The report discusses the various issues related to the Human Activity System that is being used for the learning management at Griffith University in Australia. The topic will demonstrate the various findings concerning the issues that have been faced due to the implementation of the Human Activity system for learning management. The Human Acclivity system is an effective system used for the management of learning approaches and ensures that all the students get proper education facilities and become successful in their professional career with ease and effectiveness. Certain issues may arise and can even deteriorate the performances of students studying within the University and make their career growth slowdown. The topic will also illustrate about the various stakeholders involved and how they have been involved with the management of learning approaches within the University (Aaij et al., 2016). The problems are addressed, values have been analysed and recommended solutions have also been provided in the end for ensuring that the issues with the Human Activity system used for learning management are reduced and the limitations are overcome as well with ease and efficiency. The report will analyse the goals and objectives, based on which, the issues and opportunities that may arise will be examined as well.
Identification of Business Problem and Need
(7 Points). Explain this section briefly (1 paragraph).
Business Problem/s and Need/s
The issue is mainly related to the Human Activity system used within Griffith University for the management of learning approaches for the students. The other issues that are concerned with the implementation of Human Activity system used for the purpose of Learning Management include inability to access data and information while doing researches and creating difficulties for the students to study and obtain relevant skills and knowledge to succeed in their career in an effective manner (Armstrong & Taylor, 2014). Due to the inability of accessing relevant data and information, it can become difficult for obtaining good amount of knowledge and skills and furthermore learn to succeed in the future through completion of course or degree.
The Griffith model is an effective and appropriate model used for the structuring and formation of the higher education system in Australia. The Griffith model is used for ensuring that the higher educational institutions in Australia an abide the rules, regulations and norms of a research intensive, campus based university to ensure that the Human Activity system is managed properly and issues regarding the learning management are overcome with ease and effectiveness (Burke, 2013). The Griffith model allows the educational institutions to enhance the teaching performances of individuals and deliver good quality services to the students by implementing new IT systems, Human activity system for monitoring the activities of individuals and manage institutional performance funds too. To evaluate the various findings related to the problems faced in business long with the scopes and opportunities, it is important to use the root cause analysis techniques such as SWOT analysis, Interview and also by using the Five Whys technique (Card, 2016).
The SWOT analysis is used for identifying the strengths, weaknesses, opportunities and threats experienced within the University in Australia. The SWOT analysis can also help in determining the issues that have arisen considering the Human Activity system used for Learning management at Griffith University. The strengths include affordable educational facilities, location in the state capital, presence of full time faculties who teach the classes most of the time (Conde et al., 2014). The relationship between the teachers and students are quite good that has helped in managing the learning approaches with much ease and efficiency. The organisation has also implemented new systems of Information technology for the purpose of delivering comprehensive and user friendly online education system. The Human activity system used for the learning management has also been beneficial for handling the interdisciplinary and experimental education at both the under graduate and post graduate levels. Enhanced faculty services provided to the University and larger community is also considered as major strengths here (Davis et al., 2012).
The weaknesses include lack of funding in several departments of the organisation, lack of financial support, thin cultural and ethnic diversity, decline of students enrolment, under staffing at various levels of the organisation, lack of implementation and utilisation of resources for the purpose of managing the process of recruitment and selection. Due to the lack of resources, there could be lesser expenditures on the IT system and Human activity system, that might further result in inability to retain the existing students and lack of skills to recruit and select individuals who can work for the organisation (de Souza & Márcio de Almeida, 2013). Few other areas of weaknesses are lack of proper infrastructure, underdeveloped campus life and issues with the HAS that has created difficulties for the students to adopt the right learning approaches and access information for their learning.
The opportunities that have arisen can help in creating a sustainable place in the market and derive positive outcomes. Griffith University has used the HAS to deliver online opportunities all over the world and ensure that good undergraduate experienced is achieved by using the best learning management practices. The conversations and partnerships are managed more easily with the employers (Department of Education and Training, 2011). The Humana activity has not only enhanced the scopes for enhancing the effectiveness of learning management approaches but also has developed various international and off-campus study and exchange programs to deliver excellence and become a leader in the field of interdisciplinary and integrated learning.
