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Context in source publication
Context 1
... SRP should require minimum effort and interaction from the market staff in setting up the packaging and removing empty ones, should facilitate the following of product flow and should permit easy removal of the product from the SRP by customers (Romanik, 2013). Typically, shelf-ready packaged baby food jars come in corrugated cardboard (CC) trays containing between six and twenty jars, bound in shrink wrap (Figure 1). ...
Citations
... The manuscript was accepted for publication as an article on 8 September 2015, and is currently available online (Börekçi, 2015). This paper acceptance was a turning point for my research profile. ...
... The manuscript was accepted for publication as an article on 8 September 2015, and is currently available online (Börekçi, 2015). This paper acceptance was a turning point for my research profile. ...
This paper describes the publication journey of a manuscript on design education research that extended over ten years, sent to nine different publication channels (8 journals, 1 conference). The process ended with two publications in academic journals defining two periods for the author, one ending with the first publication, followed by a three-year interval, and the other ending with the second and main publication. The paper reviews 12 versions of the manuscript, 12 responses from the journals, and four revision notes by the author in identifying the developmental highlights of the manuscript. The paper then presents an account of this process in chronological order, referring to the improvements made to the manuscript in terms of form and content. Insights from this publication experience are offered as issues addressed in developing the theoretical framework, describing the methodology, and situating the research findings.
... The manuscript was accepted for publication as an article on 8 September 2015, and is currently available online (Börekçi, 2015). This paper acceptance was a turning point for my research profile. ...
... In architectural design processes, an architect has exclusive authority and freedom in developing ideas and concepts [23,24]; therefore, while working on initial concepts, designers need to think concurrently and consider multiple perspectives [25][26][27]. Architectural design ideas do not emerge as fully formed concepts [28][29][30]. They usually start as vague, shapeless thoughts that are then refined through a particular process [29], which is crucial in generating a design solution [24]. ...
This study explores the potential of employing AI, particularly text-to-image generators, in the architectural design process. It addresses three main research questions: (1) How do designers utilize text-to-image generative models in architectural design practices? (2) From a designer's perspective, what are the most significant limitations and potential threats associated with using text-to-image generative models? (3) What is the role of text-to-image generative models in enriching the design process? Using a qualitative research method, semi-structured interviews were conducted with sixteen experienced architectural designers who had recently incorporated text-to-image generative models into their practice and toolkits. The findings reveal that these models have the potential to enhance creativity, visualization, and imagination, particularly in the early design stages. However, participants also identified difficulties, limitations, and potential threats, emphasizing the need to improve the tools further to fit the architectural design field. The results of this study are demonstrated as a matrix that illustrates the different tools used by architects and designers during the design process and the addition of text-to-image models to these tools. Moreover, the research findings are summarized using a SWOT analysis, outlining the strengths, weaknesses, opportunities, and threats associated with incorporating text-to-image generative models in architectural design. This study will help designers in the architectural design field, including professionals, academics, and students, to boost their creative process when designing projects and empower them to be more productive in their specializations by facilitating the augmentation, exploration, and experimentation of new ideas.
... It usually includes the holistic and contextual views. The framework shows the metrics [15], life cycle [19], business model [44], and process [45] regarding idea management. These frameworks were developed following a more apparent scope and purpose than the other three outcome formats. ...
... Regulations can change the design solution. These constraints could be time awareness [54], paper-based or computer-based time design activity, time on searching online [21], and detailed or less detailed design briefs [45]. ...
... Sharing (six papers) is more about crowdsourcing, which requires sharing ideas in the community. Some designers and engineers need to retrieve ideas (five papers) from the idea pool [45]. Only one study mentions monitoring related to public service [38]. ...
