2 depicts a comparison of popular instructional pedagogy (Lim, 2012) practiced by
industries in the form of standard operation systems (SOP) capped at 4 levels such as that of
DQC, Toyota’s production system SOP, Gane Sarson’s SOP for structured system analysis and
design (IBM 2011), Kirkpatrick and Kirkpatrick (2006) training evaluation. Why four levels
seemed popular comparative to the revised Bloom’s taxonomy of six levels might be answered
by the Miller’s (1955) seven plus minus two’ psychology of developing mental organization
efficiency.
40
Table 2 Four Levels and Best Practices in Industries
Industry
1.
Automotive
assembly
2.
Training
3.
Quality
4.
SSADM
5.
Generic
Practices
Toyota
Production
System
Kirkpatrick Deming’s
Circle Gane Sarson
Financial
Economics
Decisions
Objectives
Instructional
Quality
throughput
Produce
learning
Product
Quality
(Defect
reduction)
Structural
integration &
processing
Synchronize
Taxonomy to
SSADM
Level 0: Plant View Training
context Plan
Context
application Knowledge
Level 1 Assembly line
view React Do (try out)
Decomposed
DFD
Understanding
for Analysis
Level 2 SOP of each
station in a line Learn
Check (error
correction)
DIADs/Pseudo
English Application
Level 3
Each SOP’s
work
instructions
Perform Act Data stores Synthesis and
Evaluation
If markets are the best judges of popularity, then Toyota being top automotive producer
is no coincidence but mostly attributed to its quality Just-In-Time assembly instructional
process, based on best combinatorial practices in manufacturing methods (Lim et al., 2007).
Level 1 of an automobile assembly line illustrates a section view of the line, which consists of a
collation of Level 2 SOP, which cascade to Level 3 and 4 within the same page.
In Kirkpatrick and Kirkpatrick’s (2006) model, Level 1 summarized students’ reaction to
the learning process. Level 2 described the extent of students’ improvement in knowledge,
skills and attitude because of the training, Level 3 referred to the extent of students’ capability
in improving their performance related to practicing skills learned while at their internship
company because of the training. Level 4 described the degree of positive or negative benefits
resulting from the training. The model offered a simpler administration and analysis approach
relative to balanced scorecard (Kaplan & Norton, 2001) or the Six Disciplines of Breakthrough
Learning (Wick et al., 2006) because they consider much more at various impacts of financial,
customer, internal processes and organizational change. The fact that Kirkpatrick’s model had
been popular was proof of sustainability across many applications, which required a training
assessment method that was not difficult to administer, and effective for analysis. Kirkpatrick
had advance his model into continuous evaluation wherein current assessment is added upon
previous assessment in the same control group as a form of measure of effectiveness from
previous learning upon new environment (Craig, 1996) and therefore extending application
with repeated measurement..
41
The taxonomy of DQC has four levels: Plan, Do, Check, Act (PDCA), which touches all
bases by thinking, doing, checking and acting. DQC was perhaps the only sustainable and
widely acceptable learning model as well as its control charts application in error correction,
and increasingly adopted by Japanese industries and American universities (Herreid, 2009) as
its nature resembles Socrates prompting method of engaging by constructivism within peer
collaboration and the trainer’s role as facilitator (Areeda, 1996). Prompting students in thinking
and same time, the uses of concept maps engage their listening to follow the logic being drawn.
In Level 2, ‘DO’ refers to ‘try out’ or practice before implementation, another requirement in
Good Manufacturing Practices. In the context of training the tool that engaged trying out
scenario plans for possible best out-comes. In Level 3, ‘CHECK’ reviews if work had
performed accurately. To verify, it involved more thinking than doing and if something went
wrong, then a return to the ‘DO’ Level is required instead of proceeding to the ACT Level. On
confidence of correctness, the Act Level referred to real actual. Collaborative review of
students’ learning was a form of checking together. The final Level 4, ‘ACT’ was where
nothing must go wrong but in reality, things sometimes do go wrong due to unforeseen
circumstances or negligence perhaps at previous stage. Errors, having identified, are analyzed
and solution determined on Pareto basis (Philips, 1996). In the taxonomy context, this was the
post-test evaluation.
The time-tested success in automotive 4 Levels SOP applies to SSADM practices
wherein IBM Corp. (2011) mentioned the practice leadership of Gane Sarson vis-à-vis Yourdon
and De Marco since 1979. These 4 Levels in a Data Flow Diagram schema represent functional
waterfall effect top-down demarcating context boundary as Level 0, process decomposition as
Level 1, access procedures as Level 3 and database attributes as Level 4 (Excel Software,
2011).
Schema descriptions
An efficient taxonomy might give a balanced metric in four structural levels information
expendably managed along with value add (Philips, 1996) unto students because all bases were
touched through the interlinking dimensions that inspire learning by discovery and accidental
from doing rather than by taught by formal lessons (Edwards, 2011). Allowing criticism and
popular acceptability sort out the best among themselves to produce the best practices to form a
low risk foundation to formulate an industry centric instructional delivery system of FED (Lim,
2012) based on 4 levels of SOP. As there was no difference between producing a product or a
service, producing learning might just be another form of production and a FED taxonomy
revision might be considered along the thoughts of Pedagogy 3.0 (HP, 2012)
From the art of formal classroom delivery to real social challenges, the taxonomy intent
was to lead in thinking about thinking without motivating by recitals but to identify practices
42
that sustain interest in creative teaching. This had led Hewlett-Packard into a macro
collaborative global cluster network of educational value chain known as a catalyst initiative
(CI) to produce best practices for future STEM educators for 21st century students (HP, 2012).
GZ, being 21st century borne are a collective cultural force that might demand pedagogy
taxonomy suits their learning needs along with the ongoing social e-learning culture. Therefore,
learning outside of lecture room had to be seriously considered by higher education and
reflective in revising the taxonomy to 4 levels.
About this discussion on FED taxonomy revision initiative, the structure concept maps
had already taken effect in current levels seen in Figure 3. The natural progression suggest
revision from six to four levels indicated in column 5 of Table 2: Level-0 remains, Level-1
consolidates previous two stages of Understand and Analysis, Level-3 consolidates two
previous stages of Application and Synthesis. Level 4 assumes previous Evaluation stage. The
parallel importance of revising the taxonomy was to complement Gane Sarson to improve
communication with end-users in determining functional specifications especially for higher-
level applications with a structured concept mapology system demonstrated in Figure 3 by the
revised FED taxonomy according to Avison and Taylor (1997).
Table 3 FED Structured Concept Mapology Taxonomy
Industry SSADM Summarized FED System Prototype Specification Reference
Practices Gane Sarson FED Taxonomy
Objectives
Structural
integration &
processing
Communication with SSADM practitioners
Level 0: Context to
application
Contextual map for WHW (Excel VBA scripts to combine plot
Fig 2-4 to form Fig 1 )
Level 1 Decomposed
DFD
Decomposed concept maps ( Excel VBA scripts for retrieval
rules to individually plot Fig 2-4)
Level 2 DIADs/
Pseudo English
Decision tree map (Excel VBA scripts for retrieval rule to
illustrate Figure 5)
Level 3 Data stores
Database layout (Access database conventions for voucher
entry system based on standard double entry accounting book
keeping rule for 11M+3S database in Figure 6 )
Concluding Significances
The advent of technology for education that redefined instructional pedagogy for STEM
through Pedagogy 3.0 might be expected to come upon FED through revising its taxonomy and
therefore raising prospect of machine based teaching/learning of FED. Converging learning
towards machine centric instruction might satisfy social motivation as suggested by the
growing reliance on learning outside of formal lectures. Perceivably, the blueprint for machine
43
teaching and learning of FED might require a taxonomic design that considers blending of
computer generated decomposed structured concept maps and rules that update and retrieval
from integrated databases.
Micro CI initiatives seen in some non-STEM initiatives (Accurate, 2012), seemed very
possible for taxonomic effort to institute computer based FED learning towards achieving
WHW competence in the learning of FED relative to the larger success of HP’s CI and
Pedagogy 3.0. In doing so, critical thinking techniques for decision-making might see
advancement towards metacognition in developing knowledge management to recollect, reflect
and applying prior learning (Doug, 1998). Given the advent of computing technology, revision
on taxonomy about thinking about learning might be what might excite GZ thinking about how
their learning might be facilitated. If instructors choose to synchronize with GZ about their
ways of wanting to learn by social constructivism, what might be the appropriate timeliness to
train facilitators in new ways of engaging the way GZ thinks?
Additional support of that implication is relied on GZ demography’s inclination towards
computing technology which form the basis of machine based learning seen in Pedagogy 3.0.
This implied that changes in learning styles seems to converge towards technology enabled
learning and teaching; evident by recent CI for STEM as expanding network technology
becomes the imminent motivating induction factor for incapacitating social learning in teaching
and learning about thinking in FED. Felder and Silverman (1988) suggested learning style is
not static but fluctuates within a possible matrix of thirty-two dimensions of learning and
teaching styles according to the type of motivation received to trigger the motive for the
learning behavior.
How students might be positively incentivized by taxonomy, influence upon pedagogy
has been seen in CI and Pedagogy 3.0 such that the wholesome involvement of all variables
mentioned in this paper favoring revision of the current 6 levels taxonomy to 4 levels. The
taxonomic arrangement of 4 levels represented in Figure 2 while complementarily synchronize
with the leadership of Gane Sarson SSADM will favorably position the design for
advancement whenever Gane Sarson advances or perhaps advance ahead with machine learning
for machine based learning towards metacognition development.
44
PAPER 3
Methods to Discover Learning
Author: Matthew Goldman Kimher Lim
Adapted from Chapter 3 of unpublished PhD Thesis, “Market Driven Pedagogy for Financial Economics
Decisions – An Exploratory Study.”
Abstract - The methodology used the Repeated Measure design with a series of analysis of
data mining approach onto an empirical database created by an existing research instrument.
The analyses used were Delphi, Paired t-Test, one-way Repeated Measures ANOVA and
Bayesian transformation procedure to determine a pedagogy index (PI). PI considered only the
cognitive and affective motivational variables for learning. Analysis of Conative and Social
motivation variables were for providing secondary support for discussion and further reasoning.
Introductory Theoretical Framework
This paper discusses the rationale for adopting the One Way Repeated Measure design
methodology, samples and sampling procedures, instrumentation, the procedure to conduct the
study, data mining method and presentation format of findings that focus on understanding the
pedagogic progress of the FED program after a series of FIS treatments. The need to view
existing information from different perspective had re-dimensioned existing data with Delphi
and therefore the theoretical rationale upon the purposive samples demographics and survey
instrument as the objective is to ascertain pedagogic effectiveness that enhances graduate’s
employability.
The construct from both Set Theory (Potter, 2004) and structural functionalism theory
(Parson, 1975) offered the ground base for the theoretical framework. They identified nine
main DVs used by the study within the framework construct for ascertaining the IV, which is
the PI. These DVs were re-dimensioned into SVs in Figure 1 and elaborated in Figure 2 for
better understanding of their essence in measuring the effectiveness of MDP of FED.
Understanding several unchallenged theories and philosophy about motivation for
learning gives a significant backdrop in designing and delivering instructional pedagogy,
including adopting attributes in the variables of constructivism and behaviorism. As this paper
aimed to understand the many theories and philosophy from various perspectives, it also drew
on few things like what challenges lie ahead of fundamental training, organizational behavior,
culture and some successful experiences to make some comparison from which, suggest how
learning might be enhanced. The discussion of educational psychology theories in learning
might vary according to the dynamic of the environment that motivates interns.
45
In summary the equations of the variables for pedagogy in Figure 1 was to express an
effective pedagogic force field of items such that in Figure 2, the items have been expressed as
(B1+B2+B2) + (C1+...+C) = (W1+…+W13). If viewed in the force field dimension after the
items were reclassified into different motivation types, the equation is seen as (internal pressure)
+ (internal support) = (external expectation). Deficiencies from the top side of the equation
were seen as causing pressure to learning. When the combined forces from the variables on the
bottom side exceeds the combined forces of the top side of the equation, the pedagogy
effectiveness had produced better interns’ capabilities.
Sets theory
According to Potter, (2004), Set theory, is a first order logic that characterized any broadly
well-defined formal system. The set theoretic characteristics therefore gave foundation to
various set orders for combinatorial and determinacy through separatism principles for
collection by means of reduction, deduction, and addition. Its thinking had been most relevant
for mathematics of data mining because of its inherent robustness in relational datasets. As a
result, the Set theory thinking has been widely applied to this study for deciphering the
empirical database with appropriate data mining techniques to initiate FED taxonomy revision
and thoughts for human capital in Johari Window for a separate paper. While Set Theory had
assisted grouping of RO and RQ by stakeholder domains, it also complemented HIPO thinking
(IBM, 1974) for setting up the conceptual framework of the study as well as the conceptual
macro MDP model in a separate paper.
Delphi Process
Cognitive Affective Conative Social WIDE CPD
Legend: smaller ring within larger ring denote sub variables of a belonging to its domain set of variable
Figure 1 Theoretical framework of the study
No
Subset
No
Subset
CPD
Constructivist Behaviorist
46
C1 C2 C3 C4 C5 C6 C7 B1 B2 B3
Intern’s constructive DV
internal constructivism (internal support)
Intern’s behavioral DV
internal behaviorism (internal pressure)
Extrinsic CPD
W1 W2 W3 W4 W5 W6 W7 W8 W9 W10 W11 W12 W13
C1 C2 C3 C4 C5 C6 B1 B2 B3 C7
cognitive DV affective DV conative DV social DV WIDE
Interns’ capability (intrinsic)
Extrinsic CPD
W1 W2 W3 W4 W5 W6 W7 W8 W9 W10 W11 W12 W13
Interns’ DV items
cognitive DV
C1 = Concept mapping SV
C2 = Decision Tree SV
C3 = Knowledge retrieval SV
affective DV
C4 = Facilitation SV
C5 = Seminar SV
C6 = Workshop SV
conative DV
B1 = Career SV
B2 = Personality SV
B3 = Structural Functionalism SV
social DV
C7 = Internship SV
Legend: DV=dependent variable, SV=sub-variable
CPD DV items
W1=Motivation
W2=Enthusiasm
W3=Attitude
W4=Professionalism
W5=Work Quality
W6=Ability
W7=Cooperation
W8=Independence
W9=Acceptance
W10=Prospect
W11=Reports
W12=Dissertation
W13=Creativity
Darkened area represent is not within pedagogy index measurement. The necessary transformation of
variables o measure pedagogy effectiveness
Figure 2 Datasets before and after conversion
Structural functionalism
Parsons (1975) mentioned that in structural functionalism, society functioned as a set of
systematic structure, shaped by its resources: natural, human and/or induced capital (e.g.
foreign direct investment). For the social structure to sustain and build momentum there should
be no conflict, which in this study meant there should be no impending shortage of human
capital. As a result, HE strategy had to address that end together by CRM dialogue with
industries and perhaps human resources ministry to identify appropriate MDP for a harmonious
Force Field before conversion
Force Field after conversion
47
functional society structure with equilibrium human capital. An imbalanced human capital
structure might cause skill migration or invite importation of skills as an intervention. Gerber
(2010, p. 19) was among recent support for Parson’s structural functionalism theory that as a
whole, society needed human capital structure with intervention strategy to avoid conflicts.
Re-dimensioning variables
This exploratory study rationalized the variables’ Force Field relationship that relate to
enhancing graduates’ employability. Relating the process was necessary due to the limitation
and ethics of the study, which required continued use of existing research instrument that had
the constructive and behavioral variables as original because they existed. Since all items were
either constructivism or behavioral, therefore to identify which items were responsible for
motivating learning, the items were viewed from another dimension. To enable that, some sort
of reclassification was necessary.
Zhang and Sternberg (2006) with Riding and Sadler-Smith (1992) mentioned that
cognitive styles were dependent on individual learner’s inclination in learning, which the
learners’ mental faculties have developed over time in conditioning cognitive patterns that suits
these individuals. However, the time variable in cognitive dissonance was not isolated but
associated to other dimensions such as the interest in FE in order that it might reinforce by
affective means. Garay et al. (2006) inferred the mind as equivalent to that of a thinking
machine that responded to external stimuli such as clues to assist thought process of mental
evaluative search for best possible respond to situations.
The background of the study mentioned industry had advocated for graduates fluent with
workflow and cause-effect capability. Having them might improve their better employability.
The development of this fluency had its beginning from Socrates style of stimulating students
in retrieving evaluative knowledge (Garay et al., 2006; Picard, 1995) was useful in FIS so that
measurements between occasions were made to ascertain if FIS was responsively effective in
getting students to reach further into their mental state. Therefore, the SVs: concept mapping
and decision trees were practiced and checked for improvement in their usage as decision
thinking tools. While the affective variable as a powerful dimension to assist cognitive
dissonance (Krathwohl, 2002), the motivation to think for learning was also attributable to
conative factors; which was not within assessing the pedagogy index in this study because it
was beyond FIS.
Nonetheless, conative as a powerful intrinsic motivation represented the ‘will to learn’
from within students (Damasio, 1994; Alexander et al., 2002; Huitt, 1999). Developing self-
determination of will’ as an emotional state was beyond the MDP because to take interns
towards this state certainly was not within the curriculum, even though career ambition,
lifestyle and personal aspiration were checked in the research instrument. The other variable
48
beyond FIS was social and the items that measured this aspect depended on assessment of
social network at internship which itemized in the research instrument.
Force Field in motivation for learning
Lewin (1951, 1997) developed Force Field Analysis (FFA) as a visual aid to present forces for
and against a problem situation. Since then FFA found diverse uses to supplement and
complement existing and new planning techniques. In Kumar’s case study (1999, p.3), a group
of education managers used cards of various colors and sizes to represent different types of
forces in driving and restraining primary education by placing those cards at various distance
from perceived point of difficulty in achieving learning objectives. From the frequency
distribution, it was visually ascertainable where the restrains were, without using the FFA tool.
On the other hand, Schwering (2003) varied FFA by combining it with the prompting
techniques of McKinsey Consulting’s “7s” described by Waterman et al. (1980) to demonstrate
FFA had guided organizational change. The process found that categories of force field did
interlink each other and therefore were not mutually exclusive.
Motivate stimulates emotions according to Maslow (1954). An intern who studied to pass
might be referred to as extrinsic motivation whereas study for knowledge might be considered
intrinsic motivation. When an intern transferred to the FED program with good grades, it
signified wanting to compete as compared with a transferee who transferred due to low grades
as an alternative.
The motivational variables were reclassified by Delphi method to measure the PI because
in their original state, the items were unable to measure motivation for learning. Of the four
variables measured, two were affective and cognitive because only they directly related to FIS.
The conative and social variables were also measured as they influenced learning beyond FIS
through CPD. The perspectives of motivation theories were explained in the following two sub-
sections: (a) extrinsic motivational perspectives and (b) intrinsic motivational perspectives,
right after defining the motivational variables.
Affective motivation as interns’ construct referred to what the interns thought about a
lesson’s value in relations to their learning at CPD and WIDE (Brewin, 1989 p. 381; Krathwohl
et al., 1964). Inherently, this intrinsic aspect of learning was important to counter the force field
aspect to meet CPD’s extrinsic affective expectation (Balliene, 2005). Cognitive on the other
hand referred to the thinking process of mentally validating information received by listening
to FED cases, watching information reaction in computer displayed upon new inputs (doing) or
trying to understand requirement at CPD (Feist & Rosenberg, 2009). The intrinsic motivation
aspect of cognitive signaled interns’ confidence from understanding FIS (Schunk, 2008) which
interns might use to counter extrinsic cognitive requirement to meet work instructions at their
CPD. Affective and cognitive interweave each other in FIS as intrinsic motivation working
49
together to counter extrinsic affective and cognitive requirements at CPD in demonstration of
the FED pedagogic effectiveness.
Huitt & Cain (2005) mentioned conative aspect of learning as interns’ personal desired
level of knowledge. While achieving the capability of value proposition from the three high
value questions using the ‘BEEE’ capstone process as the learning objective outcome, intrinsic
motivation was psychometrically measured by confidence level with practices during case
facilitation while the extrinsic motivation aspect was similarly known by confidence in
applying learning.
If learning outcomes from FIS were inadequate to timely meet the extrinsic conative
expectation at their CPD, then interns might have not received enough practice. The practices
were to retrieve knowledge adequately to overcome the extrinsic force field at their CPD. By
that the intrinsic trilogy of affective, cognitive and conative (Hilgrad, 1980) were compared
against similar extrinsic trilogy from the extrinsic part of CPD to evaluated learning (Damasio,
1985). Additionally, the trilogy determined how the force field of workplace expectations might
be harmonized (Vroom, 1995). As learning at CPD were beyond FIS, it constituted motivation
by social factor ranging from perception of how relationship at CPD had contributed to learning.
How interns’ viewed relationship at CPD were matched with how CPD viewed interns’
behavior at work in relation to their learning from cooperation, independence, technology
competence, and an overall blending into their workplace (Huitt & Dawson, 2011).
Synthesis of motivation from constructivism and behaviorism
Constructivists argued that knowledge was derived from experiences and ideas. Behaviourist
learning theory highlighted knowledge as key objective because they exist, and therefore still
require proper criteria to measure the learning outcomes. Grolnick and Ryan (1989) concluded
that examination had acted as external control to interns. It meant that the CPD aspect of the
pedagogy still required formal evaluation to gauge interns’ ability. Despite many criticism of
exam-oriented system, there was still a behaviorist belief of external control that looked at from
two angles of motivation, reward or reprimand. Cohen (1999) and Galanouli (2004) suggested
that the constructivism model of learning and instructing got the shift from behavioral
psychology to intrinsic and context base learning during the post-industrial information of
American society. The facilitator becomes the facilitating bouncing board using Socrates
prompting method (Areeda, 1996) of ‘what comes next and why’. It is recognizing a flow of
causal effects (Ishikawa, 1985). All flows principles have this motivational basis
(Hollingsworth, 1995, p. 56; Mizuno, 1988; Ishikawa, 1985) e.g. work flow and system flow
theory. It gave birth to one single key dimension in learning which was to stay engaged.
Piaget’s (1950) constructive learning concluded that the intern by being encouraged to
raise queries through the ‘trial and error’ process have improved their level of understandings in
50
relation to the real world. Vygotsky’s (1978) social constructivism theory placed emphasis on
‘activities’ and ‘socializing’ as more important factor in psychological development that bridge
the individual’s actual development as supposed to collaborative learning within his peer group
because these two emphasis have caused one to learn unknowingly (Wertsch & Sohmer, 1995).
Bruner’s Discovery Learning (1961) depended on existing constructivism theories to discover
learning models in which the trainer’s role was limited to facilitating curiosity in exploring the
unknown on pre-exist knowledge within his/her peers; approval in accepting his/her views and
together advance knowledge from that point.
Bloom’s taxonomy (Anderson et al., 2001) enhanced model of knowledge structures
represented the cognitive domain development from the low-order skill to the high-order skill
with basic requirements from remembering information and understanding the knowledge.
These four constructivism theories provided further idea in framing MDP of FED, which
altogether suggested that intrinsic motivation encourages capability and experience. In doing so,
instructional methods were encouraged to be structured and organized in a coherent step up
manner to assist understanding, usage of pre-exist knowledge to bridge the gap between old and
new knowledge for constructing new information. This constructive direction enabled interns to
choose the useful information that best organize their learning using the variables items of
decision tree for retrieving knowledge for practicing the new information and thereafter feel
confidence with the information for constructing new knowledge.
To modify behavior, society’s structural functionalism might vary according to their
fundamental differences; culture, norms, languages and religious beliefs according to what
might motivate and what might influence. In this sense, constructivism might be able to
achieve greater result if structural functionalism was structurally localized (Chan, 1999;
Parsons, 1975), hence confirming certain extent that while behavioural and constructivist
theories were not entirely taken out of western context, keeping interns engaged remained the
key to learning. What then might be a low risk fundamental platform can be organized to
develop learning knowing that the fundamental of engagement might rest largely in the ability
to build upon pre-exist knowledge because only when new information matches some of the old
schemes, then new meaning might register.
In the interns’ environment, factors that are more social might be required to meet an
individual’s needs within the group and sometimes to conform to social norm. When a group
consists of all slow interns, might it sustain motivation? When intern groups were formed by
the facilitator according to certain criteria, what polarity dilution might that minimize when
constructive structural functionalism was considered to produce ethos when CPD was
purposive to register new meaning learning rather than just the objective of knowledge. Had
ethos held higher or lower when constructivism was considered? Had meaning making been
more important than the objective of knowledge? Which precede which? Behaviorist learning
51
theory highlights knowledge as key objective because they exist. Theoretically, constructivism
might be popular because it valued an intern’s individual, direct experience in meaning making
that resulted in higher learning outcomes (Hopkins & Mel, 1993). To develop a constructive
structural functional instruction model, the facilitator had to find a right way to sustain
engaging interns and the medium of engagement was to be involved by doing as that might act
as a magnet to draw attention and sometimes to connect (Peter et al., 1997). Additionally, the
composition of such constructive structural functionalism approach requires experience and
skills, which suggested that the dimension of collaboration between interns and facilitator to
improve the engagement process was to produce effective learning by bringing out the ethos of
the whole thing (Hopkins & Mel, 1993).
Reiss (2012) suggested that whether it was intrinsic or extrinsic, motivation was likely to
fail in three basic scientific criteria. Firstly, the difference between these two motivations, being
constructive was already invalidated because people’s have reasons for their motives and it
might be totally wrong to classify them as either one of the two when their true reasons was
unknown. While a different group of people might see it as extrinsic, others might view it as
intrinsic. Reiss mentioned cognitive and behavioral measurement of intrinsic motivation might
produce diverging results due to subjectivity and therefore unreliable; hence violating the
second criteria. Thirdly, the attraction of reward might distract originally intended intrinsic
motive to enjoy the fulfillment process of those associated activities. From the violation of
these three criteria, studies on intrinsic-extrinsic motive had instead applied sixteen universal
reinforcements onto containing the original intention of these two basic types of motivation. In
relation to the study, the clarity of the original classification of variable items as either
behaviorist or constructivist were prone to distortions when it involved identifying effective
instructional pedagogic intervention as reinforcement for learning when these two
classifications were transformed to what each of these two actually might refer to.
As the FED program had CPD as one part of its program to assimilate interns into their
gainful career, a survey by Kuchinke et al. (2011) on 1500 mid-level professional employees
across eight countries tested five hypothesis, which found support for conative motivation. This
further suggested the difficulty of identifying intervention factors to design instructional
reinforcement because conative might be beyond FIS and difficult to remove or limit its
influences onto intrinsic or extrinsic motivation. Conative might involve values that are
particular to different cultures; life styles, family values, religion and community involvement.
In their survey, Mok and Crawford (2012, p.13) concluded six Asian nations required different
training delivery styles to suit their corporate learning cultures.
The conclusive advice by Reiss (2012) to not dwell deeper into identifying between
intrinsic and extrinsic motivation in pedagogic effort but instead focus onto identifying the
types of reinforcement that might effectively serve learning for different agreed with Mok and
52
Crawford’s findings. While do so, avoid the subjectivities from conative influence upon either
intrinsic or extrinsic motivation as that was beyond control in the design of intervention to
reinforce learning. Covington (2000) too had contention that intrinsic versus extrinsic
motivation in education might have consumed excess time; that a reconciliation was necessary
to just focus on students’ interests might be more strategic in bringing about effective teaching
and learning. Since the sample for the study belonged to GZ, it was worth noting the samples
behavior towards extrinsic and intrinsic values given rising affluent and multi-cosmopolitanism.
Twenge et al. (2010) in their studies have cautioned the risk of differences in work values
between older and new generations. They observed in the new generation, a rising expectation
of extrinsic values, which include more time for leisure and social bonding.
Ethos in formal lessons, CPD and WIDE
According to Freiberg (1999), all things come together to cause learning that might manifest all
round success to meet most expectation. Hopkins and Mel (1993) redefined ethos as the
wholesome explicit and implicit composite of aims, principles and expectations that pedagogy
had made up to enable orderly learning with a sense of removing negative force field that were
against learning. It encompassed learning materials, tools, equipment, trainers and their
learning objectives that touched all bases. When ethos at CPD environment had the ambience
to encourage relationship at work, it allowed for access to information and resources via
displays and documentation to enhance FED learning and therefore reduces extrinsic pressure
from CPD. Additionally, ethos at CPD enhances interlinking motivational variables that were
related to behavior and constructivism in MDP of FED by creating a ‘fabric of support’
(Freiberg, 1999) for a positive environment that harmonizes co-existence of learning and CPD
training.
From Freiberg’s point of view, ethos was one important factor to strengthen the weaves
in pedagogy. Maslow (1954) had it that our most basic needs were to survive. Due to the three
components in the FED program, formal lessons, CPD and WIDE, then the ethos in
experiential learning was more resource-intensive than traditional lectures when impact from
ethos was considered. With this point, therefore, the FED program supposedly might be self-
direct autonomous learning so that interns’ intrinsic motivation built-up might rely less on ethos
in securing their economic future.
SV items were about seminar/workshops with case instruction using concept map and
decision tree. In order to build a constructivism learning ethos, the variables of seminars and
workshop facilitation methods by cases that use of concept map, decision tree thinking have
engaged intern. In addition, the medium of engagement through mandating CPD was the reason
of connecting knowledge through practice in actual relevant work. The constructivism variable
had items that measures this aspects such as decision tree and concept map learning to train
53
knowledge retrieval, and the seminar/workshop facilitation to practice those retrieved
knowledge (Beel, 2010). The reason for knowledge construction might wholesomely motivate
interns who wanted to learn and contribute to the pedagogy, the facilitator who wanted to
depart knowledge and to improve on it and society that encouraged building the particular body
of knowledge (Parsons, 1975). This totality might interlink employment reality to the FED
program with extension into CPD to enhance effectiveness in learning practices.
Despite differences in organizational structures, the pedagogy environment must be
homogeneous and stable to construct learning or to create an intern-centered ethos. Along the
process, both interns and their CPD companies have respected each other’s learning culture; the
paramount of which have made known that needs must be met by both interns and their CPD
companies. When an intern entered into a CPD engagement and felt a positive ethos and sense
a real culture of cooperation and achievement, his/her intention was planned instead of
incidental. Organizational behavior and culture at CPD might highlight unchallenged theories
that as supposed to thinkers whose theories’ acceptances vary. With regards to instructing
interns in different settings (Cooper & Henschke, 2004), some form of holistic total quality
management approach for interns to embrace a sense of worth about the program, thinking
methods, mental development, as well as emotion and behavior to accord the FED pedagogy
index. This was despite the WIDE variable, which had no environment except the ethos of FIS
and CPD. Therefore, in composition they construct the pedagogic principles that gave reasons
(Hopkins & Mel, 1993) to suggest collaborative CRM with CPD companies. In doing so, it
allowed the study to understand better about CPD expectations for guiding interns in their CPD
practice (Hon & Brunner, 2002). The engagement process of producing effective learning
therefore brings out the ethos for the MDP of FED because an intern-centered pedagogy
emphasizes that for learning to be driven from within, learning happens in a cooperative
environment. CPD allows both company and interns to know each other in the event both
company and intern decide to continue their work relationship after CPD (Zhao, 2012).
According to Cooper and Henschke (2004), exposing interns to CPD might provide confidence
in designing expectation to escalate interns’ learning to achieve more without excessive
information.
Localization as part of ethos was to be among key success criteria for instructing interns
(Papoutsaki, 2006; Fan, 2011; Biallas, 2007). Cultural influence played a significant role in
defining lifestyle including behavior attitudes towards work, play, family values and learning as
evident even within the same country. This one variable might modify interns’ expectation.
Because of that, the FED program design for interns was not generic. That was the most
important assumption needed to deliver the FED program according to various settings in
different region (Ottewill, et al., 2004; Petrozzo & Stepper, 1994). Also by McGregor’s (2006)
Theory X & Y, interns’ willingness to learn and accept responsibilities vary according to
54
situations and therefore the modifiers to motivate learning had to localize related variables in
constructing pedagogy (Kerka, 1994). This opens the interesting question of why and how
interns learn because according to Knowles et al. (2005), the adult entertained many matters in
his/her mind at the same time assigning priorities of responsibilities. Blakely and Tomlin, (2008)
suggested that the ability to keep interns engaged, reflects an effective pedagogy (Zinn, 1997).
However, what engagement method might intensify to initiate the same debate in learning
method? While ethos might compose of motivational forces to encourage learning as reflected
in the way social relationship connected learning materials, tools, instructors and objectives
collectively touching all bases.
In totality, an ethos that produced effectiveness might manifest all round success to meet
most expectations. In order to secure employment for both intrinsic and extrinsic needs,
Maslow (1954) suggested that most of our basic needs might be met to survive in society and
our individual value might develop further (McGregor & Cutcher-Gershenfeld, 2006). This
claim had sufficient research evidences to support the notion that although some pedagogy
practices were more effective than others, interns who transferred to the FED program might
expect to receive knowledge and seamless integration to industry structure, and feel their
investment worth in education to begin a meaningful career.
Learning styles
Felder and Silverman (1988, p.675) suggested that from the many dimensions of learning styles
that varies according to their senses, thirty-two were identifiable in the conceptual framework
of their study in Table 1, and therefore, corresponding a teaching style to the learning profile of
the majority might offer an interesting challenge. Kolb’s (1984) experiential learning theory
model identified four types of learners within two groups. They are, doers and thinkers, while
the other two fell in between.
Table 1 Dimensions of Learning and Teaching Styles
Preferred Learning Style Corresponding Teaching Style
Sensory Perception
Concrete Content
Intuitive Abstract
Visual Input
Visual Presentation
Auditory Verbal
Inductive Organization
Inductive Organization
Deductive Deductive
Active Processing
Active Student participation
Reflective Passive
Sequential Understanding
Sequential Perspective
Global Global
Adopted from: Felder, R. M., & Silverman, L. K. (1988). Learning and Teaching Style in
Engineering Education. Engineering Education, 78(7), p. 675
55
Despite Kolb’s firm stand that learners should choose a particular learning style that fits them,
of late that basis had reformed with learners should touch bases in all four styles. Therefore,
there was no strong justification for teachers to adjust their instruction to fit particular learning
styles as rearranging people might raise ethical issues in rearranging people (Willingham, 2009).
From this perspective, Glenn (2009) thought that there seemed to be more instability in learning
theories. Was Kolb unsuccessfully in adapting ELT to Deming’s Quality Circle? Also in
Revell’s (2005) interviews: Guy Glaxton, Frank Coffied, John Geake, David Hargreaves,
Baroness Greenfield and Richard Mayer were unsupportive of definitive learning styles.
Interestingly Knowles et al. (2005) summarized the core adult learning principle as one
without interfacing with organizational development and redevelopment, the latter which was
the current movement as the internet had brought the world closer, the hasten pace of
globalized trade and metropolis rediscovering themselves after financial upheavals. In addition
to this discomfort missing link to organizational redevelopment which impacts the need to
retrain whenever economics shift to higher values, how does that influence the new age of
learning methods ? When adults were affirmed (Knowles et al., 2005; Holmes & Abngton-
Cooper, 2000) as increasingly self-directing, it was not defined to what extent was meant by
self-directing as no settings were discussed.