The threats that have risen due to the Human Activity system issues for learning management are lack of funding for higher education faculties, more risks related to the high turnover of faculties and staff members (Engeström, 2014). The huge amount of competition in the market from the other Universities and presence of other private educational institutions has created issues for sustaining in the competitive business environment as well.
The interviews are conducted for gaining the feedbacks an responses of the students about whether the students have been getting proper learning materials to access data and information properly or not. As the topic revolved around the issue concerned with the Human Activity system for learning management, so few cause effect diagrams are also suitable for gaining an in-depth detailed information about the causes of issues and how those can be resolved as well (Fraser, 2012).
The ‘Five Why’s’ tool acts as an interview technique for exploring the cause and effect relationships based on a particular issue and furthermore develop iterations to resolve the problems effectively. The five whys approach can be useful for defining, measuring, analysing, improving and controlling the various issues related to the Human Activity system for learning management. The issues with the HAS must be overcome by identifying the root causes at first and then take any necessary approaches for overcoming those with ease and effectiveness (Goetsch & Davis, 2014).
The PEST analysis is used to identify the political factors, economic, social and technological factors that can create an impact on the functioning of the organisation. The implementation of various rules, regulations and laws for enhancing the higher education and learning efficiency within Griffith University is one of the major political factors that has created an impact on the functioning of business. The economic factors include contribution of the organisation for the growth in economy of Australia, making ways for accessing the study materials by students and even effectively manage the processes of selection and recruitment (Griffith, 2012). The processes can ensure workforce efficacy by recruiting skilled and knowledgeable workers within the workforce and contribute largely to the organisational effectiveness. The productivity of the organisation will increase and this will in turn result in successful management of resources and contribute to the economic environment of business too. The social factors could be the various ways and learning approaches that have been managed by the organisation to attract and retain the students quite easily (Hammond, Keeney & Raiffa, 2015). The technological factors have created huge positive impact on the organisation through implementation of advanced machinery and equipments along with an effective information technology system for managing the databases properly and ensure that the enrolment of students and student login id to the student portal is created. This would help them to access various study materials and learn about their courses in a detailed manner (Hellweg & i Canals, 2014)
Business Goals & Objectives
The goals and objectives of the business are to reduce the occurrence of issues related to the Human Activity system for learning management and ensure that proper learning approaches are devised for making the students learn, obtain relevant skills and knowledge and succeed in their academic and professional career. There is also issues concerned with the accessibility if information and so the objective also includes management of proper learning approaches to allow the students access the data and information and furthermore achieve the business outcomes properly. The objectives and goals that are needed to be achieved have been defined with the help of SMART objectives (Hewitt-Taylor, 2012).
Specific S – The specific objective is to deliver flexibility across the various degree programs provided to the students.
Measurable M – The measurable objective is to determine how many students have enrolled in the University to study a particular course and gain degree.
Agreed upon A – The agreed upon objective can be the delivery of more educational opportunities and more options provided to learn a course and obtain relevant knowledge and skills to become successful in their individual career.
Realistic or R – One of the realistic objective is to develop an online learning program to allowing the students to study courses online and also get access to relevant data and information with ease and effectiveness (Hollensen, 2015).
Time bound or T – The time bound objective means achievement of something within a limited time period. The time bound objective can be focusing on how to attract more students and retain the existing ones studying in other universities all over Australia.
The determining of business goals and objectives is essential for enhancing the efficiency of the organisation as well as enable proper accessibility of data and information for the students. The business goals and objectives include implementing the online degree courses that are managed by various universities in Australia and furthermore help to deliver better learning management procedures for completion of a course for student easily and effectively (Hu & Li, 2013).
