What is the meaning of threshold capabilities?
- The Ability To Respond To Adversity.
- A Profound Commitment To Succeed In Spite Of The Facts.
- The Will To Resolve And Move Through Conflict Very Quickly.
What is threshold concept and threshold capability theory?
The study was framed by threshold concept theory (Meyer & Land, 2003) and threshold capability theory (Baillie, Bowden, & Meyer, 2013). These are curriculum development theories that propose that any discipline has concepts, and capabilities, that act as gateways to future learning and practice in the discipline. ... ...
What are threshold capabilities and core competencies?
Order custom essay Threshold Capabilities and Core Competencies with free plagiarism report Capabilities that are valuable, rare, costly to imitate and non-substitutable, are considered as core competencies. In turn, core competencies are sources of competitive advantage for the firm over its rivals.
What is the difference between threshold and threshold resources?
Threshold are those needed for an organization to meet the necessary requirements to compete in a given market and achieve parity with competitors in that market. (Johnson et al, 2011). Threshold resources are the basic things that are needed in the organization.
What are issueissue threshold concepts?
Issue Threshold Concepts are increasingly used and researched within health professions education. First proposed by Meyer and Land in 2003, they can be defined as ways of knowing central to the mastery of a subject.
What is Threshold resources and capabilities?
What is the difference between threshold and distinctive capabilities?
What is the meaning of core capabilities?
What are Apple's capabilities?
| Apple's Organizational Resources & Capabilities | V | I |
|---|---|---|
| Ecosystem of complementary products | ✔ | ✔ |
| Access to user information | ✔ | ✔ |
| Artificial intelligence capabilities | ✔ | ✔ |
| Global distribution and sales network | ✔ | ✔ |
What is distinctive capability?
Which of Dyson's distinctive capabilities may over time become threshold capabilities?
What is the difference between capabilities and core competencies?
What four criteria must capabilities satisfy for them to become core competencies?
- Valuable.
- Rare.
- Costly to imitate.
- Non-substitutable.
What are key capabilities?
What are Netflix's core competencies?
What are Nike's core competencies?
What are examples of core competencies?
- Consistently high quality.
- Incomparable value.
- Ceaseless innovation.
- Clever, successful marketing.
- Great customer service.
- Formidable size and buying power.
What are threshold resources and threshold competences?
They consist of threshold resources and threshold competences – the resources and competences needed to meet customers' minimum requirements. Cap...
Is every capability a core competency?
In turn, core competencies are sources of competitive advantage for the firm over its rivals. Capabilities failing to satisfy the four criteria are...
What are the minimum capabilities for competitive advantage?
These are the minimum capabilities needed for the organisation to be able to compete in a given market. They consist of threshold resources and thr...
What is the difference between resources and core competences?
Resources can be tangible or intangible in nature. Core competences are the activities and processes through which resources are deployed in such a...
What is threshold capability?
The Threshold Capability Integrated Theoretical Framework (TCITF) is presented as a framework for the design of university curricula, aimed at developing graduates’ capability to deal with previously unseen situations in their professional, social, and personal lives. The TCITF is a new theoretical framework derived from, and heavily dependent upon, the ideas of the Threshold Concepts Framework (Meyer and Land 2003a; Land et al. 2006) and Capability Theory (Bowden and Marton 1998; Bowden et al. 2000; Bowden 2004). Capability theory is firmly based in phenomenography and variation theory, is concerned with the development of knowledge capability, but has had limited application in practice. The threshold concepts framework has enjoyed greater acceptance by a large range of academics in many fields. This acceptance has initially focussed on analytic studies of what constitutes a threshold concept—and the location and distribution of such concepts—in a given domain. In many instances subsequent attention has focussed on issues of pedagogy and assessment, including the design of curricula. We propose a merging of capability theory and the threshold concepts framework and argue that capability and variation theories provide the ideal mechanism for developing a strong pedagogical approach based on newly emerging knowledge of the critical features of threshold concepts within different domains.
What is threshold concept theory?