Bloom’s Taxonomy, which centered design of learning initially upon cognitive (Bloom
et al., 1956) and affective (Bloom et al.,1964) domains, added psychomotor to construct a
structure of learning method and evaluation (Anderson et al., 2001). Notwithstanding
psychomotor, the cognitive and affective domains sufficed for this study. Additionally,
technology advent became the catalyst for pedagogic shift towards constructivist principles and
techniques (HP, 2012), and therefore leveraged Bloom’s Taxonomy timeless popularity into
social constructivism from a much earlier argument for pedagogy that had favored Skinner’s
behaviorist model in HE (Holley & Oliver, 2000, p. 14).
Qualifying Assumptions & Justification
Statistics being estimation required data variability reduction as much as possible to obtain best
possible answer (Levine et al., 2013). Unlike most clinical test environments with control group
availability, many situational and practical studies might not have budget expense for control
group, yet they did well without using control groups (Cengage Learning, 2011; Beyond ROI,
2011). Additionally, getting overly statistics might oversight reality that might be identifiable
otherwise by observations of directions shown in charts or less numbers presented in ways that
make sighting differentials easy (Tukey, 1972).
The study used purposive sampling technique, as that was the most suitable means to
reduce variability given its intent to study the effectiveness of potential specific students groups
that might chose to transfer to the FED program. Only twenty-five purposive samples were
56
provided, as they were all that were available to meet the strict demographic condition. In
addition, in the course of a challenging professional program, by the time students arrive at
QCF7 fewer might have qualified, as QCF7 required passing the final four of a sixteen exam in
a professional accounting program. The purposive sample of twenty-five students having
envisaged their passing chance had opted to hedge with a top-up degree program before
attempting QCF7. While the advantage of purposive sample reduced variability with strict
demographic criteria, its limitation might find difficulty to replicate the study or use its
outcome due to the difficulty to find another study with similar demography. Given the strict
common demography of samples mentioned in Table 2, the purposive samples qualified for a
normal distribution because being not randomly sampled, they had reduced variability for
analysis. Although thirty was the theoretical minimum sample size; however, that was for
random sampling method which the study was not using.
Table 2 Sample Demography
Gender Category Age Group Size
Ladies Passed Level 10 Accountancy 21-22 15
Men Passed Level 10 Accountancy 21-22 10
Due to agreed ethics to reuse the same research instrument, factor analysis was negated
as well as a pilot study that might have involved iterating questionnaires testing and factor
analysis. The reason according to Sternberg (1990) was because the orientations of factorial
axes for a given solution as in terms model fitting was proven useful in distinguishing among
factorial theories. That was because the interpretation of heuristic factor scores from the
loadings contributed by all variables had made it difficult to replicate across studies. Moreover,
more than one interpretation might be derived from the same data factored which factor
analysis cannot causally identify (Darlington, 1973). Additionally, dataset can seem to cluster
in ways that might be subjective to different researchers and this might obscure factors that
offered further discovery of interesting cluster relationship; certain things might be more
effective for different purpose. Adding to above reasons, since purposive sampling replaced
random sampling, and ethics have agreed to reuse existing questionnaires, negating factor
analysis was therefore justified to assume normality in questionnaire items.
Data mining was justified in addition to the fact that the datasets which had only
categorized each questionnaire as either behaviourist or constructivist while CPD
questionnaires were on its own (Tan et al., 2005). Past practices of just having classified the
variables’ items as either behaviourist or constructivist was due to the ease of evaluating force
field Pareto ratio 80:20 between behaviourist and constructivist against CPD’s composite. A
57
higher ratio favouring constructivist was preferred as gauge of instructional pedagogy
effectiveness in Table 3.
Table 3 Computation Procedure for Pedagogy Index (IV) before conversion
Rows Col 1 2 3 4 5 6 7 Matrices Computation
procedures, Period k
t=1,3
1 On
All Men Ladies
CP
D 2 B C B C B C
3 O1 For (i, j) = (3,1) to (5,6) compute Harmean where
= behavioral and constructivism attributes scores
according to All, men only and ladies only
Harmonic Mean =
H k t 4 O2
5 O3
6 For (i ,j) = (6,1) to (6,6) Let Pareto distribution be 20 | 80 for B | C Pareto Distribution 7 O1 Pareto distribution equal over 3 periods i.e. 20 / 3
for B | C
Probability distribution
(assigned) Pkt 8 O2
9 O3
10 O1 For (i, j) = (10,1) to (12,6) joint as (3,1 x 7,1) to
(5,6 x 9,6)
Joint Probability H k t.
P k t 11 O2
12 O3
13 Effectiveness Expected Value of Joint Probability Ê
13 Effectiveness Expected Value of Joint Probability Ê
Ê k t
14 All (B+C) Men (B+C) Ladies (B+C)
15 O1 For (i, j) = (15,1+2) to (17,5+6) add
(10,1+2) to (12, 5+6)
16 O2
17 O3
18 Harmonic Mean Discounted probability
Improve over last
assessment Hpn = 25, k
t
19 O1 For (i, j) = (19,1+2) to (21,5+6) compute
Harmean of self-rated improvement over
last assessment by All, only Men and only
Ladies
20 O2
21 O3
22 Effectiveness Adjusted Value Ē
Ê k t. Hpk t 23 O1 For (i, j) = (23, 1+2) to (25, 5+6) joint as
(15, 1+2 x 19, 1+2) to (17, 5+6 x 21,
5+6)
24 O2
25 O3
26 Cumulative Pedagogy Effectiveness, CPE
26 Cumulative Training Effectiveness, CTF
Ē k t / ( H k t. P k t )
27 All Men Ladies CPD
28 O1 For (i, j) = (28,1+2) to (28,5+6) divide (23,1+2)/
(10,7) to (23,5+6)/(10,7) 1.00
29 O2 For (i, j) = (29,1+2) to (29,5+6) {[(24,1+2)/ (11,7) +
X1 result]} to {[(24,5+6)/(11,7) + X1 result]} 2.00
30 O3 For (i, j) = (30,1+2) to (30,5+6) {[(25,1+2)/ (12,7) +
X2 result]} to {[(25,5+6)/(12,7) + X2 result]} 3.00
31 Training Effectiveness Index
[ CTF k t / CTF 3,4 ] *
100
32 All Men Ladies CPD
33 O1 For (i, j) = (33,1+2) to (33,5+6) divide [(28,1+2)/
(30,7)]x100 to [(28,5+6)/(30,7)]x100 33.3
34 O2 For (i, j) = (34,1+2) to (34,5+6) divide [(29,1+2)/
(30,8)]x100 to [(29,5+6)/(30,8)]x100 66.7
35 O3 For (i, j) = (35,1+2) to (35,5+6) divide [(30,1+2)/
(30,7)]x100 to [(30,5+6)/(30,7)]x100 100.0
This table is about Excel® instruction and is to be read as the array of ‘i ‘ denoting row 1 to 35 and
‘j’ denoting 1 to 7, e.g. replace the space of; Row 3, Column 1 to Row 5, Column 6 with the
computation instruction from this table.
58
The justification for this approach was to discover what hidden empirical data might
inform since existing instrument had only constructivist and behaviorist dependent variables’
items, which does not relate to motivation aspects of learning. This meant that the datasets were
different and has to be re-dimensioned. Still, a further reason was to abide with agreed ethics to
reuse the questionnaires and in maintaining a Pareto distribution between constructivism and
behaviorism. As the ethics disallow relating data to a particular intern, the study was limited to
work with aggregated results of each of the six main variables and its SVs after reclassification.
As a result, observations for differentials in carryover-effects might have to be answered by
cross observations of other aggregates to rationalize counter balanced reasons for negative
differential in crossover effects and practiced-effect. Negative effects might happen for simple
unimagined reasons such as boredom or burn out (Lamb, 2003; Maxwell & Delaney, 2004).
Likewise, observations for differentials in practiced-effects were made from recordings
between CPD and interns. With these assumptions, the study justified to rely on sighting
observations that depart from expectation within repeated measures recordings.
The justification for using Excel® was for RANOVA Bayes’ function (Rouder et al.,
2012) in series of computational effects and formatting presentation that were simply not
availability in other packages. As a high level programming language and not a database, its
freeform risked input control (which might risk inaccurate reference to calculation workspace),
but that was compensated by its better working explanatory for understanding the behavior of
its programming functions. The other set back of Excel ® was its inability to integrate
backwards when VBA scripts used the later version. (Walkenbach, 2013; Levie, 2004)
Research Design, Analysis and Challenges
The study employed OWRM within subjects design method in Table 4 observed growth of
interns’ capability because not all realities of a true scenario were known. The justification to
use OWRM method was due to regular measurements taken from the same interns and their
CPD companies after administering regular treatments of FIS. Table 4 illustrated the OWRM
method whereby each measurement became a baseline for the next measurement to compare
with. Therefore exploring understanding of the Force Field (Lewin, 1997) in the cause-and-
effect relationship between variables and their treatments provided the best evidence about how
something affects another thing in motivating learning.
The analysis was dedicated to process quantitative analysis RANOVA from the empirical
database of harmonized means using Delphi method, Paired t-Test, Bayesian and Pareto
distribution (Arnold, 1983) to produce the PI. The numeric and graphics produced by
quantitative computations were for referenced for later discussion in a separate paper that used
the financial balance sheet perspective in combination with Johari Window to relate human
capital valuation.
59
Table 4 One-Way Repeated Measures Design Method
Occasion
1st
4-weeks
treatment
1st
occasion
recording
2nd
4-weeks
treatment
2nd
occasion
recording
3rd
4-weeks
treatment
3rd
occasion
recording
O X1 O1 X2 O2 X3 O3
O = No measurement was taken
X1 = 4-week treatments consisted of per week 2 times 4 hours’ seminar and 2 times 4 hours’
workshop. The seminar explained how students' prior learning fits into the concept maps'
development logic. The workshop practices simple questions to consolidate prior learning.
O1 = Interns complete the survey questionnaires on individual Excel ® file that were then
collated on a worksheet. CPD data were collected and entered by the researcher.
X2 = Treatments expand upon treatment X1 with mini case in seminars and workshops took the
form of discussion groups practice using Excel® software to solve problems from their
CPD experience. Case facilitation at seminars was by prompting. Discussion groups present
their learning in seminar and relate their presentation back to decision trees and concept
maps. Group presentations were open for questions at the end of presentation.
O2= Repeat of O1
X3 = Treatments expand upon treatment X2 with larger case in seminars and workshops took the
form of individual practice using Excel software to solve problems from their CPD
experience. Case facilitation at seminars was by prompting. Individual interns present their
learning in seminar and relate their presentations back to decision trees and concept maps.
Individual presentations were open for questions at the end of presentation.
O3 = Repeat of O1
The study applied RANOVA with a series of computation to fortified force field analysis
discovery of new knowledge about motivation using same empirical data from the same
research instrument instead of making valueless hypothesis (Kline, 2004). The analyses were to
investigate attitude changes in each variable and its SVs for each gender in relation to CPD
companies’ expectation. Changes to look for were divergences, convergences, consistencies in
ranking, correlational analysis, carryover effect, and practice effects. While the ratings’ value
changes seemed not significant or it was difficult to grasp their impacts, the other views to
observe were changes were in the ranking of those variables, their SVs and items in the SVs.
The analyses were also to determine the effect of MDP on rating changes from interns and their
CPD companies on trends in each time interval of repeated measures. The study measured
interns’ capability growth of both the IV and its DVs that defined the experiment to understand
the motivation force field performance of the MDP of FED.
According to Lewin (1997), Force Field analysis measured the strength of the force
from one side to the other side to determine the degree of support or resistance in achieving a
goal. This approach had been widely used in managing organizational re-development through
experimental design to discover findings in internal and external forces for discussing tactical
organizational planning tactical strategy (Thomas, 1985). Additionally, the research design
60
used the analysis in Table 5 to complement each objective questions which corresponded to the
research objectives of Table 6. The analysis of the research design poised three challenges
show in Table 7.
Table 5 Statement of Analysis Methods
Method Purpose
Correlation & Ranking of sub-variables of
behaviorists and constructivists
Analyze changes before and after within each SVs
Pareto distribution Pedagogic Index
determination
Pedagogy force field between behavioral and
constructivism
Comparative behavioral and constructivism differences between
gender
Data mining by reclassification with Delphi
method
Discover knowledge of motivation for learning
RANOVA, Paired t-Test & Bayesian for
revised Posterior values
Variance within subjects
Correlation analysis of affective and cognitive
Variables
Analyze Force Field of Variables for motivating
learning
Compare all four Variables of motivation for
learning
Motivational differences between gender
Comparison of information produced by Pareto
Distribution
Differences in pedagogy effectiveness from
variables used
Johari window, Human capital dimension of the
balance sheet
Human capital indication
Comparison between database and external Motivation force field for post-GZ
Table 6 Research Questions for Research Objectives
Research Objectives Research Questions
I. Regarding interns
investigate and assess their
ability in learning the FED
program.
1. What process was taken investigate the reasons for motivational
variables for MDP effectiveness of the FED program?
2. What new knowledge did the investigation process discovered
about interns’ learning including differential crossover effects?
3. What aspects of motivation might be more important in
contributing to knowing the direction of interns’ growth in
learning?
4. Might there be a learning style for MDP and for different gender?
5. Was there additional information about motivation for learning
from external sources?
II. As for CPD companies,
determine the effectiveness
of the program in being
market driven towards
their expectation.
6. What did the variables informed about interns’ practices at their
CPD companies including differential practice effect?
61
III. For the higher education
communities related to
FED, determine the
program’s direction and
contribution to human
capital development.
7. What was the process used to demonstrate human capital
improvement with that of MDP?
8. Since FED was relatively new compare to Finance (which
extended from Accounting) and Economics, what might be the
future direction in FE education?
Table 7 Challenges and Resolutions
Challenges Resolutions
I Existing questionnaires developed in 2009 are to
remain status quo to avoid translation risk and
disruption to HE operations as part of agreed ethic.
To overcome this challenge, the Delphi
method reclassified the questionnaires
items to the new set of DVs.
II SVs have unequal items which Excel ® Paired t-tests
cannot compute unequal arrays
To compute correlations between
selective SVs, higher computed level of
each SV had to generate the required
arrays for comparison by Excel ® Paired
t-test.
III There was no generic solver to obtain posterior
probabilities from revised prior value for RANOVA.
The Bayes’ factor for the ANOVA solver was
available for testing of null hypothesis (Rouder et al.,
2012)
In the absence of a generic solver, a
longer Excel ® computation procedure
overcame the second challenge.
Samples and Sampling Procedures
A college that was the only largest professional accountancy-learning center offering a single
type of U.K. professional exam program from levels 0 to 12 provided 25 interns as samples that
met criteria of Table 2. Sampling methods being a crucial aspect of the study had the aim to
obtain a representative sample meaning. Trochim and Donnely (2006) suggested that the larger
the sample size, the least is the sampling error. However, the characteristics of purposive
sampling had characterized homogeneity and therefore had eliminated much variability.
Purposive sampling was the choice of the study to eliminate all variation in interns’
characteristics and behavior to obtain a higher accurate estimate of the effect after the training.
Given that a purposive sample had to be representative of a larger population that can choose to
alternate to a related program such as FED, a high 100% compliance to sample criteria had
reduced bias and variability among interns to enable accuracy of measuring the pedagogy
index. With about 800 students across various levels in its accounting program, the college had
the purposive sample required by the research.
62
The criteria for the purposive sample required interns with pre-exist knowledge in basic
economics, accounting, finance and quantitative studies. They must have passed these
preceding course modules and are within the 21 years age group. Only interns who have
completed levels 1-10 were eligible to participate in the study. There were very few interns
taking level 11 onwards as many have chosen to continue in related programs in the U.K. due
to the intensive challenge to qualify as professional accountants given that low pass rate for
each paper in professional accountancy exam (Armstrong, 2012, p.1).
To reduce the threat of internal validity without a control group, purposive sampling had
reduced variability among interns as commercial success of measuring effectiveness without
control group wherein an entire population trained over a short period without a control group
had proven (Cengage Learning, 2011; Beyond ROI, 2011). Additionally Tuckman (1972) had
also suggested not applying control group when there might be no possibility to find a second
comparable school system with similar criteria for change. As a result, the study respecting
ethics did not risk disrupting on-going professional programs by having to break up a purposive
sample group into discriminating groups: some for treatment and some for no treatment.
Therefore, a control group was negated within the 25 purposive samples and the risk of
sampling error avoided so was the threat to internal validity. Although this prohibited
comparison between control and treatment group, its limitation might differ from other study of
similar masses in other region, culture or value system.
Instrumentation
The existing questionnaires developed in 2009 were required to continue to avoid disruption to
operations as part of agreed ethic. Allowable minor modification was measurement scale of 0 to
7 to the scale of 1 to 10, 1 for ‘totally disagree’ and 10 for ‘totally agree’ (Edwin & Latham,
2006). Conversion to metric scale of 1 to 10 was necessary to facilitate seamless transition for
later use in Bayesian computation. Two sets of instruments were used in the study: one for
interns self-rating after each treatment and another for their CPD companies to rate them. The
interns completed the same instrument after each treatment. Table 8 consisted of three
dimension levels of interns’ behavior: as a DV, the SVs of the DV and the items of the
respective SV. Table 9 had the same for interns’ constructivist profile.
The second set of instrument consists of one DV, which is CPD expectation. This DV
was extrinsic to the intern and the questionnaires of Table 10 directly reflected CPD
companies’ rating of their interns. CPD companies were required to rate their interns in their
absence in a face-to-face courtesy meeting/interview by the researcher in which the researcher
also explained the purpose of the study. By asking structural questions in the required
professional manner, CPDs have felt comfortable. This aspect was important for the researcher
to perform accurately recording of CPDs’ ratings as well as any other required information.
63
Table 8 Interns’ Behavioral Dimension Items
Behavioral
dimension
Measurement
definition purpose
Number
of items Example of items
Career Ambition & aspiration 6 I want a career in Finance
Personality Lifestyle 4 I want to immigrate
Structural
functionalism
Synchronize career
aspiration to local
economy
4 My country will need more people with
financial economics skills.
Details are found in Appendix A.
Table 9 Interns’ Constructive Dimension Items
Constructive
dimension
Measurement
definition purpose
Number
of items
Example of items
Concept
mapping
A medium for FED
thinking 14 I like concept mapping techniques.
Decision tree A medium for FED
thinking 6
The decision tree thinking method helps my
career.
Facilitation A mean of engagement 7 I read the bulletin board daily.
Knowledge
retrieval
Access pathway to obtain
knowledge 4 always access other direction for knowledge
Seminar Instructional centered on
theories 5 Seminar on new learning were clear
Workshop Practice centered for
applying theories 6 The workshops cause me to think
Internship Assimilation to real world 10 The CPD is relevant to my learning.
Details are available at USM thesis room
Table 10 CPD Dimension Items
CPD dimension Measurement
definition purpose
Number
of items Example of items
Wholesome Overall compatibility
industry 10
The intern was self-motivated during CPD
The intern displayed a strong sense of
professionalism
Reporting Corporate
Communication 3
The intern offered creative input or
suggestions to the report
Details are found in USM thesis room
The face-to-face meetings with CPD companies were helpful in neutralizing responses
by removing bias and initial preconceptions that were likely to distort recordings if individual
CPD companies without the presence of the same researcher performed recordings. Henceforth,
consistency in recordings was assured as the same researcher to individual CPD companies
(Groves et al., 2009) interpreted the same questions.
64
Procedures to Conduct the Study
The procedure to conduct the study was in accordance with the OWRM design as well as
administration of treatments and data collection/collation of the ratings in three similar
sequences explained below.
Treatments
The FED program experimented for the first time consisted of three scalable sub-modules, each
representing the content within a fixed time span while the extended dotted lines represented
scalable extensions. This section described the items of the interns’ constructivist SVs: concept
map, decision tree facilitation, knowledge retrieval, seminar, workshop, CPD, WIDE, and what
each measured. There were three treatments, with each consisting of seminar and workshops
over four weeks per treatment. FIS were the treatments mentioned in the taxonomy paper.
In each week, one day was allocated for seminar and one day for workshop. The
treatments were within the scalable FED program and consisted of three sub-modules aimed at
developing interns’ ability to consolidate prior knowledge with thinking skills of concept maps
and decision trees to recollect, reflect and apply prior learning on difference case studies
(Tsang, 2011). Each seminar day consists of 4 hours: 2 hours in the morning and 2 hours after
lunch. Similar order was followed by the next day’s workshop. Only at the end of each four
weeks treatment were the questionnaires administered. The order of arrangement was to allow
for reflection after the seminar to prepare for next day’s workshop. The first seminar and
workshop of the first treatment began by explaining the learning objective and the learning
outcome for the whole program.
The tools for the treatments consisting concept maps and decision trees were taught at
treatment occasion X and the measurement taken for occasion O1 so as to understanding the
effectiveness of the treatment between two periods with adjustment made later to the
subsequent treatments. The purpose of concept maps and decision tree were explained and
demonstrated as tools to be used in the cognitive methods to recall prior knowledge in a proper
assembled way. In addition, explanation with demonstration of benefits by speedy and accurate
information retrieval from the knowledge warehoused in the mind was mutually
complementing. Additionally, the learning objective emphasis had deepened with focus on
incapacitating interns’ productivity and value at CPD and therefore had enhanced their
employability at CPD or other companies after ending internship. Interns were taught how to
consolidate their pre-exist learning so that they were able to practice them in their CPD.
Parallel awareness of treatments had watchfully observed in items that interns have rated
for two motivational variables: affective and cognitive. Items related to these two dependent
variables were interns’ perception of the planning and instructional handling that were
reflective of ratings in items regarding the seminar and workshop SVs. The usefulness of the
65
tools taught for practicing FED cases, have reflected the items of SVs: decision tree and
concept map. Class engagement being the interlinking of interactive instructional case learning
process had measured by associating items of the facilitation SV to the knowledge retrieval SV
that measured efficiency.
Indeed the first week of the whole study was to psych up interns towards realizing the
benefits from the seminar and workshops learning. The following three weeks were dedicated
to practicing learning methods from decision trees models and putting prior learning towards a
master concept map. The second and third treatments were on the same format but with
increase depth in practice with lengthier cases and presentation by group and then by individual
effort addressing back to ultimate object of responsive ‘What-How-When’.
Data Collection/Collation
Data collection was to serve two purposes i.e. information gathering and to inform about
interns’ pedagogic development and to facilitate analysis of a FED program’s effectiveness
(Mehrotra, 2011). Doing so might motivate learning. This was the same reason for collecting
data for the study; the empirical data of survey ratings were collected until December 2011 to
compute the IV, which is the PI for analysis.
Over the three months study period, the interns’ performances ratings measured after
each four weeks of the mentioned systematic treatment according to the OWRM arrangement
in Table 4. Interns were required to complete the research instrument in Excel® template after
receiving each treatment for merging into a database, which later computed the IV (PI). Earlier
on, interns have received briefing about their confidentiality in the study by not requiring their
identification other than to state their gender type. Each intern made his or her first self-
assessment after commencing four weeks CPD. Only fully answered questions were accepted.
This then formed their first occasion baseline at O1. Interns again took the next self-assessment
similar to the one they have taken before.
CPD companies were visited after each of the three treatment periods. Each 20 minutes
of interview meeting with a CPD company involved structural discussions regarding interns’
performance and relationship at the company before the same researcher for all CPD companies
recorded the ratings. Having the same researcher perform the same task had normalized
consistent interpretation. The total time budgeted to attend to CPD companies was about 300
hours or 25 CPD x four hours per visit x three visits. Although each interview took 20 minutes
over an elapsed time of 4 hours per visit, the balance 3.5 hours were for logistics of travelling
and waiting.
66
Data preparation and harmonic mean
Inspection of data collection sheet was made immediately after each rating to sight
incompleteness (Tabachnick & Fidell, 2007; Hair et al., 2010). Each question was scanned for a
value from 1 to 10 by using Excel® functions: ‘COUNTBLANK’, ‘MIN’ and ‘MAX’. The
mean of each SV was compared against the sample’s SV mean to ascertain if there was
deviation. Acceptable data that were within range were logged on an Excel® worksheet as
‘protected’ mode for the study to avoid accidental data corruption.
In his explanation about the differences between arithmetic, geometric and harmonic
mean, Matuszaki (2010, p. 1) used an illustration of 13 bars with 1 that was much higher to
prove, that when a set of data that were skewed with some much higher data points, the
harmonic mean produced more accurate result. The reason being that while the simple mean
was just simple arithmetic average, the geometric mean was for data that were inter-related
such as each datum was a result of a value depending on an arithmetic operand from another.
The harmonic mean by giving less significance to inconsistent high-value observation points
therefore resulted in more accurate estimation measure of central tendency and variability
Wilson (2006) had applied harmonic mean as the standard of qualification to overcome
both internal and external threats of validity and reliability in the assessment of a course
module where marks distribution was 30 | 70 for assignments and exams respectively to
discount plagiarism representing external validation threats and rote answers in exams
representing internal validation threats (Golafshani, 2003). This was to prevent students
uncaught for plagiarizing assignments, from doing well in exams and vice-versa especially
students who were good at rote learning. The assignment and exam mark distribution of 30 | 70
was within the university’s preferred policy. The study adopted Excel® Hµ as the consistent
validation and reliability procedure to remove internal and external threats and result in a
harmonized database. The study calculated Hµ only once to replace all µ at source summaries
to avoid repeating. Hµ was performed for all three occasions. Figure 3 depicts the data
administration and computing processes of Table 11.
67
.
Figure 3 System flowchart of the methodology
Table 11 Procedures for RANOVA
For each of the four motivation class and alone for WIDE, use a workspace in Excel® to calculate one-
way RANOVA according to following process
Steps Purpose Instructions
1 Time variability
∑
2 Within-groups
variation ∑
∑
3 subject
variability ∑( )
4 Error variability
5 Mean sum of
square for time
6 Mean sum of
square for error
7 F-statistic
SV Analysis
Working
Tables
Transformation:
Interpretation
i. Select affective & cognitive
variables to compute 2nd pedagogy
index by 3 Pareto distributions
ii. Compare and contrast results from
analysis of independent variable (IV)
computed from two dimensions
Processing:
Mining:
.
Selection:
Empirical
database
START
STOP
Research
instrument
RANOVA
Analysis
68
8 F-statistics for
RANOVA
9 For each of the four motivation class and alone for WIDE, use a workspace in Excel® to
calculate the Paired t-test (Weisstein, 2011), available from Microsoft Excel® Add-ons
10. Calculate the post probability řP (last column) having obtain p-value.
11
12.
Revise the prior probabilities P(Si) to posterior probabilities řP(Si) by rP(Si)∩P (t<=t) with
Bay’ Theorem (Lawrence & Pasternac, 2002).
P (Ai|B ) = P(B|Ai) P(Ai) / [ (B|A1) P(A1) + P(B|A2 ) P(A2)+…….+P(B|An) P(An) ]
Data Mining Methodology
The research design used a data mining procedure of selection, processing, transformation,
mining, interpretation/evaluation (Fayyad et al., 1996, p.41). Within the design, analysis
methods mentioned in Table 5 were also used to complement each objective question that
corresponded to the research objectives in Table 6. While there were good grounds to believe
so, there were also opportunities to prove that by measuring the pedagogy effectiveness from a
different perspective of motivation in interns’ learning, pedagogy effectiveness might be
enhanced. Only with compelling quantitative analysis might the sponsor be convinced with the
recommendation made by the study. From this point onwards, the justification for data mining
gave thoughts for data mining design using the same research. Table 3.8 represented a series of
analysis.
Concluding Remarks
The OWRM design methodology with extended analysis had formulated the measurement
methodology for the IV, which was the PI in different dimensions in order to understand the
pedagogy effectiveness further in responding to meeting market needs. The reason for
extensive analysis was to partially conform to agreed ethics of not to deviate from existing
practice of using the existing research instrument to understand weakness as they were for
comparison with findings discovered by the analysis. The methodology justified the data
mining approach of using an empirical database to ascertain the pedagogy effectiveness.
However, their DVs were revised to another dimension had justified data mining effort to
reclassify the values of database according to the definitions (Tan et al., 2005) of the
motivational dependent variables for use by a sequence of analysis to calculate the IV (PI). The
sequence included using Delphi method to reclassify the database, RANOVA with Bayes’
procedure to transform the posterior values (Laid, 1988). The IV represented a wholesome
composite of pedagogic dimensions and senses to incapacitate interns’ value. This paper used
the analysis mentioned to discover findings for discussion in a separate paper.
69
PAPER 4
Data Mining Generation-Z Preference for Learning Style
Author: Matthew Goldman Kimher Lim and Nordin A. Razak
Adapted from International Journal of Innovation, Management and Technology 4(3), 331-340, and
Chapter 4 of unpublished PhD Thesis, “Market Driven Pedagogy for Financial Economics Decisions –
An Exploratory Study”
Abstract - The exploratory study supported Kline’s (2004) argument list of fallacies in null
hypothesis. Issues formulating the problem statement and significant findings about motivation
for learning also concurred with recent independent studies. Additionally, the study informed
that concept mapping and decision tree were within the top 20% cognitive skills desired by
interns. Social learning through continuous professional development and advent of computing
technology was keen media for learning. Though both genders learned different and were
extrinsic motivated; their professional abilities were acceptable by industries. The key
challenge of the analysis had determined the magnitude and confidence intervals of the
treatment effect that determined the dependent variables arising from ratings obtained for
process in behavioral and constructivism dimensions and companies’ ratings.
Introduction
This paper being analysis is dedicated to process quantitative analysis RANOVA from the
empirical database of harmonized means using Delphi method, Paired t-Test, Bayesian and
Pareto distribution (Arnold, 1983) in their analysis to produce the Pedagogy Index (PI). The
numeric and graphics produced by quantitative computations are contained in this paper for
referenced by discussion in a separate paper. This paper shows the analysis and their findings
to support the research questions. The analysis used was the RANOVA together with a series of
computation to fortified force field analysis discovery of new knowledge about motivation
using same empirical data from the same research instrument instead of making valueless
hypothesis (Kline, 2004). The analyses were to investigate attitude changes in each variable and
its SVs for each gender in relation to CPD companies’ expectation. Changes to look for were
divergences, convergences and consistencies in ranking and correlational analysis.
While the ratings’ value changes seemed not significant or it was difficult to grasp their
impacts, the other views to observe changes were in the ranking of those variables, their SVs
and items. The analyses were also to determine the effect of MDP on rating changes from
interns and their CPD companies on trends in each time interval of repeated measures. The
study measured interns’ capability growth of both the independent variable and its dependent
70
variables that defined the research questions for experiment to understand the motivation force
field performance of the MDP of FED. The interns’ ratings were compared against companies’
ratings in Table 2 to observe their ratings' relationship. The limits of initial operationalized SVs
classification were extended to indicate the type of motivational variables for pedagogy
effectiveness (Moen, 1978) in Table 3.
Table 1 Database of Interns’ Harmonic Means (Hµ) Summaries
Sept October November December
O1 X
1 O
2 X
2 O
2 X
3 O
4
Type All M L M L M L
1 Career B N 5.2 5.7 6.2 5.7 6.5 6.3
2 Personality B N 6.4 6.6 6.2 6.4 6.7 6.9
3 Structural Functionalism B N 5.7 5.3 5.8 6.3 7.1 6.6
4 Decision Tree Thinking C N 5.2 5.2 6.2 6.5 6.7 6.5
5 Facilitation C N 5.7 5.6 5.9 6.0 6.7 6.6
6 Knowledge Accessibility C N 5.9 5.2 5.7 5.8 6.5 6.9
7 Concept Mapping C N 5.9 5.6 6.2 6.2 6.6 6.6
8 Seminar C N 5.5 4.7 5.7 6.4 6.8 6.5
9 Workshop C N 5.2 5.4 5.7 6.2 6.4 6.2
10 WIDE assignment C N 6.7 5.8 7.2 5.5 7.7 7.2
11 CPD company C N 5.8 5.1 5.8 6.4 6.5 6.4
12 Relationship at internship C N 4.7 5.4 5.5 5.9 6.9 7.0
.B=Behavioral, C=Constructivist, N=Nil, O=Occasion, X=Treatment, M=Men, L=Ladies
Table 2 Database of CPD Hµ Summaries
Sept October November December
O1 X1 O2 X2 O2 X3 O4
All A M L A M L A M L
1 Demonstrated self-motivated N 4.9 5.1 4.7 5.5 5.4 5.6 6.1 4.9 6.4
2 Displayed interest in going a good job N 4.8 6.0 4.0 7.0 6.7 7.3 6.3 7.4 5.5
3 Demonstrated positive attitude N 5.7 5.4 5.9 6.9 7.5 6.5 6.3 7.2 5.7
4 Demonstrated strong sense of professionalism N 5.9 6.4 5.5 5.7 5.8 5.6 6.5 7.0 6.1
5 Overall work quality produced was adequate N 4.9 5.3 4.6 6.0 6.5 5.6 6.0 6.2 5.9
6 Technical ability displayed was adequate N 5.6 6.0 5.3 5.0 5.1 4.9 6.5 6.3 6.7
7 Displayed cooperation and team wok N 4.9 5.3 4.7 6.3 6.1 6.4 7.4 5.4 7.1
8 Able to work with minimum supervision N 5.1 5.4 4.9 6.0 5.6 6.3 6.6 6.1 6.9
9 Able to handle direction and accept criticism N 6.1 6.8 5.6 6.4 6.7 6.1 7.0 7.6 6.5
10 Intern has prospects for regular employment N 5.0 4.9 5.1 5.9 6.6 5.4 6.2 7.0 5.7
11 WIDE write up was accurate N 5.9 5.5 6.1 6.3 6.1 6.5 6.5 6.3 6.7
12 WIDE was interesting and applicable N 5.3 4.2 6.1 6.7 6.2 7.0 6.4 7.3 5.7
13 Intern offered creative input for the repot N 6.2 5.3 6.9 5.4 6.2 4.9 6.2 6.4 6.1
Legend: O=Occasion, X=Treatment, A=All, M=Men, L=Ladies
71
Table 3 Computed Pedagogy Index (IV) before conversion
Rows Col 1 2 3 4 5 6 7 Matrices Computation
procedures, Period k t=1,3
1
On All Men Ladies
CP
D 2 B C B C B C
3 O1 5.71 5.42 5.62 5.57 5.75 5.31 5.54
Harmonic Mean = H k t
4 O2 6.03 6.05 5.96 5.94 6.07 6.09 6.11
5 O3 6.47 6.67 6.56 6.73 6.40 6.63 6.36
6 0.2 0.8 0.2 0.8 0.2 0.8 1.0 Pareto Distribution
7 O1 0.07 0.27 0.07 0.27 0.07 0.27 0.33 Probability distribution
(assigned) = pkt
8 O2 0.07 0.27 0.07 0.27 0.07 0.27 0.33
9 O3 0.07 0.27 0.07 0.27 0.07 0.27 0.33
10 O1 0.38 1.45 0.37 1.48 0.38 1.42 1.8 Joint Probability
H k t
. P k t
11 O2 0.40 1.61 0.40 1.59 0.40 1.62 2.0
12 O3 0.43 1.78 0.44 1.79 0.43 1.77 2.1
13
13 Effectiveness Expected Value of Joint Probability Ê
Ê k t
14 All (B+C) Men (B+C) Ladies (B+C)
15 O1 1.83 1.86 1.80
16 O2 2.01 1.98 2.03
17 O3 2.21 2.23 2.20
18 Harmonic Mean Discounted probability
Improve over last assessment
Hpn = 25, k t
19 O1 0.64 0.65 0.64
20 O2 0.63 0.63 0.63
21 O3 0.78 0.76 0.79
22 Effectiveness Adjusted Value Ē
Ê k t
. Hpk t
23 O1 1.16 1.22 1.16
24 O2 1.27 1.25 1.27
25 O3 1.72 1.70 1.73
26
26 Cumulative Pedagogy Effectiveness, CPE
Ē k t
/ ( H k t
. P k t
)
27 All Men Ladies CPD
28 O1 0.63 0.66 0.63 1.00
29 O2 1.25 1.27 1.25 2.00
30 O3 2.06 2.07 2.07 3.00
31 Pedagogy Index
[ CPE k t
/ CPE 3,4
] * 100
32 All Men Ladies CPD
33 O1 21.0 21.9 20.9 33.3
34 O2 41.7 42.4 41.7 66.7
35 O3 68.7 69.0 68.9 100.0
Selection: OWRM Empirical Database
The approach first sought an understanding of what those data represented if they were
examined from a new dimension to evaluate findings for the research questions for comparing
the Pedagogy Index (PI) to gauge interns’ motivation in learning; PI being the independent
variable of the study. The selection stage required knowing the database’s characteristics
where intrinsic and extrinsic motivations for learning were found (Maslow, 1954; Weinstein et
72
al., 2011). The database contained ratings made after each of the three regular treatments
administered in a three months period sequence of improvements that confluence with Lewin’s
(1997) Force Field analysis of freezing, unfreezing and re-freezing: O, X, O1, X, O
2, X, O
3.
