•A sorting method that fills the gap between different ways of describing classes.•Profiles can belong to the least or most preferred preference part of each class.•Profiles can also belong to the ...limiting boundary between adjacent classes.•Supports to achieve better-founded and more appropriate assignments.•Helps to reduce the cognitive efforts from decision makers.
One of the main ways to represent classes in multiple criteria ordinal classification is using characteristic profiles, conceived as typical actions of their respective class. In this paper, our primary focus is on deepening and making more flexible this concept. We propose a new relational-based ordinal classification method, in which profiles can be extended to be more general assignment examples, belonging to the “least preferred” and the “most preferred” preference part of each class, even belonging to the limiting boundaries between adjacent classes. Preferences are modeled by a general reflexive relation. The novel method provides a systematic framework for refining and improving both the reference set and the preference relation model. This proposal helps bridge the gap between different paradigms in relational multiple criteria ordinal classification. The method's remarkable adaptability in handling reference actions, combined with the general feature of the preference relation, distinguishes it from existing ordinal classification methods, which can be considered particular cases of this comprehensive approach. Not only it is a theoretical improvement, but it is also relevant from a practical standpoint because it allows for a greater number of assignment examples to provide a better characterization of classes and more appropriate assignments, as well as reduces the cognitive effort demanded from decision makers. The new approach offers a way to use the enhanced information provided by the increased number of profiles to help Decision-Makers to choose the final category. The proposal is illustrated with several simple examples.
The article engages with debates on democratizing and decolonizing research to promote multi-epistemological research partnerships that revolutionize the research methods landscape, bringing new ...paradigms onto the map to advance new research methods that engage and transform communities. The argument in the article is that people of all worlds irrespective of geographic location, colour, race, ability, gender or socio-economic status should have equal rights in the research scholarship and research process to name their world views, apply them to define themselves and be heard. An African-based relational paradigm that informs a postcolonial research methodological framework within which indigenous and non–indigenous researchers can fit their research is presented. The article further illustrates how an African relational ontological assumption can inform a complimentary technique of gathering biographical data on the participants and how African relational epistemologies can inform partnership of knowledge systems. The use of proverbs and songs as indigenous literature and community voices that researchers can use to deconstruct stereotypes and deficit theorizing and community-constructed ideologies of dominance is illustrated.
Technological transformation should lead to enhance people’s potential and the development of their cognitive and social competences, especially those connected with effective communication on ...different levels. The COVID-19 pandemic has intensified all these processes and, for better resilience and effectiveness at work, it requires now different sets of competences. This book gives direct insight into changes that take place in education in the context of an unprecedented and rapid technological advancement, which requires the reorientation of goals and functions based on innovative, adaptive and flexible solutions – in most cases driven by individual leadership. It describes the way to reach this reorientation and shows through thorough research how educational leaders position themselves on this way in this fast-changing ecosystem.
Exploring how educational leaders manage the challenges of digital transformation, using European collaborative projects, this research volume discusses how this process impacts the effectiveness and sustainability of organizational activities. Establishing a model for assessing digital transformation in educational organizations and evaluating the effectiveness of their leaders, it will be of value to researchers, academics, practitioners, and advanced students in the fields of leadership, organizational change, management of technology and innovation, and those interested in the development of education and the utilization of digitalization.
This article proposes an in-depth mathematics analysis of simple and compound interest through an exploration of the mathematical structures underlying these concepts. Financial numeracy concepts ...(simple and compound interest, interest rates, interest period, present and future value, etc.) have been added to the mathematics curriculum of the Canadian province of Quebec in 2016. Yet, little is known with regards to mathematics teachers’ knowledge of financial concepts. We mobilized the relational paradigm framework in the context of simple and compound interest to construct an assessment instrument of teacher knowledge. Based on 36 teachers’ responses to the questionnaire, we observed that the majority of teachers did not use mathematical structures in problem solving; they were not able to make sense of simple and compound interest in ways that do not involve standard formulas. Such results indicate opportunities for professional development in regard to secondary mathematics teachers’ knowledge of mathematics in the context of simple and compound interest situations.