Idea management is a crucial pillar of corporate management. Organizations may save research expenses, influence future development, and maintain distinctive competency by controlling front-end ideas. To date, several idea management tools have been developed. However, it is unknown to what extent they support the idea management process. Therefore, this scoping review aims to understand the classification of idea management tools and their effectiveness through an overview of the academic literature. Electronic databases (Scopus, ACM Digital Library, Web of Science Core Index, Elsevier ScienceDirect, and SpringerLink) were searched, and a total of 38 journal papers (n = 38) from 2010 to 2020 were retrieved. We identified 30 different types of idea management tools categorized as digital tools (n = 21), guidelines (n = 5), and frameworks (n = 4), and these tools have been utilized by software designers, hardware designers, and stakeholders. The identified tools may support various stages of idea management, such as capturing, generating, implementing, monitoring, refinement, retrieving, selection, and sharing. However, most tools only support a single stage (either capture or generate), and they cannot track the life cycle of the ideas, which may lead to misunderstanding. Therefore, it is essential to develop tools for managing ideas that would allow end users, designers, and other stakeholders to minimize bias in selecting and prioritizing ideas.
... Overall, as mentioned in the literature, no particular recommendations are consistent about the ideal group size (Atanga 2007;Börekçİ 2015). In this study, a smaller group of six participants (four males and two females) was used. ...
Purpose
The key objective of the study is to understand the best processes that are currently used in managing talent in Australian higher education (AHE) and design a quantitative measurement of talent management processes (TMPs) for the higher education (HE) sector.
Design/methodology/approach
The three qualitative multi-method studies that are commonly used in empirical studies, namely, brainstorming, focus group discussions and semi-structured individual interviews were considered. Twenty - three individuals from six Australian universities participated in this study.
Findings
The qualitative study explored three key themes and ten subthemes of TMPs that are used in AHE. These were: (1) talent attraction, (2) talent development and (3) talent retention.
Research limitations/implications
This study only targeted one country (Australia) and one sector (HE).
Practical implications
This study offers three major contributions as follows: theoretical, practical and policy aspects. Theoretically, the study provides a value-add to Talent Management (TM) theory through designing a guide (conceptual model) of TMPs for the HE sector. Practically, it collects original qualitative data regarding TM in the HE domain. From a policy point of view, this study adds more debate around adding new ideas to Australian education strategic plans for HE.
Originality/value
This study has a unique methodology because of strengthening the effect of an in-depth case study. For instance, two different techniques were used for data analysis for the same research objective as follows: (1) both manual methods and content analysis software (NVivo 11) and (2) the three-stage approach. Using these techniques for the same purpose in one study can provide greater flexibility to examine the relationship between theory and data.
... A brainstorming procedure is also designed to involve team members in a discussion about future aims (Saunders, 2013). Ideally, at the session's end, some key Source: Adopted from Creswell (2014) Figure 2. A sequential mixed-methods design Talent management processes solution areas should be identified (Börekçİ, 2015). Therefore, the brainstorming session is planned and organised in which the participants themselves suggest themes (Balasubramanian et al., 2008;Lu and Yuan, 2011;Torres Kompen, 2016). ...
... The question assessed thoughts by determining worthwhile processes of TM in Australian HE to potentially be included in the research model. Each round ideally required 5 min for each participant to answer (Börekçİ, 2015). Börekçİ (2015, p. 5) explains this as follows: "When his/her turn came, the speaking participant had 3 min to think out loud and share his/her ideas on the problem area, after which, for 2 min the listening participants were allowed to speak and ask questions while continuing with their note-taking". ...
... This process assisted with determining the themes related to TM. As mentioned earlier in the brainstorming session, each round ideally requires 5 min for each participant to answer (Börekçİ, 2015). ...
Purpose
The purpose of this paper is to understand the best processes that are currently used in managing talent in Australian higher education (HE) and to examine the policies in terms of talent management processes (TMPs) that are derived from objective one. Pragmatic benefits for academic institutions focused on enhancing talent.
Design/methodology/approach
This study selects the mixed method as its research design. In the qualitative study, there were three methods: brainstorming, focus group and individual interviews, followed by the quantitative questionnaire study. The sample consisted of 6 participants for brainstorming, 11 in focus group, 6 individual interviews and 286 participants for the quantitative questionnaire, all conducted in nine Australian universities.
Findings
Three key themes: talent retention, talent development and talent attraction were explored by the qualitative study. The quantitative study tests the level of an importance regarding the three TMPs explored.