Threshold concept theory cast s a light on related issues of training and education and offers direction in addressing them. Threshold concepts are central concepts in a given discipline which are transformative but troublesome for many . They are important to their given discipline because they shape thinking and practice, but they are often difficult to master. This first of a two-part paper discusses the first of a two-stage, transatlantic study aimed at identifying and exploring threshold concepts in residential child care. Using focus groups and individual interviews with participants who had studied, practiced and/or taught in the UK, Canada or the US, it explored the views and experiences of educators who have contributed to knowledge production in the field, as well as front-line practitioners who have completed a dedicated course in child and youth care, residential child care or therapeutic child care. Findings included unanimous agreement about the relevance of threshold concept theory to their experiences and strong support for its utility in considering how curricula should be taught. There was a greater degree of commonality than divergence between educator and practitioner views about what might be threshold, with relational practice the most prominently discussed. A theme around the self of the learner was identified in discussions of threshold concept theory more generally, particularly across the educator focus groups. Implications for pedagogical practice are discussed, including the concept of praxis which provides a useful counterpoint for conceptualising the relationship between threshold concept theory and the use of self in practice, especially in fields where the self is a primary instrument of the work.
What is the goal of the web of threshold concepts?
With an associated focus on students’ active learning, the new design encouraged students to critically engage with threshold concepts in accounting. The aim was to transform their understanding of the discipline material from a set of discrete concepts that could be rote-learnt, to critical appreciation of the relationships between such discipline concepts. The design structures students’ active participation in associated learning activities, leading to improved student engagement and conceptual understanding, as evidenced by better attendance and results.
What is threshold theory in surgical training?
This chapter explores a constructivist theory that can inform the design of surgical education and training programs, especially to address areas of particular challenge. Threshold concepts, troublesome knowledge and threshold capability are introduced and illustrated in paediatric surgical training and transition to cardiothoracic surgical practice. Like other theories in this section, threshold concepts involve transformation of individuals’ ways of thinking, movement through a liminal state. This transformation is often associated with the development of a professional identity and represents an ontological shift in how the individual sees themselves and may reflect how others see them too. Learners can, however, sometimes find themselves in a stuck place where they can move neither forwards nor backwards. The ideas explored in this chapter may provide insights with which educators can help learners to move beyond their current state, to anticipate and plan for troublesome areas in learning, so that they can successfully navigate transitions.
What is threshold concept in prescription writing?
This process is transformative as it reflects medical students’ ways of thinking and practising. A conceptual framework, similar to “way of thinking and practising”, known as ‘threshold concepts’ can help students to establish meaningful connections between the transformative and conceptually difficult ideas underlying prescription writing. This enables them to think, practice and demonstrate the competence required for rational drug prescription conducive to effective pharmacotherapeutic care. Methods: A narrative review was conducted on a subset of articles retrieved during the course of an another literature review using four bibliographic databases from 15th August to 15th September 2019. The literature review is focussed on instructional interventions and their impact on university-level students learning pharmacology. Seminal papers on threshold concepts were also included to draw a comparison between prescription writing and key attributes of the threshold concepts framework. Results: An alignment supported by examples was observed between different aspects and challenges of prescription writing and key attributes of the threshold concept framework. Conclusion: Using the threshold concepts framework as a lens in prescription writing offers an insight to the curriculum designers employing it as a pedagogical utility in transforming medical students’ way of thinking and practising for rational prescribing. Moreover, it also informs the likelihood of unidentified threshold concepts for beginners within the course of prescription writing.
What is signal processing?
Signal processing is an engineering discipline known to involve abstract and complex concepts. Curriculum development should be informed by an understanding of the most critical and challenging learning in the field. Threshold concept theory and threshold capability theory provide a framework describing the features of the most critical and challenging learning in any discipline. The framework describes the effort of overcoming thresholds as troublesome, with a process that is often messy and long. Five coursework master's students, six postgraduate research students, and five academics were interviewed about their experiences with threshold concepts in signal processing. Two major threshold concepts were identified: time-frequency transformation and discretization. Self-regulated learning through years was needed to overcome the thresholds. Based on students' comments, the following are recommended to support learning in signal processing: integrated units, an introduction to how signals can be represented and why signal processing is used, examples of real applications, visualizations, practical laboratory exercises with prework, small applied projects throughout units, ample sample problems, the development of learning communities through consistent class groups, and opportunities to ask questions. Coursework and research students reported developing efficacy in self-directed learning as a consequence of overcoming threshold learning in signal processing.
What is threshold capability?
