A study of barriers to agile manufacturing

Hasan, Mohd.; Shankar, Ravi; Sarkis, Joseph

doi:10.1504/ijasm.2007.015679

Cited by 58 publications

(73 citation statements)

References 40 publications

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“…Reasons identified in this study will be student‐specific. The relationship among these reasons identifies the “strength” of a factor, thereby aiding in understanding the relative position and influence of these factors on each other (Hasan, Shankar, & Sarkis, 2007). Armed with this information, policy‐makers and instructors will be better able to assess the relative importance of the influencing factors and their direct and indirect hierarchical relationships.…”

Section: Introductionmentioning

confidence: 99%

A framework of students' reasons for using CMC media in learning contexts: A structural approach

Guo¹,

Lu²,

Li³

et al. 2011

J. Am. Soc. Inf. Sci.

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Motivated by the increasing popularity of computermediated communication (CMC) media in university students' learning, this study employs a four-stage novel approach for analyzing and developing a structured hierarchy framework for students' usage of CMC media in learning contexts. First, media characteristics and the Uses and Gratifications (U&G) approach were adopted to understand student-specific reasons for using media. Second, a set of relevant data concerning the university students' reasons for using CMC media was collected by the Repertory Grid Interview Technique (RGT) and analyzed qualitatively using content analysis. The Interpretive Structural Modeling (ISM) technique was then used to develop a six-level hierarchical structural model of media use reasons. Finally, the cross-impact matrix multiplication applied to classification (MICMAC) technique was used to analyze the driver and dependence power for each media use reason and identify the hidden and indirect relationships among all reasons. The reasons related to students' use of CMC were classified as independent variables, linkage variables, and dependent variables. The study provides a validated typology of different clusters of interrelated students' reasons for using CMC media in learning contexts. The findings of this study will have significant implications and will be helpful for researchers, university policy-makers, instructors, and organizations in framing CMC technology implementation and use strategies. IntroductionA number of factors suggest that understanding the reasons behind students' use of various computer-mediated communication (CMC) media in their learning contexts is crucial today (Jones, Blackey, Fitzgibbon, & Chew et al., 2010;Liaw, Huang, & Chen, 2007). These factors include the rapid evolution of CMC media over the last decade, the significant number of students becoming extensive users of information and communication technology (ICT) (Horrigan, 2007), and the vast opportunities that students may have with various CMC media to enhance their learning (Jones et al., 2010;Liaw et al., 2007;Tao, 2008). Such an examination could help us maintain and enhance students'interests toward learning through technologies (Tao, 2008) and ensure the successful implementation of those technologies (Kuehn, 1994;Shroff, Vogel, Coombes, & Lee, 2007). However, this growing interest in CMC use has not yet been matched by sufficient attention to identifying a systematic framework describing students' reasons for using (and thus also not using) these technologies in their learning contexts (Guo, Tan, & Cheung, 2010;Tao, 2008). In addition, there is a gap in the understanding of the interrelated nature of these reasons (Dixon, 1996;Rubin, 1983;Rubin & Rubin, 1985). Although past research has attempted to identify the correlations among people's reasons for using media (e.g., Ledbetter, 2009;Rubin, 1983), little research has been conducted to empirically uncover the nature of the relationships among these JOURNAL OF THE AMERICAN SOCIETY FOR INFO...

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Section: Introductionmentioning

confidence: 99%

A framework of students' reasons for using CMC media in learning contexts: A structural approach

Guo¹,

Lu²,

Li³

et al. 2011

J. Am. Soc. Inf. Sci.

View full text Add to dashboard Cite

show abstract

“…As Phang et al (2010, p.345) stated: "studying the effect of the variables in isolation may not allow for the inter-relations to be uncovered and may result in ambiguous findings". Understanding the influences of the factors on each other and the hierarchy in which the factors sit is important, as it helps classify and categorise the factors, and thereby formulate their respective strategies, while also providing clarity of thought (Hasan et al, 2007). More recently Guo et al (2011) developed a hierarchical framework of the reasons for media use by students.…”

Section: Hierarchical Framework Of Technology Use Motivationsmentioning

confidence: 99%

“…Students' Motivations to Use Technology in Learning that they are important as action on any other variable will have an impact on them (Hasan et al, 2007).…”