The desired outcomes that are needed to be derived are to provide better accessibility to data and information for the students, allow for reducing the issues of Human Activity system used for learning management and furthermore ensure that online degree courses are managed for providing convenience to students to study and learn new things. The outcomes needed to be achieved are also to satisfy the needs and requirements of students and influence them to spread positive messages about the organisation, which can make other students to enrol for their most suitable courses within the Griffith University in Australia. The outcomes that are desired also include enhancing the flexibility of each of the courses for involving more target segments as well as manage the resources such as financial, human resources in an effective way (IIBA, 2015). Other outcomes that are needed to be achieved are to provide more flexible options and enable the Human Activity system to manage the learning approaches properly. The HAS is useful and is to be implemented for monitoring the behaviours of students and check for the learning methods that are essential for improving their skills, knowledge and expertise level through educational facilities. By matching the expected results with the actual outcomes,; it will also be easy and convenient to check whether the learning approaches have brought positive impact on the learning and education facilities within the University or not. All these outcomes, when achieved, can make the company become profitable by generating more sales and revenue in business with more and more students enrolling for their courses at the University consistently every year (Islam, 2014).
(8 Points). Explain this section briefly here (1 paragraph).
Table 1. Stakeholder List
· Investors or shareholders
· Australian Government
· IT service officer
· Planning Director
· Executive officer
· Advisors of management of career
· Course advisors
· Graduate employment partnerships
This list can be expanded upon in a list similar to that shown in Appendix E (see below)
Stakeholder Roles & Responsibilities
The roles and responsibilities of the various stakeholders differ and they all have managed to contribute to the organisation to make sure that the issues related to the Human Activity system for the Learning management are reduced to a large extent with ease and effectiveness. The various kinds of information related to the stakeholders have been included here with the consideration of different components such as name, title interest authority and influences of these stakeholders in business. Faculties within the University are allotted with time schedules to provide higher education to students by teaching them properly and allowing them to embrace the most appropriate learning approaches to ensure growth and development too (Jick, 1979). The Australian Government has checked whether the Griffith model has been followed by the University properly or not to deliver good quality education facilities and improve the skills, knowledge and expertise level of students with ease and effectiveness. The Chancellor and Vice-chancellor conduct meetings with the higher management and educational consultants to documenting various reports related to the management of Human Activity system issues and develop ways by which these kinds of issues can be overcome (Kajanus et al., 2012). The Manager of the organisation holds the responsibility to improve the organisational infrastructure by implementing effective IT systems to maintain steady growth and deliver betters services to the students.
Attitude & Influence
Stakeholders of the organisation are bound to maintain a positive attitude once their needs and requirements are fulfilled through the proper management and implementation of Human Activity system used for the purpose of learning management at Griffith University. The stakeholders will be able to maintain a positive attitude and behaviour when all their needs and preferences are fulfilled and this is needed to be done not only for reducing the issues of the Human Activity system for learning management but also ensure that the lack of accessibility of data and information is reduced largely. This would help in management of financial and human resources as well as implement the most appropriate information technology system to manage the business operations and processes easily (Kenneth & Kilmann, 2002). This would also help in keeping the learning management practices on track and ensure that these are properly delivered to the students for their career growth and well being. The stakeholders who have the most influences on the organisation include Chancellor and Vice-chancellor, Government of Australia, managers, career advisors and the most important students who are responsible for the success of the organisation. It is the duty of the organisation to fulfil the demands and expectations of students and deliver the right kinds of learning approaches to them for allowing them to progress in their career by gaining a degree from the course completion (Kohfeldt & Langhout, 2012).