Interns were not assessed at the initial occasion ‘O’ but provided with initial treatment X during
the first four weeks and subsequent two more four-weeks treatment after each assessment. The
data represented values from interns and CPD companies and were used for understanding
interns’ capability in consolidating pre-exist knowledge after they have received each
treatment. Initial information produced a measurement of overall pedagogy index as
measurement of effectiveness of how interns’ have met CPD’s expectation such that it
warranted use of further analysis in data mining.
The research procedure recorded measurement according to the sequence of O, X, O1, X,
O2, X, O
3. Interns were not assessed at occasion ‘O’ because they have not yet learned how to
use the tools. Therefore, occasion O was assumed a null value for all interns and was not
recorded. Measurements taken from occasion O1 were for understanding the effectiveness of
the treatment between two periods with adjustment made later to subsequent treatments.
Although it was good to commence measurement at the initial occasion O, previous experience
by CPD was against it because in the past, that had caused anxiety and nervousness among
interns, therefore occasion O was assumed a null value for all interns and was not be recorded
The selection stage identified where intrinsic and extrinsic motivations for learning were
found (Maslow, 1954; Weinstein et al., 2011) within the empirical OWRM database’s
characteristics in Table 1 and Table 2 which represented the computed harmonic means of SV
for each gender. Example: in Table 1, the value of 5.2 was a computed harmonic mean of
Men’s rating for the career SV recorded in the first occasion. Other values in Table 1 and Table
2 followed likewise. From Table 1 and Table 2, Table 3 was generated to indicate the direction
of pedagogy effective based on the defaulted Pareto distribution of 80 | 20 for constructivism
versus behavioural. Using the empirical database from the OWRM design had required
additional analysis in the data mining procedure.
Processing: Data Conversion Procedure by Delphi
To prove that the empirical database needed reclassification, the harmonic mean of the
empirical database was read into Excel® (row, column), 3,1 to 3,7 of Table 3 and further
computed to derive the IV (pedagogy index) on (row, column) 33,1 to 35,7. The CPD
Company’s data were represented by the dependent variable symbol Ê. The difference between
the interns’ data and companies’ data was the perceived ability ‘E’. The other was the CPD
Company’s rating of interns’ capability Ê. The objective function was to determine the PI by
the equation E/Ê, to obtain understanding of the pedagogy effectiveness. The PI was
determined from empirical harmonic means database before the database was reclassified for
73
later comparison because the PI after reclassification did not consider indirect variables of
conative and social since these two variables were not involved in formal lecture assessment.
The processing stage used the popular Delphi method to re-classify each dependent
variable item’s Hµ summaries in the empirical database and four operationalized motivational
variables depicted of Figure 2 of Paper 3: affective, cognitive, conative and social. The Delphi
method (Hoffmann et al., 2007) of fast opinion survey for gauging opinions from a pool of
experts’ was used. According to Carlson (2013, p.1), “In the survey, out of 33 participants, 20
responded this week; of those 20 participants, 12 see prices up, while seven see prices down,
and one might see prices moving sideways. Market participants include bullion dealers,
investment banks, futures traders, money managers and technical-chart analysts”. The Delphi
method is a fast opinion survey method of taking common consensus from a pool of experts’
opinion of a common issue (Hoffmann et al., 2007).
The dataset illustrated in Figure 2 of Paper 3 was based on Sets Theory (Potter, 2004)
depicted in Figure 2.1 after the Delphi method was used to identify data from three sets to six
sets. The processing stage used the popular Delphi method to re-classify each dependent
variable item’s Hµ summaries in the empirical database. The reason to reclassify data was to
discover information about learning motivation as the two original variables: behaviorial and
constructivism in Table 1 and Table 2 were unable to advise the source of motivation for
learning. Due to data deficiency, the reclassification process used the traditional Delphi method
(Hoffmann et al., 2007) wherein items that were originally classified as either behavioral and
constructivism were reclassified to four new variables of affective, cognitive, conative and
social (Huitt, 2005). In this way, the right items of cognitive and affective motivation directly
responsible for FIS were identified for instructional pedagogy effectiveness.
Of the six datasets, four have three subsets each. In accordance with the Delphi method,
five faculty members who were familiar with the questionnaires’ content and subject matter sat
to deliberate which of the four types of motivational variables each question item should
belonged: cognitive, affective, conative and social sources. The re-categorization of SVs’ items
to their respective motivational variables was to have enabled discovery of new knowledge
about motivation to measure pedagogy effectiveness from a different dimension (Kleinginna &
Kleinginna., 1981; Franken, 2006). Questions that were not totally agreed to belong to a
particular motivational variable were put aside for deliberation in the second round. A
minimum 80% consensus was needed for the question to be allocated to a motivation variable.
Having identified where those data eventually belonged, the weighted harmonized means were
realigned to a working matric in Table 4. From this table, two of the four new dependent
variables, affective and cognitive that were directly relevant IFS were selected as direct
dependent variable for later analyse and computation of the PI based on the Pareto distribution.
The other two variables, conative and social variables were retained as indirect dependent
74
variables to supplement explanation in later discussion. All four new dependent variables were
also further identified into intrinsic and extrinsic motivation. Figure 2 of Paper 2 illustrated
these dependent variables as the Force Field (FF) representation of resistance and pressure that
an intern had to overcome through performance to satisfy their CPD companies’ expectations.
In exploring how GZ learns, this study rationalized the Force Field of variables that
relate to enhancing graduates’ employability. Relating the process was necessary due to the
limitation and ethics of the study, which required continued use of existing research instrument,
which had the constructive and behavioral variables as original because they existed. Since all
items were either constructivism or behavioral, therefore to identify which items were
responsible for motivating learning, the items have to be viewed from another dimension. To
enable that, some sort of reclassification was necessary and explained in the methodology.
Table 4 Re-categorized Database Summaries
Subjects' DV score of 4 motivation ratios & 1 work integrated dissertation ratio
1 Subject's perceived score summary CPD company's score summary
Inte
rns
Gen
der
Co
gnit
ive
Aff
ecti
ve
Co
nat
ive
So
cial
WID
E
Co
gnit
ive
Aff
ecti
ve
Co
nat
ive
So
cial
WID
E
O1,
P
ost
- tr
eatm
ent
1
1 1 4.9 3.5 3.8 7.3 9.0 7.0 6.0 6.2 5.5 3.2
2 1 3.9 4.4 4.7 1.7 7.5 8.0 10.0 3.9 5.5 4.7
3 1 3.4 4.9 4.0 2.3 4.4 1.0 9.0 4.3 3.3 2.5
4 1 4.7 3.7 3.9 2.0 7.9 5.0 1.0 4.9 5.1 4.3
5 1 4.4 4.1 4.0 1.8 2.4 3.0 5.0 3.8 6.5 1.3
6 1 5.4 3.8 4.6 2.1 5.5 4.0 7.0 4.1 5.0 4.4
7 1 3.6 4.2 4.8 3.8 6.7 7.0 4.0 3.7 2.9 2.9
8 1 4.3 3.2 4.4 2.2 7.5 8.0 10.0 2.3 9.5 4.9
9 1 4.1 4.2 5.1 6.1 7.5 7.0 8.0 2.9 3.0 4.7
10 1 3.4 4.2 5.0 4.9 4.5 10.0 4.0 6.1 1.7 3.5
11 2 3.8 4.8 4.4 2.5 8.9 6.0 9.0 3.0 4.4 7.3
12 2 3.4 2.6 3.7 3.2 5.5 6.0 6.0 3.7 1.8 6.9
13 2 3.3 4.9 5.3 6.4 1.7 1.0 1.0 2.8 3.0 6.0
14 2 2.8 3.1 4.6 1.7 2.9 3.0 9.0 3.0 2.7 2.5
15 2 2.4 2.4 4.3 1.4 6.9 7.0 6.0 2.2 1.7 7.3
16 2 3.3 4.2 4.3 2.2 1.8 8.0 1.0 3.3 1.8 5.1
17 2 5.7 3.6 6.0 5.6 5.5 5.0 4.0 4.5 3.0 1.4
18 2 4.7 2.6 4.8 8.2 2.4 1.0 8.0 3.7 1.3 7.9
19 2 3.5 3.9 4.5 4.9 3.0 1.0 5.0 3.2 9.0 2.2
20 2 3.4 4.5 4.4 4.1 4.5 7.0 6.0 2.6 6.7 4.9
21 2 4.0 3.1 4.2 2.2 5.1 3.0 5.0 2.3 7.2 7.3
22 2 4.6 3.4 5.1 4.6 6.7 3.0 9.0 2.5 3.3 2.1
23 2 4.2 3.2 3.9 4.1 8.2 9.0 3.0 5.1 4.4 7.7
24 2 3.9 3.3 4.7 4.0 7.5 10.0 4.0 2.8 1.7 7.3
25 2 4.2 4.5 3.9 2.4 4.5 9.0 7.0 2.9 7.5 4.8
Intrinsic motivation Extrinsic motivation (A)
4.9-7.0= - 2.07
75
Table 4 (continued)
Po
st-
trea
tmen
t 2
1 1 5.7 4.9 4.4 4.1 8.2 9.0 4.0 3.1 3.0 5.1
2 1 5.2 4.1 5.1 7.6 6.7 4.0 3.0 5.1 5.7 4.2
3 1 5.6 5.0 4.8 3.1 8.5 3.0 4.0 7.1 2.4 5.3
4 1 4.3 3.5 4.8 3.3 3.2 2.0 9.0 4.6 3.3 6.9
5 1 3.9 5.7 5.4 7.1 4.5 2.0 4.0 3.8 3.2 3.9
6 1 6.3 4.7 6.0 3.4 6.4 9.0 2.0 6.6 6.7 4.9
7 1 5.0 3.7 5.2 3.7 4.6 5.0 10.0 6.6 8.0 3.6
8 1 5.2 5.4 5.3 5.8 3.3 7.0 10.0 6.8 3.3 5.5
9 1 3.7 4.0 5.0 6.5 7.5 8.0 7.0 5.0 8.9 6.8
10 1 4.9 5.1 4.5 3.0 8.2 2.0 5.0 7.0 3.4 5.2
11 2 4.0 4.4 4.6 5.1 3.4 4.0 8.0 6.0 8.9 3.4
12 2 6.4 4.7 4.4 3.8 5.5 6.0 2.0 3.2 3.4 5.5
13 2 5.0 6.4 6.1 3.3 5.5 5.0 8.0 3.4 8.5 6.7
14 2 6.1 4.9 5.3 4.6 3.8 8.0 9.0 5.7 4.0 6.5
15 2 5.4 4.3 5.4 7.2 2.9 8.0 3.0 4.1 5.8 5.5
16 2 4.4 5.4 4.9 6.8 4.2 10.0 9.0 7.5 4.5 3.9
17 2 4.2 5.4 5.9 4.7 6.5 2.0 5.0 5.0 4.5 4.9
20 2 5.1 3.6 6.0 6.2 6.7 5.0 5.0 4.7 6.7 5.5
22 2 4.7 4.3 5.9 7.6 2.4 2.0 4.0 6.5 5.7 6.0
24 2 5.5 5.7 6.4 6.6 3.2 4.0 4.0 5.0 3.2 5.6
25 2 5.8 7.7 5.7 3.4 3.3 5.0 6.0 5.4 4.4 7.9
Po
st-
trea
tmen
t 3
1 1 6.6 6.1 6.7 7.4 5.7 9.0 10.0 6.9 4.4 4.6
2 1 5.6 4.6 5.5 6.1 7.5 3.0 7.0 6.5 7.2 8.6
3 1 4.7 5.8 6.6 7.3 7.9 4.0 6.0 5.7 5.1 5.2
4 1 5.8 5.3 6.3 4.9 7.5 10.0 10.0 5.3 8.5 6.0
5 1 5.9 7.2 5.5 6.8 8.9 4.0 4.0 5.9 5.3 4.9
6 1 5.5 6.0 5.8 6.4 4.6 3.0 10.0 5.5 3.8 7.7
7 1 5.7 6.0 5.4 7.3 6.2 6.0 8.0 4.9 5.7 5.2
8 1 7.2 5.7 5.4 5.6 10.0 8.0 3.0 6.4 4.8 4.3
9 1 5.5 6.4 6.0 6.1 8.5 6.0 5.0 7.7 4.4 8.5
10 1 5.8 5.7 6.7 5.3 5.3 10.0 7.0 4.9 4.0 5.2
11 2 4.8 5.3 6.1 6.6 4.0 9.0 3.0 6.3 6.5 7.7
12 2 6.6 5.0 5.3 5.1 4.6 9.0 10.0 6.3 9.5 7.9
13 2 6.2 6.1 5.4 6.4 6.4 5.0 6.0 6.0 10.0 4.8
14 2 6.7 5.4 6.7 7.4 8.2 4.0 3.0 4.6 6.9 5.7
15 2 5.7 6.2 5.4 4.8 5.5 8.0 7.0 5.1 3.0 6.9
16 2 6.0 5.7 5.2 7.1 6.7 5.0 3.0 6.8 8.5 6.6
17 2 5.4 5.7 5.4 7.1 8.9 8.0 7.0 4.1 9.5 4.3
18 2 5.2 5.0 6.4 7.3 8.9 4.0 3.0 6.1 7.2 4.9
19 2 6.1 5.7 6.0 8.2 8.5 9.0 7.0 4.3 4.0 3.3
20 2 6.3 5.9 5.5 5.5 6.9 6.0 8.0 4.6 8.5 5.7
21 2 5.8 4.6 6.1 8.3 3.4 6.0 6.0 6.8 5.1 6.1
22 2 7.1 6.0 6.3 5.8 7.5 5.0 7.0 5.3 4.4 6.0
23 2 6.2 6.8 5.1 3.8 6.7 8.0 8.0 4.6 6.0 6.8
24 2 5.1 5.6 6.1 8.5 9.5 10.0 8.0 4.4 4.4 4.4
25 2 5.2 6.9 5.3 5.7 6.0 4.0 6.0 5.8 6.7 4.0
76
Table 4 (continued)
Subjects' DV score of 4 motivation ratios & 1 work integrated dissertation ratio by post-treatments (O n)
O1 O2 O3 O1 O2 O3 O1 O2 O3 O1 O2 O3 O1 O2 O3
Inte
rns
Cognitive Affective Conative Social WIDE
1 -2.07 -3.27 -2.43 -2.47 0.89 -3.93 -2.44 1.33 -0.16 1.87 1.13 3.00 5.79 3.18 1.10
2 -4.08 1.18 2.63 -5.65 1.11 -2.36 0.84 -0.08 -0.95 -3.74 1.92 -1.11 2.81 2.51 -1.07
3 2.42 2.61 0.67 -4.13 0.99 -0.19 -0.28 -2.31 0.86 -0.97 0.67 2.23 1.94 3.20 2.67
4 -0.34 2.34 -4.24 2.72 -5.46 -4.71 -0.92 0.16 1.03 -3.13 -0.06 -3.56 3.56 -3.72 1.51
5 1.37 1.86 1.87 -0.86 1.69 3.20 0.15 1.62 -0.40 -4.66 3.93 1.44 1.07 0.64 3.98
6 1.37 -2.67 2.53 -3.23 2.66 -4.03 0.56 -0.62 0.27 -2.88 -3.31 2.68 1.10 1.52 -3.04
7 -3.37 0.05 -0.28 0.21 -6.33 -2.03 1.10 -1.36 0.43 0.97 -4.30 1.61 3.76 1.06 0.95
8 -3.73 -1.82 -0.80 -6.83 -4.57 2.70 2.06 -1.58 -1.01 -7.27 2.46 0.80 2.59 -2.12 5.71
9 -2.90 -4.26 -0.50 -3.77 -3.02 1.38 2.16 0.03 -1.70 3.09 -2.38 1.74 2.81 0.73 0.00
10 -6.62 2.85 -4.25 0.25 0.13 -1.34 -1.16 -2.50 1.75 3.24 -0.43 1.35 1.02 3.03 0.13
11 -2.20 0.00 -4.18 -4.21 -3.58 2.35 1.37 -1.30 -0.24 -1.97 -3.83 0.15 1.56 0.00 -3.66
12 -2.62 0.39 -2.43 -3.37 2.72 -4.98 -0.07 1.18 -0.96 1.41 0.32 -4.41 -1.45 0.08 -3.30
13 2.27 -0.05 1.22 3.90 -1.62 0.08 2.50 2.72 -0.58 3.41 -5.14 -3.59 -4.24 -1.21 1.63
14 -0.24 -1.89 2.69 -5.95 -4.11 2.44 1.57 -0.35 2.08 -0.95 0.62 0.59 0.40 -2.76 2.52
15 -4.58 -2.57 -2.34 -3.57 1.35 -0.76 2.06 1.38 0.31 -0.31 1.37 1.80 -0.45 -2.68 -1.38
16 -4.70 -5.58 0.96 3.24 -3.59 2.74 0.94 -2.66 -1.65 0.40 2.27 -1.41 -3.31 0.29 0.04
17 0.67 2.16 -2.58 -0.39 0.35 -1.32 1.58 0.89 1.25 2.63 0.24 -2.41 4.03 1.55 4.60
18 3.73 0.07 1.24 -5.42 -1.39 2.01 1.03 1.26 0.34 6.82 -0.50 0.10 -5.52 1.13 3.98
19 2.47 2.71 -2.92 -1.11 0.28 -1.31 1.25 -0.55 1.65 -4.09 1.92 4.16 0.80 -3.60 5.20
20 -3.60 1.45 0.27 -1.46 1.70 -2.15 1.84 1.43 0.85 -2.53 3.41 -2.96 -0.41 -2.43 1.17
21 0.98 0.77 -0.24 -1.90 1.70 -1.43 1.91 0.39 -0.74 -5.05 -1.02 3.22 -2.21 -4.58 -2.66
22 1.56 -2.43 2.07 -5.59 -3.93 -0.99 2.61 -0.16 1.04 1.34 3.00 1.43 4.60 1.10 1.55
23 -4.84 2.63 -1.76 0.21 -2.36 -1.20 -1.24 -0.95 0.50 -0.31 -1.11 -2.17 0.52 -1.07 -0.11
24 -6.10 0.67 -4.92 -0.67 -0.19 -2.45 1.86 0.86 1.71 2.37 2.23 4.11 0.20 2.67 5.04
25 -4.80 -4.24 1.23 -2.49 -4.71 0.89 1.04 1.03 -0.47 -5.07 -3.56 -0.98 -0.30 1.51 2.00
Database Categorized by four new dependent variables and Rearranged by Force Field Differences from
for cognitive to WIDE
(A)
4.9-7.0= - 2.07
77
Transformation: Ranking & Correlation SVs
The transformation to knowing where intrinsic and extrinsic motivations for learning were
found (Maslow, 1954; Weinstein et al., 2011) in the OWRM empirical database which had
harmonic means calculated after 1st and 3
rd occasion recording to process each SV. The
reclassification process by Delphi had transform within each new dependent variable took place
by having their SVs’ analysis presented in column charts for each SV. The reason to analyse all
SVs instead of just those that belong to the cognitive and affective variable was to retain
information that were not required immediately, for later use to complement the study.
.Table 5 Worksheet for Computing Correlation of Rating & Ranking between 1st & 3rd
Recording ( Career SV is used as example)
Ranking items' mean
of 1st and 3rd
recording
Career Personality Structural
Functionalism
1 All 7 3 4 1 2 5 6 2 4 1 3 2 3 4 1
1 Men 4 6 2 1 2 5 7 2 4 1 3 4 1 3 2
1 Ladies 7 2 6 1 3 5 4 2 4 1 3 2 3 3 1
3 All 7 6 3 1 2 5 4 2 4 1 3 2 4 1 3
3 Men 6 5 2 1 4 7 3 2 4 1 3 2 3 1 4
3 Ladies 4 6 3 7 1 1 5 3 4 1 2 1 4 2 3
Rating Correlation 1st & 3rd
All 0.84
0.93
-0.27
Men 0.67
0.79
-0.54
Ladies -0.40
0.95
0.37
Men Ladies 1 0.09
0.99
0.00
Men Ladies 3 -0.60
0.68
0.31
Ranking Correlation 1st & 3rd
All 0.75
1.00
-0.40
Men 0.51
1.00
-0.60
Ladies -0.49
0.80
0.13
Men Ladies 1 0.14
1.00
-0.13
Men Ladies 3 -0.49
0.80
0.60
Example of CORREL function:
All Subjects = 0.84 = CORREL (I110:O110,I118:O118)
Men vs. Ladies in 1st recoding = 0.14 = CORREL (I125:O125, I126:O126)
78
The SVs were grouped by their commonalities. Concept map, decision tree and knowledge
retrieval belong to thinking class. Facilitation, seminar and workshop belong to facility class.
Career, personality and structural functionalism belong to efficacy Class. Internship, CPD and
reporting belong to practice class.
The analysis by corr within each SV ranked items was made after the 1st and 3
rd
occasions to observe changes after administering treatments to understand the motivational
reasons for those changes. Additionally consistent rank (items #) and preferences were also
observed as these aspects have supplemented interpretation of the operationalized meaning of
significance that was used throughout this paper. The benchmarks of these significant levels
were adopted from golden ratios (Mario, 2002). Best ranking begin from the lowest number
onwards. Emphasized items and rankings were denoted by borders in the tables of each SV.
Cognitive: concept map, decision tree & knowledge retrieval
On consistency of the Concept Mapping SV, both genders informed that the SV had helped
their career though men rated 1 from 2 for this Item 13 indicated they were more career
conscious. Men were consistent in liking concept map to perform their dissertation better and
were more likely to use it in their CPD as shown in Item 6 & Item 8 Ladies were consistent in
Items 2, 3 & 12 that concept maps have helped them to store information easier and to organize
their thoughts about a concept. Though the corr within each gender and inter-gender was low,
no significant corr was indicated in both rating and ranking though the studies have considered
several consistent preferences. For consolidation prior-learning, ladies found it helpful at the
beginning but that importance was fast superseded by ten other important items. Ladies were
also more consistent than men on the Decision Tree SV having informed that it was clearly
taught, had helped them to perform their dissertation better and therefore felt it helped them in
their career. These consistencies were seen in the respective ranking of Items 6, Item 5 and Item
4. Though item consistency was not found in men, they nonetheless ranked the relationship of
Item 4 to their career as top. All corrs were no significance except for the inter gender of the
third occasion which had a very significance corr 0.86 that was not complemented by the no
significance -0.74 inter gender corr in the Concept Mapping SV, which belong to the same
thinking techniques subset. Additionally, their s2 corr 0.13 & 0.12 and Rank (s
2) of 5|10 & 4|10
showed high relationship in this subset of two SVs.
79
Concept Mapping SV: Analysis after 1st & 3
rd Recording
Decision Tree SV: Analysis after 1
st & 3
rd Recording
Knowledge Retrieval SV: Analysis after 1
st & 3
rd Recording
Figure 1 SV Analysis: concept mapping, decision tree, & knowledge retrieval
80
Table 6 SV Analysis: Concept Mapping, Decision Tree & Knowledge Retrieval
Concept Mapping SV: Analysis after 1st & 3rd Recording 1st 3rd
A=All, M=Men, L=Ladies, ML=inter-gender, 1 or 3 = occasions A M L A M L
1 The concept mapping techniques were useful to pull pre-exist knowledge
together. 2 9 1 7 3 11
2 The concept mapping techniques help me store information easily. 7 12 1 5 14 1
3 The concept mapping techniques helps me organize my thoughts about a
concept. 9 6 10 14 11 10
4 The concept mapping techniques helps me retain my ideas longer and
easier. 11 14 4 5 10 4
5 The concept mapping techniques helps me describe logical explanation
better. 8 11 6 11 4 12
6 The concept mapping techniques helps me to perform my dissertation
better. 13 8 12 4 8 3
7 The concept mapping techniques helps me to retrieve information easily. 14 13 14 9 11 6
8 I have enough opportunity to apply the concept mapping techniques at my
internship. 4 4 7 2 4 4
9 The procedure in mapping concept was clearly taught. 12 10 11 3 8 2
10 The principles of concept mapping help me to develop my own concept
maps. 5 2 9 12 13 8
11 I will use the concept mapping techniques for the rest of my life 3 5 5 7 7 9
12 I like concept mapping techniques. 9 1 13 13 6 13
13 The concept mapping techniques will help my career 1 2 1 1 2 6
14 The concept mapping techniques saves a lot of thinking time. 6 6 8 9 1 14
Decision Tree SV: Analysis after 1st & 3rd Recording
1 The decision tree thinking method help me to realize economic priorities in
financial economics decision 4 4 4 6 5 5
2 The decision tree thinking method is useful is prioritizing decision for my
daily decisions 2 2 2 5 4 5
3 I like the decision tree thinking method. 5 1 6 2 2 1
4 The decision tree thinking method helps my career. 3 6 3 1 1 3
5 The decision tree thinking method helps me to perform my dissertation
better 1 3 1 3 6 1
6 The decision tree thinking was clearly taught. 6 5 4 3 2 4
Knowledge Retrieval SV: Analysis after 1st & 3rd Recording
1 The procedure of where to get the knowledge for BEEE is clear 2 3 1 2 1 2
2 I always access the direction given to get the knowledge 4 4 4 1 4 1
3 I always access other direction for knowledge 2 1 3 4 3 4
4 I always share direction of where to get the knowledge 1 2 2 3 1 3
Sub Variables SV weightage
s2
Rank
(s2) Wt.% Items
Concept Map 58 14 0.13 0.13 5
Decision Tree 25 6 0.12 0.12 4
Knowledge R 17 4 0.22 0.22 7
Sub Variables
Rating Correlation (R1) Ranking Correlation (R2)
s2
Rank
(s2) All M L ML=
1
ML=
3 All M L
ML=
1
ML=
3
Concept Map 0.26 0.33 0.08 -0.12 -0.74 0.16 0.32 0.10 -0.10 -0.49 0.13 5
Decision Tree -0.19 -0.11 -0.01 -0.41 0.86 -0.11 -0.33 -0.08 -0.18 0.04 0.12 4
Knowledge R -0.73 0.32 -0.75 0.17 -0.84 -0.72 0.26 -0.20 0.20 -0.26 0.22 7
81
Affective: facilitation, seminar & workshop
Considering that interns were GZ whose demographic characteristics included tech savvies,
there was a shift in preference the Facilitation SV towards electronic interface for direction as
indicated by both gender for Items 6 & 2 as indicated by s2 corr 0.31. This shift was indicated
by less significance in corrs in both rating and ranking.
Facilitation SV: Analysis after 1
st & 3
rd Recording
Seminar SV: Analysis after 1
st & 3
rd Recording
Workshop SV: Analysis after 1st & 3
rd Recording
Figure 2 SV Analysis: facilitation, seminars and workshops
82
Table 7 SV Analysis: Facilitation, Seminar, and Workshops
Facilitation SV: Analysis after 1st & 3rd Recording 1st 3rd
A=All, M=Men, L=Ladies, ML=inter-gender, 1 or 3 = occasions A M L A M L
1 The facilitator varies his training methods according to the needs of the module. 2 2 4 7 6 6
2 The facilitator communicated regularly on electronic bulletin board. 1 3 1 2 4 2
3 Whenever I am not clear of what I read on the electronic bulletin board 7 6 6 4 3 5
4 The facilitator is always prompt to reply all interns’ queries. 5 6 3 3 2 4
5 I communicate with the facilitator often. 2 1 5 5 6 3
6 I read the bulletin board daily. 4 5 2 1 1 1
7 All assessment about the training was well informed. 6 4 7 6 5 7
Seminar SV: Analysis after 1st & 3rd Recording
1 Seminar on new learning were clear 1 1 1 5 5 4
2 I have opportunities to participate in seminar and I always do 4 4 4 2 3 1
3 I have opportunities to participate in all seminars but I did not 5 5 5 1 1 3
4 Many examples were given to cause understanding of concepts 3 2 3 3 4 2
5 The pace of the seminar is just right 2 3 2 4 2 5
Workshop SV: Analysis after 1st & 3rd Recording
1 The workshops help me to apply knowledge 4 3 4 3 2 3
2 The workshops cause me to think 1 1 1 1 1 2
3 Discussion in workshops is useful for sharing learning 3 5 2 5 5 4
4 I had plenty of chance to ask question in the workshops 5 3 5 2 4 1
5 The discussions in workshop were relevant and helpful to learning 6 6 3 4 3 5
6 The facilitator prompted many questions that help in performing learning. 2 2 6 6 6 6
Sub
Variables
SV weightage s2
Rank (s2) Wt.% Items
Facilitation 39 7 0.31 0.31 8
Seminar 28 5 0.51 0.51 10
Workshop 33 6 0.04 0.04 3
Sub
Variables
Rating Correlation (R1) Ranking Correlation (R2)
s2
Rank
(s2) All M L ML=
1 ML=
3 All M L
ML=1
ML=3
Facilitation 0.08 -0.77 0.71 0.17 0.47 0.03 -0.84 0.79 0.00 0.51 0.31 8
Seminar -1.00 -0.80 -0.68 0.75 0.12 -1.00 -0.90 -0.60 0.90 -0.10 0.51 10
Workshop 0.10 -0.05 0.15 0.28 0.47 0.03 0.23 0.26 -0.11 0.54 0.04 3
However, inter gender correlation of the third occasion for both R1 corr 0.47 & R2 corr
0.51 respective suggest that electronic interface not only became preferred but also allowed
inter gender to communicate and through that mode exchanges, knowledge (including opinions)
were shared. The Seminar and workshop interlinked as a subset. Seminars were more teacher
centre and had a significance s2 corr 0.51 between rating and ranking which also showed no
consistent item preference in seminar in addition to hesitation in participation in class. On the
contrary, workshops required interaction among students groups as indicated by insignificance
s2 corr 0.04 seen in consistent preferences for Items 2 and Item 3 by men and Item 6 by ladies.
83
Conative: career, personality & social functionalism
Preferences for Items 1 & 2 in Table 7 showed men were consistent in wanting a career that
combines finance/economics and economics. Men also indicated more career decisiveness over
ladies who have moved their preference to marketing and were unsure what they wanted after
they graduate. Ladies’ preference for finance/economics and finance became their least
preferred at 7 and 6. Men’s preference for income had also increased from 7 to 3. Men have
reduced their preference for accountancy from 4 to 6. The finding about men’s career
aspirational change was more significant on R1 corr 0.67 though R2 corr 0.51 was also more
significance. The corrs within ladies were no significance during the first and third recording
for rating at R2 corr -0.4 & R2 corr -0.49. There was no significance of R1 corr 0.09 & R2
corr -0.6 of inter-gender indicated no significance on career influence among gender and
reflected in the Rank corr between both gender at 0.14 and -0.49 at both respective occasions.
The s2 corr 0.32 suggest there was rising significance between corr R1 & R2 as Rank (s
2) 9|10,
represented career indecisiveness caveated by just a three months study.
The Personality SV was very significance for all SVs with both genders stating their
family depended on their future support as the most important of all items rated, yet the desire
to immigrate persisted among men more than ladies did. The very significance of the findings
among inter-gender was reflected in both high R1 corr 0.99 & 0.68, and R2 corr 1.0 & 0.8, and
a consistent item ranked in all but one by ladies in spending an average of 2 hours a day
chatting on line. There was no significance in the Personality s2corr 0.01 with its highest rank
among intern’s 1|10 confirmed the Personality SV stability was very significance.
As oppose to the Personality SV, the Structural Functionalism SV registered the least
consistent among its item ranking indicating inconsistent awareness of FED career potential.
The corr between both occasions regarding how career opportunity was no significance among
R1 corr -0.54 and inter-gender changes in men opinion changes as shown at R1 corr 0.0 & 0.31
in men’s rating and R2 corr -0.13 & 0.6, despite men acknowledged their city needed more
FED skills. Ladies rating between both occasions were less significance than men corr 0.37
was also no significance as seen in their shifting of preferences in R2 corr 0.13. The inter-
gender corrs were also no significance at the beginning but at the 3rd
occasion, there seemed to
be inter-gender influence as seen in R1 corr 0.31 for rating and R2 corr 0.6.
These two corrs rising significance from lower level at the 1st occasion indicate both
gender were more aware that their city needed more people with FED skills ranked 1 & 2. This
shift of preferences among the four items was informed after the third treatment. The s 2
corr,
Rank (s2) = 0.17, 6|10 coupled with stable preferences of Personality SV suggest indifferent
anxiety of this rising career in the city. This subset of three SVs ⇒ interns were firm to go
abroad for higher income careers that combines Finance and Economics, Economics or
84
Marketing while leaving out Accountancy which was their major before they alternated to the
FED program.