The Threshold Capability Integrated Theoretical Framework (TCITF) is presented as a framework for the design of university curricula, aimed at developing graduates’ capability to deal with previously unseen situations in their professional, social, and personal lives. The TCITF is a new theoretical framework derived from, and heavily dependent upon, the ideas of the Threshold Concepts Framework (Meyer and Land 2003a; Land et al. 2006) and Capability Theory (Bowden and Marton 1998; Bowden et al. 2000; Bowden 2004 ). Capability theory is firmly based in phenomenography and variation theory, is concerned with the development of knowledge capability, but has had limited application in practice. The threshold concepts framework has enjoyed greater acceptance by a large range of academics in many fields. This acceptance has initially focussed on analytic studies of what constitutes a threshold concept—and the location and distribution of such concepts—in a given domain. In many instances subsequent attention has focussed on issues of pedagogy and assessment, including the design of curricula. We propose a merging of capability theory and the threshold concepts framework and argue that capability and variation theories provide the ideal mechanism for developing a strong pedagogical approach based on newly emerging knowledge of the critical features of threshold concepts within different domains.
What is threshold concept?
In an excerpt cited earlier, Meyer and Land ( 2003a) indicate that a consequence of comprehending a threshold concept is “a transformed internal view of subject matter, subject landscape, or even worldview ” (p. 31). Threshold concepts, it is claimed, also tend to be integrative, that is, they enable the learner to make sense of disparate aspects of learning. The central issue is that the notion of transformation and integration is necessarily focused on learners’ ways of seeing the world around them. It emphasises how the learner handles various aspects of knowledge, rather than being simply about the pieces of knowledge themselves (Meyer et al. 2008, p. 67). It should be noted, however, that insofar as threshold concept papers focus on curriculum content derived from knowledge structures codified by the relevant knowledge community or curriculum developers, they tend to pay less attention to the relational human aspect. Capability theory, however, has the goal of explaining how, through experience of variation and reflection on it, learners can develop their ability to relate to the world around them, specific aspects of which they may be seeing for the first time. It addresses the issue of how to relate those new situations to the academic knowledge they have learned previously or which they need to acquire (hence integrative). Bowden and Marton ( 1998) provide one definition of professional competence as referring to “capabilities of seeing and handling novel situations in powerful ways, capabilities that frequently integrate disciplinary and professional knowledge (p. 114)”. The purpose is to deal with the novel situations they are confronting—termed the development of knowledge capability, a transformational notion.
What is the essential property of threshold concept?
The essential property of a threshold concept is its transformative character ; one that occasions in varying degrees (attributable to individual differences) epistemic and ontological shifts in the learner . The TCF has been developed over a number of years by Meyer and Land ( 2003a, b, 2005, 2006) and there is a focus now on inter-individual variation in:
What is threshold concept framework?
If it becomes a capability, that future becomes more reachable. The Threshold Concept Framework is a powerful one that has literally swept the world, across many different disciplines. It has intrigued, confused and engaged many academics who would normally not consider thinking out loud about teaching. It has helped to redesign curricula with critical, transformational yet troublesome subject content in mind. However, it has often left some with the feeling of not knowing what to do next; that the challenge to devise new forms of pedagogy to teach threshold concepts remains elusive. Capability theory has been drawn from, and influenced, many learning scenarios, especially through its foundational variation theory. It has helped us create pedagogies that engage students and provoke learning where it did not happen before. However, it is hard sometimes to relate it to the practicalities of curriculum design. It has seemed a little intangible, ethereal. It is a great idea, based on a well-established theory for pedagogy, but it lacks a little when it comes to content. The present paper has focused on the key, transformational elements of two powerful approaches to curriculum development, appropriated their features and melded them together into a newly reformulated TCITF. This new set of ideas has been linked to a very old set—Aristotle’s episteme, techne and phronesis. The TCITF is based on the premise that the whole is better than the sum of its parts. The aim is for it to hold within it the possibility of a theoretical framework, as well as a pedagogical and curriculum design approach.
What is liminal space?
Liminality could thus be described as the state in which there are two competing ways of seeing a situation, one the established but increasingly inadequate way and the other a new, more powerful and comprehensive way of seeing. This has led to richer conversations about how students might learn to pass through the threshold—pre-liminal when the established way of thinking dominates, liminal when the balance is changing and post-liminal when the new way of seeing has been adopted. Meyer and Land ( 2009) emphasised that learning in this interpretation is not a linear-type process, and that there is within the liminal space, in particular, an ebb and flow of understanding, oscillation in terms of the ontological dimension of variation, and ‘stuck places’. They have also explicitly distanced the TCF from managerialist, outcomes-based, ‘conveyor-belt’ learning experiences. More recent ‘rhizome-like’ non-linear models have also been proposed (Kabo et al. 2010; Baillie et al. in press).