Stakeholder Relationships and Mapping
The stakeholder mapping determines the various stakeholders involved with the implementation of Human Activity system for learning management and the relationship that exits among them. All the internal and external stakeholder relationships are linked together to form a relationship and this has been done by Griffith University by using the onion diagram. The Onion diagram presents the various stakeholders into various categories and are presented within the circles that constitute the Onion diagram. The stakeholder matrix is also used as an effective tool for mapping of stakeholders and design new programs with the involvement of various individuals who have been involved with the Human Activity system at Griffith University in Australia (Kolb & Kolb, 2012). The impacts of these stakeholders and the outcomes that may be generated along with the internal and external stakeholder relationships are also determined with the help of this matrix. The RACI matrix is used to determine the linear responsibility and participation of various individuals or stakeholders who have certain roles in the management of issues regarding the Human Activity system used for learning management. The roles and responsibilities of the stakeholders can also be understood with the use of RACI matrix (Kontogianni et al., 2012).
Approach to Req’s Life Cycle Management
To fulfil the needs and requirements, it is important to ensure a proper and entire life cycle management process for ensuring that all the steps are followed properly while developing an appropriate Human activity system for the management of learning approaches and education services provided to the students of Griffith University. The waterfall model is a plan driven approach that follows a sequence to manage the designing process and it is a top down approach. The progress of the development of software does through various phases such as conception, initiation, analysis, design, testing, production, implementation and finally maintenance to check the reliability and accuracy of the system at Griffith University. The other management of requirement analysis approaches are AGILE and Hybrid techniques (Laudon & Laudon, 2016). The waterfall model technique is a plan driven approach that enables the various phases of the system development life cycle from top to bottom and allows for checking all the errors at each of the steps and rectify those too.
The AGILE method is based on iterations and can help the team members to respond to unpredictable situations and develop software with ease and effectiveness. The incremental approach is used within the AGILE technique to follow an iterative work sequences, also referred to as sprints for the development of a system effectively. The AGILE Method is quite complex as it incurs huge amount of effort and money to evolve the requirements and solutions by managing proper collaboration between the cross-functional and self-organising teams at Griffith University (Lienert, Schnetzer & Ingold, 2013).
The Hybrid model or method allows for using the software codes by combining both the waterfall and agile methods to develop good quality system that can serve as effective tool for the management of learning methods provided to the students of the University. This is also beneficial for developing an accurate IT system that will be able to fulfil the needs and requirements of the students studying within the University as well as ensure that the data and information are properly accessible to them to study, learn and move forward in their career conveniently (Mannarini & Fedi, 2012). A turnaround time is needed to managing the process of continual product releases in an effective manner and even conducts the backlog management properly. This would enhance the processes of maintaining proper software version and furthermore implement the methods of product release and planning with ease. The Hybrid method combines both the waterfall and agile methods to manage changes that are driven by plans and furthermore reduce the chances of issues that may be faced while implementing the Human Activity system used for the learning management At Griffith University, Australia (Mbow, Neely & Dobie, 2015). The hybrid model is used after the implementation of the system for the management of change driven approach and delivers good outcomes based on the experimentation and iteration components. Among all these approaches, the Hybrid method is considered as the most effective one for developing the system and ensures proper functioning of the organisation within the business environment with the satisfaction of needs and requirements of various stakeholders in business (Miller & Mork, 2013).
The conflict management approach allows for identifying a particular situation and the risks or conflicts associated with it. The conflicts might arise in certain cases when the Human Activity system is not implemented properly and the learning approaches are not managed wisely, thereby resulting in lack of accessibility of data and information for the students studying within the Griffith University. There are five different approaches of managing conflicts such as the competing, collaborating, compromising, avoiding and accommodating. The conflicts are managed to ensure that the various stakeholders involved contribute equally for the organisation and communicate with each other to manage good production level through attraction of more students and retaining the existing students from other universities too (Missonier & Loufrani-Fedida, 2014). The conflict management approach that has been best suited here based on the context is the collaborating style that not only allows the stakeholders to work towards a common goal but also ensure that the conflicts are resolved with ease and effectiveness.