Career SV: Analysis after 1st & 3rd Recording
Personality SV: Analysis after 1
st & 3
rd Recording
Structural Functionalism SV: Analysis after 1st & 3
rd Recording
Figure 3 SV Analysis: career, personality & structural functionalism
85
Table 8 SV Analysis: Career, Personality & Structural Functionalism
Career SV: Analysis after 1st & 3rd Recording 1st 3rd
A=All, M=Men, L=Ladies, ML=inter-gender, 1 or 3 = occasions A M L A M L
1 I want a career in Accountancy 7 4 7 7 6 4
2 I want a career in Finance 3 6 2 6 5 6
3 I want a career in Economics 4 2 6 3 2 3
4 I want a career that combines Finance and Economics 1 1 1 1 1 7
5 I want a career in Marketing 2 2 3 2 4 1
6 I am not sure what career I want to be after I graduate 5 5 5 5 7 1
7 A Career that has more income is more important than skill 6 7 4 4 3 5
Personality SV: Analysis after 1st & 3rd Recording
1 I want to immigrate 2 2 2 2 2 3
2 I spent an average of average of 4 hours a day reading news and information on
line (less - more) 4 4 4 4 4 4
3 My family depends on me to support them in future 1 1 1 1 1 1
4 I spent an average of 2 hours a day chatting on line (less-more) 3 3 3 3 3 2
Structural Functionalism SV: Analysis after 1st & 3rd Recording
1 My city needs more people with financial economics skills that other cities 2 4 2 2 2 1
2 My city has more career scope for graduates in financial economics than other
skills 3 1 3 4 3 4
3 My country will need more people with financial economics skills. 4 3 3 1 1 2
4 Financial economics skill is more important than accountancy 1 2 1 3 4 3
Sub
Variables
SV weightage
s2
Rank
(s2) Wt.% Items
Career 47 7 0.32 0.32 9
Personality 27 4 0.01 0.01 1
Structural
Functionalism 27 4 0.17 0.17 6
Sub
Variables
Rating Correlation (R1) Ranking Correlation (R2)
s2
Rank
(s2
) All M L ML=
1 ML=
3 All M L
ML=1
ML=3
Career 0.84 0.67 -0.40 0.09 -0.60 0.75 0.51 -0.49 0.14 -0.49 0.32 9
Personality 0.93 0.79 0.95 0.99 0.68 1.00 1.00 0.80 1.00 0.80 0.01 1
Structural
Functionalism -0.27 -0.54 0.37 0.00 0.31 -0.40 -0.60 0.13 -0.13 0.60 0.17 6
Social: internship, CPD & reporting
Social motivation concerned practices which involved internship assimilation into real live at
CPD and merging theories into work through WIDE. No inter gender corr was measure as CPD
being outside FIS was between interns and CPD. While Rank (s2) =2|10, it actually was 1|7
among constructive SVs. Interns’ preference for consistent Item 1 to Item 5, and Item 10 ⇒
readiness internship. Least preference for Item 6 to Item 8 ⇒ pressure of CPD criteria,
company ethos were overcome by interns liking CPD as bridge to learning and career
development.
86
CPD companies preference rating for Item 7 to Item 9 ⇒ CPD preferences for minimal
supervision, cooperation and acceptance over prospect for regular employment after CPD and
professionalism. The R1 & R2 corr 0.58 and 0.59 by CPD as well as insignificance changes in
preferences by all interns ⇒ men interns Force Field were more significantly competent to
overcome external pressure while lady interns showed slower improvement according to CPD
R1 & R2 corr 0.08 and 0.09.
Internship SV: Analysis after 1
st & 3
rd Recording
CPD Companies SV: Analysis after 1
st & 3
rd Recording
Reporting SV: Analysis after 1
st & 3
rd Recording
87
Figure 4 SV Analysis: internship, CPD companies and WIDE
Table 9 SV Analysis: Internship, CPD Companies & WIDE
Internship SV: Analysis after 1st & 3rd Recording 1st 3rd
A=All, M=Men, L=Ladies, ML=inter-gender, 1 or 3 = occasions A M L A M L
1 My assignments at internship were relevant to my learning 1 2 3 5 2 7
2 My assignments at internship contribute a lot to my career development. 3 3 1 1 1 1
3 The internship is relevant to my learning. 2 1 9 9 7 9
4 The internship is relevant to my career intention. 5 5 4 6 5 8
5 I am aware of CPD’s strict criteria in linking me to an internship. 4 6 2 10 6 10
6 I always meet CPD’s criteria and suggestion to obtain an internship. 8 9 8 4 8 2
7 I am not interested in an internship. 9 4 10 8 10 6
8 The internship company is pleasure to work in 10 10 7 2 4 3
9 I enjoy the friendship at my internship company 7 8 6 3 3 5
10 My immediate supervisor at the internship company encourages me. 6 6 4 7 9 4
CPD Companies SV: Analysis after 1st & 3rd Recording
1 The intern was self-motivated during internship 8 9 7 10 10 5
2 The intern displayed enthusiasm and interest in doing good job 10 3 10 7 2 10
3 The intern demonstrated a positive attitude during their employment 3 5 1 6 3 8
4 The intern displayed a strong sense of professionalism 2 2 3 4 4 6
5 The overall quality of work produced by the intern was adequate 8 7 9 9 7 7
6 The level of the technical ability displayed by the intern was adequate 4 3 4 3 6 3
7 The intern displayed cooperation and ability to work with others was
effective 7 7 8 5 9 1
8 The intern worked independently with minimal supervision 5 5 6 2 8 2
9 The intern was able to handle and accept direction and criticism 1 1 2 1 1 4
10 The intern has prospects of regular employment with the company after
the internship. 6 10 5 8 4 8
Reporting SV: Analysis after 1st & 3rd Recording
1 The interns twice a month write up accurately match the company's activities
to the report objectives 2 1 2 1 3 1
2 The intern's dissertation twice a month report was interesting, practical and
demonstrates applying of financial economics decisions at the company 3 3 3 2 1 3
3 The intern offered creative input or suggestions on the report 1 2 1 3 2 2
Sub Variables SV weightage
s2
Rank
(s2) Wt.% Items
CPD 100 10 0.01 0.01 2
CPD Companies 100 10 0.09 0.09
CPD WIDE 100 3 0.33 0.33
88
Sub Variables
Rating Correlation (R1) Ranking Correlation (R2)
s2
Rank (s2) All M L
ML=
1
ML=
3 All M L
ML=
1
ML=
3
CPD -0.03 0.12 0.08 -0.02 0.11 -0.24 0.10 0.01 0.15 0.18 0.01 2|10
CPD Companies 0.71 0.58 0.08
0.72 0.59 0.09
0.23
CPD WIDE -0.39 -1.00 -0.09
-0.50 -1.00 0.50
0.41
A s
2 corr 0.23 indicated rising significance by CPD for interns and Reporting SV s
2 corr 0.41
but s2 corr 0.01 by interns showed less significance by interns in their CPD companies though
their keenness in CPD activities suggested interns might move on after their CPDs especially
men. The significance s 2
corr 0.41 for Reporting SV ⇒ men interns make better report as
supported by men ranking improvement from 3 to 1 and consistency in creative input or
suggestion. This sense corresponded with Seminar/Workshop SV subset, which favored men
interns.
Mining: Analyzing Motivation for Learning
Only after transformation, mining began with enhancing RANOVA analysis with Paired T-test
to determine the Bayesian posterior value. The analysis for RANOVA to measure the variance
between two points of a variable item before and after in repeated treatments by Lund Research
Ltd., (2012) was used, Paired T-test, p-value (Soper, 2012) and fortified by Bayes theorem to
determine the IV effectiveness before and after repeated treatments.
Though it was convenient to use Bayes’ factor for ANOVA instead of RANOVA,
however Rouder et al. (2009) mentioned that the continued preference for getting p-value
reports from available F-tests calculators (Soper, 2012) was due to reliance on mathematics
tradition. Moreover, the Bayes’ factor for the ANOVA solver was for testing of null hypothesis,
which was not the analysis of this study. Without the availability of a generic Bayes’ solver for
RANOVA, the study used a longer analysis procedure to obtain the posterior probabilities řP
(Si) from the revised prior value, P (Si) and then only have it computed by the RANOVA
procedure.
Paired T-test was to show co-relation between two points of the same measurement but
that with added Pearsonian coefficient of relation; it further measured the carry over effect of
previous treatments from formal lesson to the next. The result was to be read as absolute value
meaning because the learning curve being the Ogive curve represented incremental carry over
effects and therefore all results were positive as forming a new base to add on new learning.
Only two intrinsic interns’ SVs, affective and cognitive received analysis because they
were the only ones directly related to the formal instructional lessons in the study of pedagogy
effectiveness. The result was read as absolute value meaning because the learning curve being
the Ogive curve represents incremental carry over effects and therefore all results were positive
89
as forming a new base to add on new learning. This analysis was used for both genders in
isolation and not inter-genders, which was measure by corr.
The Bayesian transformation of procedure in Table 11 of Paper 3 was to revise the prior
estimate (Laid, 1988). From value obtained from two conservative probability value of 2-tail
test on degree of freedom, the join probability result obtained denoted the ratio of the variable
value over the total values from all variables measured by the same procedure (Huges &
Keeling, 1982). Since only the cognitive and affective variables were considered in FIS
assessment, therefore the posterior result was further computed as a ratio of the total combined
values of cognitive and affective. The 2-tail test was obtained by descriptive statistics.
Analysis for gender comparison was compared using rearranged information processed
from RANOVA into column charts of dependent variables that the affective and cognitive SV
versus the behavioral and constructive dependent variable with the default Pareto distribution
(Juran, 1994) 80/20 as a common ‘rule of thumb’ (Newman, 2006). This ratio was used as a
default indication of the probability of significant acceptance of motivational variable by
Bayesian transformation of Force Field differences from the RANOVA of CPD companies for
both genders.
Instead of the 30 | 70 distribution used by Wilson (2006), the study began with Pareto
distribution from 20 | 80 with 20 for behavioral and 80 for constructivism. This ratio’s
importance represented the desired equilibrium. In ‘Implementing TQM in education’,
Mehrotra (2011) suggested Deming’s renown ‘Plan-Do-Act-Check’ (PDCA) together with
statistical quality control (SQC) which uses the Pareto distribution rule to determine the 20%
causes that were responsible for the 80% outcomes. Therefore the empirical data analyze the
distribution on Pareto law basis 80 | 20 that the 80% formed the constructivism attributes such
as approaches by various methods of instructions and learning were caused by 20% dependent
variable behavioral items such as pressure for career and family dependence. By defaulting the
80 | 20 ratio with 80 for affective and 20 for cognitive, and for behavioral against constructivist,
it allowed the point to mitigate improvements to two additional levels: 50 | 50 and 20 | 80, to
observe visual change effects.
Identify Motivational Variables’ Performance
The information for analysis of the FF were ascertained according to RANOVA made available
by Lund Research Ltd. (2012), the p-value (Soper, 2012) and transform by Bayes theorem to
determine the extend the pedagogy’s effectiveness before and after repeated treatments. From
the workings in Table 10, produced Pearson r in Paired t-Test was determined for Table 11
showed mainly negative corr in cognitive and affective aspects within each gender in term of
their differences with CPD during the repeated measures.
90
Table 10 Matric worksheets for RANOVA
Cognitive
Affective
Gender Sample O1 O2 O3 Sample O1 O2 O3
Man 1 -2.1 -3.3 -2.4 1 -2.5 0.9 -3.9
Man 2 -4.1 1.2 2.6 2 -5.6 1.1 -2.4
Man 3 2.4 2.6 0.7 3 -4.1 1.0 -0.2
Man 4 -0.3 2.3 -4.2 4 2.7 -5.5 -4.7
Man 5 1.4 1.9 1.9 5 -0.9 1.7 3.2
Man 6 1.4 -2.7 2.5 6 -3.2 2.7 -4.0
Man 7 -3.4 0.0 -0.3 7 0.2 -6.3 -2.0
Man 8 -3.7 -1.8 -0.8 8 -6.8 -4.6 2.7
Man 9 -2.9 -4.3 -0.5 9 -3.8 -3.0 1.4
Man 10 -6.6 2.9 -4.2 10 0.25 0.1 -1.3
Ladies 11 -2.2 0.0 -4.2 11 -4.2 -3.6 2.3
Ladies 12 -2.6 0.4 -2.4 12 -3.4 2.7 -5.0
Ladies 13 2.3 0.0 1.2 13 3.9 -1.6 0.1
Ladies 14 -0.2 -1.9 2.7 14 -5.9 -4.1 2.4
Ladies 15 -4.6 -2.6 -2.3 15 -3.6 1.3 -0.8
Ladies 16 -4.7 -5.6 1.0 16 3.2 -3.6 2.7
Ladies 17 0.7 2.2 -2.6 17 -0.4 0.4 -1.3
Ladies 18 3.7 0.1 1.2 18 -5.4 -1.4 2.0
Ladies 19 2.5 2.7 -2.9 19 -1.1 0.3 -1.3
Ladies 20 -3.6 1.5 0.3 20 -1.5 1.7 -2.1
Ladies 21 1.0 0.8 -0.2 21 -1.9 1.7 -1.4
Ladies 22 1.6 -2.4 2.1 22 -5.6 -3.9 -1.0
Ladies 23 -4.8 2.6 -1.8 23 0.2 -2.4 -1.2
Ladies 24 -6.1 0.7 -4.9 24 -0.7 -0.2 -2.4
Ladies 25 -4.8 -4.2 1.2 25 -2.5 -4.7 0.9
Men | CPD Men | CPD
Source SS df MS F SS df MS F
Time 15.63 2 7.82 1.2067 9.83 2 4.92 0.4331
Error 116.6 18 6.48
204.3 18 11.35
Ladies | CPD Ladies | CPD
Source SS df MS F SS df MS F
Time 8.88 2 4.44 0.6555 17.18 2 8.59 1.1051
Error 189.67 28 6.77
217.70 28 7.78
91
Table 10 (continued)
Matric worksheets for RANOVA
Conative
Social
Gender Sample O1 O2 O3 Sample O1 O2 O3
Man 1 -2.4 1.3 -0.2 1 1.9 1.1 3.0
Man 2 0.8 -0.1 -1.0 2 -3.7 1.9 -1.1
Man 3 -0.3 -2.3 0.9 3 -1.0 0.7 2.2
Man 4 -0.9 0.2 1.0 4 -3.1 -0.1 -3.6
Man 5 0.2 1.6 -0.4 5 -4.7 3.9 1.4
Man 6 0.6 -0.6 0.3 6 -2.9 -3.3 2.7
Man 7 1.1 -1.4 0.4 7 1.0 -4.3 1.6
Man 8 2.1 -1.6 -1.0 8 -7.3 2.5 0.8
Man 9 2.2 0.0 -1.7 9 3.1 -2.4 1.7
Man 10 -1.2 -2.5 1.8 10 3.2 -0.4 1.3
Ladies 11 1.4 -1.3 -0.2 11 -2.0 -3.8 0.1
Ladies 12 -0.1 1.2 -1.0 12 1.4 0.3 -4.4
Ladies 13 2.5 2.7 -0.6 13 3.4 -5.1 -3.6
Ladies 14 1.6 -0.3 2.1 14 -1.0 0.6 0.6
Ladies 15 2.1 1.4 0.3 15 -0.3 1.4 1.8
Ladies 16 0.9 -2.7 -1.6 16 0.4 2.3 -1.4
Ladies 17 1.6 0.9 1.3 17 2.6 0.2 -2.4
Ladies 18 1.0 1.3 0.3 18 6.8 -0.5 0.1
Ladies 19 1.2 -0.5 1.6 19 -4.1 1.9 4.2
Ladies 20 1.8 1.4 0.8 20 -2.5 3.4 -3.0
Ladies 21 1.9 0.4 -0.7 21 -5.0 -1.0 3.2
Ladies 22 2.6 -0.2 1.0 22 1.3 3.0 1.4
Ladies 23 -1.2 -1.0 0.5 23 -0.3 -1.1 -2.2
Ladies 24 1.9 0.9 1.7 24 2.4 2.2 4.1
Ladies 25 1.0 1.0 -0.5 25 -5.1 -3.6 -1.0
Men | CPD Men | CPD
Source SS df MS F SS df MS F
Time 2.96 2 1.48 0.6082 28.10 2 14.05 1.5632
Error 43.7 18 2.43
161.8 18 8.99
Ladies | CPD Ladies | CPD
Source SS df MS F SS df MS F
Time 10.20 2 5.10 4.8517 0.26 2 0.13 0.0154
Error 29.42 28 1.05
235.1 28 8.40
92
Table 10 (continued)
Matric worksheets for RANOVA
WIDE
Gender Sample O1 O
2 O
3
Man 1 5.8 3.2 1.1
Man 2 2.8 2.5 -1.1
Man 3 1.9 3.2 2.7
Man 4 3.6 -3.7 1.5
Man 5 1.1 0.6 4.0
Man 6 1.1 1.5 -3.0
Man 7 3.8 1.1 0.9
Man 8 2.6 -2.1 5.7
Man 9 2.8 0.7 0.0
Man 10 1.0 3.0 0.1
Ladies 11 1.6 0.0 -3.7
Ladies 12 -1.4 0.1 -3.3
Ladies 13 -4.2 -1.2 1.6
Ladies 14 0.4 -2.8 2.5
Ladies 15 -0.4 -2.7 -1.4
Ladies 16 -3.3 0.3 0.0
Ladies 17 4.0 1.6 4.6
Ladies 18 -5.5 1.1 4.0
Ladies 19 0.8 -3.6 5.2
Ladies 20 -0.4 -2.4 1.2
Ladies 21 -2.2 -4.6 -2.7
Ladies 22 4.6 1.1 1.5
Ladies 23 0.5 -1.1 -0.1
Ladies 24 0.2 2.7 5.0
Ladies 25 -0.3 1.5 2.0
Men | CPD
Source SS df MS F
Time 16.14 2 8.07 1.4911
Error 97.44 18 5.41
Ladies | CPD
Source SS df MS F
Time 27.26 2 13.63 2.3988
Error 159.08 28 5.68
As the corr resulted were not be positive learning, therefore this sort of analysis had to be
read from the inside out as the negative corr of low values of one variable in associating with
the low value of the next measurement produces a positive sign of incremental learning. This
was not to say that within each gender group, there was no relationship in the carry over effect
of the learning process from one period to another. It meant that the measure was to compare
93
the difference of each group’s CPD in each period with the same in the next measurement.
Therefore the negative corr had in fact was positive as it had added new learning because it
represented the characteristics of an Ogive curve (Everitt, 2002) which was a cumulative
distribution of function as in a learning curve. The Pearsonian analysis confirmed the learning
curve aspects in the MDP of FED though the cumulative effects were computed twice only
within three recordings only from O1 to O
3. The extended analysis used four analysis; OWRM
ANOV with Bayesian, Pareto distribution analysis of SVs, gender comparison and comparison
with independent GZ survey.
Table 11 Matric Result of Paired T-test and Descriptive Stats
t-Test: Paired Two
Sample for Means
Computed at 0.05 on
RANOVA on Force
Field Differences
within each gender and CPD for
COGNITIVE motivation quotient
within each gender and CPD for
AFFECTIVE motivation quotient
Men Ladies Men Ladies
O1 vs.
O2
O2 vs.
O3
O1 vs.
O2
O2 vs.
O3
O1 vs.
O2
O2 vs.
O3
O1 vs.
O2
O2 vs.
O3
Observations 10 10 15 15 10 10 15 15
Pearson Correlation 0.06 -0.15 0.29 -0.50 -0.28 -0.04 0.09 -0.76
df 9 9 14 14 9 9 14 14
P(T<=t) two-tail 0.20 0.78 0.25 0.73 0.47 0.97 0.44 0.51
t-Test: Paired Two
Sample for Means
Computed at 0.05 on
RANOVA on Force
Field Differences
within each gender and CPD for
CONATIVE motivation quotient
within each gender and CPD for
SOCIAL motivation quotient
Men Ladies Men Ladies
O1 vs.
O2
O2 vs.
O3
O1 vs.
O2
O2 vs.
O3
O1 vs.
O2
O2 vs.
O3
O1 vs.
O2
O2 vs.
O3
Observations 10 10 15 15 10 10 15 15
Pearson Correlation -0.20 -0.45 0.36 0.09 -0.54 -0.20 0.03 0.30
df 9 9 14 14 9 9 14 14
P(T<=t) two-tail 0.32 0.44 0.01 0.99 0.47 0.38 0.90 0.83
t-Test: Paired Two
Sample for Means
Computed at 0.05 on
RANOVA on Force
Field Differences
within each gender and CPD for
WIDE
Men Ladies
O1 vs.
O2
O2
vs.
O3
O1 vs.
O2
O2 vs.
O3
Observations 10 10 15 15
Pearson Correlation -0.07 -0.40 0.16 0.29
df 9.00 9.00 14.00 14.00
P(T<=t) two-tail 0.10 0.88 0.74 0.04
94
RANOVA with Paired T-test and Bayesian
For the study period, the breakdown by the FF analysis, observations made thrice at 95% C.I.,
p<0.5, have suggested the following differences about their means for cognitive and affective
motivation. The conative and social dependent variables were negated. Being indirect
dependent variables, they did not incapacitated learning in FIS (Williams & Stockdales, 2004).
The production of Table 10 and Table 11 generated was to indicate the probability of
significance acceptance of motivational variables (State of Nature Sj) by Bayesian
transformation of Force Field.
Table 12 RANOVA Information
P (Men | CPD)
RMA on:
State of
Nature
Sj
Source SS df MS F Prior
P(Si)
Revised
Prior
rP(Sj)
Conditional
P(T<=t)
two tail on
df
Join
rP(Si)
∩
P(t<=t)
Post
řP (Sj)
Cognitive Time 15.63 2.00 7.82 1.21 0.32 0.182 0.153 0.028 0.106
S1 Error 116.58 18.00 6.48
0.330 0.153 0.051 0.141
Affective Time 9.83 2.00 4.92 0.43 0.66 0.370 0.458 0.170 0.641
S2 Error 204.27 18.00 11.35 0.670 0.458 0.307 0.859
Conative Time 2.96 2.00 1.48 0.61 0.56 0.314 0.138 0.043 0 .164
S3 Error 43.74 18.00 2.43
Social Time 2.96 2.00 14.05 1.56 0.24 0.134 0.176 0.024 0.089
S4 Error 161.78 18.00 8.99
1.77 1.000
0.265 1.000
0.98 0.358
WIDE Time 16.14 2.00 8.07 1.49 0.25 0.252 0.089 0.022 0.274
S5 Error 97.44 18.00 5.41
Note: Bolded box Post rP in last column were used for measurement.
Note: (sample calculation)
i. Calculate Prior P(Si) -------> look up p value in ---->
http://danielsoper.com/statcalc3/calc.aspx?id=7 example for Cognitive input df=2 and
F=1.2067; P value calculator returns 0.32227449 (not the revised value next to it)
ii. NOTE Total probability must = 1 as that represent total composition of LEARNING i.e. every
occasion re-INDEX to 1.0 as new base
iii. Conditional P(T<=t) two tail on df = 0.20 x 0.78 = 0.153 -------------> Ogive curve theory
iv. Join rP(Si) ∩ P(t<=t) = Revised Prior rP(Sj) * Conditional P(T<=t) two tail on df = 0.182 x
0.153 = 0.028
Post řP (Sj) = Join rP(Si) ∩ P(t<=t) / Σ (Join rP(Si) ∩ P(t<=t)) = 0.106 or Men learning distribute as
10.6 % cognitive, 64.1% affective, 16.4 % conative and 8.9% social
0.2 x 0.78 = 0.153
95
P (Ladies | CPD)
RMA on:
State of
Nature
Sj
Source SS df MS Prior
P(Si)
Revised
Prior
rP(Sj)
Conditional
P(T<=t)
two tail on
df
Join
rP(Si)
∩
P(t<=t)
Post řP
(Sj)
Cognitive Time 8.88 2.00 4.44 0.52 0.281 0.182 0.051 0.106
S1 Error 189.67 28.00 6.77 0.604 0.182 0.110 0.554
Affective Time 17.18 2.00 8.59 0.34 0.184 0.224 0.041 0.085
S2 Error 217.70 28.00 7.78 0.396 0.224 0.089 0.446
Conative Time 10.20 2.00 5.10 0.02 0.008 0.039 0.000 0.001
S3 Error 29.42 28.00 1.05
Social Time 0.26 2.00 0.13 0.98 0.526 0.746 0.392 0.808
S4 Error 235.07 28.00 8.40
0.00 0.00 0.00 1.86 1.000
0.485 1.000
0.00 0.00 0.00 0.87 0.199
WIDE Time 27.26 2.00 13.63 0.109 0.109 0.032 0.003 0.113
S5 Error 159.08 28.00 5.68
Pareto distribution analysis of SVs
The direct intrinsic affective | cognitive dependent variables with a combined very significance
84.9 (men) and 83.3 (ladies) against CPD’s assumed 100 index level on the circled lower
section of Figure 5 suggested the IV (PI) exceeded industry’s expectation to cope with
processing information of previous learning aided by the interlinked affective motivation
variable. This information using affective | cognitive versus the more significance 68.8 (men)
and 69.3 (ladies) demonstrated formal lessons were effective.
To indicate the Force Field directions, circle in top right of Figure 5 indicated that
though both genders’ PI was effectively within industry’s significance at index level of 69 and
68.9 for the behaviorist | constructivism ratio. The reclassified ratio of affective | cognitive was
very significance with the results 84.9 & 83.3 shown in the top left of Figure 5 for men and
ladies at the assumed Pareto distribution of 20 | 80. This indicated that pedagogy effectiveness
improvement being small increment was not significant from the 80 | 20 level (see lower part of
Figure 5) of between 82.9 and 82.5, and between 68.8 and 69.3.
At the default Pareto distribution ration of 80 | 20 for constructivism | behaviorism in
Figure 4.1 and Table 13, both genders’ pedagogy index were measured at 69 and 68.9 for men
and ladies respectively when companies assumed 100 as the benchmark. This closeness
suggested there was almost no difference between men and ladies just by comparing the PI
without analyzing further as it risked compensating balance meaning differences within
individual number that in some way not seen which taken in totality. The significance was also
confirmed by “All correlation intern” of Table 14 which reported corr (R1|R2) 0.99, 0.97, 0.92,
0.9 & 0.79. As for CPD corr (R1|R2), the result was very significance for men though the
96
exception of no significance -1.0 by CPD for ladies was traceable to the Reports SV R1 & R2
corr of -0.09 & 0.5.
Pareto
Distribution
affective | cognitive
Ratio
behavioral | constructivist
Ratio
20 | 80
50 | 50
80 | 20
Figure 5 Side-by-side comparisons of pedagogy growth by Pareto distribution
Manipulation of items in the behavioral | constructivism ratio had provided understanding of
the extent that interns were stressed with CPD related assignments during a particular time
frame before learning begins to diminish after the default 80 | 20 distribution threshold. As
O1 O2 O3
All 21.0 41.7 68.7
Men 21.9 42.4 69.0
Ladies 20.9 41.8 68.9
CPD 33.3 66.7 100
0.0
20.0
40.0
60.0
80.0
100.0
O1 O2 O3
All 22.6 53.5 83.3
Men 24.0 53.9 83.9
Ladies 21.6 53.1 82.9
CPD 33.3 66.7 100
0.0
20.0
40.0
60.0
80.0
100.0
O1 O2 O3
All 21.3 42.0 68.7
Men 22.0 42.5 68.9
Ladies 21.4 42.2 69.1
CPD 33.3 66.7 100
0.0
20.0
40.0
60.0
80.0
100.0
O1 O2 O3
All 22.2 53.0 82.7
Men 23.7 52.9 82.9
Ladies 21.3 53.0 82.5
CPD 33.3 66.7 100
0.0
20.0
40.0
60.0
80.0
100.0
O1 O2 O3
All 21.6 42.3 68.8
Men 22.0 42.5 68.8
Ladies 21.9 42.7 69.3
CPD 33.3 66.7 100
0.0
20.0
40.0
60.0
80.0
100.0
97
company’s rating was only as good as interns’ performance, the comparative analysis of Figure
5 and Table 14 suggested that with more constructivism dimensions, small incremental
improvement might meant that constructivism SV had directly related impacted affective and
cognitive in FIS. Therefore, there was no need for further investigation on improvement
methods because intern’s capability was only as good as the companies’ ratings.
Table 13 Comparative Pedagogy Index Before and After Conversion
Affective | Cognitive ratio with RANOVA after
Reclassifying Selective behaviorist and constructivist
items into affective and cognitive motivational items.
conative and social Items were Negated in
Computation
Behavioral | Constructivism ratio without
RANOVA and without Motivational
Quotient Classification Process
Ro
ws
(i)
Co
lum
n (
j)
1 2 3 4 5 6 7Matrices
Computation
procedures Co
lum
n (
j)
1 2 3 4 5 6 7
1
2 Aff Cog Aff Cog Aff Cog B C B C B C
3 O1 3.78 3.96 4.02 4.21 3.61 3.80 5.72 Harmonic Mean O1 5.71 5.42 5.62 5.57 5.75 5.31 5.54
4 O2 4.90 5.00 4.61 4.99 5.10 5.01 5.34 O2 6.03 6.05 5.96 5.94 6.07 6.11 6.11
5 O3 5.78 5.86 5.87 5.82 5.73 5.89 6.50 O3 6.47 6.67 6.56 6.73 6.40 6.63 6.36
6 0.2 0.8 0.2 0.8 0.2 0.8 1.0Pareto
Distribution 0.2 0.8 0.2 0.8 0.2 0.8 1.0
7 O1 0.07 0.27 0.07 0.27 0.07 0.27 0.33 O1 0.07 0.27 0.07 0.27 0.07 0.27 0.33
8 O2 0.07 0.27 0.07 0.27 0.07 0.27 0.33 O2 0.07 0.27 0.07 0.27 0.07 0.27 0.33
9 O3 0.07 0.27 0.07 0.27 0.07 0.27 0.33 Pkt O3 0.07 0.27 0.07 0.27 0.07 0.27 0.33
10 O1 0.25 1.06 0.27 1.12 0.24 1.01 1.9 Joint Probability O1 0.38 1.45 0.37 1.48 0.38 1.42 1.8
11 O2 0.33 1.33 0.31 1.33 0.34 1.33 1.8 O2 0.40 1.61 0.40 1.59 0.40 1.63 2.0
12 O3 0.39 1.56 0.39 1.55 0.38 1.57 2.2 O3 0.43 1.78 0.44 1.79 0.43 1.77 2.1
13
14
15 O1 O1
16 O2 O2
17 O3 O3
18
19 O1 O1
20 O2 O2
21 O3 O3
22
23 O1 O1
24 O2 O2
25 O3 O3
26
27 CPD CPD
28 O1 1.00 O1 1.00
29 O2 2.00 O2 2.00
30 O3 3.00 O3 3.00
31
32 CPD CPD
33 O1 33.3 O1 33.3
34 O2 66.7 O2 66.7
35 O3 100 O3 100
41.7 42.4 41.8
68.7 69.0 68.9
2.06 2.07 2.07
Pedagogy Index (PI)All Men Ladies
21.0 21.9 20.9
Cumulative Pedagogy Effectiveness, CPI
All Men Ladies
0.63 0.66 0.63
1.25 1.27 1.25
Effectiveness Adjusted Value Ē
1.16 1.22 1.16
1.27 1.25 1.27
1.72 1.70 1.73
Harmonic Mean Discounted
0.64 0.65 0.64
0.63 0.63 0.63
0.78 0.76 0.79
1.83 1.86 1.80
2.01 1.98 2.03
2.21 2.23 2.20
All Men Ladies C
PD
Effectiveness Expected Value of Joint Probability Ê
All (A+C) Men (A+C) Ladies (A+C)
On
All Men Ladies C
PD OnPeriod k
t=1,4
= H k t
Probability distribution
(assigned)
1.00 1.00
1.31 1.39 1.25
1.66 1.64
1.00 1.00 1.00
1.00 1.00 1.00
1.00
22.9 24.3 21.9
54.0 55.0 53.3
All Men Ladies
Cumulative Pedagogy Effectiveness, CPI
Pedagogy Index (PI)
Not Required for RM ANOVA. Ē = Ê
Default to 1 as performed in RM ANOVA
83.9 84.9 83.3
1.62 1.65 1.60
2.52 2.55 2.50
All Men Ladies
0.69 0.73 0.66
1.68
1.95 1.94
Effectiveness Expected Value of Joint Probability Ê
1.95
1.66 1.64 1.68
1.95 1.94 1.95
All (A+C) Men (A+C) Ladies (A+C)
1.31 1.39 1.25 Ê k t
Improve over last
assessment
Hpn = 25, k t
[ CPI k t
/
CPI 3,4 ] *
100
Ē k t
H k t
. P k t
H k t
. P k t
= Ê k t
. Hpk t
98
Table 14 Summaries of Sub Variables’ Rating & Ranking Correlations
Sub Variables SV weightage
s2
Rank
(s2) Wt.% Items
Career 47 7 0.32 0.32 9
Personality 27 4 0.01 0.01 1
Structural
Functionalism 27 4 0.17 0.17 6
Concept
mapping 58 14 0.13 0.13 5
Decision Tree 25 6 0.12 0.12 4
Knowledge
retrieval 17 4 0.22 0.22 7
Facilitation 39 7 0.31 0.31 8
Seminar 28 5 0.51 0.51 10
Workshop 33 6 0.04 0.04 3
CPD 100 10 0.01 0.01 2
67
CPD
Companies 100 10 0.09 0.09
CPD WIDE 100 3 0.33 0.33
Sub
Variables
Rating Correlation (R1) Ranking Correlation (R2)
s2
Rank
(s2
) All M L ML=
1
ML=
3 All M L
ML=
1
ML=
3
Career 0.84 0.67 -0.40 0.09 -0.60 0.75 0.51 -0.49 0.14 -0.49 0.32 9
Personality 0.93 0.79 0.95 0.99 0.68 1.00 1.00 0.80 1.00 0.80 0.01 1
Structural
Functionalism -0.27 -0.54 0.37 0.00 0.31 -0.40 -0.60 0.13 -0.13 0.60 0.17 6
Concept
mapping 0.26 0.33 0.08 -0.12 -0.74 0.16 0.32 0.10 -0.10 -0.49 0.13 5
Decision Tree -0.19 -0.11 -0.01 -0.41 0.86 -0.11 -0.33 -0.08 -0.18 0.04 0.12 4
Knowledge
retrieval -0.73 0.32 -0.75 0.17 -0.84 -0.72 0.26 -0.20 0.20 -0.26 0.22 7
Facilitation 0.08 -0.77 0.71 0.17 0.47 0.03 -0.84 0.79 0.00 0.51 0.31 8
Seminar -1.00 -0.80 -0.68 0.75 0.12 -1.00 -0.90 -0.60 0.90 -0.10 0.51 10
Workshop 0.10 -0.05 0.15 0.28 0.47 0.03 0.23 0.26 -0.11 0.54 0.04 3
CPD -0.03 0.12 0.08 -0.02 0.11 -0.24 0.10 0.01 0.15 0.18 0.01 2
CPD Companies 0.71 0.58 0.08
0.72 0.59 0.09
0.09
CPD WIDE -0.39 -1.00 -0.09
-0.50 -1.00 0.50
0.33
Correlation Intern 0.99 0.97 0.92 0.90 0.79
Correlation CPD 1.00 1.00 -1.00
Gender comparison analysis
From Table 14, the only significance and reasonable consistent correlation was found between
men | ladies in the personality SVs as well as CPD companies’ evaluation of their capabilities
which indicate although both gender learn differently, they were acceptable to CPD companies.