Transdisciplinary research processes often involve the integration of knowledge and stakeholders from various backgrounds. Here, we introduce the story of the research project AMA (A Mindset for the ...Anthropocene) on the role of mindsets in the context of sustainability and present an interactive visualization tool that we developed for stakeholder mapping and research communication. Through this platform, we provide access and navigation to everyone interested in this field of research and we have simultaneously created a channel for all stakeholders to co-create content. Here, we describe the design and functionalities of the platform and the participatory way it was developed as part of our stakeholder engagement. We discuss upon how such a design allows for reflection of potential biases in transdisciplinary research processes and simultaneously catalyzing self-organization in stakeholder networks.
The multiplicative reasoning that students should develop in elementary school is a key area of research in contemporary mathematics education. Researchers employ various views including ...multiplication as arithmetic operation, multiplicative structures, and multiplicative relationships. They also propose various classifications of multiplicative structures to support students’ development of multiplicative reasoning and problem solving. Our work contributes to this conversation by focusing on simple multiplicative relationships. Drawing on Davydov’s Theory of Developmental Instruction, we employ the relational view to analyze some multiplicative structures identified by researchers and practitioners. We propose a typology of basic multiplicative relationships as well as their specific graphical representations as a set of mental tools allowing for a holistic flexible understanding of the multiplicative situations, simple and complex, primary school students usually encounter (in grades 1–6). We suggest that the new approach may better support students’ multiplicative and relational reasoning and problem solving.
Increasingly governments expect universities to improve graduate employment outcomes. Universities respond by implementing employability strategies in, alongside and outside curricula, with debates ...ongoing about whether employability
is part of the curriculum, why and how. The context and process of employability is commonly framed in neoliberal and human capital paradigms. Some academics are resistant to their university's employability strategy and programmes often
adopt a 'bolt on' approach, which is outside the curriculum. At this time, the world is in the midst of multiple crises, linked to sustainability, technology and survival in societies, which are redefining and affecting life and work.
With all these tensions in mind, should universities reconsider how they think and act with respect to graduate employability, careers and the world of work? What are the key values of employability paradigms and models, and how do they
connect to the curriculum? This paper presents a narrative review of conceptual employability models published in the peer reviewed higher education literature since 2000 with each model positioned on a continuum based on its: (1)
paradigm, i.e., underlying beliefs about careers, employability and employment; and (2) relationship to teaching and curricula (i.e., intra-, extra- and/or co-). I observe that most models are focused on the employability of individuals
(i.e., career, skills, capabilities) and economic success (i.e., markets, knowledge economy, workforce), with limited consideration of wider contributions to local and global career development through social, ecological or technological
lenses. Models with stronger individualistic focus appear to be less connected to teaching and curricula than models that also focus on others. The potential implications of these observations for universities and teaching and learning
are discussed. Abstract
Since the 1940s Foulkes developed his theory of group analysis. Originating from Freudian psychoanalysis, Foulkes—through his experiences with groups—developed new concepts about human motivation, ...pathogenesis of mental illness and therapeutic options. In contrast to drive theory, he postulated relationality, search for contact and exchange, and belongingness as central motivations. In a sometimes surprising congruence with Foulkes’ ideas, the intersubjective-relational paradigm came into being during the 1980s and has since, as ‘intersubjective turn’, substantially influenced contemporary psychoanalytic theorizing. It could serve as a bridge between different psychoanalytic schools as well as between contemporary psychoanalysis and group analysis.
Basic tenets of group analysis and relational psychoanalysis are demonstrated, differences and similarities pointed out.
Por muchos años los economistas han afirmado que los individuos buscan maximizar la riqueza para maximizar su utilidad (satisfacción), porque "si somos más ricos, somos más felices". Es necesario ...reconocer que la vida buena, la felicidad, es la combinación de bienes materiales y de bienes relacionales. "Relaciones": es una gran preocupación, porque hoy el "bien escaso", son las relaciones genuinas, la confianza, la fraternidad. El "otro" como persona es, en sí mismo, un valor absoluto no sujeto a transacciones. La sociedad utilitarista cambia los bienes relacionales por bienes de consumo que desprecian la relación con la naturaleza, con la comunidad, con los derechos humanos, con los más vulnerables. El notable economista Amartya Sen es quien despliega la multidimensionalidad del desarrollo humano pero no encara la categoría del don-reciprocidad aunque una lectura profunda podría reconocer que esta categoría subyace en su visión humanista tal vez sin habérselo propuesto nunca. Una de las tareas esenciales dentro del amplio debate sobre el desarrollo humano integral es la profundización de la categoría de la relación, del paradigma relacional. El don, la reciprocidad en economía van ocupando un espacio.
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