Change Strategy, Value, Recommended Solution
The change strategies will help in identifying the issues experienced while implementing the Human Activity system for the learning management and check for the most suitable methods to reduce the chances of issues and risks that were experienced earlier. The change strategy along with its values and benefits are integral part of the topic revolving around the issues of Human activity system for the learning management. It would not only provide a scope for developing useful solutions to the issues but would provide various recommendations for reducing these issues and manage proper implementation of the system within the organisation’s workplace (Satzinger, Jackson & Burd, 2012).
The scope of solution can help to address the needs and requirements of the various stakeholders and make them aware of the scopes and opportunities to deliver positive outcomes by reducing the issues of Human Activity system used for the management of learning approaches and providing accessibility of data and information for the students of Griffith University. The Human activity system is the solution that has been defined and all the problems associated with it are needed to be overcome that can bring better accessibility for the students to manage data and information as well as manage proper business functions and processes. The solutions cope would define the business need, its impac6 and probable measures that could be undertaken for resolving the issues of Human activity system for learning management at Griffith University (Serrat, 2017). The solution scope would identify the problem scope at first and then ensure that the needs of stakeholders are identified and how could they support the system to derive positive outcomes for the organisation. It is also important to revise the system with the consideration of stakeholders like IT service staffs, faculties, academicians and career advisor who holds the responsibilities of preparing time tables, manage the student portal access by providing them with login id and password and maintain the University web site too through proper implementation of IT system. The sotehr stakeholders are assigned with the roles of managing the IT framework and accounting systems, teaching of students and advise them about the career growth and opportunities available too (Seuring, 2013).
The Australian Government has implemented certain rules, regulations and laws for the management of higher education in an appropriate manner and check whether the services delivered to the students have complied with the standards of quality and organisational rules or not. The solution scope would also allow for revising the Human activity system properly and improve the IT system framework for successful implementation of learning approaches, management of courses and student portal. This would assist the students by providing them with learning materials and even teach them according to the time slot allotted to the faculties and academicians to teach them (Soosay, Fearne & Dent, 2012). With the advancement in technology and communication, various technological changes are possible that can not only improve the organisational infrastructure and support the services by ensuring delivery of good quality educational programs to the students. This would ensure accreditation by the Australian Universities and ensure that the degree courses and programs allotted to the students are of good quality and can meet the expectations and demands of the service users.
The Force field analysis is used to support the various management approaches and deliver a good solution scope as well. This model can help in assisting the stakeholders of the organisation to make decisions by maintaining balance between the forces that influence the changes and the forces that resist the changes. The proposed changes are illustrated in the Force field analysis table in between that has resulted from by maintaining balance between the influencing and resisting forces. The major forces to enabling changes are both internal and external drivers such as existing or old machineries and products, lack of morale among the team members, need for increasing the profit generation, volatile working environment, change in demographic conditions, etc (Stark, 2015).
The forces against change include the old structures of the organisation, lack of planning skills, attitudes and absence of positive behaviours. There are external factors for resisting change too such as existing partners, Government laws, legislations, rules and regulations along with obligation towards customers and responsibilities to fulfil their needs and requirements properly.
To provide support toward the supporting forces outlined in the Force Field diagram, the risk of the opposing forces of the model, must be mitigated and include, investment in more staff and investment in more infrastructure and supporting facilities (van Wijngaarden et al., 2012).
The decision tree acts as a decision support tool that presents the various activities of the organisation and its probable impacts along with outcomes, cost of resources and utilities that are needed to implement the Human activity system, manage the learning approaches properly by preventing any issues related to the lack of accessibility of data and information for the students.
The value chain analysis is another effective tool that analyses the internal organisational activities to recognise the activity that has the most potential to generate best outcomes and develop a suitable approach for improving the organisation’s ability to gain competitive advantage as well (Xingang, Jiaoli & Bei, 2013).
