scholarly journals Evaluation Models of the Success of SMEs in the Internationalization Process

10.5772/17934 ◽  
2011 ◽  
Author(s):  
Ales Peprny ◽  
Lea Kubickov
Keyword(s):  
Internationalization Process ◽  
Evaluation Models

Retrospective and prospective learning: Accelerating the internationalization process

2021 ◽  
Vol 56 (3) ◽  
pp. 101191
Author(s):  
Margaret Fletcher ◽  
Simon Harris ◽  
Robert Glenn Richey
Keyword(s):  
Internationalization Process

scholarly journals Online Professional Learning in Response to COVID-19—Towards Robust Evaluation

2021 ◽  
Vol 13 (3) ◽  
pp. 56
Author(s):  
Alireza Ahadi ◽  
Matt Bower ◽  
Abhay Singh ◽  
Michael Garrett
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Background Information ◽  
Evaluation Approach ◽  
Online Mode ◽  
Evaluation Models ◽  
Teacher Professional ◽  
Workshop Evaluation

As COVID-19 continues to impact upon education worldwide, systems and organizations are rapidly transiting their professional learning to online mode. This raises concerns, not simply about whether online professional learning can result in equivalent outcomes to face-to-face learning, but more importantly about how to best evaluate online professional learning so we can iteratively improve our approaches. This case study analyses the evaluation of an online teacher professional development workshop for the purpose of critically reflecting upon the efficacy of workshop evaluation techniques. The evaluation approach was theoretically based in a synthesis of six seminal workshop evaluation models, and structured around eight critical dimensions of educational technology evaluation. The approach involving collection of pre-workshop participant background information, pre-/post-teacher perceptions data, and post-workshop focus group perceptions, enabled the changes in teacher knowledge, skills, and beliefs to be objectively evaluated, at the same time as providing qualitative information to effectively improve future iterations of the workshops along a broad range of dimensions. The evaluation approach demonstrated that the professional learning that was shifted into online mode in response to COVID-19 could unequivocally result in significant improvements to professional learning outcomes. More importantly, the evaluation approach is critically contrasted with previous evaluation models, and a series of recommendations for the evaluation of technology-enhanced teacher professional development workshops are proposed.

scholarly journals Discrepancy evaluation models in physics project based learning of student entrepreneurship character

2021 ◽  
Vol 1918 (2) ◽  
pp. 022042
Author(s):  
S Jumini ◽  
A Rusilowati ◽  
S Sutikno ◽  
E Cahyono ◽  
P Parmin ◽  
...  
Keyword(s):  
Project Based Learning ◽  
Student Entrepreneurship ◽  
Evaluation Models
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