99
All others indicators showed divergence between both genders in motivation, learning intent
and styles. Table 15 had ranked motivation SV as seen into what the purposive samples might
have perceived as important compared with the workplace’s perception. While interns
perceived conative as importance, it was the opposite ranked by CPD companies. Lady interns
perceived that contribution from social motivation was more than cognitive perception while
men interns perceived the opposite. From how interns perceive themselves and how senior
people in CPD companies perceive interns’ performance, interns being GZ young adults did not
agree with how senior people in CPD view them. This difference in perceived capability was
seen in conative by interns versus affective by CPD.
Table 15 Comparative Ranking of Importance by Interns and by CPD
Interns' self-rating Hµ over 3 months CPD rating Hµ over 3 months
Cogniti
ve Affective
Conati
ve
Soci
al WIDE Cognitive Affective
Conativ
e Social WIDE
All 4.9 4.8 5.2 5.0 5.9 5.7 6.0 4.7 4.8 4.9
Rank 3 4 1 2
2 1 4 3
Men 5.0 4.8 5.2 4.8 6.5 5.8 6.4 5.1 4.6 4.8
Rank 2 4 1 3
2 1 3 4
Ladies 4.9 4.8 5.2 5.2 5.5 5.6 5.8 4.5 5.0 5.0
Rank 3 4 1 2
2 1 4 3
The implication to learning had reflected on changing motivation methods to produce
improved learning. Both genders learning growth differs although learning were dependent on
affective motivation from 0.670 & 0.871 for men in the bordered upper section of Table 12
which measured p (Men|CPD) meant improvement was made from more signficant to very
significance . For ladies, the measurement was 0.396 & 0.446 meaning ladies formal learning
improved from rising significance to significance.
The lowered cognitive score doesn’t mean learning had retrograded by cognitive mean in
both gender. It simply meant that on a ratio basis, affective motivation was preferred by both
gender. affective means facilitating promptings at the right pace to keep interns engaged in
thoughts. The force field analysis reading indicated significance extrinsic expectation by CPD
companies and that their job offers indicated of interns’ acceptability by the industry. For
formal lesson evaluation of pedagogy index, the IV considered only the cognitive and affective
SVs which were indicated by the boxed values in Table 16 as men affective increased
significantly by 57.6 points and ladies improvement rising significance by 28.5 indicated. In
cognitive men improvement was less significance at 3.0 points where as ladies was rising
significance at 33 points. Clearly men learn differently than ladies. Given the variability of the
100
purposive sample, the formal lecture incapacitated motivation SVs at 95% confidence level of
lower and upper limits for the various w Hµ were estimated in Table 16 as:
F (2, 18) =1.21, p<0.05, 8.0 < Hµ (Men cognitive index) <11 ⇒ less significance
F (2, 18) =0.43, p<0.05, 16.3 < Hµ (Men affective index) <73.9 ⇒ very significance
F (2, 28) = 0.66, p<0.05, 13.2 < Hµ (Ladies cognitive index) <46.2 ⇒rising significance
F (2, 28) =0.35, p<0.05, 8.7< Hµ (Ladies affective index) <37.2 ⇒ significance
Table 16 Permutation of Pedagogy Index
Extracts from bordered sections of RANOVA Table 12
Motivation type O1 Men O
3 Men O
1 Ladies O
3 Ladies
cognitive 0.330 0.141 0.604 0.554
affective 0.670 0.859 0.396 0.446
conative N/A N/A N/A N/A
social N/A N/A N/A N/A
1.000 1.000 1.000 1.000
WIDE 0.252 0.274 0.109 0.113
Extracts from circled part of Table 12
Example in O3 Ladies: 83.3 x 0.544 = 46.2 and 83.3 x 0.446 = 37.2
Motivation type O1 Men O
3 Men Increase O
1 Ladies O
3 Ladies Increase
cognitive 8.0 12.0 3.0 13.2 46.2 33
affective 16.3 72.9 57.6 8.7 37.2 28.5
conative N/A N/A N/A N/A N/A N/A
social N/A N/A N/A N/A N/A N/A
Pedagogy Index 24.3 84.9 21.9 83.3
N/A = not applicable
While the squared WIDE values aspect in Table 12 indicated a progressive value of 0.25
to 0.274 for men and 0.11 to 0.113 for ladies, these low scores were premature early to indicate
insignificance because the observations were made for three months the program had another
10 months to compete before it established that CPD had been helpful in consolidating practice
with theories.
The direct intrinsic cognitive motivation part of the dependent variable with a combined
higher value of factor of 69.0 (men) and 68.9 (ladies) against 100 (CPD) in Table 13 suggested
that they were within industry’s significance expectation to cope with processing information of
previous learning aided by the interlinked affective motivation variable. Then a better way to
produce result might effectively turned extrinsic motivation inside by using intrinsic means to
effect learning process. Narrowing asynchronous opportunities to induce more practice by re-
scaling the program might be one way.
101
Having mentioned the importance of cognitive and affective motivators, this was not to
undermine the importance of social and conative motivation which were almost not consider to
influence knowledge delivery within FIS. Beyond FIS, CPD had added value to learning not
just by inducing practices but also by development of social relationship skills. Although
another component of the Force Field analysis considered conative and social motivation, these
two were indirect and insignificance to FIS. However, the dimensions of social forces that
might motivate or unmotivated learning was very highly indicated in ladies with a p<0.808
circled in Table 12. That showed ladies have strong social forces to incapacitate their
professional education and CPD by forming relationships through adding value from group
culture beyond the FIS as compared to p<0.090 circled in men; indicated more autonomous
learning.
Adding value through non-independent learning had low sustainability because without
peer assistance, it might reduce and handicap one’s autonomy development of cognitive
capacity (Kipling et al., 2003). The analysis had observe if companies were in agreement with
the interns’ progressive learning and capacity to retain essential knowledge in consolidating
pre-exist knowledge with new learning to create skills for the structural functionalism society
although this conative motivation SV’s scores at 0.166 (men) and 0.001 (ladies) of Table 12
were not significant. Extrinsic motivation had low indication in learning support as seen that
intrinsic motivations have overcome even the expectations raised by CPD companies as
indicated by the rating differences between CPD and interns in Table 13.
There were differences between genders’ learning pattern as seen in their direct intrinsic
motivational quotients. The indicator varies between genders; men learn more by affective
whereas ladies indicated more cognitive effects. This variant suggested some form of
rebalancing time in instructing concept maps with more case practice along with skewing
promptings to ladies from men. CPD was obligatory for professionals to motivate lifelong
learning to keep knowledge and practice current by adding on to one’s knowledgebase.
Interpretation/evaluation
Because the Pareto distribution points were close, displaying the effect in bar charts along with
graphs might provide better visual effects. The advantage of using quantitative approach, over-
reliance on numbers might drift analysis away from reality without considering other
qualitative context that might influence interpretation of those numbers. The use of exploratory
data analysis graphics might make it easier to visualize descriptive characteristics instead of
going into too much statistics that might lead to systematic bias due to over statistics
explanation (Tukey, 1980). Only four motivational SVs were identified instead of adding more
such as biological and culture because the purposive samples have negated variability. Learning
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had both extrinsic and intrinsic motivation; within each, there were direct and indirect. Each
type of motivators was not isolated by itself as the four motivators influence each other.
Intrinsic and extrinsic motivation were synonymous with pushes (pressure) and what pulls
(attracts) to demonstrates through incentive, need, self-determination, to direct behavioural
change that affects independent learning.
To determine the effect of MDP, the study identified divergence, convergence and
consistency in SVs by stating only the top 20% of preferred items after O3
of Table 17 from
Table 5 to Table 8. The lengthy process to arrive at this final stage had taken a series of
complex quantitative analysis. Through extended data mining analysis the affective and
cognitive motivational dependent variables for learning were data mined to ascertain a
summary of the pedagogy effectiveness, which suggested men learn better by affecting
motivation, was very significance over ladies while it was the inverse on the cognitive aspect.
The findings agreed with the interns’ progressive learning and capacity to retain essential
knowledge in consolidating pre-exist knowledge with new learning to create skills for their
structural functionalism society.
Although the conative and social dependent variables were not considered in the
evaluation of PI effectiveness, however from Table 12, the conative dependent variable
happened to equate the behaviourist dependent variable that had SVs like career, personality
and structural functionalism. Nonetheless, the mentioned preferences stated that interns wanted
a career that combines finance and economics, instead of accountancy. Interns emphasized their
families depend on them for future support and interns preferred to spend less time reading
news online. Though interns were aware that their country might need more people with FE
skill, however they were less keen as other items ranked near the top indicated interns were
firm on going abroad for higher income (China Daily, 2012 Nov 7).
In Table 17, the cognitive dependent variable consisting of three SVs: concept map,
decision tree and knowledge retrieval, suggested interestingly that concept map and decision
tree were ranked top preference. Their thinking techniques were found helpful to interns’ career
as the instructional procedures were well received was among the top 20%. Preferences ranked
near the top mentioned these two tools were helpful in storing information and organizing
thoughts. Additionally interns have enough opportunity to apply these thinking tools at their
internship. Other priority preferences included internship assignments and ethos of CPD
workplace.
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Table 17 Statement of Variables’ Top 20% Rank after 1st and 3
rd Recording
Rank
Variable Sub-variable Item # Description O1 O
3 Status
Cognitive Concept map 13 The concept mapping techniques will help
my career
1 1 ■
8 I have enough opportunity to apply
concept-mapping techniques at my
internship.
4 2
▲
9 The procedure in mapping concept was
clearly taught.
12 3 ▲▲
Decision tree 4 The decision tree thinking method helps my
career.
3 1 ▲
Knowledge
Accessibility
2 I always access the direction given to get
the knowledge.
3 1 ▲
Affective Facilitation 6 I read the bulletin board daily. 4 1 ▲
2 The facilitator communicated regularly on
electronic bulletin board.
1 2 ▼
Seminar 3 I have opportunities to participate in all
seminars but I did not
5 1 ▲▲
Workshop 2 The workshop s caused me to think 1 1 ■
Conative Career 4 I want a career that combines Finance and
Economics
1 1 ■
Personality 3 My family depends on me to support them
in future
1 1 ■
Functionalism 3 My country will need more people with
financial economics skills.
4 1 ▲▲
Social Relationship
at Internship
2 My assignments at internship contribute a
lot to my career development.
3 1 ▲
8 The internship company is pleasure to work
in
10 2 ▲▲
CPD company
9 The intern was able to handle and accept
direction and criticism
1 1 ■
8 The intern worked independently with
minimal supervision
5 2 ▲
WIDE
1 The interns twice a month write up
accurately match the company's activities to
the report objectives
2 1
▲
Status legend: O1=1
st occasion, O
3=3
rd occasion
■=consistent, ▲= convergence, ▲▲= more convergence, ▼=divergence
There was a preference for knowledge directions from electronic interfaces as indicated
by interns’ priority to access electronic bulletins. In totality interns’ cognitive dependent
variable were able to provide intrinsic support to counter extrinsic expectation from CPD. Men
affective SV improvement was significance by 57.6 points and ladies rising significance by
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28.5 points in Table16. In cognitive men improvement was less significance at 3.0 points where
as ladies was rising significance at 33 points. The reason each gender learn differently was
further explained by earlier SV analysis from the behaviourist and constructivism dependent
variables; from which were extracted 20% of top and bottom items as preferred items after their
3rd
occasions.
Also from the same table, the affective dependent variable consisting of three SVs:
facilitation, seminars and workshops, saw preferences for less face-to-face communication with
the facilitator. Findings also included preference for workshops over seminar because the FED
workshops have engaged stimulative thinking through Excel ® both as learning groups and on
individual basis. There was less desire to participate in seminar and less desire for interruption
from promptings which suggested that interns like their own learning pace to be respected.
The extrinsic pressure from CPD affective expectation suggested that though CPD
assignments and workplace were highly ranked, the risk to CPD were more likely that interns
might not stay on after CPD and CPD companies expected this. On ratio comparison, a higher
pedagogy performance was observed when only affective and cognitive sub variables were
considered instead of considering all items. There was no distribution of value per SV hence PI
was an arbitrary measurement. Therefore assuming all 79 items was to receive equal weight,
and then the concept map, facilitation, and internship SVs were respectively ranked in term of
importance over 10 SVs. In terms of intrinsic versus extrinsic motivation, men were found to
perform intrinsically better than ladies with a very significance rating of 84.9 in Figure 5
compare than ratings that only considered behaviourist | constructivist. In this aspect Piaget
(1950) claimed that one’s cognitive maturity reflects interns’ understanding the first real
professional world by coming to term with expectation of CPD’s extrinsic motivation yet have
depended on their ability to avoid extrinsic pressure and by doing so were self-esteemed from
their developed capacity. While this agreed with the expectancy value theory (Fishbein &
Ajzen, 1975), then turning extrinsic motivation inside out with emphasis on intrinsic means to
produce learning might be more effective. Doing so might narrow asynchronous opportunities
to induce more practice with re-scaling the program to cumulate learning by adding on
experiences of distributions from varieties.
Convergences
Out of 79 items: 66 intern ratings and 13 CPD ratings, across 12 SVs in 4 variables, 11 have
converged (▲). Of these 11, 3 convergences were more significant (▲▲) such as concept
mapping instructional method as interns became more familiar with how it was delivered. Work
based learning at CPD was a significant aspect of social motivation as agreed as interns became
more aware that more people with FED skills were needed.
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Divergences
There were two divergences (▼) among the 17 top items ranked as top 20% among the 12 SVs.
This item, which belonged to the facilitation SV, was insignificant upon examining the details
in Table 6 because reliance on electronic media had increased. The reason for not participating
in seminars was a divergent, perhaps over the study period; increased module contents might
have shifted participation to electronic means as indicated in the analysis details in Table 6.
Consistencies
Five items have held their consistent (■) top ranked positions. Interestingly, among these five:
concept mapping techniques positivity to career and workshop as a thinking construct, were
much preferred.
Observation of carryover-effects
There were two observations of carryover-effects. The differential carryover effect in learning
was obtained from observing the ratings with darker border in Table 1, Table 14, and Table 15.
Despite the ‘dip’ in Personality score of Table 1 for both genders, this conative SV consistently
ranked top at first and third measures. In the SV item “My Family depends on me to support
them in future” might have stressed students’ learning the result was to be known later in their
eligibility to graduate and secure a competitive position. Among men, there was an interim
dipped from 5.9 to 5.7 in the constructivist table of Table 1 but that was counter-balanced by
rise in all other constructivist SVs in Table 1 and cognitive SV items in Table 17, despite mild
divergence in facilitation and seminar.
As for practiced-effect, investigation of Table 2 highlighted increased ratings’ divergence
related to ‘enthusiasm’ and ‘attitude’ observed in questionnaires item 2, 3, and 12. The counter
balances of these ratings were observed in improved ratings of the remaining 10 out of 13 items
including being offered to continue in their CPD companies upon graduation. Also, the
divergence of items 2, 3, and 12 happened in December 2010 when activities were higher due
to year-end closing whereby accounting and finance departments usually received greater
pressure while for interns (being still as students) were getting into festive mood. As
divergences were counter-balanced, no practiced-effects differential was observed.
Short Comings of the Study
From the study, discoveries suggested a need to investigate the research instrument as it had
produced results using simple averages before this study. This had made it difficult to formulate
analysis to correlate each average with another across time without risking guidance for
correctly interpreting motivation required to produce learning, partly due to the misplacement
of validity and reliability assessment procedure (Miller, 2012). However the study had agreed
to perform due diligence to qualify necessity for changes in order to abide by agreed ethics of
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withholding comment until the study was over. In addition, the interns having come into a new
learning environment of totally different assessment mode have to rebalancing their priorities
and social orientation. This aspect was not reflected into the existing research instrument.
Therefore, the need for investigation had viewed the data from new perspective to sight new
information dimensions that had shown direction and effectiveness of the pedagogy for
enhancement / error-correction. Moreover, the existing research instrument had shortcomings
for they were three years old, not updated and the numbers of questionnaires were uneven
weighted according to Table 14, which had cognitive weighted at 0.36, and social (internship)
weighted at 0.15. Therefore in view of a city’s fast pace of social development, the instrument
might have not have found time for enhancement.
The study had explored the effects to professionalising FED. The effect on the change of
intern’s rated capability and companies rating were dependent upon motivational variables
mentioned to understand these variables’ performance and their causal effects (Harter, 1981).
Therefore, the research instrument might be enhanced by using only questionnaires that directly
relates to cognitive and affective items. In addition, a lengthier study was recommended to
observe interns if direct affective intrinsic motivation might be superseded by cognitive
motivation with improved instructional pedagogic tools to keep interns engaged. The existing
instrument was recommended to be simplified with reduced questionnaires so that frequent
weekly survey might be arranged: O,X,O1,O2,O3,O4,X,O5,O6,O7,O8, X……….X,On from
the current O,X,O1,X,O2,X,O3.
Concluding Remarks
Table 18 offered a statement of findings that have identified the quantitative analysis towards
satisfying the objective questions for the research objective. The PI being the IV was to
measure the effectiveness for the FED program and from understanding the IV, the study
reasoned shortfalls that reduced graduates’ employability. The measure for MDP of FED
effectiveness only considered formal lessons and by reclassification had excluded conative and
social motivation as dependent variable. The reclassification retained only the affective and
cognitive dependent variables whose items have originally belonged to the constructivist
dependent variable. In doing so, the pedagogy index resulted in higher measurement than when
both behaviourist and constructivism items were considered in totality. A separate paper had
discussed the findings itemized in Table 14 and Table 17. The remaining tables that generate
information for these four tables are referred for further references.
107
Table 18 Corresponding Table Reference to Statement of Findings
RO RQ Main Findings
Referenced
Tables &
Figures
I
1 With Delphi method within data mining approach, pedagogy index shown
pedagogy performance had actually increased
Table 7
2 Analysis of each SV in isolation found SVs grouped by their motivational
category for RANOVA in Table 12 showed interns prefer tech based
workshops
Table 5
Table 12
Men preferred learning by affective twice more than ladies but ladies
cognitive learning were more through other means indicated in SV rating &
ranking correlation
Table 14
Observed differentials in carryover effect were counter-balance by
constructivist variables.
Table 1,
Table 14
Table 17
3 Grouping of SV under each of the 4 motivational variables showed top 3
contributions to learning from internship, personality profile and workshop.
Table 8
Table 7
Table 6
Table 17
Instructional pedagogy shown indirectly in Affective variable group had low
correlation ranking of 8 for facilitation and 10 for seminar indicating these
two were less attractive. However, the workshop components of Affective
ranking 3/10 indicate interactive learning through computing/electronic
media was more effective to keep interns engaged
Table 17
Table 14
4 Men were more participative in formal workshop and seminar. However all
interns’ preference for computer assisted instructional workshop as they rated
it important in assisting thinking.
Table 6
Table 14
Learning styles varies between genders and between interns and CPD
companies, which indicated interns were self-directed. Though no correlation
analysis was possible between personality SV and CPD rating due to unequal
data array which correlation analysis required, visual comparison indicated
interns’ personalities were responsible for their self-directing ability.
Table 14
5. SVs that engage learning through instructional design, which grouped
facilitation, workshop and seminar. All interns preferred electronic interface
to human interface. This concurs with GZ characteristics.
Table 6
The closest external source of demographic reference was from an
independent profiling of GZ, which had close visual agreement.
II
6 Work based learning seemed highly preferred by both interns and CPD
companies Although comparative ranking in how interns choose to learn and
how CPD wish intern to learn were almost entirely opposite However their
separate correlation between rating and ranking very high (0.99 and 1.0).
Though the data array were unable to perform correlation between these
internship and the personality SV, the fact that personality being the top
placing seemed to be a motivating factor.
Table 8
Table 14
Table 17
108
Comparative ranking of motivational variables importance by interns and by
CPD companies showed both parties have almost entirely different idea of
how interns wish to learn and how CPD companies wish interns to learn
Table 14
Observed investigation suggested divergence related to ‘enthusiasm’ and
‘attitude’ was countered balanced by the remaining 10 out of 13 items
including job offered to continue in their CPD company upon graduation.
The divergence happened in December 2010; a cyclical period for increased
accounting and finance activities.
Table 2
Table 17,
Table 14
III
7 The quantitative indication of increased human capital value was by many
positive CPD companies rating about interns’ ability to handle and accept
direction, work independently with technical ability capability. These
efficiencies were among key requirements by industry for further self-worth
through independent professional development.
Table 2
8
The nearest empirical analysis found men favored this discipline more. Both
genders were from professional accounting programs. Their transfer to this
was an indication that there were future careers from this new discipline
according to their raised awareness of opportunities in my city as financial
capital.
Table 7
Legend: RO=Research Objectives, RQ=Research Questions
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PAPER 5
How Generation-Z Wants to Learn
Author: Matthew Goldman Kimher Lim
Adapted from Chapter5 of unpublished PhD Thesis, “Market Driven Pedagogy for Financial Economics
Decisions – An Exploratory Study.”
Abstract -The study implied that suitable instructional pedagogy had increased motivation for
learning FED. Incremental learning of FED had expected from facilitation by computer based
instructional pedagogy towards social learning. At the same time, educational technology
catalyst now available for Science, Technology, Engineering and Mathematics known as
Pedagogy 3.0 is expect to extend to FED.
Introduction
This paper referred to research findings summaries of Table 18 in Paper 4, with supportive
tables from previous papers or their extracts embedded into this paper’s discussion as and when
necessary. The background of the study had formulated the problem statement by discussions
of mismatched pedagogy, curriculum relevancy, impending human capital shortage, demand
for MDP, GZ view of learning, partial resolution and pedagogy research gaps and hindrance to
graduates’ employability. Further information is extract from related tables where necessary to
facilitate discussions. For analytical details, reference might be made to respective sections and
details in Paper 4. This paper correspond each question to the respective stakeholders: interns,
CPD companies and higher education.
Concerning Graduates as Stakeholder
The discussion centered on process to determine motivation variable for FED pedagogy,
discovery of new knowledge about learning , interpretations the newly discovered knowledge
about motivation and learning, their oorder of importance, FED skills for employability,
gender’s motivation and learning style.
Process to determine motivational variables for FED pedagogy
Regarding RQ 1, to know the means about behavioral and constructivism variables in the study
and the missing information that informed better about the pedagogy effectiveness, it was first
looked at what the market was driving at. In “Are they ready for Work?” Casner-Lotto &
Benner (2006, p.14) reported 69.9% respondents identified critical thinking/problem solving
the lowest of three top deficiencies of applied skills among high school graduates. On the other
110
hand, 81.8% respondents reported deficient skill in leadership as the top of three deficiencies
among four year HE diploma. The widened gap between 69.9% and 81.8% had partially
attributed to cognitive abilities that enabled problem solving and in turn enabled leadership,
though leadership encompassed other abilities as well but largely the ability to lead in getting
things done.
From the original behaviorist and constructivism variables, little information was
extractable from the survey other than to determine the degree which constructivism affected
behaviorism from the 79 questionnaire items and whether together as internal motivation was
able to counter the extrinsic pressure of CPD. Before reclassifying database, the empirical
database was unable to reflect which SVs were responsible for each of the four types of
motivation for learning in the study.
The objective to identify the motivational variables that related the program more
effectively was satisfied in the study by the data mining analysis method, which through the
Delphi method made it possible to reclassify the questionnaires according to their appropriate
motivational category for formal learning. Through ranking items within each SV, their top
20% items resulted in a revised pedagogy index showed pedagogy had been more effective than
expected. By this enlightened knowledge, instructional methods guided to enhance productivity
in learning through managing time and instructional methods of two variables’ SVs: concept
map, decision tree, knowledge retrieval, facilitation, workshop and seminar.
New knowledge discovered about learning
With just behavioral and constructivism comparison, it was difficult to pinpoint the area that
needed more improvement to enhance employability. To address RQ 2, it was not enough just
to argue that the motivational dimensions existed and that reliance on interpreting each sub
variable was sufficient; no doubt, they were interlinked. The ranking of SVs by their correlation
significance between their rating and ranking correlation was insufficient as well to guide
exactly where to focus in FIS or where deficiencies exactly were. Knowing the right
motivational variables were important direction to meet market driven needs. External reports
had it that lack of decision-making skills was among the main reasons for low employability to
fill the structural functional voids in society (Ng et al., 2011; Hairi et al., 2011). Additionally,
existing behavioral and constructivism items were unable to lead in the construct of visual
understanding of human capital value that the FED program pedagogy had arbitrarily projected.
Because societies’ functionalism varies broadly according to their fundamental
differences in culture, norms, languages, religious beliefs, motivators and influencers to modify
behavior, constructivism might achieve greater result if they were structurally localized (Chan,
1999; Parsons,1975). This aspect confirmed to certain extent that behaviorism and
constructivism theorists might not be taken out of western context because in motivating
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learning, keeping interns engaged had remained the key (Papoutsaki, 2006) to establish a low
risk fundamental platform for organizing the development of learning. The reason being that
the fundamental of engagement rest largely in the ability to build upon pre-exist knowledge
because new meaning were constructed only when new information matches some of the old.
Employability directly referred to a person’s capability to fit into the structural functional
needs of society of the times, according to Parsons (1975) and further confirmed by a joint
statement by Gomory and Shapiro (2003, p.1). What Parsons, Gomory and Shapiro referred to
was that industries exits for economic growth reason (Butler-Bowdon, 2010) and one of the
resources of a nation’s wealth was human capital that were trainable to meet economics
opportunities when those opportunities became available.
A study by Mohamad et al. (2009) mentioned that graduates faced employability because
they lacked decision-making skills. Decision-making skills were also among the key needs of
employment; Ng et al. (2011) concurred that in their study “Malaysia needs an education
system that was market-driven in order to produce work-ready graduates”. These authors were
referring to motivation to learn for a career. Motivation might be extrinsic or intrinsic or a
combination in varying proportion (Steel and Konig, 2006). In CPD there were more social
factors to consider that meets individual needs within the group and sometimes requirement to
conform to social learning norm as found in the study that interns have very significantly
ranked their preferences for “The internship company was a pleasure to work in Table 17 of
Paper 4.
When intern groups formed according to certain criteria, polarity dilution might
minimize ethos for constructive structural functionalism when internship was purposive to
register new meaningful learning than just the objective of knowledge (Papoutsaki, 2006).
Internship within structural functionalism redefined ethos when interns work in ways that were
more effective that result in higher learning outcomes as CPD had sustained engagement and
the medium of engagement was involvement by means of some form of connectivity to draw
attention (Hopkins & Mel, 1993). The composition of such constructive structural
functionalism approach had required experience and skills, which suggested the dimension of
collaboration between interns and CPD that reclassified as social motivation. This social
motivation had improved the engagement process. To produce effective learning to bring out
the ethos of the whole thing that gave a sense of worth about the program, thinking methods,
mental development, emotion and behaviors; evidenced by convergence in the social variables
of Table 14 in Paper 4 and internship ranked 2nd place in Table 14 of Paper 4. However, unless
the behaviorist and constructivism items divide to illustrate more meaning, their interpretations
were limited to influence program effectiveness. This was because knowing where to enhance
depended on grouping SVs according to their common denominator. Of the 12 SVs in Table 17
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of Paper 4 directly belonged to constructivism of FIS: concept map, decision tree, knowledge
retrieval, facilitation, seminar and workshop.
Motivation for learning
In discussing RQ 3, missing information about motivation for learning to inform about the
MDP effectiveness for enhancing graduates’ employability, the discussion first rationalized the
reasons for motivational variables and their order of importance for subsequent discussion of
findings market expectations in FED thinking, professionalisation, delivery design and lastly
human capital perspective. Huitt (2011) mentioned six classes of motivation for learning. The
primary keywords for discussion were depicted in Figure 1 but since their motivation class
were unknown, the data mining method used to satisfy questions for Objective 1 had revised
the two original empirical classification of behavioral and constructivism items to four
motivational classes; affective, cognitive, conative and social.
Motivation for knowing FED
Intrinsic Extrinsic
affective cognitive
behaviorist constructivist
Figure 1 Primary keywords inter-relationships
These four variables of learning further divided into formal and informal learning. The
study limitation had only to consider the formal learning motivators, which further considered
only FIS. Analysis of the informal motivation variables conative and social analyzed
supplemented explanation when required. This was because learning had both extrinsic and
intrinsic dimensions and within each of them, there were direct and indirect motivational force
field (Lewin, 1997). Intrinsic and extrinsic motivation was synonymous with pushes (pressure)
and what pulls (attracts) demonstrated through incentive, needs and self-determination to direct
behavioural change that affects autonomous learning.
Among the four motivation variables, only the cognitive and affective directly impacted
this study because instructional aspects of the FED program was limited to within FIS although
learning went beyond CPD. Understanding the conative motives complemented understanding
the intertwine of the cognitive and affective aspects of FIS. This understanding was fully
supported by Loan (2011), Tremblay and Le Bot (2003) and Petrosky (1996). They expounded
that the sandwiched model of learning of formal lessons and industry practices, have sustained
113
Germany and Austrian employability because the transactional effects of the relationship
between learning and practices have increased effects of reasoning from doing with reinforced
theoretical understanding. More importantly they argued that Germany and Australian dual
education system model was responsible for reduced staff turnover which implied that people
were less extrinsic motivated to move on till they have learned sufficiently to feel confident.
The cognitive and affective intrinsic motivational variables were more important in FED
because they represented the contact time which interlinked seminar and workshops, and had to
be discussed together. Learning had plenty doing with information processing, storing and
retrieval (Huitt, 2003) and instructional methods were directly related to this end in learning
how to process information (Lau & Chan, 2012). The cognitive aspect identified with
instructional methods to develop FED thinking path to retrieve the right knowledge in time to
process information for making professional advise/decisions that were expected of
professional exams and CPD while the affective aspect trigger the engagement of mind, matters
and form.
Table 1 Extracts of CPD Companies & Reporting SV Ranking Analysis 1s & 3rd
recording
1st 3rd
A=All, M=Men, L=Ladies, ML=inter-gender, 1 or 3 = occasions A M L A M L
1 The intern was self-motivated during internship 8 9 7 10 10 5
2 The intern displayed enthusiasm and interest in doing good job 10 3 10 7 2 10
3 The intern demonstrated a positive attitude during their employment 3 5 1 6 3 8
4 The intern displayed a strong sense of professionalism 2 2 3 4 4 6
5 The overall quality of work produced by the intern was adequate 8 7 9 9 7 7
6 The level of the technical ability displayed by the intern was adequate 4 3 4 3 6 3
7 The intern displayed cooperation and ability to work with others was
effective 7 7 8 5 9 1
8 The intern worked independently with minimal supervision 5 5 6 2 8 2
9 The intern was able to handle and accept direction and criticism 1 1 2 1 1 4
10 The intern has prospects of regular employment with the company after
the internship. 6 10 5 8 4 8
Rating Correlation (R1) Ranking Correlation (R2)
All M L All M L
0.71 0.58 0.08 0.72 0.59 0.09
s 2 corr (R1,R2) = 0.23
1st 3rd
A=All, M=Men, L=Ladies, ML=inter-gender, 1 or 3 = occasions A M L A M L
1 The interns twice a month write up accurately match the company's activities to the
report objectives 2 1 2 1 3 1
2 The intern's dissertation twice a month report was interesting, practical and
demonstrates applying of financial economics decisions at the company 3 3 3 2 1 3
3 The intern offered creative input or suggestions to the report 1 2 1 3 2 2
Rating Correlation (R1) Ranking Correlation (R2)
All M L All M L
-0.39 -1.00 -0.09 -0.50 -1.00 0.50
s 2 corr (R1,R2) = 0.41
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According to Piaget (1950), the importance of igniting interest in learning became
important to elevate interest to a higher intrinsic skill. By that, a person might continue to
develop without being drawn by extrinsic means of rewards that might follow without the
pressure of chasing after learning (Huitt & Hummel 2003). Vroom’s (1995) expectancy theory
suggested that learners were motivated when their expectations of what they might have learnt
were met. That was the reason for measuring the extent of when interns’ learning expectation
had been met before they move on. The study’s interpreted that interns’ anxiety to move on was
indicated by CPD’s rating of interns’ prospect for regular employment which diverged from 6th
to 8th position and correlated to interns’ self-motivation divergence from 8
th to 10
th position (last)
despite CPD’s elevated of interns’ skills suitability to the job indicated in Table 1.
Motivational variables order of importance.
RQ 3 had its core that motive was the objective behind an action. There was a motive behind an
action; be it behavioral or constructive, and might either rightly or wrongly cause the type of
motive to attract or to repel learning. The explanation of ‘have to’ and ‘want to’ in learning
likewise suggested ‘have to’ as fear of failing in a program or ‘want to’ are; determination to do
well hence motive was either extrinsic or intrinsic for a period of time and might either
continue as extrinsic or cross over to intrinsic (Deci & Ryan, 2002). In the need to understand
the type of motivations to evaluate between needs and fulfillment, the drive towards an intrinsic
or extrinsic motive was explained by Herzberg (1987) hygiene factors; an expansion of
Maslow’s (1954) hierarchy of needs. In reality, motivations are not a steady state and alter
according to influencing factors that modify its temporary state according to Steel and Konig
(2006). Therefore, rankings might fluctuate over time according to changes in the
operationalized definition of personality.
The study produced the means to determine what information produced the capabilities
in FED skills that market had expected to constitute key aspects of employability. Because the
empirical database by one way repeated measures had originally classified its 79 items as either
behavioral and constructivist, therefore these two variables were viewed in a different
dimension to know which aspects of motivations have these two variables caused learning,
what, why and how. Findings from Paper 4 had shown that the situation for divergence or
convergence had shown that learning had enhanced beyond FIS through CPD activities. This
had further consolidated knowledge especially for ladies interns as indicated by the higher
probability of 0.808 than men, circled in Table 12 of Paper 4 about RANOVA and concurred
by Table 1 that had CPD companies rated ladies’ interns’ cooperation as top. The study had
observed that if companies were in agreement with the interns’ progressive learning and
capacity to retain essential knowledge in consolidating pre-exist knowledge with new learning
to create skills although conative motivation dimension was insignificant. Extrinsic motivation
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had mixed indication in learning support because intrinsic motivations have overcome even the
expectations raised by CPD companies as indicated by the rating differences between CPD and
interns. The actualization of needs had to some extent allowed intrinsic to supersede extrinsic,
depending on the changing of needs (Maslow, 1954; McGregor 2006).
Having mentioned the importance of cognitive and affective motivators, this was not to
undermine the importance of social and conative motivation to influence knowledge delivery
beyond FIS. Beyond FIS was where CPD added value to learning not just by inducing practice
but also the development of social relationship skills as Table 15 in Paper 4 have conative
ranked opposing by interns (intrinsic ranked top) and by CPD companies (extrinsic ranked
bottom). Interestingly affective motivation was opposite that of conative. These two motivators
ranking applied to both gender as well. A possible explanation was that in the study,
supervisors at CPD Company were either born from the tail end of Generation X or somewhere
within Generation Y whereas interns have GZ profile. These two generations have different
perspectives of work culture, career expectation (Jones, 2012; Trunk, 2011).