From the decision tree it could be understood that the enrolment of students has increased and with the implementation of the IT system, the management of learning approaches has brought more consistency. The employees have also managed to obtain a number of benefits like training sessions provided to them for enhancing their skills and knowledge and make them capable of providing best quality services to the students. There would also be benefits of administration such as management of student portal where the students can login with the help of an id and password to access relevant data and information with convenience. Based on the decision tree, the “do nothing” is not actually a reliable option because of the exclusive features of the model to identify the best option that can bring good outcomes along with the various risks that have been found with the implementation of Human activity system used for the learning management (Yuan, 2013). The internal business activities have been analysed and this has also helped to identify the areas that lacked certain strengths, furthermore creating better scopes and variables for the generation of good amounts of profit and competitive advantage in business as well. The human resources and financial resources have been managed well too, because of the monitoring of cost of various activities within the organisation.
The risk assessment procedure is an integral part of the development of Human Activity system used for the learning management at Griffith University. It can evaluate the potential risks associated with the project and even the risks that may hinder the deriving of projected business outcomes in an effective manner. The risk assessment technique can help to determine the risks that have been experienced while implementing the IT system to improve the data and information accessibility and management of learning courses provided to the students (Aaij et al., 2016).
The analysis of requirements is done to check whether all the relevant resources are available or not for overcoming the issues of Human activity system for the learning management within the university in Australia. The requirements of business stakeholders, functional as well as non-functional requirements have been included here for managing the analysis process in an effective manner.
The business requirements include the financial resources, human resources along with the various assets owned by the organisation to sustain in the business environment. By preparing and analysing a document report, the requirements are identified to develop an appropriate strategic plan that can allow the organisation to accomplish the goals and objectives in business. The MoSCoW technique can be utilised as a prioritisation technique to analyse the business requirements,. Develop new software and manage the project properly by establishing a good understanding and relationship with the stakeholders. This would be beneficial for identifying the needs and requirements of stakeholders that had been considered as major business requirements to succeed in the competitive business environment as well (Armstrong & Taylor, 2014). The requirements of students are needed to be analysed for understanding what can satisfy them and even develop the learning and course programs according to their needs and preferences.
Stakeholder Requirements for the Top Business Requirement
From the MoSCoW technique, it is quite clear that the requirements of the students have been considered as the most important that are needed to be fulfilled to become successful in the marketing. The requirements of faculties and academicians are needed to be fulfilled as well for ensuring that they allow the students to obtain relevant materials and information regarding their project as well as make them progress in their career with perfection.
The most important business requirement is to improve the infrastructure of the organisation, which can be done by making necessary investments and by implementing newer and advanced technologies. This can improve the way higher education facilities are provided to students and furthermore ensure satisfaction of students effectively too (Burke, 2013).
The functional requirements of the organisation are implementation of advanced IT systems to management and processing of data, make calculations and allow the organisation to use its technical expertise for the achievement of goals and objectives properly. The functional requirements also include the requirements of stakeholders such as accessibility to relevant information for studying and learning the course or degree program that can allow them progress in their career (Card, 2016).
The non-functional requirements are the environmental factors that can create an impact on the organisation’s functional reliability, performance, security, operability, compatibility, maintainability and management of solution transfer too. The non-functional requirements include few requirements that can check the operations of a system rather than specific behaviours possessed by individuals. Analysis of documents related to the learning management procedures and interviewing the students and individuals working within the organisation can provide their responses, based on which, the non-functional requirements can also be obtained effectively (Conde et al., 2014).
The topic illustrated about the issues experienced during the implementation of Human activity system used for the learning management at Griffith University, Australia. The various stakeholders had been included here along with their individual roles and responsibilities within the organisation. The business goals and objectives had been illustrated and the various methods used include SWOT analysis, Five Whys, etc. The analysis of stakeholders abased on the priority and influence had been illustrated here as well. Onion diagram, RACI matrix and stakeholder matrix had been included here as well along with the various approaches of managing the requirements. He solution scope and analysis if requirements had been done as well for deriving a good conclusion in the end.
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