Practical implications
This empirical research is one of the first few studies that extended the previous investigation of TMPs in various industries to the HE sector. This research provides more debates for adding more new ideas in the Australian education strategic plans for HE.
Originality/value
This study offers a value-add to talent management literature through designing a quantitative measurement of TMPs for the educational sector. Consequently, there is a deficiency of pragmatic evidence in terms of TMPs in the aforementioned sector. Furthermore, this study provides a clear and comprehensive outline of the extant scholarly research of TMPs from the period 2006–2018.
... AlMutairi (2015) found that generating ideas is the main problem in speaking, and for which, he did a research by applying a brainstorming strategy to stimulate students to speak. Similarly, Borekci (2016) also proposes a brainstorming strategy to generate students' ideas in speaking. ...
Speaking is the basic as well as the most important skill that needs to be acquired by English language learners. It is advisable that learning speaking English should begin as early as possible; however, to teach speaking skill to young learners is not an easy task since their age is the age of playing. Teaching speaking to young learners requires a teacher to find the technique best work with children, one of which is through games. One of the games that is corresponding to the age of young learners is a snake and ladder game. This paper aims at describing how a snake and ladder game is used in teaching speaking to young learners. Based on the discussion on applying a snake and ladder game, it is concluded that this game is the right game to apply in teaching speaking to young learners. People during early ages like playing and dislikes studying, especially in a formal education. By using this game, the children (learners) do not realize that they learn to speak English because they enjoy playing the game. In addition, this game supports the issue of student-centered learning because the students are the ones who actively practice speaking, while the teacher acts as the learning facilitator who provides assistance if needed.
... Overall, as mentioned in the literature above, no particular recommendations address the ideal group size (Atanga, 2007;BÖrekÇİ, 2015). In this research, a smaller group is recommended, 6-8 participants. ...
... As has been recognized, while ideas are commonly addressed as current concerns in brainstorming (Silver, 2014), a brainstorming procedure is also designed to involve team members in a discussion about future aims (Galatescu and Greceanu, 2002;Saunders, 2013). Optimally, at the session's end, some key solution areas should be identified (BÖrekÇİ, 2015). Therefore, the brainstorming session is planned and organized, in which the participants themselves suggest themes (Balasubramanian et al., 2008;Lu and Yuan, 2011;Kompen, 2016). ...
... This question assessed thoughts by determining worthwhile processes of TM in the Australian higher education sector to be included in the research model. Each round optimally requires 5 min for each participant to answer (BÖrekÇİ, 2015). BÖrekÇİ (2015. ...
This paper aims to investigate generated themes associated with talent management processes (TMPs) in Australian
higher education. This is because of the practical advantages for educational institutions which are focused on TMPs
within their activities. For example, talent is the main source of competitive advantage for educational institutions.
Furthermore, talented individuals contribute to increased rankings and profits for higher education institutions. For
data collection, this paper completely depends on the brainstorming method. The sample comprised six information
communication technology managers who work at the University of Southern Queensland. A brainstorming session
was transcribed and thematically analyzed using NVivo 11. Four key themes and eleven subthemes of TM were
explored. The key themes were talent retention, talent development, talent attraction, and talent acquisition. Each
one of themes and subthemes is examined. A small size sample is a key limitation of this study.
... Overall, as mentioned in the literature above, no particular recommendations address the ideal group size (Atanga, 2007;BÖrekÇİ, 2015). In this research, a smaller group is recommended, 6-8 participants. ...
... As has been recognized, while ideas are commonly addressed as current concerns in brainstorming (Silver, 2014), a brainstorming procedure is also designed to involve team members in a discussion about future aims (Galatescu and Greceanu, 2002;Saunders, 2013). Optimally, at the session's end, some key solution areas should be identified (BÖrekÇİ, 2015). Therefore, the brainstorming session is planned and organized, in which the participants themselves suggest themes (Balasubramanian et al., 2008;Lu and Yuan, 2011;Kompen, 2016). ...
... This question assessed thoughts by determining worthwhile processes of TM in the Australian higher education sector to be included in the research model. Each round optimally requires 5 min for each participant to answer (BÖrekÇİ, 2015). BÖrekÇİ (2015. ...
