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Showing 1 to 2 of 2 (0.138 seconds)Spelling suggestions: "subject:"informationsprogram"" "subject:"transformationsproblem""
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Information Processing Problems : A comparative study of the Front End of new product development within radical and incremental projectsAronsson, Martin, Schrewelius, Karin January 2015 (has links)
The first phase of new product development (NPD) is today commonly referred to as the Front End (FE) of NPD. The phase has received a decent amount of attention during the recent years, nevertheless insufficient considering its ability to influence a project’s outcome. The phase begins when an idea is born, and ends when a formal meeting decides whether to invest in the idea or not. The investment then leads the project to enter a formal phase. During the FE, a large number of issues occur, which are believed to be the result of deficient processing of information. If the issues are not managed correctly, the NPD procedure will not be efficient. When information is being processed into knowledge, sometimes an uncertain, equivocal, or complex situation arises, which leads to delays, additional costs, and wasted efforts. These information processing problems (IPPs) need to be managed by firms in order to reduce their negative repercussions. Depending on a firm’s perception of the novelty towards a product, the project is considered to be either radical or incremental. Depending on that novelty, it is theorized that the IPPs will have different dispersions, and pose differently significant challenges to the project. The aim of this study is therefore to investigate the differences of the significance and dispersion of the IPPs, during the FE, when comparing radical and incremental NPD projects. For this purpose, a case study approach was deemed appropriate. In order to collect data concerning the IPPs, seven case studies were conducted. The data was collected through semi-structured interviews, with respondents that possess' an extensive experience from working with NPD within Swedish firms. The data analysis from the seven interviews proved that indeed there is a difference in how the IPPs vary, dependent on whether the project is of a radical or incremental nature. All the IPPs showed higher levels of significance in the FE in radical projects, than in incremental ones. Uncertainty proved to be the IPP that differed the most and therefore possessed the greatest significance difference. This means that differentiated approaches in radical respective incremental projects are needed in order to reduce uncertainty. Equivocality represented the IPP with the least difference in significance, meaning that the FE in radical and incremental projects require rather similar design in how to prevent equivocal problems. By understanding the differences in dispersion and significance, one can create differentiated management approaches during the FE, that fit the level of novelty of the product at hand. For some products, preventive actions must be taken to a larger degree compared to others. By doing so, the lead time of the FE can be shortened as less problems will arise, creating a faster and smoother process. The resources saved could be spent on improving activities, instead of being wasted on repairing unnecessary problems. The study contributes to the research field of NPD by adding newknowledge, aiding the collective effort of increasing firm’s proficiency in how to manage the FE.
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”Maten är kass, men lärarna är snälla” : Recensioner av gymnasieskolor - ett beslutsunderlag för gymnasievalet på skolmarknaden / ”The food is crappy, but the teachers are kind” : Reviews of schools – basis for decision-making for upper secondary school election on a school marketBarakat, Mohammed, Östergren, Rolf January 2019 (has links)
Syfte och frågeställningar Syftet med uppsatsen är att få en förståelse för vad det är elever som söker till gymnasieskolan kan tänkas möta då de läser recensionstexter. Syftet är således att kartlägga recensionssystemets omfattning och innehåll kvantitativt; vad som tas upp i recensionstexterna, samt att undersöka hur recensionstexterna är konstruerade. Avslutningsvis syftar uppsatsen till att diskutera recensionssystemet i en större samhällskontext - som ett resultat av och en del i vår samtid. Vilka ämnen och teman förekommer i recensionstexter av gymnasieskolor samt hur frekvent är förekomsten? Hur värderas (positivt, negativt eller neutralt) de olika temana i recensionerna? På vilket sätt är recensionstexterna konstruerade och hur kan det tolkas? På vilket sätt framträder en skolmarknadsdiskurs i recensionstexterna? Metod De kvantitativa frågorna undersöks genom en innehållsanalys av slumpmässigt utvalda recensioner på gymnasieskolor i Stockholms län. De förekomna orden kvantifieras och delas in i teman, kategorieroch subkategorier. En bedömning görs även utifrån om de förekomna orden lyfts i en positiv, negativ eller neutral kontext. Den kvalitativa delen utgörs av en textanalys inspirerad av diskursanalysen. Av ett antal utvalda recensioner, baserat på dess innehållsliga relevans, analyseras dessa semantiskt med diskursanalytiska verktyg. I diskussions- och analysdelen behandlas resultatet utifrån det teoretiska ramverket och tidigare forskning. Resultat Av innehållsanalysen framgår att de vanligast förekommande temana var allmänna värdeomdömen om skolan, att kommentera lärare samt skolans upplägg och utbildningens kvalité. Det är även vanligt att sociala aspekter så som atmosfär och gemenskap lyfts fram i recensionerna. Av den kvalitativa delen framgår det att recensenterna uttrycker sig på ett sätt som speglar skolmarknadsdiskursen. I somliga fall framgår tydligt hur recensenten anammat skolmarknadsdiskursen. Slutsats Resultatet indikerar att recensionssystemet riskerar att generera segregerande effekter. Framförallt utifrån den asymmetriska tillgången av information och att skola och identitet knyts allt närmare varandra. Detta förtydligas och ställs på sin spets i hur recensionerna är konstruerade och kan, i vissa fall, tänkas vara svårare att bearbeta då gemene elev tenderar att se recensenter som objektiva (till skillnad från övrig tillgänglig information). / Aim The aim with this study is to explore what kind of information pupils, searching for upper secondary school, might get from reading reviews of schools. The purpose is thus to quantify the scope and content of the review system quantitatively; what is mentioned in the review texts, and to examine how the review are textually constructed. Finally, the paper aims to discuss the review system in a larger social context - as a result of and a part of our time. What topics occur in reviews of upper secondary schools and how frequent is the occurrence? How are the different themes in the reviews valued (positive, negative or neutral)? In what way are the review texts constructed and how can it be interpreted? In what way does a school market discourse appear in the reviews? Method The quantitative questions are examined through a content analysis on randomly selected reviews of upper secondary schools in Stockholm County. The words in question are quantified and divided into themes, categories and subcategories. An assessment is also made based on whether the existing words are lifted in a positive, negative or neutral context. The qualitative part consists of a text analysis inspired by the discourse analysis. From a number of selected reviews, based on its substantive relevance, these are semantically analyzed with discourse analytics tools. In a merged discussion and analysis section, the result is treated on the basis of the theoretical framework and previous research. Results The content analysis shows that the most common themes were general value reviews of the school, commenting on teachers and the school's structure and the quality of the education. It is also common to mention social aspects such as atmosphere and cohesion. From the qualitative part it appears that the reviewers express themselves in a way that reflects the school market discourse. In some cases, it is clear that the reviewer has adopted the school market discourse. Conclusion The result indicates that the review system risks generating segregating effects. Especially based on the asymmetric availability of information and the fact that school and identity are getting more connected. This is clarified and put on its tip in how the reviews are constructed and, in some cases, may be more difficult to process when the common student tends to see reviewers as objective (in contrast to other available sources of information).
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