Introduction
The Dyson Ltd was founded by James Dyson in 1993. The company specializing in innovation, the main product of the company is vacuum cleaners, hand dryers, bladeless fans and heaters. The company was pride at work in different and better ways than other competitors in the engineering products.
1. Using frameworks from the chapter, analyse the strategic capabilities of Dyson
The frameworks using there to analyse the strategic capabilities of Dyson are the VRIN framework. Dyson need to search its internal and external advantages to gain the competitive advantage over competitors.
2. To what extent do you think any of the capabilities can be imitated by competitors?
It is possible to imitate Dyson products, but it is hard to imitate. First, Dyson's main niche is the distinction design, it is the lifeblood of Dyson. The engineering ideas that are fine-tuned, it is made by the hand of engineering who made 100s, even 1000s prototypes just in order to get a better result, to bring a better product to the consumer.
What is capability ethic?
The capability ethic that Sen and Nussbaum are forging has given international development ethicists a challenging, richly nuanced, and fertile resource. It forcefully identifies both strengths and weaknesses of commodity‐based, utilitarian, and deontological rights‐based ethics. Building on and deepening the basic needs perspective, it promisingly evaluates development theory and practice by the plural criteria of valuable human capabilities and achievements. Recasting the traditional social ideals of human freedom, rights, and justice, the capability perspective has in effect launched a new development paradigm. To contribute to the paradigm's further evolution has been a major aim of the present essay.
What is Sen's concept of capability?
Sen's concept of capability and his critique of Rawls led us to touch on Sen's conception of the nature and value of positive freedom. For ‘the capability to function is the thing that comes closest to the notion of positive freedom, and if freedom is valued then capability itself can serve as an object of value and moral importance’ (Sen, 1984: 316). For Sen, positive freedom (i) is defined as ‘the “capability” to achieve various alternative combinations of functionings, that is, doings and beings’ (Sen, 1990 c: 116) and (ii) can add intrinsic value to the actual options and functionings chosen. The good human life is, among other things, a life of freedom (Sen, 1985 a: 70). Valuable human functionings include the act of choosing from among valuable functionings. In some of his recent writings Sen tends to use the concept of freedom even more than the concept of capability. The reason, I think is twofold. Against right wing libertarians such as Hayek, Friedman, and Nozick, Sen is trying to (re)claim the concept of freedom for the democratic left—whether that of social democracy or democratic (self‐managing) socialism. In distinction from (p.183) Nussbaum, Sen gives an account of positive freedom that is ‘thicker’ than Rawls's primary goods but ‘thinner’ than Nussbaum's (and his own) concept of the good life.
What is Sen's capability theory?
From the perspective of his capability approach, Sen has begun to sketch out a suggestive theory of moral rights as ‘capability rights’ (Sen, 1982 c: 222). These rights have an important role to play but are defined in relation to ‘basic’ functionings and capabilities or freedoms. Such rights are viewed as consequentialist goals rather than Nozickian deontological side constraints on goal‐seeking action. Finally, Sen argues for positive or welfare rights in addition to negative rights or rights not to be interfered with. Let us take each point in turn.
What is normative theory of distributive justice?
A normative theory of distributive justice is concerned with such questions as what should be distributed, who or what should be the agent and recipient of the distributing, and what are the circumstances of and bases for just distributions. Such a theory is the least‐elaborated aspect of Sen's (p.192) and Nussbaum's capability perspective. This judgement is true with respect to distributional issues both within and between nation‐states. So far Sen's major contribution has been to sort out some of the issues (Sen, 1984: Essay 12), criticize some leading theories (1980), argue for a conception of what is to be distributed (ibid.; 1990 c ), and consider some distributive or ‘combining’ principles (ibid.: 112).
Who developed the capability approach?
Crocker presents an exposition of the thinking underlying the capabilities approach as developed by Amartya Sen and Martha Nussbaum, detailing the ethic's foundational concepts of functioning and capability, its structure, and its relevance for a reconstruction of freedom, rights, and justice.
What does Nussbaum's account emphasize?
Nussbaum's account appropriately emphasizes that good societies and good development promote, through various institutions and practices, good human development. Responsible institutions promote the formation, exercise, maintenance, strengthening, and restoration of certain good human powers. 8.