Additionally their increased emphasis on social leisure importance might have shifted
away work values (Twenge et al., 2010). Lady interns also pay less attention to cognitive
(ranked 3) against men intern (ranked 2). However the original variables; behaviorial and
constructivism in the study showed this was not the exact finding and suggested extrinsic
motive were more important from interns’ mid-ranked “income more important than skill” and
top-ranked “family depends on me to support them in future”. Additionally, interns’ increased
awareness of FED career opportunities in financial city received top rank as well as intention to
immigrate, suggested that incentive was the extrinsic motive for radical behaviorism (Schneider
& Morris, 1987). That CPD mid-ranked interns employability despite rating performance
higher was also an expectation that interns have a history of moving on after CPD though all
interns were offered regular employment (which did happened after CPD ended half year later).
Moreover, after the original variables were revised to four motivational variables and
retaining only cognitive and affective, had shown that interns were attracted towards learning
concept mapping and decision tree indicated of Table 17 in Paper 4, that they perceived those
skills have helped their career. Again, this ability had a mix of both extrinsic and intrinsic
motives; extrinsic because more skill increases employment mobility and intrinsic because it
increases their self-worth. Though fulfilling need (Maslow, 1954) was common in the
personality sub variable which the study confirmed with a consistent top rank of “family
depends on interns to support them” and bottom rank of personal time in” reading news and
information”, the challenge going forward for the FED program was to cause more intrinsic
motive for the learning FED (Dolan & Steven, 2010). This was an important challenge because
initial priority of liking concept map and decision tree thinking skill became bottom ranked,
again further confirming extrinsic attraction by career and the income.
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Wheather extrinsic motivation continued to be the stronger force that encouraged
learning was not fully indicated by the study and time limitation of the study did not permit
tracking opinion change. Huitt (2003) suggested that intrinsic was a better motive for
constructivism development. However his study also did not have a time line that tell whether
after a person learn from extrinsic incentive, the person might in future construct learning from
intrinsic. A reason to believe this might have happened after a person had actualized his goals
(Edwin & Latham, 2006; Swezey et al., 1994). Doran (1981, p.35) acronym learning as
S.M.A.R.T.E.R.: Speficic, Measurable, Attainable, Relevant, Timely, Evaluative, Reevaluative
in the setting of goals to learning outcome that might still reflect interchangeably as extrinsic or
intrinsic at different time i.e. beginning as extrinsic and became intrinsic after actualization
(Meyer, 2003); beginning as affective extrinsic to later cognitive intrinsic.
The findings have it that pedagogy was significantly effective by constructivism means
of affective and cognitive motivation in learning though more reflective in men than ladies and
vice-versa. Affective received more attention in the study than cognitive because its SVs
facilitation, workshops and seminars linked with the cognitive SVs. The link was highlights by
preferences in accessing information by electronic media indication a departure from contacts
in formal lessons. This had supported interns’ preference for workshops over seminars as
computing media had replaced the engagement media that traditionally happened in formal
lessons. The focus of attention from top ranked preferences that caused the significance was
concept map as a thinking tool was perceived as helpful to career and the opportunity practice it
and the way it was taught. Concept map had complemented decision tree thinking tool as
helpful for career.
The secondary quantitative findings were not within the pedagogy effectiveness
measurement and the objective questions but were important to supplement the study indicated
that the dependent variables conative and social have contributed to learning. This had
indicated that by ranking preferences, learning had extending beyond FIS through conative
means such as internship, awareness of FE related career and future need to support family.
Additionally, the higher significance social motivation by ladies showed the importance of
learning through social means. Interestingly the top item of three SVs (internship, decision
tree and concept map) all have mentioned career (Liang, 2012). This agreed with Casner-Lotto
and Benner (2006) report that critical decision-making skills and professionalism capabilities
were required keys for employability; top of the list was 80.9 % reported deficiency in written
communication
Decision-making for employability
The adoption of Alderfer’s (1972) thoughts, the ability of knowledge management by decision
tree and concept map for input-output efficiency speeds up growth and relatedness in FED.
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Based on the 20 | 80 rule (Juran, 1994), getting 80 performances with 20 percent of knowledge
was the target with right thinking methods (Babauta, 2009). Through end-in-sight conceptual
mapping techniques, cognitively overloading of non-essentials might avoid better data
immediate access to knowledge warehouse in the mind and clearer decision-making paths.
The Knowledge Retrieval SV had shifted toward preference for seeking electronic
direction to get the knowledge indicated in Item 2 confirmed by the lower ranked Item 4 in
Table 14 of Paper 4 stating interns had less preference to access other direction for knowledge.
The higher s2 corr of 0.31 & 0.22 and rank (s
2) 8|10 and 7|10 suggest intricacy between concept
map and decision tree SVs as the four SVs from the two subsets indicated preference for
accessing direction through electronic media for career and dissertation. From the findings of a
separate survey, 75% of university students have favoured electronic communication for
learning related (NUS, 2012). This finding lends creditability in cross verifying the findings in
this study to establish electronic media as the engaging enabler of learning forms part of the
larger population’s demographic characteristic.
Concept maps functioned to facilitate handling of large information volume (Brookfield,
1989). Like a map with proper index of routes, therefore by constructing relationships that join
ideas and data, new information were constructed to increase efficient (Babauta, 2009) benefits
from using decision tree commonly taught as one of the fundamental of quantitative methods
was its immediate use when deciding between two choices. In using decision tree thinking, a
framework laid out the problem with thoughts branching options of consequential decisions.
Repetitious efforts of these tools have instruct the mind to lower resistance in acceptance the
decision logic for choice that was efficiently interpreted so that one might continue to perform
with increased data volume using limited mental computing resources without having to spend
more time preparing and filtering data, hence FED thinking might develop. This form of
conditioning learning tells that familiarity through practice consolidates learning (Shettleworth,
2010); the study found interns’ consistent preferences for concept map and decision tree of
Table 17 in Paper 4.
From system theory schema; a loop of input, process, output, feedback and control (IBM
Corp., 1974), financial statements forms the fundamental in FE parallel to the capstone
operating formula as one main layer of a master concept map which adopted the generic
cascading waterfall model (Royce, 1970). The importance of this directional design in concept
map was to train interns’ ability to manage information in the way that they might efficiently
store (input) and retrieve (output) information and in doing so might enlighten self-esteem.
The approach in MDP of FED used few condensed concept maps in consolidating
learning such as that of Figure 2.4 because the ultimate map most constantly retrieve in FE
were financial statements; being end-in-sight maps, cash flows from daily recordings to
income statement and balance sheet. The importance of the map was to eventually skip
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thinking and cause unknowing learning of financial equations by following arrows direction
flow that subtly directs logic. This became involuntary reflect action needing nothing to trigger
thinking effort.
The MDP of FED had reviewed that the employment of concept mapping for finance had
been wide according to few regular writers promoting this aspects of illustrative active thinking
(Biktimirov & Nilson, 2003, 2006, 2007; Filbeck & Smith, 1996; Mento et al., 1999,
Nettleship, 1992). From their surveyed of 15 publications’ pedagogical approaches, it was
identified that those that advocated concept maps to engage learning included Leauby and
Brazina (1998) who illustrated their support of using concept mapping in accounting. Graphs
were natural integral aspects in decision-making courses so were grids but the way illustration
presents these concept perhaps might enhance understanding as pointed by Schau and Mattern
(1997) and by Sirias (2002). Tukey (1980) suggested that for both qualitative and quantitative
analysis, the over reliance of numbers might cause one to be myopic in analysis by missing out
the bigger aspect of what might suspiciously be drawing close to issues under discussions used
generous diagrams to amplify the coming together of FE ideas for product revisions.
Interlinking this aspect with concept map and decision tree, there seemed a good success
probability to experiment with more electronic base interactive educational interaction and less
FIS. That being the future, then machine based case teaching method emergence by Pedagogy
3.0 might be the metacognitive direction (Vanides, 2010). Additional the above mentioned
emphasized preferences for electronic interfaces,. However there remained ways to make
seminars more interesting and time-efficient in explaining theories so that non-face-contact
workshops might be effectively facilitated beyond proximity. Workshops were well liked by
men as workshops stimulated thinking while ladies liked asking questions at workshops though
ladies least preferred facilitator’s prompting. Given the preferences for workshops than
seminar, the emphasis seemed to determine ways to improve seminars interest as seminars
explain theories for workshops which execute those theories from seminars.
The positive results implied to improve clarity with check points when delivering
instructions in order to relate effective techniques to dissertations as the rising ranking were
related to career and dissertation. Checking back, the combined findings of the Facilitation and
Knowledge Retrieval SVs pointed towards interns preferred knowledge directions from
electronic interfaces such as those that were web-based. According to Piaget (1950), the
importance of igniting interest in learning might later upgrade to a higher intrinsic skill because
a person might continue to develop without being drawn by extrinsic knowing that rewards
might follow without the pressure of chasing it.
Vroom’s (1995) expectancy theory suggest that learners were motivated when their
expectation of learning were met and that were the reason for measuring the extent that learning
had incapacitated ability to address advisory capacity. What might happen was to train the
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mind to consolidate prior learning of economics, retrieve it along a decision tree perspective.
Therefore leveraging on building familiar cases have enhanced effective and efficient
engagement in facilitating critical lateral thinking of the elasticity in financial risks due to
quantity demand and imputed costs associativity in trading a commodity contract, pricing a
project or pricing a manufacturing contract. Further reasoning capacity have influenced
understanding of geometric and parametric cost perspectives when finding the best band of
profitability; be it product, services or composite.
Gender’s motivation to pedagogic delivery design
Continuing on with RQ 3, the study reported men learned better from affective motivation. The
study had disallowed discriminatory questionnaire of whether an instructor’s gender had
mattered as an efficacy motivator (Bandura, 1997). However ladies intern have ranked lowest
for their wanting to communicate often with the facilitator (a man). Similarly ladies also ranked
lowest on their preference for the facilitator prompting many questions to help in performing
learning. These two lowest preferences indirectly related to efficacy in FIS including seminars
and workshops where both genders reported their preferences to the efficacy of electronic
media for information access instead of traditional face-to-face instructor-intern contact.
Vanides (2010) mentioned that the HPCI had constructed open-ended involvement with
student through a mix of pedagogic models close to Web 3.0 technology for enabling
functionalities such as advance search engines in the background for seamless interface with
machine based learning/teaching foreground. With increasing advent technologies, new
dimensions of learning might expect recordings of secondary findings in the study about social
motivation which ranked second after conative motivation, among the four motivations. Table
15 in Paper 4 also had overall ranked affective last and cognitive second last by interns. CPD’s
rating was the opposite; affective was ranked top and conative ranked bottom.
This divergence signified the importance interns placed over how they want to learn
which was different from how CPD desired them to learn, perhaps a paradigm shift had begun
when the order of motivation importance indicated this divergence from traditional learning and
teaching. About cognitive and affective, the findings of this study showed that men learnt more
through affective motivation than ladies did.
Learning style
Regarding RQ 4, quantitative analysis was non-conclusive in identifying interns’ learning style.
Observations found that motivation to learn had varied between genders According to Felder
and Silverman (1988), the type of motivation received affects the learning style because the
motive to learn triggered behavior of learning. Given that conative and affective learning
seemed to supersede other motivation, both genders were differently motivated as ladies relied
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more on social learning than men did. Previous sections were not supportive of matching
learning style to interns. Davenport (1987) had mentioned that due to over-literature on
different reasons for adults to adopt difference style, he advocated researches to refrain from
excessive refining learning style. If there was suitable stable learning model, individual adult
might define their own learning plan according to their own understanding of how they might
learn best for the social circumstances they were in. A survey stated that social skill in
teamwork had ranked top among sixteen skills expected by employers (NUS, 1999) suggested
industries’ preference for team learning in organizational behavior.
Localization was among key success criteria in teaching adult (Papoutsaki ,2006; Fan,
2011; Biallas, 2007); cultural influence plays a significant role in defining lifestyle, which
included behavioral attitudes towards work, play, family values and learning as evident even
within the same country (Chan, 1999). This one variable had modified expectation of interns
learning. Learning at CPD was therefore not generic as concurred by evidence in six Asian
nations’ preference to conduct training that suits their learning style (Mok & McCartney, 2012).
Even when re-engineering learning processes, the assumption was not to take style granted was
the most important in delivering learning to various settings in different geographical regions
(Ottewill et al., 2004; Valiris & Glykas, 1999; Petrozzo & Stepper, 1994).
The cause of each learner was self-directing might perhaps be explained by Maslow’s
(1954) hierarchy of needs and McGregor’s Theory X,Y (Clark, 2012) considering that adults
learning varied according to their circumstances (Kerka, 1994). Understanding several
unchallenged theories and philosophy give a significant backdrop in designing and delivering
training; constructivism, Socrates cause-effects, ethos, engaging, facilitator etc.. The exposure
to training adults abroad by Cooper and Henschke (2004) had provided insightful confidence in
designing expectation that might escalate learning to achieve more with less and this opened
interesting questions of why and how in instructional matters.
According to Knowles et al. (2005), the adult entertained many matters in his mind at the
same time according to priorities of responsibilities. Thereafter, to engage interns continuously
was largely an instructional challenge compare to others not getting into the job market
(Blakely & Tomlin, 2008). However identifying more effective engagement method for the
population was reflective in the purposive sample had been debatable considering a possible
matrix of thirty-two dimensions of learning and teaching styles (Felder & Silverman, 1988,
p.675).
Additional information from external sources
According to a recent online survey about GZ, values (Askform, 2012), respondents ranked
happiness (12.84%) and three others of equal ranking (11.93%) were health, friendship and
love. Both power and academic performance (1.83%) were ranked lowest followed by money
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and hobby (4.59%) on questions that asked what things or goals were important to them. When
asked what qualities were important for these groups to achieve their goals, three items ranked
equally at 12.37%: creativity, confident and sincerity/honesty. The lowest ranking was
systematic (4.12%). Four others had shared the second lowest ranking; attentiveness, diligence,
positivity and steadfastness (down to earth) shared the second lowest ranking.
The social and conative variable, though were beyond FIS activities, however were
within the framework of GZ’s perceived norm such as things, goals and qualities that are
important to them to achieve their goals. The important factors circled in Figure 1 have severe
implication about managing conflicts in learning theories in the sense of how older generation
were taught to teach and how new generation want to learn when technologies advent had
reached social net-working and social e-Learning. Additionally Table 15 in Paper 4 suggested
that the opposing perception of interns and CPD companies in different motivation variables for
learning was perhaps one of the important points in performing exploratory study to discover
hidden knowledge about how GZ want to learn instead of entrapped into manipulating the
variables to satisfy the desired end-results.
Concerning CPD as Industry Stakeholder
The interface between interns and CPD is delivery of quality work. The concern by HE was the
mutual benefits between interns and CPD companies; the intern got to practice and the CPD
companies got work down and possible first hand idea of prospective employee. Therefore, the
mutual benefits discussed were professionalism and the effectiveness of the pedagogic design
that might lead interns to function in society with the learning consolidation.
Professionalism and written communication
CPD companie’ perspectively have ranked professionalism above average (4th rank). Written
communication about companies activities with creativity ranked 1 and 2 respectively
suggesting interns’ have placed lower priorities on their own dissertation. In an enlarged
definition, the term ‘capability’ means resourcefulness within objects (UK Government, 2011)
which in this study had referred to the FED program and the capacity were interns FED
capability derivable from motivational sources.
The process of professionalising involved departing values that demand professionals to
self-regulate their practices with standards and laws. Professionalism directly refers to the
instructing and learning of advisory decisions within the governance of surrounding
constitutions and acceptable standard, as known by the ‘advise’ command word, which
appeared 10 times in 12 consecutive professional Level 2 exam of an accountancy body
according to Hughes. A reason for sustaining the need for professializing education was for
transactional expectations between HE and industries to enhance graduates’ employability in
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market driven economies, as Casserly (2012) had indicated among ten skills to be hired. The
wholesome requirement for command words familiarities and communication skills
imminenize universities’ vigilance coupling with industries for sustainable relevancy.
Implicatively, programs were to synchronize to industry to sustainably established
continuous relationship management for effective knowledge transmission and dissemination of
learning outcomes. To that end, then motivational had meant that the instructor’s own
philosophical belies of instructions was governed by interns’ background, knowledge and
experience, situation and environment that together had effectively interlinked a MDP to
professionalise human capital. This had then consolidate prior learning, practice theories and
relate theories as reflected in CPD rating of top three items; ability to handle and accept
directions and criticism, work independently with minimal supervision and acceptable technical
ability.
Instructional pedagogic design from structural functionalism
Following the revised Bloom’s taxonomy, the FED’s TEP model emphasized learning was
internally motivated in a cooperative environment. This being so as constructing knowledge
might be cohesively involving. The wholesome involvement process included the intern who
wanted to learn and contribute to the internship, the facilitator who wanted to depart
knowledge, improve upon it, and industries that encouraged building the particular body of
knowledge (Parsons, 1975; Miller, 1955). Nonetheless, the reality of internship was that
module development, instructional methods, learning methods, organization, management and
leadership were all intertwined. Another reality was that industry stake holders might not
participate in tandem with the improvement process. Therefore to analyze the possible solution
from various perspectives, it might also side with few possibilities like the challenges ahead of
fundamental training, organizational behavior and culture and some successful experiences to
make some comparison and then suggest how it might move forward in MDP for FED.
In organizational behavior and culture, it might be brought to light, thinkers whose
theories remained not only unchallenged as supposed to thinkers whose theories were yet to be
widely accepted; all with regards to instructing interns in different settings, yet touching all
bases. The ethos of internship created through an interaction between formal processes, which
governed behavior, attitudes, relationships and the module along the informal messages given
out via displays, documentation, use of resources and space by pulling all things together to
cause positive co-existences between interns and their CPD companies (Freiberg,1999). That
ethos of late was influenced by how young people preferred to learn according to McKinsey’s
survey (2012, p. 45) in Table 2 with emphasis placed on engagement through CPD, hands-on
workshop and multimedia (electronic interface). These three variable ranked high on
McKinsey’s list were concurred exactly with this study in Table 14 of Paper 4 which had
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Internship ranked second, Workshop ranked third and Facilitation ranked eighth. Closer
examination of Table 3 had concurred that there was a strong preference for electronic interface
whose definition closely resembled multimedia.
Table 2 How Young People Prefer to Learn
Most effective instructional
techniques
Use of hands-on learning in academic and vocational
institution
% of respondents saying
techniques was effective
% respondents indication a majority of hours spent in
learnng methodology
On the job training 62 Theoretical Hands on
Hands-on-training 58 College grad or some college 76 24
Multimedia 54 Vocational 37 63
Seminars 46
Traditional lecture 30
Onlinedistance
learnng
30
Adopted from: McKinsey survey, Aug-Sept 2012, p. 45
To avoid risk in instructional pedagogy, it is reminded that more critics have claimed
inappropriate matching of learning style to individuals and that the ELT had been refuted
(Glenn, 2009; Revell, 2005). Therefore a lower risk instructional pedagogy might be safely
adopted to consider localization; six Asian nations have shown different instructional
arrangement (Mok & McCartney (2012, p.13). Within a financial city, it might not be a generic
representation of GZ learning style. If localization was among key success criteria in designing
instructional system, cultural influences had played a significant role in defining lifestyle
behavior attitudes learning (Papoutsaki, 2006; Biallas, 2007). Localization (Kerka, 1994)
being a variable capable of modifying interns’ expectation in receiving learning content
according to different geographical regions and social policy might explain some cause for
delayed self-motivation to learn. Interns as new adults tend to entertain many matters in their
mind, therefore making it more challenging to keep him/her continuously motivated to learn
(Blakely & Tomlin, 2008). Since CPD offered the opportunity to practice knowledge on a
specific job, it differed from an actual employment in the sense that the intern contributed to the
company’s revenue while learning and being monitored at all times about his/her progress. It
benefitted the company in cost savings in recruiting other than to have an experience
supervisor’s time mentoring the intern’s work progress, attitude, and reliability for
responsibilities (Brown, 2006). The risk might be that promising interns’ desired for mobility
might not have shown in the study after their internship or there were dissatisfaction by
ambitious interns who desired diversity (Vedantam, 2008).
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Table 3 Extracts from Facilitation SV Analysis after 1st & 3
rd Recording
A=All, M=Men, L=Ladies, ML=inter-gender, 1 or 3 = occasions A M L
A M L
1 The facilitator varies his training methods according to the needs of
the module. 2 2 4
7 6 6
2 The facilitator communicated regularly on electronic bulletin board. 1 3 1
2 4 2
3 Whenever I am not clear of what I read on the electronic bulletin
board 7 6 6
4 3 5
4 The facilitator was always prompt to reply all interns’ queries. 5 6 3
3 2 4
5 I communicate with the facilitator often. 2 1 5
5 6 3
6 I read the bulletin board daily. 4 5 2
1 1 1
7 All assessments about the training were well informed. 6 4 7
6 5 7
Understanding several unchallenged theories and philosophy gave a significant backdrop
in modeling an appropriate instructional system that was capable of escalating instructing
interns in a way that more learning might be achievable with improved instructional design
(Babauta,2009). For this reason, internship was purposive in embodying all bases of learning
through consolidating knowledge and practices to formulate attributes of incidental, accidental
and experimental learning along with continuous dialogues with CPD in developing best
practices through internship.
Notwithstanding, status quo gap between industry and academia, the forces of supply and
demand were still the best indicator of requirement for CPD as a pre-requisite to actual
employment (Diaz-Vazquez & Snower, 2002). Again, a low risk and effective method was
desirable to set a fundamental approach in designing instructional method that produced more
effective and timely FED graduates, yet the intense challenge still remained for interns desire to
move on competing their CPD as the study had shown by CPD’s rating that interns were
unlikely to stay on.
Concerning Higher Education as Stakeholder
Representing HE, the research site provide was concerned among many things, the perspectiv
of interns’ human capital value, the prospect of FED education, MDP as a going concern, and
the FED instructional pedagogic development initiative.
Perspective of interns’ human capital value
RQ 3 queried about raising human capital value. CPD provided the opportunity of practices
which interns high ranked it second as practices might condition the mind in retrieving
knowledge and warehouse them more efficiently for direct respond to work related activities.
The discussion of this question is elaborated in Paper 6.
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FED educational prospect in relations to MDP
Given that the financial economics discipline was relatively newer than finance, accounting,
and economics, more graduate schools were offering the program as well as undergraduate
(City University, 2012). The prospect of its popularity seemed bright especially in financial
capitals. Additionally, men interns favored it more than ladies. The instructional pedagogy of
financial education was likely to improve from previous studies which mentioned that extensive
use of Excel ® as cause-effect thinking tools to engage students (Walters & Pergola, 2012;
Elrod & Norris, 2012; Ariely, 2008) might likely remain and improve along with technology
upgrade which had happened for STEM programs (Science, Technology, Engineering, and
Mathematics). The logic being, that the mathematical part of STEM was closely related to
FED, as FED had mostly quantitative behavioral finance and economics. If STEM had
leveraged on technology to enabled facilitation like machine learning, this intelligence might be
extended to non-STEM such as FED in a wider scale, though many aspects were already
practiced by trading automation in major financial markets.
In a market driven curriculum, the pedagogy might expect to include this form of
professional education. Even storytelling of current events (Bryant & Harris, 2011) by
facilitators might be obsoleted when intelligent software and computers generate more
sophisticated scenarios than a Socrates prompting styled human storyteller does. As it had been,
management educations have used online management games in its pedagogy (Accurate, 2012).
Demonstration accounts against real market scenarios were available for assimilation by
familiarization (Admiral Markets, 2012). The FED program only needed to built-in this
instructional pedagogy into its curriculum. Another prospect that affects FED education was the
shift towards social learning, which this study had not expected. Nonetheless, the analysis by
the data mining methodology had indicated that by availing social learning, the pedagogy of
FED might expect to redefine itself such as learning on demand, in addition to the flexibility of
learning beyond FIS.
Proposed MDP model
The MDP for FED and other programs that serve to narrow human capital deficit is the
darkened border of Figure 2 showed dialogues and educational data mining might be imminent
for strategic human capital planning to meet market driven human resources requirement,
failing which macroeconomics objectives might face severe challenges in national budgetary
planning for human capital development. Three proven study/work modes mentioned in this
study have their graduates ready for work: TEP, Germany/Austria and ICAEW’s RAID model.
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Figure 2 High-level schematic Market Driven Pedagogy Model
Combinatorial Summative Statement of the Research Finding
From the initial report of simple averages that provided little guidance in pedagogy direction
from outdated research instrument, the study by using a data mining approach to discovered
new knowledge of various motivational dimensions to consider for the purposive samples.
Analyzed results were back-flushed to research questions, objectives, and problem statement to
concluded that the fortified force field analysis reflectivity of the pedagogy’s strength and
weakness have enhanced instructional methods used in the program as emphasis to sustain
higher/professional education’s co-existence with industries. The finding also reinforced an
initial study, which formed the background of this study whereby instructional deliveries in
learning need to be fostered by workflow and cause-effect prompting those employers had
consistently advocated. Recalling the problem statement that the mismatched pedagogy,
curriculum relevancy, impending human capital shortage, demand for MDP, GZ view of
learning, partial resolution, pedagogy research gaps and hindrances to graduates’ employability;
findings from Paper 4 in Table 1 of this paper were consolidated Table 4.
Process:
MOHE approved UG programs in various
modes to public and private HE:
1. TEP mode as in this study,
2. Germany/Austria dual-mode,
3. ICAEW’s RAID CPD model
Feedback:
Continuous CRM dialogues
/survey on national productivity
Inputs:
MOE
K-12
program
Output:
HE Graduates to
industries (top up
training by on-the-
job, in-house
programs and
private providers)
Inputs:
Sectorial
Economics
Performances &
Foreign Direct
Investment
Fiscal budget:
human capital
developmental
needs
Feedback:
Per capital GDP evaluation per level of
human capital contribution
Database A
EDUCATIONAL DATA MINING processes
Database B
Process:
Macro-economic model &
national human capital needs
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Table 4 Combined Summaries of Research Objectives, Questions, and Findings & Discussion
Research Objectives Objective Questions
I. To investigate
and assess
interns’
abilities in
learning the
FED program,
since interns
are the main
stakeholders.
1. What process was taken investigate the reasons for motivational
variables for MDP effectiveness of the FED program?
2. What new knowledge did the investigation process discovered
about interns’ learning including crossover effects?
3. What aspects of motivation might be more important in
contributing to knowing the direction of interns’ growth in
learning?
4. Might there be a learning style for MDP and for different
gender?
5. Was there additional information about motivation for learning
from external sources?
Summative answer to research question 1:
a. With Delphi method within data mining approach, pedagogy index shown pedagogic
performance had actually increased as in Table 4 of Paper 4 indicating that data mining
approach had refined the one way repeated measure.
b. Delphi method within data mining approach offered new knowledge dimensions about
motivation for learning, yet still retaining the underlying characteristics of the reclassified
variable and its ability to change between intrinsic to extrinsic whenever the motive was
stimulated (Skunk, 2008).
Summative answer to research question 2:
a. Analysis of each SV in isolation shown in Table 5 to Table 8 in Paper 4 produced limited
information.
b. New information was known when the SVs were grouped by their motivational category
for RANOVA in Table 12 of Paper 4 showing men preferred learning by affective twice
more than ladies but ladies cognitive learning were more through other means indicated
in SV rating & ranking correlation in Table 14 of Paper 4.
c. Learning was more extrinsic than intrinsic motivated having examined that the
operationalized personality ranked top among all SV and physiologically contributed
more to ‘having’ to learn than ‘wanting’ to learn as seen that both concept map and
decision tree SVs were important for career (Deci & Ryan, 2002).
Summative answer to research question 3:
a. Comparative ranking of motivational variables importance by interns and by CPD
companies showed both parties have almost entire different idea of how interns wish to
learn and how CPD companies wish interns to learn as indicated by Table 15 of Paper 4
b. Understanding conative motives had complemented interlink between cognitive and
affective aspects of formal lessons (Loan, 2011; Tremblay & Le Bot, 2003; Petrosky,
1996).
c. Table 17 of Paper 4 grouped SVs under each of the four motivational variables showed
top three contributions to learning from internship, personality profile and workshop.
d. Equilibrium of pedagogy effectiveness was subject to the preferred type of motivation
(Steel and Konig, 2006) considered important by learners instead to provide better
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guidance to direct instructional designs.
e. The higher rating of social motivation informed that pedagogy had only considered the
CPD aspect and perhaps should consider learning beyond formal classroom and CPD.
f. Two lesser motivation factors, social and conative discovered ability to enhance the
overall pedagogy than extend beyond FIS through the FED program that emphasized
CPD support.
g. This was because there was a limit of how much cognitive effort might stimulate
affective motivation as shown by the theoretical manipulation of Pareto distributions
from a base of 20 | 80 to 80 | 20.
h. Although WIDE was not supportive of the social and conative aspects of motivation,
WIDE was a reflective part in TEP to bridge reasoning between theories and CPD
practices using concept mapping to assist the learner.
i. Instructional support had shown in the Affective variable group of Table 17 in Paper 4
with had low correlation ranking of 8/10 for facilitation and 10/10 for seminar indicating,
meaning that these two were less attractive.
j. However, the workshop component of Affective ranking 3/10 indicated interactive
learning through computing and electronic media was more effective to keep interns
engaged.
k. FED thinking capability required by industry had been acknowledged by interns’
motivation in identifying concept map and decision tree as important to their career
development; evidenced in interns’ rating direct and indirect instructional methods
related to decision-making (Johnson, 2012).
l. The FED program was to epitome interns’ cognitive ability to practice, then
consolidating learning by adding new knowledge to prior learning. This it had achieved
with direct intrinsic motivation for cognitive development by affective means (Russell,
2003; Seo et al., 2004), seemed to be the prime factors of innovative instructional
pedagogy (Dezure, 2012, p. 4) to bring out the best in understanding fundamental
knowledge.
m. No crossover effect was in suspense due to counter-balance effects from other variables.
Summative answer to research question 4:
a. Men were more participative than ladies were in formal workshops and seminars.
b. However all interns’ preference for computer assisted instructional workshop as they
rated it important in assisting thinking.
c. That HPCI‘s direct link to Pedagogic 3.0 for STEM had responded to convergence of
learning towards machine centric instruction.
d. In addition, the indirect social motivational variable suggested a growing reliance on
learning outside of FIS as indicated by both genders’ higher preference for internship
especially by ladies intern.
e. Learning styles varied between genders, and between interns and CPD companies. This
indicated interns were self-directing.
f. Though no correlation analysis was possible between personality SV and CPD rating due
to unequal data array which correlation analysis required, visual comparison indicated
interns’ personalities were responsible for their self-directing ability.
g. Felder and Silverman (1988, p.675) suggested learning style was not static but fluctuates
within a possible matrix of thirty-two dimensions of learning and teaching styles
according to the type of motivation received to trigger the motive for the learning
behavior.
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Summative answer to research question 5:
a. The nearest external source of demographic reference was from an independent profiling
of GZ, which had close visual agreement.
b. The divergence of GZ from traditional styled seminar towards more interactive with
technology enabled learning implied changes in pedagogy was to be expected to suit GZ
learners as seen in this generation of pro-computing technology learners.
c. McKinsey report (2012) supports this imminent divergence.
Research Objectives Objective Questions
II. To determine the program in being market
driven towards CPD companies’
expectation, as CPD companies are
stakeholders
6. What did the variables informed
about interns’ practices at their CPD
companies including differential
practice effect?
Summative answer to research question 6:
a. Work based learning seemed highly preferred by both interns and CPD companies.
b. Although comparative ranking in how interns wished to learn and how CPD had wish
interns to learn were almost entirely opposite in Table 15 of Paper 4.
c. However their separate correlation between rating and ranking was very high (0.99 and
1.0) according to the bottom of Table 14 in Paper 4.
d. Though the data array were unable to perform correlation between these internship and
the personality SV, the fact that personality being the top placing seemed to be a
motivating factor.
e. Continuous transactions between educational providers and industries were imminent to
ensure relevant skills were learnt to increase graduates’ employability; professionalism
and communication ability being part of the ten skills to get hired (Casserly, 2012) were
developed through CPD as part of a tri-education program.
f. SVs that engaged learning by groups for facilitation, workshop and seminar.
g. All interns preferred electronic interface over human interface which concurs with GZ
characteristics
h. The study had explored the effectiveness of the pedagogy from the effect on change of
intern’s rated capability and companies rating were dependent upon motivational
variables mentioned to understand these variables’ performance and their causal effects
through those SVs that concurred with GZ characteristics.
i. Instructional pedagogic processes was therefore not to be taken for granted that one size
fits all as evident by survey of six Asian nations in how they administer learning in
tandem with structural functionalism as those processes were responsible for engaging
learners into contemporary practices and integration into the industry (Mok &
McCartney, 2012; Johnson, 2012).
j. Other variable items have counter balanced whatever practice effects.
Research Objectives Objective Questions
III. To determine the
program’s direction and
its contribution to
human capital
1. What was the process used to demonstrate human
capital improvement with that of MDP?
2. Since FED was relatively new compare to Finance
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development as it
concerned higher
education as
stakeholder.
(which extended from Accounting) and Economics,
what might be the future direction in FE education?
Summative answer to research question 3:
a. The quantitative indication of increased human capital value was by many positive CPD
companies rating about interns’ ability to handle and accept direction, work
independently with technical ability capability.
b. The efficiencies mentioned were among key industry requirements for autonomous
development.
c. Treating a person like as company’s balance sheet, the Johari window concept (Luft &
Ingham, 1950) suggested that efficiency in making decision known by the person and the
potential employers enhanced a person’s marketability; that efficiency was in part subject
to pedagogic treatment and in part motivated by the extrinsic or intrinsic needs.
d. The closest observation from empirical data found men have favored this discipline
more.
e. Both genders were from professional accounting programs. Their transfer to this was an
indication that there were future careers from this new discipline according to their raised
awareness of opportunities in my city as financial capital.
f. The prospects for FED careers remained good in financial capitals because the advent of
education technology in Pedagogy 3.0 (Vanides, 2010) having redefined instructional
pedagogy might come into FED and therefore raising prospect value to this study into the
area of computer based teaching/learning.
g. Perceivably, the blueprint for machine teaching and learning of FED might require a
taxonomy system design with blending of computer generated structural decomposable
concept maps, rules to update, and retrieval databases.
h. Seemingly, taxonomic initiative have been influence by technological advance to four
levels towards merging with Gane Sarson SSADM towards mergers of computer based
learning, teaching and case facilitation while paralleling CRM dialogue with industry . In
doing so, it might harmonize learning outcomes from pedagogy and curriculum to meet
CPD’s expectations, therefore enhancing graduates’ employability as a wholesome MDP
approach to add on another resolution to lessen the burden of unemployment.
i. The conceptual macro-micro level HIPO elaborated interlinks with the government as
additional stakeholder provided a wholesome conceptual approach to formulated MDP
educational policy strategy for FED and other disciplines.
