Although the approach of social constructivism is not new (its origins are dated back to the pre-World War II era), it can be used along with novel learning strategies to facilitate quality online learning. The progress of technology, learning platforms and digital resources, together with certain social constructivism techniques, enable engineering practitioners to study in postgraduate management programs that replicate face-to-face environments. In this chapter, the authors introduce certain metrics (objectives, critical success factors, key performance indicators, and targets) along with a handful of constructivism techniques, namely, ‘peer interaction', ‘forum activities', ‘learning by doing', and ‘systematic feedback'. Linking the constructs of social constructivism with quantification enables us to develop a rational model of performance measurement, serving as a navigation instrument for instructors, instructional designers, and learners.
A common characteristic in George Orwell’s, William Foote Whyte’s and Erving Goffman’s classic works, as well as in the literature that followed their legacy, is the tendency of authors to refer to a front-of-house (FoH) and back-of-house (BoH) segregation, especially in terms of workers’ skills, gender, aesthetic, emotional and ethnic characteristics. The mark between the two areas is also treated as a variable, based on the degree of interaction between employees and guests. Departing from Goffman’s so-called sore spot areas, we seek to understand how the line of visibility changes in the light of societal and cultural shifts. Drawing on 25 interviews with general and human resource managers, we report an alteration of the typical FoH/BoH distinction with serious implications for practice. A hotel’s workplace layout, aesthetic, hiring and product processes are redesigned to encompass a new organizational identity and offer embodied experiences.
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