Section: Research On Educational Technologiesmentioning

confidence: 99%

“…The construction of these factors into an inter-related framework for each group is useful for illustrating the different drivers which influence the way students use technologies in learning (Ledbetter, 2009;Roberts, Hann, & Slaughter, 2006). Such information would allow us to assess the relative importance of the factors and their direct and indirect hierarchical relationship so that we might predict the influence of each factor (Hasan, Shankar, & Sarkis, 2007). Such an inter-relationship framework may serve as a guide for taking appropriate actions to motivate each group of students to use technologies more responsively and effectively in their learning.…”

Section: Introductionmentioning

confidence: 99%

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Typology and Hierarchy of Students’ Motivations to Use Technology in Learning

Stevens

Guo

2018

AJIS

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Considerable discussion has taken place in practice and academe regarding the need for changes to the educational system to better suit current student's approaches and preferences for technology use in learning. Much of this discussion involves assumptions about the current students (referred to by some as 'digital natives') preference for independent learning and that students are motivated in similar ways to use technology to achieve and support their preferred learning style. This study sought to better understand student's motivations for technology use in learning and whether assumptions about the homogeneity of motivations are warranted. We sought to identify students' motivation typology and any groupings within these typologies, and understand the inter-relationship between motivations. Using data collected from 16 Information Systems (IS) students via the Repertory Grid Interview technique (RGT), a cluster analysis segmented respondents into two distinct groups: 'Independent Learners' and 'Traditional Learners'. A hierarchical framework of technology use motivations was developed for each group using Interpretive Structural Modelling (ISM) and Cross-impact Matrix Multiplication Applied to Classification (MICMAC) was used to categorise each group's motivation factors. Results show that the two groups were driven to achieve the same learning goals by different paths and hence questioning the assumption of homogeneity in technology use motivations among the current student cohort.

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“…At the same time, shortened product life cycles force manufacturing companies to increase their production flexibility at lower response times in order to satisfy the specific customer requirements (Hasan & Shankar, 2007;Angkiriwang, Pujawan & Sandosa, 2014). In addition to cost, quality and service level aspects, customers increasingly integrate aspects in their purchase decision-making which impact social and ecologic developments such as environmental soundness and resource conservation on product and company level (Kartnig, Grösel & Zrnic, 2012), so that industrial producers are forced to identify with the environmentally sound practices of Lean and Green production.…”

Section: Introductionmentioning

confidence: 99%

The Sustainability of Integrating Contactless Occasional Charging in Electric Vehicle Material Handling

Fekete

Martin²,

Kuhn³

2018

SET

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Electric mobility has developed itself to an option to mitigate air pollution and greenhouse gas emissions in cities same as in intralogistics material handling, while significant advances have been made in the research and development of electric vehicles (EV's). Along with the major challenge of energy storage, another important factor is the efficient design of system energy supply, transfer and consumption. This has had the effect of fundamentally changing perspectives across the mobility and transportation sector.The overarching aim of this research is to examine the impact and potential of using contactless occasional recharging for non-road Electric Vehicles (nrEV) integrated within a manufacturing line, recognising the need to balance the (sometimes competing) demands of delivering reliable and efficient production while respecting environmental and sustainable needs. The integration of a contactless charging infrastructure targets on a reliable energy supply in process inherent break times without changing or interrupting existing production processes.The research investigations based on the Occasional Charging Station Location Model (OCSLM) provide a set of novel results in reference to the impact from interim battery charging to system`s overall sustainability. The application demonstrated a theoretical increase in usable battery energy of 40% to 60% while realising a reduction potential in battery capacity and system cost of between 5% to 45%. However, the use of contactless power transfer based on a standard energy mix resulted in an increase in CO2 emissions of up to 6.89% revealing a negative impact to overall ecology from the use of this energy transfer system.

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A study of barriers to agile manufacturing

Cited by 58 publications

References 40 publications

A framework of students' reasons for using CMC media in learning contexts: A structural approach

A framework of students' reasons for using CMC media in learning contexts: A structural approach

Typology and Hierarchy of Students’ Motivations to Use Technology in Learning

The Sustainability of Integrating Contactless Occasional Charging in Electric Vehicle Material Handling

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