Theoretical and Practical Implication of the Study
The exploratory study on MDP of FED had advised to avoid the trapping of self-fulfilling
prophesies as Kline (2004) suggested with an argument list of fallacies which the use of null
hypothesis had produced. His list fully supported this exploratory study which proved the
inaccurate status quo perception that teaching had gone well in the past few years without
regards to the changing motivation in learning. Exploratory research had proven its
functionality in this study by evaluating the complete empirical database to discover new
dimensions of information about motivation for learning through the relational clusters of
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various SVs within the four DVs: cognitive, affective, social and conative. This implication
reinforced a need for exploratory research before identifying what might realistically be
hypothesized in later quantitative studies. Within the primary and secondary relationship among
the four unevenly weighted motivational variables cognitive, affective, conative and social;
their SVs informed the possible mixtures of extrinsic and intrinsic motivation factors which
agreed with market driven forces to harmonize delivery of knowledge with the way GZ wish to
learn.
Within limitation, the research met its set objectives in varying degrees to become
another contributor to the pool of partial solution to enhance graduates’ employability. From
the analysis drawn from Table 1 where directly related motivation for learning were concerned,
the inclination during the study period was towards more affective motivation for learning than
cognitive especially for men. Nonetheless, force field analysis implied that motivational for
learning had skewed towards social and conative motivation for GZ learning.
Table 5 Extracted Comparative Pedagogy Index after and before Delphi
Affective | Cognitive ratio (after) Behavioral | Constructivism ratio (before)
Occasions All Men Ladies CPD All Men Ladies CPD
O1
22.9 24.3 21.9 33.3 21.0 21.9 20.9 33.3
O2
54.0 55.0 53.3 66.7 41.7 42.4 41.8 66.7
O3
83.9 84.9 83.3 100 68.7 69.0 68.9 100
Above data were extracted from Table 13 of Paper 4
In the absence of opinion regarding influence from gender of instructor/facilitator
towards learning, the inclination of both gender preferences for electronic means of
communication in learning implied that aspect was irrelevant. Additional support of that
implication had relied on GZ demography’s inclination towards computing technology, which
formed the basis of computer-based learning seen in HPCI. This implied that changes in
learning styles seemed to converge towards technology enabled learning and teaching; evident
by recent HPCI for STEM, as expanding network technology becomes the imminent motivation
induction factor for incapacitating social learning in teaching and learning about thinking in
FED.
Though computer assisted learning had been going on in some non-STEM disciplines
(Accurate 2012; Admiral Market, 2012), it seemed very possible for concerted effort to institute
formally computer based FED learning towards achieving ‘What-How-When’ competence that
parallels that of Pedagogy 3.0 for STEM. Computer based interdisciplinary pedagogy of FED
for engineering based business to address GZ’s needs of how they wish to learn for new
professional careers that require their ability to consolidate knowledge by crisscrossing
traditional disciplines from accounting, finance, economics and quantitative methods. In doing
so thinking techniques for decision tree, concept maps, promptings and cases might see
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advancement towards metacognition (Simon, 2000) in developing knowledge management to
recollect, reflect and applying prior learning (DeBono, 1991).
McKinsey’s survey had reported that among stakeholders: 42% employers agree
graduates were job ready, 72% education providers perceived so whereas only 45% of youth
agreed (McKinsey, 2012, p.19); not all three stakeholders were synchronized in their learning
outcomes though the education providers thought there were. The correlation between CPD
companies and interns was significant as a reflection of the education provider’s capability.
Additional reason for difference from McKinsey’s report was the market driven tri-education
program, which had mandated CPD practice with WIDE to reflect dissertation for linking
theories to practice. The implication here was that work based learning through CPD offer
integration between HE and industry; by which both their functional and curriculum
development needs were harmonized.
On a broader scope, sustainability pedagogy index by force field measurement needed to
find an equilibrium level with industries by co-existing during changing technology, structural
functionalism, social shift to professional class, cosmopolitanism and citizenry values. For the
study to be adaptable to other regions; expectations of pedagogy success need to be managed
due to the local factors such as culture, norms, language and beliefs which modify the force
field in motivation (Boeren, 2005; Parson, 1975). In closing this study, there were ample jobs
in the world, but lack of graduates with the correct skills to fill even the entry level (McKinsey,
2012) due to the issues mentioned. The MDP for FED had attempted to become a part of the
pool of partial resolutions. The study is recommended to advance with refinement of
instructional pedagogy for FED that GZ interns can receive effectively.
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PAPER 6
Certification Paradigm of Johari Window Human Capital
Authors: Matthew Goldman Kimher Lim and Hazri Jamil
Adapted from International Journal of Innovation, Management and Technology, 4(3), 303-312
Abstract—this paper contextualize human capital of the Self’s to an arbitrary financial balance
sheet within the Johari Window dimension from the Self’s progressive investment in education
and experiences to advance its skill. Two main drivers for enhancing human capital offered
instructional pedagogy directions: stimulate critical thinking and motivate learning from
various perspectives. Using the SEE-I paradigm, presentation favours graduates’ need of FED
certification to enhance their employability. An order of discussion citing published sources
had aroused an opportunity for FED certification with witnesses and proxies lending prospect
for success and criteria that focus on critical learning.
Introduction
This concept paper contextualizes human capital to a micro concept of self-equity by
considering a person as the lowest level form of production entity. The self-entity is viewed as
a Johari Window Balance sheet (JBS) with the sole aim to raise its value with assets in learning
skills. Adam Smith defined human capital as “The acquired and useful abilities of all the
inhabitants or members of the society. The acquisition of such talents, by the maintenance of
the acquirer during his education, study, or apprenticeship, always costs a real expense, which
is a capital fixed and realized, as it were, in his person. Those talents, as they make a part of his
fortune, so do them likewise that of the society to which he belongs. The improved dexterity of
a workman may be considered in the same light as a machine or instrument of trade which
facilitates and abridges labor, and which, though it costs a certain expense, repays that expense
with a profit.”
Johari Window Balance Sheet
Johari Window (Luft & Ingham, 1950) shows the self’s awareness with the left side being what
the Self knows and the right side being unknown to the self. Changes in the size of JW are
accountable within the JW block according to the quantitative growth of the each quadrant’s
interactive evaluation of the Self‘s human capital. The Financial Balance Sheet (FBS) in Table
1 is adapted into the JW grid to dimension the Self’s human capital because FBS format has
four quadrants of ratios that match displays the Self’s human capital to resemble a simplified
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financial position of the Self. FBS’s growth is reflective in its four quadrants ratios. Likewise,
with human capital growth, JW’s four quadrants: known to others, unknown to others,
unknown to the Self but known to others, and unknown to all. That being the reason for the
FBS format to interface seamlessly to the JW has resulted in a Johari Window Balance Sheet
(JBS).
A JBS format is considered for it matches the Self’s income potentials and expenses
arising from skills which in turn are derived from the assets of higher education. JBS differs
from a company’s balance sheet in that JBS has ownership of all knowledge whereas in a
company the knowledge leaves when the employee leaves; notwithstanding individual
country’s labor laws which may all companies to require their staff commit to all intellectual
rights during their service periods. The other difference between FBS and JBS is the layout
size of their quadrant. In FBS, the sum of the left quadrants equates that of the right. In JBS, the
four quadrants positions remain except that each quadrant’s value can vary yet a whole they
add up 100%.
Table 1 Financial Balance sheet (FBS)
Assets Liabilities
Efficiency
ratios
Current
assets
Current
liabilities
Solvency
ratios
Profitability
ratios
Long term
assets
Long term
liabilities &
Equity
Marketabili
ty ratios
Credentials Potentials
Table 2 Johari Window Balance Sheet (JBS)
Strength Weakness
Known to
others
Open=JA
(measures
efficiency)
Blind=JC
(measures
solvency)
Risks
Not known
to others
Hidden=JB
(measures
profitability)
Unknown
=JD
(measures
marketabilit
y
Exact worth
Known to
self
Not known
to self
Each JBS quadrants JA, JB, JC and JC guides the Self’s in visualizing the shape of its
human capital dimension. In the left side of Table 2, JA and JB display their equivalence to
FBS current and long term assets while the right side JC and JD show their relative
resemblances to current and long term liabilities (including equity) in FBS.. Ultimately, the
inter-relationships transactions (Harris, 1967) of JA and JB are to reduce the unknown area to
predict the value of the Self for considering human capital in JD.
While the concept of human capital in JBS span many variables within JW, its context in
this paper is limited to compensation for assets in skills that can gain personal credential in
professional knowledge capable of competently exchange continuously incremental economic
value for the self as learning towards a skill for a specific human capital commodity needs
sustaining (Becker, 1994). This has direct bearing to market driven responsiveness with the
correct mix of variables (educational, skill, experiences) that enhances decision-making
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capabilities.
Conceptually, JW is dimensioned to match the Self’s four financial groupings (Horngren
et al., 1999); efficiency ratios, profitability ratios, solvency ratios and marketability ratios to
illustrate the self’s intellectual equity growth from cumulative education. The focus is on the
efficiency ratio because financially speaking, these resemblances to FBS current assets need to
be immediately salable as measure of efficiency. Treating the Self as a JBS, therefore the
efficiency (speed) to perform decisions enhances the capacity of the Self and directly enhances
the Self’s human capital as a capital asset value that rises when it is value added with education,
skills, knowledge and experiences over time. Its value reduces when the person dies, fully used,
obsoleted, depreciated (becomes uncompetitive) or transferred i.e. ultimately JA, JB, JC, JD =
zero.
Efficiency
FBS efficiency ratios have current assets’ value measured their liquidity nature that can be
deployable immediately for revenue generation with cash being the most liquid and therefore
immediately deployable (Horngren et al, 1999). Supporting current asset turnover increase is
accounts receivable and inventory with efficiency in collectibles and times stocks are replaced.
JBS’s current asset represents value and quality of skills due to its liquidity to sell skill
for revenue. The liquidity ranking resemblance in JBS is skill, education and experience that
can be used immediately subject to efficiency in translating them to match demand at preferred
price. Education and experiences resemble accounts receivable and inventory respectively in
that their frequent use means increased turnover; the efficiency aspect being uncommon
knowledge from instructional pedagogy and experience add value to skills in order to command
higher value. The relativity of experience history are appropriately retrieved for application
references such that in combination with education, skill is wholesomely enhanced by cognitive
speed to recollect and apply theories and practice to current deployment; slower speed reduces
effectiveness in thinking.
JA is the focused quadrant and its human capital growth is compensated by size
reduction in other quadrants. The aim of the Self is to expand the open free quadrant
competitive value with market driven capabilities suggest that JA efficiency in making decision
enhances the Self’s marketability quadrant JD. Qualitative questions to evaluate this quadrant
ask to rate perceived speed of selling (contract out skill or secure employment) skills for an
anticipated price.
Example a person’s skill can command a market value of $y and the buyer has a task that
is priced at $x and the JBS has the skill that is willing to receive compensation. Then the
quality of that human capital commands a higher ratio of $x/$y times (the higher the better).
The JBS’s capability to perform JA more efficiently and effectively allows the market (buyer)
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improve its JC solvency and therefore free resources for other ventures. Additionally, JA’s
relies on cognitive ability being the Self’s current assets and its development becomes
responsive to reduce risk exposure in JC which relates to the blind side of JW. The efficiency
of JA is measurable by JA size expansion; representing demand for the Self’s skills that take
shorter time to be converted to cash.
Profitability
FBS profitability ratios measure effectiveness of long-term asset application to revenue
generation by means of asset turnover from major variables such as plant, machinery and
buildings (Horngren et al., 1999). The hidden quadrant, JB contains the Self’s potential human
capital which the Market does not yet know and therefore does not contribute to current skill in
JA. JB fruition by decrease in size when the market knows it can benefit from the Self’s and
thereafter response to expand JA.
Long-term assets being assets those stay longer with the Self with ability to generate
revenue. The Self reckons that investing in life-long leaning increases its human capital
competitiveness with skills that are market driven. The JBS dimension that as investment in
continuous learning; higher education, specialized course, professional updates, increased
professional credentials; adding confidence to the Self’s current skills; equipment, materials for
knowledge are included. JB equivalence representation of long-term assets is strength from
potentials capable of generating revenues. Qualitative questions rate if there is plan to upgrade
skill by advance education or training; if the finances can enhance values in JA or/and further
expose financial risk in JC.
Solvency
Financial solvency ratios are dependent on financial efficiency ratios in FBS such that a higher
surplus means healthier working capital (Horngren et al., 1999). On the liability side of FBS are
found all variables related to obligations. Represent the blind zone with exposure of risk in
loans related to developing human capital such as study loan need a payment schedule.
Variables representing risk are skill relevancy and the regular evaluation in resizing this
quadrant is the Self’s response to the relevance to solvency to its skills in JA. When relevance
equates solvency, JC size reduces as the Self’s solvency increase with ability to reduce its
education debts with its ability in selling its skills. Human capital effectiveness in JBS is seen
by capability to generate revenue that after offsetting current debts. Qualitative questions are to
ask for rating the risk of financial solvency when skills are not sold at the price perceived in JA.
.
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Marketability
Marketability of a company’s worth is measured by EPS (Horngren et al., 1999). On JBS, JD
size reduces when the Self‘s awareness of its skills’ marketability is less uncertain (unknown).
The worth of initial investment into Self’s skill development through previous education begins
its earning abilities and its net surplus from previous year added on to the current year as
further investment in live long learning and live long process of accumulating noticeable
credentials for its human capital value. The qualitative questions is expected to score the Self’s
aware of its perceived intellectual capital with the reality in JA such that JD<JA+JC.
Decision Making Ability Enhances Human Capital
All being equal, with the aim of expanding JA>0 to reflect sustainability in human capital
value, several enhancers might simulate critical thinking skills. Nonetheless, these enhancers
such as instructional pedagogy is subject to the Self’s motivational needs when it realizes that
new economies need new learning (Hartley, 2003). Critical thinking is found in 9 out of 10
most in-demand jobs that are related to ability to solve complex problem, judgments and
decisions (Casserly, 2012). Together with new economies, new skills are market driven to
innovate instructional pedagogy. All being equal, efficiency in critical thinking enhances the
Self’s skill in JA as doing so enhances the Self’s value. Adopting Alderfer’s thoughts, the
ability of knowledge management with thinking tools such as decision tree and concept map are
to speed up input-output cognitive efficiency (Alderfer, 1972). Through end-in-sight conceptual
mapping techniques, cognitively overloading of non-essentials is avoided for better data
immediate access to knowledge warehoused in the mind and clearer critical thinking paths.
Concept maps functions to facilitate handling of large information volume (Brookfield,
1989). Like a map that has proper index of routes, therefore by constructing relationships that
join ideas and data, new information were constructed to increase efficient benefits from using
decision tree commonly taught as one of the fundamental of quantitative methods was its
immediate use when deciding between two choices (Babauta, 2009). In using decision tree
thinking, a framework laid out the problem with thoughts branching options of consequential
decisions. Repetitious efforts of these tools conditions the mind to lower resistance in
acceptance the decision logic for choice that was efficiently interpreted so that one can continue
to perform with increase data volume using limited mental computing resources without having
to spend more time preparing and filtering data, hence critical thinking develops. This form of
conditioning thinking tells that familiarity through practice enhances thinking speed on
repetitious use of those thinking tools trains mental skills in managing information the way that
can be efficiently stored and retrieve; harnessing involuntary reflect action to trigger thinking
effort (Shettleworth, 2010).
Interlinking this aspect with concept map and decision tree, there is a good success
138
probability to experiment with more electronic base interactive educational interaction and less
formal lectures. That being the future, then machine based case teaching method emergence by
Pedagogy 3.0 might be the metacognitive direction (Vanides, 2010). Additional the above-
mentioned preferences emphasized for electronic interfaces. However there remained ways to
make seminars more interesting and time-efficient in explaining theories so that non-face-
contact workshops can be effective facilitated beyond proximity.
The employment of concept mapping has been wide according to few regular writers
promoting this aspects of illustrative active thinking have identified that those who advocated
concept maps to engage learning had supported using concept mapping (Biktimirov & Nilson,
2007). Graphs are natural integral aspects in decision making courses so are grids but the way
illustration presents these concept perhaps might enhance understanding (Schau & Mattern,
1997; Sirias, 2002) for both qualitative and quantitative analysis. The over reliance of numbers
might cause one to be myopic in analysis by missing out the bigger aspect of what may
suspiciously raise issues and the generous use of diagrams might amplify the consolidation of
ideas (Tukey, 1980; Lim et al., 2011).
Variations of Learning Skills
Motivation for learning includes cognitive, affective, conative, social, biological and spiritual
(Huitt, 2011). These six motivators can interchange their force field between intrinsic or
extrinsic according to their learning needs (Maslow, 1954). While relating JBS to JW, the
Self’s is subject to risk arising from motive to learning. Everyone has different level of needs
that is fulfilling by Self’s cognitive abilities arising from motivational needs for education,
knowledge and experience; environmentally constrained Table 3 shows the arbitral visual
interaction of the Self’s motives relevant to learning from the variables mentioned in this paper
that attempts to form a balanced force field (Lewin, 1997).
A possible matrix of 32 dimensions of learning styles suggests that learning varies
according to senses, needs and market demand; there is no justification in rearranging people
(Felder & Silverman, 1988; Blakely& Tomlin, 2008; Willingham 2013). Motivation type
affects learning style because its motive triggers behavioral motive. If there is model for stable
learning, the individual adult defines their own learning plan according to their own
understanding of how they learn best for the human capital in their plan. A survey by NUS
(2013) had ranked social skill in teamwork top among sixteen skills expected by employers
with findings from a separate survey mentioning 75% of university students have favored
electronic communication for learning related knowledge retrieval (NUS, 2013).
The adult learner entertains many matters in his mind at the same time according to
priorities of responsibilities (Knowles et al., 2005). Interestingly the summarized core of adult
learning principle has it that without interfacing with organizational development and
139
redevelopment; the current movement is happening to a world moving closer due to internet
enabled, the hasten pace of globalized trade and metropolis rediscovering themselves after
financial upheavals. When adults are affirmed as increasingly self-directing, it was not defined
to what extent was meant by self-directing as no settings were discussed (Holmes & Abington-
Cooper, 2000). In addition to this discomfort missing link to organizational redevelopment
which impacts the need to retrain whenever human capital has to shift to higher values to match
changes in economics, motivating instructional pedagogy became unclear. The importance of
igniting interest in learning might later upgrade to a higher intrinsic skill because then a person
will continue to develop without being drawn by extrinsic knowing that rewards will follow
without the pressure of chasing it (Vroom, 1995; Anderson et al., 2001). This expectation
suggests that learners were motivated when their expectations of learning might be met and that
were reasons for measuring the extent which learning had incapacitated ability to address
advisory capacity (Anderson et al., 2001).
What might happen might be train the mind to consolidate prior learning of economics,
retrieve it along a decision tree perspective. Therefore leveraging on building familiar cases
might enhance effective and efficient engagement in facilitating critical lateral thinking of the
elasticity in financial risks due to quantity demand and imputed costs associativity in trading a
commodity contract, pricing a project or pricing a manufacturing contract. Further reasoning
capacity might influence the understanding of geometric and parametric cost perspectives when
finding the best band of profitability: be it product, services or composite. A revised Bloom’s
Taxonomy, which centered design of learning and training initially upon and affective domains,
was added with psychomotor to construct a structure of learning method and evaluation
(Anderson et al., 2001).
Table 3 shows directional arrow matching those variables. Additionally, technology
advent became the catalyst for pedagogic shift towards constructivist principles and techniques
and therefore leveraged Bloom’s Taxonomy timeless popularity into social constructivism from
a much earlier argument for pedagogy that had favored Skinner’s behaviorist model in higher
education (Hewlett-Packard, 2012; Holley & Oliver, 2000). Cultural influence plays a
significant role in motivating learning as evident even within the same country (Chan, 1999).
This is one variable that had modified expectation of learning; Six Asian nations’ preferred
training be conducted to suit their learning style (Mok & McCartney, 2012). Even when re-
engineering learning processes, the assumption that emphasizing against taking learning style
for granted was the most important assumption needed in delivering learning to various settings
in different geographical regions (Ottewill et al., 2004).
The cause of each learner is self-directing is perhaps better explain by Maslow’s
hierarchy of needs (Maslow, 1954) and McGregor’s Theory X, Y (McGregor & Cutcher-
Gershenfeld, 2006) considering that adults’ level to learn vary according to their circumstances
140
(Kerka, 1994). Understanding unchallenged theories and philosophy give a significant
backdrop in designing and delivering training and constructivism. Socrates cause-effects,
ethos, engaging, and facilitation together with exposure to training adults abroad provide
insight confidence in designing expectation that might escalate learning to achieve more with
less and this opens an interesting question of why and how upon instructional matters (Babauta,
2009; Cooper & Henschke, 2004)
Table 3 Consolidation of Most Variables
Support Force Field Pressure
Current Assets (Turnover)
Skill (as Cash)
Education (as Accounts
Receivable)
Experiences (as inventory)
OVAMA
Direct intrinsic &
extrinsic
(cognitive, affective)
JA: Efficiency ratio
Direct extrinsic
(cognitive, affective)
JC: Solvency ratio
Current Liabilities
(Risk)
Education debts
(payable current yr)
Interest payable
OVAMA
Long term assets plan
New higher education
credential (as Plant)
Learning tools (as
Equipment)
Learning materials (as
Building)
Publications (as Goodwill)
OVAMA
JB: Profitability ratio
Indirect intrinsic
(conative, social)
JD: Marketability
ratio
Indirect intrinsic &
extrinsic
(conative, social)
Long term liabilities
Long term loans
(higher education
loan)
Initial education value
(Equity)
Additional income
above perceived
(Retained earnings)
OVAMA
( ): Items within parenthesis refer to financial balance sheet variables
OVAMA: Other Variables As Maybe Added
Directional arrows indicate effect of each quadrant of the Johari Window upon the Self’s’ Equity
quadrant
SEE-I Paradigm
Studies (Lim & Hazri, 2012; Lim, & Nordin, 2012) have suggested an opportunity existed for
graduates to obtain certification in FED. This differs from those recently implemented
(Columbia Univ., 2010; City Univ., 2012). Before 2010, there were lesser opportunities for
students wanting a FED certified program and many might opt for economics, accounting,
finance and an MBA later. Hence students can transfer from related programs instead of
starting all over or graduates can take a post-graduate semester studies for FED to align
previous learning to obtain quite similar knowledge to that of a degree in financial economics.
The alignment process might consolidate relevant learning previously attained in order to
quickly discipline the sort of critical thinking required of a starter financial economist. While
the intention of FED certification is wholesome and generic, being new to the world, the caveat
141
might be no accreditation process had begun nor was there a professional body to institute its
practice.
This paper uses the See-I paradigm (Nosich, 2009) to paint the need by stating,
elaborating, exemplifying and illustrate from references to witness and bear proxies when
evidences are not sufficient to convincing successes. CIP is used to argue the case for the
opportunity to raise graduates’ human capital certification through a financial economics
decision making program. CIP is appropriate for argument because it facilitates 360 degree
critical wisdom learning as in a moot court where instrument for facilitation are evaluated
parallel as critical court prosecutor and critical defendant lawyer. The references as witness and
proxies therefore engage with exhausting relational events in SEE-I (Herreid, 2005) in addition
to offer the reflection process and analyse what is learn from the whole process (Golich et al.,
2000). Furthermore the references categorically zed in a manner that follows the argument;
which the problem and proposed confined solution was stated as youth unemployment
increased due to mismatched pedagogy, curriculum irrelevancy, impending human capital
shortage and desire for education; all pointing towards employability risks (Lim & Hazri,
2012). A confined solution suggested enriching a segment of graduates’ employability with
financial education decisions. But who might not need some form of independent certification?
Along with the problem statement is a confined solution for students seeking to transfer from
their present program without having to do a full 3 years BS in FE program.
State: reasons for graduates’ certification
The concept of certifying skills has been ongoing. Some professions require continuous
evaluation to ensure sustainable quality of certification. Stating the reasons for certification,
semi-professional accountancy students’ and those from related program might want to seek
opportunities to transfer from their accountancy program due to difficulty to be admitted into
full membership (Albrecht & Sack, 2000). Given the situation, in raising FED certification as
an alternative for students now in semi-professional and related programs, successes in related
tables have lent their support. Lakehead University (LU) case was among the strongest success
case as it had involved the whole of Canada which chose LU to initial a new program by
transfer into the degree year of its management system program commenced in 1980 to cater
for Canada’s demand for MIS professionals (Relch, 1996; Gerald, 1980). The LU case had
similarity to City University though both were different programs but both along the line of
success in transfer. The following published evidences found reasons for certifying graduates.
Graduates’ abilities and industries’ demand for appropriate skills are mismatched
(Jackson, 2009). A separate study also concluded that there is non-collaborative dialogue
between industries and universities (Park & Kim, 2003) and programs needed to emphasize on
market driven skills (Kouesny & Juma, 2003) to response to new economy (Hartley, 2003). To
142
these, a project “Creating a 21st Century Curriculum” had offered a response (King’s College
& Warwick Univ., 2010).
In North America, students’ enrolment in professional accounting had dropped (Albrecht
& Sack, 2000). The Senior VP for science and technology at IBM and president of Princeton
University, both agreed that “where the limits of universities lie and where industry must pick
up the reins where great science literacy is needed” (Gomory & Shapiro, 2003). If American
university graduates are ready for work (Casner-Lotto & Barrington, 2006). The situation in the
Middle East reported Arab youth are in dire need of employment (IFC, 2011) but the education
programs in the Arab world were irrelevant in linking to jobs (McKinsey, 2011). OECD
reported bleak employment outlook for 2011 (World Bank Group, 2011), partly because
education systems were irresponsive not investing in youth (John, 2011). Malaysia Public
Service Department Report to the Economic Planning Unit has it that Malaysia need to increase
training for its manufacturing industries (Ng et al., 2011). Malaysia needs an education that is
market-driven (Tan, 2000). China’s bureaucratic process is slow to response to curriculum
improvement (Yeung, 2011) while CCTV’s interview suggested that Chin’s education is
teacher centric as opposed to that in the U.S. (Yang, 2011). Additionally the demand by Pearl
River Delta has impending human capital shortage; the HKPU responded with an emphasis on
Work-Integrated-Education (HKPU, 2011). Lastly, new careers demand financial economics
skill in asset valuation and trading and that “those proficient in this discipline are finding their
skills increasingly in demand for acquisitions and managing other major financial decisions for
the company” (FEI, 2013).
A reason for certification might be attractive to current students from related program and
who wish a transfer alternative is that they might receive maximum credits transfer. This is
because they might be familiar with fundamental knowledge of asset valuation rest upon
knowing how to read and analyse financial statement. Some recent innovations were begun by
few following universities. HKPU offered a double degree in business administration and
engineering (HKPU, 2011) after it and Warwick U. jointly held their 18th Congregation for
Integrated Engineering Business Management Program (HKPU, 2011) learning from Warwick
U. offering of an engineering business program (Warwick Univ., 2011). Columbia University
(2010) senate endorsed a graduate level Financial Economics Program while the City
University (2011) offered also begun a BSc in Financial Economics. As a result of this
familiarity, the transfer might be green field instead of blue ocean strategy. The demand is
further demonstrated by universities offerings of the financial economics programs. The rising
demand of certification programs at graduate level was a sign of evolving social functionalism
environment that caused demand for new skills. For this reason, FED course modules might
consolidate previous economics and finance learning.
143
The FED certification might be a suitable transfer path for semi-professionals in
accountancy, economics and related programs because the program might leverage on the
fundamental knowledge of students who transfer from related program. Benchmarking success
in motivating GZ for learning is important because their expectations differ from previous
generations in. The prospect of success is evidently good because the program might provide
students the basis for understanding advance seminars facilitated by instructional critical
thinking techniques; decision tree, concept maps, promptings and cases to develop and
discipline knowledge management in recollection and reflection in its TEP to address motives
for learning towards social and conative (Cooper & Henschke, 2004). Having mentioned the
components above at its first part of knowledge consolidation, acquisition, the second part
being mandatory CPD might require graduating student to log practice time. The third
mandatory part might be WIDE to bind CPD practice with theories (HKPU, 2011).
A visible emerging significance might be the growing increasing number of
Graduate/Professional Educators offering this program. This positive sign is pre-emptive of
skill shortage with reference to Canada’s response for a particular skill in the 1980s (Relch,
1996; Gerald, 1980). The epitome of certification might be subjects’ cognitive ability to
practice and that might redefine higher level financial economics programs as the context
remains decision making in money as a tradable commodity for higher expected future money
value that meets ROI within acceptable informed risk level and which has to be managed by
eliminating uncertainties through reliable and confirmable good value information (Merton,
1997; Sharpe, 2011). Along this elimination process, one identifies options available to hedge
against uncertain risk by diversifying money resources on hand to different asset classes,
projects or products that might have more definite certainties to meet desired expected future
money value.
The possible indications that might contribute to the success of FED certification as a
transfer path might be students’ effort in consolidating learning by adding new knowledge in
financial economics to prior learning by intrinsic motives for cognitive development by
affective means (Russell, 2003). The key in consolidating knowledge might depend on
instructional pedagogy capable of disciplining the mind in storing and retrieving the right
knowledge for professional practices (Lim & Hazri, 2013; Lim, 2012).
The market driven element of the FED program refers to the FED pedagogy’s ability to
captivate students to pursue opportunity within the confines of laws and ethics and this has to
be reported in their CPD much as the workshops/seminars have provided the training (HKPU,
2011; ICAEW, 2011; Lim, 2012). The market driven element in the program might be by
students demonstrating their professional competency in CPD; evidenced by
Germany/Austria’s successful dual education program (Tremblay & Le Bot, 2003) whereby
144
students worked full time for a period after studies and then return to class to resume their
studies.
Elaborating: motivating graduates certification
To clarify graduates need FED certification, from the onset of an exploratory quantitative study
(Lim & Nordin, 2013), GZ might emphasize more on social and conative motivational
quotients are more important to achieve their goals. This discovery might be a game changer in
motivating learning because those transferring into the program might be among early GZ.
Understanding their motive to learn might affect pedagogy instructional aspects to trigger
cognition resonance when engaging students by case teaching method. Said to be engaging
through facilitation, classroom control when handed over to GZ might cause much learning
connectivity among students in view of their emphasis in social networking. Incorporating
these characteristics into the design of instructional system might reduce risk in motivating
learning, failing which might risk forming communication barrier between faculty and students.
The reason being the limits of formal instructional methods for cognitive development
continued to lean on creating constructivism, therefore capitalising on social networking needs
brought by technological might definitely enhance GZ’s learning. Interestingly the affective
motive was opposite that of conative in the study. A possible explanation might be that
supervisors at CPD Company were either from the tail end of GX or somewhere within GY
whereas subjects in that study were at the beginning of GZ. All three generations have different
perspective of culture in work and career. Lady subjects also paid less attention to cognitive
against men subjects according to the same study (Lim & Nordin, 2013).
The Cognitive and Affective intrinsic motivational quotients were more important
because these two represent the contact time in seminar/workshops by the facilitator and were
discussed in totality because they were interlinked. Learning has plenty to do with information
processing, storing and retrieval; instructional methods were directly related to disciplining
critical thinking for processing information (Huitt & Hummel, 2003). The cognitive aspect was
for instructional methods to develop critical thinking path to retrieve the right knowledge in
time to process information for making professional advise/decisions that were expected of
professional exams and for CPD practices while the affective aspect trigger the engagement of
mind, matters and form. The importance of igniting the joy of learning might upgrade to a
higher intrinsic skill because then a person might have continued to develop without being
drawn by extrinsic knowing that rewards will follow without the pressure of chasing it (Huitt,
2011). Expectancy theory suggest that learners are motivated when their expectation of what
they will learn from the training were met and that might be the reason for measuring the extent
that training has met the leaners’ expectation (Vroom, 1995). Having mentioned the importance
of cognitive and affective motivators, this was not to undermine the importance of social and
145
conative motives which are almost not consider influencing knowledge delivery within formal
classroom. Beyond classroom is where CPD adds value to GZ’s learning not just by inducing
practice but also the development of social relationship skills.
Exemplifying FED competence
CEOs have rated 81.8 % for decision making leadership (King’s College & Warwick Univ.,
2010). A list of expectation for competence in critical thinking that is reflective, authentic and
debatably reasonable within standards practiced for the matters on hand, hence his CIP that
suggested graduates possess attributes demanded by industries of which decision making and
problem solving skill were among top 5 expectations (Hairi et al., 2011). This expectation can
be met with interweaving skills for critical thinking tools; ‘Break-Even Economics-Equilibrium’
capstone (Lim, 2011), decision tree, DFD, charts and diagrams and the Harvard Case method
that complement Deming’s PDCA (Lim & Hazri, 2013; Gane & Sarson, 1989; Lau & Chan,
2013; Shieh et al., 2012). The ability of knowledge management by decision tree and concept
map for input-output efficiency speeds up growth and relatedness (Shettleworth, 2010). On the
basis of the 20:80 rule (Juran, 1994) knowledge of 20% of knowledge can perform 80%
expectation with getting more from less through conceptual map that avoids cognitively
overloading of non-essentials cloud critical thinking (Babauta, 2009).
An earlier related study had emphasized on workflow and concept map by regular
prompting (Lim & Hazri, 2012). This agreed with an affective intrinsic motive score that
through Socrates method upon instructional methods of concept maps and decision tree might
be a better stimulus to engage learners as it developed multi-dimensional perspective
constructs from the instruments used for critical thinking such as WIDE, concept maps and
decision tree. The one importance of WIDE might harness reflection of learning from few
direct sources; prior-learning, current add-ons at seminars/workshop and CPD. Coming
together of these sources into WIDE, constructs of abstract concepts that resonance challenge
on a topic or learning episode that unless resolved might conflict existing knowledge, hence
WIDE might enhance the learning process as the program continues with a rebalance schedule
and a revised taxonomy (Lim & Hazri, 2013).
Beyond formal classroom might be CPD activities to consolidate knowledge. The
analysis had observed that if companies were in agreement with the subjects’ progressive
learning and capacity to retain essential knowledge in consolidating pre-exist knowledge with
new learning to create skills for their structural functionalism society, although this conative
element was insignificant. Extrinsic motive in learning has low indication in learning support as
discussed that intrinsic motivations have overcome even the expectations raised by CPD
companies as indicated by the score differences between CPD and subjects. This indication of
increase in non-dependency on extrinsic cues was significant of the program’s general ability to
146
create learning as consuming passions to stimulate the average student continue learning with
less extrinsic influences.
FED pedagogy had reviewed that wide usage of concept mapping to illustrate active
thinking in finance (Biktimirov & Nilson, 2007). A survey of 15 publications’ pedagogical
approaches had identified that some who advocated concept maps to engage learning also
illustrated their supports in using concept mapping in accounting (Lim & Hazri, 2012; Leauby
& Brazina, 1998). Graphs were natural integral aspects in decision making courses so were
grids but the way illustration presents these concept perhaps may enhance understanding]
suggested that for both qualitative and quantitative analysis (Sirias, 2002), the over reliance of
numbers may cause myopic analysis; use of used generous diagrams to amplify the coming
together of financial economic ideas for product revisions (Tukey, 1980; Lim et al., 2011). The
approach in FED pedagogy used the few condensed concept maps in consolidating learning
such that thinking might involuntarily reflect no need for trigger effort. To motivate the mind
towards achieving this level, the 4 constructivist pillars of learning have to play their roles
(Vygotsky, 1978; Bruner, 1961).
Illustrate: professionalization
A reason for sustainability of the need for professionalising FED education is for transactional
expectations between graduates/professional (G/P) and industries so that graduates’
employability can be enhanced in market driven economies. This implies that synchronizing
G/P to industry might sustainably establish continuous relationship management for effective
knowledge transmission and dissemination of learning outcomes. To that end, then
motivational means by the instructor’s own philosophical beliefs of instructions might be
governed by learners’ background, knowledge and experience, situation and environment,
according to the 4 level instructional pedagogy of a revised taxonomy (Lim & Hazri, 2013).
Together, the above might effectively interlink the pedagogy of the scalable 3 parts FED
program to consolidate prior knowledge along a closely monitored program. In composite, this
effort might incapacitated the program as an object to professionalize human capital capable of
consolidating prior leaning, practice theories and relate theories to practice. Professionalism
requires graduates with advisory ability gained through CPD and WIDE (HKPU, 2011;
ICAEW, 2011).
Concluding Remarks
The combinatorial effects of a financial balance sheet upon Johari Window enhances the
projection of the Self’s human capital image over time periods. With further understand by the
Self’s motivational effort and choice of learning style according to situational needs and all
being equal, the Self’s can determine its capabilities to achieve its desired human capital level.
147
On a broader scope, sustainability of the program might reduce tensions with industries by
meeting structural functionalism in the lights of changing technology, social shift to
professional class, cosmopolitanism and citizenry values.
For the argument to qualify into other regions, expectations though may differ by
different motivational factors for similar program (Parson, 1975). The CIP approach had
demonstrated with the assistance of several proxies, the program should be propagated and
made obtainable by a top-up degree program in financial economics decisions or another
semester of post-graduate studies. In doing so, the most important effect might be a corrective
matching of education to industry’s needs. By that, not only might employability of a segment
of graduates be enhanced but human capital is appreciated by industries in addition to effective
utilization of tax payers’ monies.
148
ANNEXURE I
An Automotive Storyboard
Author: Matthew Goldman Kimher Lim
Edited from draft copy of “Selective Cost Effective JIT Optimization Measures for Low Volume Car
Assemblers. International Conference on Wireless Communications, Networking and Mobile Computing.
Vol.1, pp. 6609-6612. Shanghai: IEEE-WICOM.
Introduction to Macro Story
The automotive storyboard is used because automotive being mother of all industries (Meyer,
2012), it served a good basic thinking template for other industrial product and services:
consumer products (hotel accommodation, apparels and fashion, home electrical and electronics,
a), infrastructure projects and commodity trading. The paper contented that ineffective JIT
implementation might be optimized to produce achievable quality throughputs and further
reduce waste. Benchmarkable performance from the recommended implementation of five-
improvement effort was encouraging during the one-week try-out that extended into a one-
month actual program. More importantly achieved from these efforts was the positive
motivation to continue the culture of continuous improvement to increase resilience from
market forces and suppliers’ irregular performance. It was concluded that relying on these
efforts had achieve levelled and sequenced continuous flow production because processing
speed was synchronized to average volume that smoothen irregular capacity, producing and
conveying what is needed, when it is needed, in exact amount needed with minimum in-process
inventory to shorten lead time and carrying costs.
Assumptions
The reader is assumed to have reasonable knowledge and skills in management accounting,
business economics, statistics, comprehension of previous papers, and some manufacturing
systems experience. This Paper serves two purposes: self-evaluation of previous papers and
instructional pedagogic design. The following two storyboards are to stimulate circumstantial
advisory essentials in addressing graduates’ WHW ability that is frequently asked at FED
propositions.
In facilitating this paper, Excel ® and Access ® are the pedagogic engaging tools to
interlink interactive promptings at workshops. A good group might consist of inputs from
individuals of different talents: database analyst, manufacturing engineer, financial economist,
and marketing researcher. A good group leader would be someone with a consolidated
knowledge to bring the group quickly into common communication.
149
Macro Situation – Enter a Small Car Industry
A 1989 survey suggested about 23% of passenger car market required a small car for various
reasons. All being equal, market driven is measurable by order winning capability of
affordability pricing than exceeds internal rate of return (IRR). Yet this IRR might articulate
cost factors according to reasons for revising products to meet market specifications and
satisfaction. Long-range investment project might require advancing thoughts deeper such as to
determine if a new product should enter a new market. For this, a manufacturing strategy
paradigm of Part-d2 in Figure 1 might iterate with Part-d1.
Following the manufacturing strategy paradigm of Part-d2, initial economic research
going back-and-from between Part-d1 and Part-d2 for a low capacity car in 1989 suggested that
while affording part of their disposable income might give its order to a reliable mini-car that
has all round quality that might benchmark a reliable service network. Each of these six parts of
the Part-d2 hexagon requires monies. Matching total costs against demand might receive inputs
from Part-a of the market driven aspects. With the other inputs coming from Part-d2, and if
without competition, a bolder pricing decision might be attempted.
Adopting from Part-d3 of Figure 1, the taxonomy decision tree of Part-d3 shown in the
branching order of 1-3-3 arrows might implode into a new dimensional view depicting
economics in ONE page concept map of Figure 2, which provides external inputs from the
economy. Together from information retrieved through the decision tree, a feel for the internal
rate of return became conceivable as framed in Figure 2. What happened might be to train the
mind to consolidate prior learning of economics, retrieve it along a decision tree perspective.
Then adopt current economic data to both this map and the decision, and mentally link the
logical sense to the BEEE diagram on the right of Figure 2 to visualize the FED risk points.
Going from Part d1 to Part-a in Figure 1, the FED model an affordable price for the
masses and the Perodua brand was born. Investment in a low capacity engine class kept current
had gradually led the company, Perodua to dominate the automotive market in 2010 as in Part-
dx of Figure 1. The brand’s FED model had first consider economics and costing factors that
have affect its required financial performance in Figure 2 and simulate effects for export or
response to revision for new models. Some key observations of the second national car project
follows.
150
Part-dx. Market share comparison April 2010 [92]
Part-d3. Company’s own
financial economics
Part-a. Elasticity of
Break-Even-Economics Equilibrium
Part- d1. Economics in ONE concept map
Part-d2 Manufacturing strategy paradigm
concept map
Figure 1 Macro schema of automotive economics industry feasibility
Skills
Training
Mechanization
Cost
Sources
Alternatives
Demand Mgmt.
Supply Mgmt.
Life Cycle Mgmt.
Inflow Mgmt.
Outflow Mgmt.
WorkCap Mgmt.
Revenue
Ops Expense
Profit/Break Even
Asset Mgmt.
Liability Mgmt.
Shareholders /
Dividend Mgmt.
Capital structure
Loan
Creditor
Earnings
Shareholder
Dividend
M&A
Investment
Prudence
E Y
X
RO
EW
AC
CB
ala
nce S
heet
Co
y's
Ow
n E
co
no
mic
s
Eq
uil
ibri
um
Mo
neta
ry
Ban
k
F
iscal
Job
sIn
flati
on
Gro
wth
Inco
me
Stm
tC
ash
flo
w
Jan Feb Dec
In In In
Out Out Out
Net + Net + Net
Operational Cash Flow
non-operating
income
W
A
C
C
IncomeStmt
Sales
COGS
Gross Profit
Op Exp
EBITAD
A&D&I
EBT
Tax
EAT
Div
EATD
CurrentAsset Current Liability
Cash Trade Pay'ble
Trade Rec'ble ST Loan
Inv Debentures
Others Others
Long Term
Assets
Long Term
Liabilities
Equipment LT Loans
Goodwill
Building Equity
Land R/E
Others
Balance Sheet
<-----C
urre
ntE
ffic
iency
<--
Long T
erm
Pro
fita
bili
ty
Solv
ency
Mark
eta
bili
ty
X2
Y5=1
S
Y4b=0.618
Y4a=0.5
Y4=0.382
X1 X1a X1b X1c
D
Proton
23.1%
Nissan
6.1%
Perodua
32.6%
Toyota 15.
4%
Honda
8.2% Others 14.7%
Company’s own financial
economics equilibrium input
s check
check
check
check
criteria
inputs
151
Fis
cal
Job
s
Skills
Concept map of Level 2.
Training
Mechanization In
flat
ion Cost
Sources
Alternatives
Gro
wth
Demand Mgmt.
Supply Mgmt.
Life Cycle Mgmt.
Eq
uil
ibri
um
Cas
h f
low
Inflow Mgmt.
Outflow Mgmt.
Working Capital
Mgmt.
PL
Revenue
Operating
Expense
Profit & Break
Even Analysis
BS
Asset Mgmt.
Liability Mgmt.
Shareholders /
Dividend Mgmt.
Mo
net
ary
WA
CC
Capital structure
Loan
Creditor
RO
E
Earnings
Shareholder
Dividend
Ban
k
M&A
Investment
Prudence
Level-3: SOP subsystem Sub-module learning outcome is the formulation of a combinatorial concept
map for determining simulation effects of Break Even – Economics Equilibrium
T-1.1.1 Use above decision table, review pre-exist knowledge in business economics scan
T-1.1.2 Extend concept map with incorporation of and management accounting going into
understanding the Eyx equation.
T-1.1.3 Explain financial budgetary model templates towards determining working capital
T-1.1.4 Extend above into income statement with working capital back flush
simple risk =BE (deterministic) / EE (probabilistic)
X2=EE = Economic Equilibrium
time to recoverinvestment (X1a...X1c)
time line
X1=BE = break even point
(deterministic)
Risk line
X2
Y5=1
S
Y4b=0.618
Y4a=0.5
Y4=0.382
X1 X1a X1b X1c
D
y$
D
X2
Y5
X1 S Y4
Y3
Y2
Y1
0 x units
Y2-Y2 = cost of units sold (over production
Y1 =Total fixed cost
Y3-Y3 =Total variable costs
Y4-Y3 =Cost of products manufactured
Y5 =sales
Y5-Y4 =profit
X1 = S ∩ Y3 = units to break even
X2 = D∩ S = total units sold
152
Level-4: Knowledge base
K-1.1
Common
knowledge
incl. projection from empirical, demand sensitivity investigation, substitution,
complementary / security exchanges / indirect business intelligence reports / ROE
target / capital maintenance / hedging / cycle time-cost / import export
documentation / cost allocation / capital structure / WACC / governance / tax regime
changes / netting center / off-shore impute cost absorption / currency policy / risk
diversification tax governance
K-1.1.1 Break Even – Economics Equilibrium, Cost Quality Service Delivery, Political
Economics Social Technology, Strength Weakness Opportunity Treats,
K-1.1.2 Pre-exits text used before interns year.
K-1.1.3 For financial modeling by creating and simulating commodity demand by and in
individual BRIC over a period
K-1.1.4 Explain keywords relationship in matric
K-1.1.5 INTERNSHIP partner company
K-1.1.6 Visits to consulate or embassy
Figure 2 Level-2 financial economics factors affecting BEEE
Key Observations of Assembly Practice
SOPs or standard operating procedures relevant to each station were placed at convenient
locations along the line for reference. These SOPs were centrally developed and maintained by
a separate department. The plant practiced call-in Kanban cards to refill empty lot racks
whenever contents in the rack reached reorder level. Kanban cards were not free from
negligence. Unsuitable parts on the lines that were placed in claim bins and the next suitable
part in the rack was used. WIs were levelled to attempt even cycle time at each station to
facilitate continuous flow (Baudin, 2002). This allowed no gap between each station and
defects levels were difficult to resolve. Further observation saw that the Lot Traveller produced
by the production system was crowded with information and had to collect more information as
it travelled the assembly line.
Standard Operating Procedures
SOPs make good training tools. In practice, few line operators rarely reference them. Placing
SOPs on the line were less effective. The cycle time to develop and maintain SOPs was
inefficient and ineffective because revisions outdate quicker than line improvement making the
SOPs production department ineffective and redundant. Doing SOPs for the sake of satisfying
quality audit was rationalized more wasteful than making SOP perform. Having a one-page
SOP summary shown in the lower part of Figure 3 at each station was more effective for the
line operator to follow visually than to read the SOPs. On the chart, WIs sequence number
without description might be positioned next to that section of the part to be installed. Each
chart might show workflow sequences of human work steps for a single work process and state
precisely the time required for each step, the total cycle time for the station and the in-process
153
stock. There was no room for unnecessary motion and wasted effort (Womack & Jones, 2007).
Moreover, quality might be sustained, safety assured and equipment damage prevented.
To make SOPs work effectively sot that lines might be held accountable, WIs in each
new position illustrated in Figures 4 of an SOP might be updated immediately in an economical
version controlled database. A program that integrates parts data information along the likes of
a parts data management (PDM) might correctly reposition new WIs coordinates onto an
electronic drawing file. This information might be extracted on demand to update the stations
with new SOPs charts. Depending on the parts involved and availability of a CAD-PDM
database, geometry revision control can be involving as it affects (Degamo et al., 2003)
retooling, material substitution, work intructions and cycle time. JIT/SCM process cost might
also update the 11M database.
Figure 3 SOP summary procedure in a pseudo PDM
154
Rack Kanban triggers
A Kanban is a signal to trigger a call-in of the next process such as to replenish parts to the line.
The process of having a person to supervise the process might mean that the folk lift has to
make a return trip each time there was a call-in. Figure 4 illustrate an effective measure that
used remarked line storage with two rack spaces placed one after the other behind each station.
Both spaces might contain a parts rack. As a station completed the parts in the rack in the front
space, it replaced the front space with the rack from the backspace. At the same time, the
station operator might sound a musical light loud enough to signal the forklift operator. Instead
of previously responding to supervised call-in, a folk lift might be required to travel a standard
route as a continuous conveyor to collect empty racks for restocking. Visible (Schaller, 2005)
empty racks in the backspace have acted as Kanban signals.
Figure 4. Pull effect using rack Kanban trigger
155
Systematic parts replacement
While the main parts such as complete knock down CKD lots may arrive from their principals
abroad, local parts such as bumper fender are produced locally. Their low recovery in research
and development usually raise reluctance in committing working capital. When the main parts
arrived as CKD from the principal, they are unboxed, stuck with paper bar codes, and issued to
the line in racks that might be traced to the CKD lot. Local parts were required to deliver in
packs with quantities matching to the CKD lots. Securing collaborative local supplier
(Schonberger, 2006) to deliver in the required manner was not difficult. The difficult aspect
was withholding payment for slow compliance to replace unsuitable parts. Over time,
suspicions strained further collaboration and disrupted workflow. Replacing unsuitable parts on
the line with the next good available one was less effective in traceability because this sequence
of robbing parts desynchronized the sequence of matching parts issued from CKD packs with
those in Kanban racks designed to hold different standard lot sizes for different parts.
Replacing unsuitable parts by robbing from a separate CKD lot and separate local parts
lot for substitution purpose might not disrupt the part issuance sequence because the back-to-
back matching of each local lot with each CKD lot is non-disruptive. The cycle time to claim
replacement part might immediately shortened from a week to a minute as claim are made
against the separately available lot to be robbed. The administration for claim almost
disappeared completely other than keeping a claim to match the balance in the lot for
replacement. In this way, when a WIP becomes a car, all suppliers might deem to have
delivered accurately and therefore qualified for prompt payment.
Figure 5. Result of wastages
Line control
Though cycle times at each station are levelled, the amount of reworks showed that defects
were only detected by a quality control station just before line-off. By not correcting defects as
156
and when they happened, might compound wastes and cause uncompleted cars or WIPs that
have defects to be transferred into sick bays. For example if a defect was to happen at station 5,
it might be seven stations later before the defect was discovered at the quality control station.
By then the first defect might have added on other defects at subsequent stations. This might
inverse the intention from pulling to pushing non-quality activities that might add up rejections.
Stations are renumbered in the reverse to emphasis the first station on a line is the end station.
A WIP accumulated consistent values along an even line. In normal situations, at line off after
station 12, a WIP’s accumulated value might be at the ‘CC’ level. Whenever the cycle time
increased, the cycle cost might also increase as indicated in ‘CC+’ in Figure 4. The causes of
indirect and direct wastes and their total effects (Kaplan & Anderson, 2007) are shown.
Enlarged copies were position at high visibility areas frequented by everyone on the line to
remind about the causes and effects of inefficiency. They were simple to understand by all and
as a visual communication tool had achieved the intention to emphasize that reworks are
expensive and might require disassembly, repairs and reassembly. The rework time might be at
least four folds of cycle from the station where the defect happened until line off. Had defects
been corrected at where they happened, the correction time might have lessened and not had the
opportunity to compound into subsequent stations?
The resolution for line control might require eliminating the end-of-line quality control
function by transferring the quality control function to everyone in the line. The effectiveness
of this was felt immediately by a mandatory buy-off practice as the first WI of all SOPs at
every station. The function of buy-off was to empower the stations to inspect, accept and take
full responsibility for receiving a WIP. Clearly, line operators were to focus on fulfilling only
their own stations’ cycle time with accurate assembly. In this essence, each station had only to
know one new data, which was the planned buy-off time of the next station and treating the
next station as a customer. The line operators learnt to develop the inspector attitude of
inspecting their work making sure they were good before “selling it” to the next station. As a
result, there was no need for inspectors because fixing defects on the line prevented passing on
defects and gradually had eliminated the whole process of taking sick cars off the line.
Practicing buy-off made production capacity planning easier such as planning availability of
workers and machines, and motivated operators to meet quality for the expected volume. The
practice of buy-off had reduced cycle time fluctuation because it used standard cycle time to
achieve consistent quality product to meet quality production throughput.
Lot traveller and lot journal
A redesign of a less crowded lot traveller in Table 1 include a planned buy-off time from the
next station might make the traveller more effective to pull processes toward the end. Each
station might have its own pre-printed WI chit from the SOP database for ticking off.
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Thereafter the chit was inspected, signed and time-stamped by the next station as actual buy-off.
Table 1 illustrated a traveller for lot number ‘288’ stating the planned buy-off time at each of
the twelve stations and cycle time for each station to finish a given amount of work. Stating the
exact cycle time became the key to turn WIP into a complete car on schedule to balance the
pace of production with sales. When each process fulfil its cycle time, production might amount
to exactly what was needed when it was needed, and at the same time ensured production might
match the final assembly process. When the finished car rolled off the line every twenty
minutes in the short line, the interval at which section of the entire car produced might have
been exactly twenty minutes. The lot traveller has a direct relationship to a lot journal that was
to register local suppliers’ lot delivery fulfilment against CKD lots. With a dedicated lot for
substituting claimed parts, the lot journal format might show evidence of matching suppliers’
fulfilment and remove all suspicions; therefore, payment might be paid on time to strengthen
relationship with suppliers.
Table 1 Lot Traveller Summary
Lot Traveller 288 Date 18 Sept 2013
Car ID Engine # Chassis #
GH305 62836408 USM28
1 Line Name Final Assembly 12
2 Station Number 1 2 12
3 Level 9 SOP Reference FA-1 FA-2 FA-12
4 Total Work Instructions 5 9 20
5 Planned Cycle Time (mins) 20 20 20
6 Planned Buy-off time (to be stamped) 13:00 12:50 11:10
7 Planned Buy-off time (to be stamped) 13:00 12:50 11:10
8 Total Value ($) 300 300 400
9 Total Man in Station 0 1 1
# Robbing & Claim Reference
# CKD Pack Reference SK103 SK103 SK103
Intelligent 11M database for Pseudo Parts Data Management
All costs are fully charged out. Cost center databases of each of the 11M apply zero-sum
approach in charging costs across the affected 11M. Even slack, waste material or idle time are
charged to ‘Motionless’. Moreover each ‘M’ has its own level of cost centre. Example if
Marketing is M1 and advertiseing is a section within Marketing, then the charge out code
might be M1A. A cost can be charged out to more than one cost center or shared among cost
centers, nevertheless the approach remains zero-sum. The reason for this approach is to enable
cross section analysis of BEEE cost articulation management.
158
An intelligent 11M database might include unique ABC decision rules (Kaplan &
Anderson, 2007) capable of determining zero-sum cost ownership by unique processes that
indirectly share costs to avoid cost compensations and redundancies. Intelligence can expect by
a comprehensive chart-of-account design for each M in a 11M database by means of a unique
index key to update engineering revisions in Figure 3 and retrieve cost elements into any SOP
page. Such database gives a company prime advantage in fast decisive evaluations because it
contains cost details for each of the 11M per station. A database design that separately cost
each stage of a SOP in a quality system has no redundant cost due to a zero sum objective, also
because each stage in a SOP is exclusive. Risk of compensating costing can be avoiding
apportionment rules by splitting costs with processes before and after current process.
The challenge in optimizing elasticity in the magnitude between equilibrium x1 and
break-even point x2 in Figure 2 demonstrates crossing combined effects of both points
(Harshbarger & Reynold, 2009) while factoring wastes in the equation. Investment elasticity is
another compelling factor in proposal investment for product changes because given limited
working capital, the choice of which independent variable to invest for sustainability suggests
selective a focused direction is preferred instead of more than one direction (Ono & Negoro,
1992).
Micro Situation - Engineering Change
Reference is made to Figure 6 and Figure 7. Since rolling out the first car until now there has
been regular (upgrading specification) and irregular engineering changes. Like most car
assemblers, justifying returns on assets to improve efficiency in their diverse assembly
processes (Hill, 2000) that take material parts through to finished product remain among the
most critical criteria, more so in a tight labour market. In production started low, investment
was unfeasible for a long line with each station having minimum work instructions or WIs
because there was insufficient work volume. In a short line such as for a new bumper fender,
the total WIs of a line are sequenced in a manner that the total sequenced time at each station
might add up to be the same.
Changes expect to challenge. Larger industries benefit by scaling up concept topologies,
mobile research, manufacturing financial economics modelling and proposition evaluative
models for net effects of the 11Ms database to achieve integrated manufacturing FED
evaluation. Of the styling changes: skirting, bumpers and fenders are the most frequent
especially by car enthusiasts who enjoy dressing up their cars. A market response had it that a
new bumper fender is need. The case consider to design a front bumper fender for
manufacturability, and then for marketability. This new bumper fender is to replace an outdated
design with a ‘face-lift’. The company produces 100,000 units of cars per year that will have to
159
be fitted with this new bumper. Three hundred cars have been sold. Those who have purchased
might not necessarily purchase this ‘face-lift’. Compared with a full car assembly in the macro
situation, processes for engineering change are fewer as sub-assembly.
Pedagogic Reminders
Some key instructional pedagogic points over the past papers are reminded.
Individuals with industry experience might have their ways of facilitation an exciting
storyboard while monitoring the group’s learning progress.
Repetitious use of advisory command words with Socrates’ affective style promptings with
hints and puzzle along cause effect and workflow should focus towards evaluating
magnitude of change in EXY
of Figure 1 (Lim, 2011). Display spreadsheet to exemplify the
theoretical four curves and two intersects x1 and x2 represent the risk factor; first base on
static information then followed by a dynamic effect when cost values and demand change.
Bringing minds back to concept map and decision tree condition the mind into not just
retrieving knowledge but re-warehousing knowledge at more efficient mental retrieval
route in a revised taxonomy.
Propositions
Open to all imaginable possibilities; your team is required to arbitrate some rational values
when making the following two propositions.
a) Tell a long good story of how the WHW paradigm might be applied to demonstrate
FED evaluation of the car label, which from nowhere in 1991 become market leader.
b) Explain as a product manager of this new bumper fender design project, how you
would apply the WHW paradigm to make a compelling proposition to your board of
directors. On an 11M worksheet designed by your team, appoint the cost inputs. With
those inputs that affected the engineering change, present your WHW proposition for
engineering change. Your proposition is to address the following.
1. Explain from bottom up (towards the WHW top) how 11M might be applied to each of
the four stages from design to market:
a. From market research to design prototype,
b. From final design to manufacture,
c. From manufacture to assembly,
d. From assembly to market.
2. Having ascertain (1), prepare to answer
a. What threats and opportunities are present?
160
b. How much would the investment cost?
c. When is capital recoverable and profit achievable?
3. Explain the probabilities involved in achieving your perceived output units.
Figure 6 Example of a part engineering change
Figure 7 Bird’s eye view of a car manufacture / assembly
161
ANNEXURE II
Cluster Research & Development Initiative
Author: Matthew Goldman Kimher Lim
Adapted from previous papers in this publication together with “Industry Centric Instructional System
for ‘BEEE’ with Measurement Design – a Structural Functionalism Emphasis”. Int’l Journal of
Social Science and Humanity 2 (2), 85-93
Prime Intention of the Paper
As this project is funded by an ERGS grant from Malaysia’s Ministry of Higher
Education, by publishing this paper, the initiative for a Cluster Fundamental Research
Grant is registered through this paper in the event the research advance into further
fundamental research with development that incorporates Parts Data Management
Financial Economics Decision Support or PDM-FEDS
Introduction
This paper is NOT a system specification. It aims to offer high-level schema thinking for
instructional design for CAI/CAL.
Assumptions
Readers of this paper are assumed computer system developers with working knowledge of
Gane Sarson SSADM, theoretical FED knowledge, and have understood previous papers. The
schema below is put together with templates from previous papers.
High Level Schema
Putting the FED taxonomy together from various dimensions’ templates in prior papers, the
following figures summarizes the thoughts to prototype a system using Excel ® with or without
VBA, and if possible integrate with a database such as Access ®. The idea for the prototype is
for proof of concept that the procedures for the system might be able to achieve the theoretical
WHW for teaching decision-making.
Schema descriptions
Parallel to Gane Sarson Level 3, might be the structured conceptual database map of 11M+3S
database. Level 2 of Gane Sarson being DIADs might reflect structured decision tree maps of
data directions as retrieval rules for plotting EE, EE and BEEE curves as base diagrams storable
as vectors for later fast overlaying (Beel, 2010). The base diagram is needed for second plots to
162
overlay decision scenarios curves. Still a third set of hypothetical inputs about competitions’
financials can form the second overlay. Table 1 offers a matric of piecing information from
previous figures and tables with additional suggestions.
Figure 1 High-level schematic FED system design and development
Table 1 Cross Reference of Information Location
Level 1 Annexure I Figure 1 part-dx
Annexure II Figure 2 part-a
Level 2 Annexure II Figure 2 part-b Annexure II Figure 2 part-c
Annexure I
Figure 2 part-d1, d2, d3 and
dx
Table 1
Annexure II
Figure 2 part-d
Level 3
Annexure I Table 1,
Annexure II Figure 2, part-e, Figure 2, Figure 3
Level 4 Annexure II Figure 2 part-f Annexure I Table 1
The data retrieval rules to calculate BE and EE might be stored in a macro library
indexed by an intelligent 11M + 3S database from which unique decision rules define
accountability ownership. Intelligence can be expected by a comprehensive chart-of-account
design capable of generating unique key to update and retrieve cost elements. Jaxworks (2011)
provides some working ideas to plot BE and EE. Excel VBA® might script completely the
purposive linkages from Level-0 to Level-3 to access the 11M+3S. Access ®, which used Excel
Current six level taxonomy
Revised to four levels FED structure concept mapology taxonomy (Fig 1-6)
to complement Gane Sarson SSADM in functional specification
Gane Sarson 4 levels
SSADM
Access database development of 11 ‘M’ (fig. 6)
Excel VBA scripts development of Fig 1-5: Rules and graphic library
catalogue Interactive user interface
for learning decision-
making
Advance phase: Development of machine learning capability: machine acquire
knowledge of each student’s progress, data mining ability for multi-media
development for machine based facilitation
163
for database creation, might offer the safest way forward. Eleven databases need be created to
maintain various cost categories mentioned in Figure 2 to provide intuitive advantage in fast
decisive evaluations with cost details for each 11M+3S factors.
(Part-a: context diagram for Break-Even-Economics-Equilibrium)
(Part-b: decomposed Beak Even
(BE) chart for ‘How’ dimension
(Part-c: decomposed nominal
distribution curve of BEEE risk
for ‘When’ dimension
(Part-d: decomposed
Economics Equilibrium (EE)
chart for ‘What’ dimension
(Part-e: database access rule map)
M1 M
2 M
3 M
4 M
5 M
6 M
7 M
8 M
9 M
10 M
11 S
1 S
2 S
3
(Part-f: conceptual database schema map)
Figure 2 Master concept map for system development based on revised taxonomy
Jan Feb Dec
In In In
Out Out Out
Net + Net + Net
Operational Cash Flow
non-operating
income
W
A
C
C
IncomeStmt
Sales
COGS
Gross Profit
Op Exp
EBITAD
A&D&I
EBT
Tax
EAT
Div
EATD
CurrentAsset Current Liability
Cash Trade Pay'ble
Trade Rec'ble ST Loan
Inv Debentures
Others Others
Long Term
Assets
Long Term
Liabilities
Equipment LT Loans
Goodwill
Building Equity
Land R/E
Others
Balance Sheet
<-----C
urre
ntE
ffic
iency
<--
Long T
erm
Pro
fita
bili
ty
Solv
ency
Mark
eta
bili
ty
WHAT (Sight market
opportunity)
Economics Equilibrium
HOW (measures &
track needed
resources)
Break-Even (BE)
WHEN (time frames of expected
benefits)
Probability of Elasticity
X
Y
Total Revenue
line
Q
Total
Variable
Costs
line
Total Fixed Costs line
0
Break
Even (x)
Economics
Equilibrium
(y)
Aggregate
Demand line
Aggregate
Supply line
$
0
Probability of Elasticity
(Eyx)
Break
Even
(x)
Economics
Equilibrium
(y)
$
Q
µ
Eyx
BE (x) EE (y)
Wastage
zone
164
Table 2 Legends for Figure 1 to Figure 6
Income Statement item Balance Sheet items
COGS = Cost of Goods sold
Op Exp = Operating Expenses
EBITAD = Earnings Before Interest, Tax, Amortization
& Depreciation
A&D&I = Amotization + Depreciation + Interests
EBT = Earnings Before Tax
EAT = Earnings After Tax
Div = Dividends
EATD = Earnings After Tax & Dividends
LT = Long term
R/E = Retained Earning
WACC = Weighted Average Cost of
Captial
11M Cost Accounting Databases 3S Supply Databases
1. Manpower (staffing)
2. Marketing (selling exp)
3. Money (cost of funds)
4. Methods (systems related)
5. Material (direct/indirect)
6. Machine (plants & machinery)
7. Measurement (quality control & assurance related)
8. Maintenance (service contracts & depreciation )
9. Motivation (training)
10. Motion (idle cost)
11. Modification (engineering change)
4. 50%
5. 30%
6. 20%
Figure 3 11M dataflow
N
Y
Project RatioAnalysisFixed
Assets
Stock
Sales/AR
Cash
Expense
Purchase
Project Cashflow
Project Income
Stmt
Project Balance
Sheet
Cr & DrVouchers
Journal
Trial Balance
Adjustment
Entries
Subsidiary
11 Mledgers
Variable Costs
(direct & indirect)
balance
?
ExpenseExpense
StockStock
Fixed Costs (direct & indirect
Planned & actual 11M
Database
MarketMoneyManpower
MethodMachine
MaintenanceMotivationMaterial
MeasurementModification
Revenue Database
(planned & actual)
165
Conceptually phase 1 design resembles silent management game with scripted prompts while
keeping tap on performance scores within time constrain and manually facilitated by
instructors. Upon success, phase-II may plan for scripted interactive voice with minimize
manual instructor facilitation. The development’s waterfall effects can further advance Gane
Sarson design philosophy into machine learning with generalized data mining algorithm to
acquire knowledge about FED experiences. In doing so, machine becomes pseudo thinkers that
over some time can be refined to assist human facilitation. When “a computer program is said
to learn from experience ‘E’ with respect to some class of tasks ‘T’ and performance measure
‘P’, if its performance at tasks in ‘T’, as measured by ‘P’, improves with experience E”
(Mitchell, 1997), in the aspects of machine learning.
Legends
Credi
tors
Bolded square
denote external
entity’s name
C1. Ratio
Analysis
Process refene folow by brief
description
Figure 4 Level-0 process flow for development of integrative worksheets interfaces
Ped
ago
gy
Seq
uen
ce
Dem
and
/
Lo
gis
tic
Acc
ou
n-
tin
g
Per
for-
man
ce
Dec
isio
ns
1 A1
2 A2
3 B1
4 B2
5 B3
6 B4
7 B5
8 B6
9 B7
10 A3
11 C1
12 B8
13 B9
14 B10
15 C2
16 D1
17 C3
18 C4
19 D2
20 D3
21 D4
166
Selective explanation within sub-systems boundaries
Each worksheet being a process, the appropriate interfaces among them in Figure 3 together
formulates a simulation system to determine financial payoffs arising from articulating an
optimum BEEE (Lim, 2011), a tangent relationship between break even and economics
equilibrium adherence to corporate governance in a company’s Articles of Associations, both
land and off-shore. Development of these worksheets incorporated colored cells and worksheet
sections that are triggered by pre-defined conditions for presenting associate activities between
interfacing values. Selective processes for explanation in each boundary are:
Table 3 Selective Explanation within Sub-system
Market demand survey processes boundary
A1 Manage
Demand
Demand management begins with an environment scan to ascertain if there is a need
that justify worthwhile and prudent financial opportunities according to choice of
survey method
A2
Harmonize
Means
This process refer to identifying a mean lower than a geometric means procedure to
select a variable that need less investment to recover lost market share (Lim et al., 2011)
A3 Perform
Import
Export
The procedure of import and/or export involves a supply chain of financier and logistics
entities, and related documents.
Accounting processes boundary
(B1…..B10) From base numerate inputs of budgetary estimates collected, cash flow for the project
period work through the flow to communicate working capital requirement while
qualifying various break-even benchmarks to be considered for re-simulation to arrive
at acceptable financial performance according to pricing parameters and permissible
risk/cost effective governance. One simplified way to capture ABC is through two
separate matrices for fixed and variable. (Kaplan & Anderson, 2007; Lim et al., 2011).
BEEE Processes Boundary
C3 Factor BEEE; outputs from demand survey and accounting converge in this process to
produce the break-even economics equilibrium factor for purposive positioning of
project price estimation.
Performance processes boundary
D4 IFRS, Governance, Off-Shore & Risk Parameter; the Articles of Association of landed
and off-shore incorporations are referred including country risk, tax rates of various
countries that affect netting center financial planning, third party dealings especially
out-sourcing and limitation or risk level permissible in dealings while regularly updated
whenever new banking regulation arise.
Concluding Ideas for Technical Professionals
Given the high level schema in Annexure I, it is very possible to incorporate them with
ideas from this paper for a resultant instructional system that technical professional
might find useful to assist in PDM-FEDS learnng with possibility to further advance to
167
live appliacations in industry. Challenges are focus toward escalation to develop FED
managers in a fast, competitive and changing employment market, made more challenging by
quantum advancement of information technology. This calls for equal enthusiastic efforts to
reinvent CAI/CAL as the spiral nature of system life cycle need to feed updated rules and
inputs. Only with vigilant alertness can systems retain current, enriched and enlarged to meet
current challenges.
168
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