Data Visualization of Budgeting Assumptions: An Illustrative Case of Trans-disciplinary Applied Knowledge
- Cuthbert, Carol E, Pearse, Noel J, Bradshaw, Karen L
- Authors: Cuthbert, Carol E , Pearse, Noel J , Bradshaw, Karen L
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/440236 , vital:73759 , xlink:href="https://doi.org/10.54808/JSCI.22.01.130"
- Description: Trans-disciplinary research combines different fields into new conceptual and methodological frameworks. In this study, the SECI model of knowledge creation, which consists of Socialization, Externalization, Combination, and Internalization conversion modes, is used to analyze the implementation of a structured budgeting visualization system by a trans-disciplinary team. Through applied research in implementing a global budgeting system, budgeting assumptions are made explicit through visualization, transforming the approach to the budgeting process and its accuracy. This visualization, in turn, is enabled by assumptions underlying revenue planning, business services and employee compensation, and a visual process. The system displays a stepped approach, indicated by icons, representing the tasks involved in the budget process. For example, the system requires uploading the previous year’s information, setting the assumptions, calculating the suggested figures based on assumptions, and amending the proposed outcome. As adapted by Rice and Rice (2005), SECI is applied as the socialization of tacit-to-tacit budgeting assumption knowledge is solidified during the design phase of this transformation exercise. The externalization phase, in which budgeting assumptions are transformed from tacit to explicit, is evidenced during the configuration phase of the new system. The systemic collaboration results in the explicit assumptions being collectively leveraged across the regions during and after the “go-live” phase of system development. Finally, the internalization phase involves the explicit assumptions being transformed into new tacit knowledge as the experts evolve new assumptions derived from the transformation process. Semiotics provides variance information through hue, with, for example, darker colours indicating higher variances. This trans-disciplinary communication provides the means for increased efficiency and effectiveness. The resulting budget framework is visually validated through a heatmap by comparing the budgeting accuracy and assumption complexity between the different regions where it was implemented. In summary, value is added in developing a new data visualization process, focusing on the role of budgeting assumptions and using planning process visualizations. This approach improves communication efficiency, effectiveness, and understanding of budgeting while enhancing accuracy.
- Full Text:
- Date Issued: 2024
- Authors: Cuthbert, Carol E , Pearse, Noel J , Bradshaw, Karen L
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/440236 , vital:73759 , xlink:href="https://doi.org/10.54808/JSCI.22.01.130"
- Description: Trans-disciplinary research combines different fields into new conceptual and methodological frameworks. In this study, the SECI model of knowledge creation, which consists of Socialization, Externalization, Combination, and Internalization conversion modes, is used to analyze the implementation of a structured budgeting visualization system by a trans-disciplinary team. Through applied research in implementing a global budgeting system, budgeting assumptions are made explicit through visualization, transforming the approach to the budgeting process and its accuracy. This visualization, in turn, is enabled by assumptions underlying revenue planning, business services and employee compensation, and a visual process. The system displays a stepped approach, indicated by icons, representing the tasks involved in the budget process. For example, the system requires uploading the previous year’s information, setting the assumptions, calculating the suggested figures based on assumptions, and amending the proposed outcome. As adapted by Rice and Rice (2005), SECI is applied as the socialization of tacit-to-tacit budgeting assumption knowledge is solidified during the design phase of this transformation exercise. The externalization phase, in which budgeting assumptions are transformed from tacit to explicit, is evidenced during the configuration phase of the new system. The systemic collaboration results in the explicit assumptions being collectively leveraged across the regions during and after the “go-live” phase of system development. Finally, the internalization phase involves the explicit assumptions being transformed into new tacit knowledge as the experts evolve new assumptions derived from the transformation process. Semiotics provides variance information through hue, with, for example, darker colours indicating higher variances. This trans-disciplinary communication provides the means for increased efficiency and effectiveness. The resulting budget framework is visually validated through a heatmap by comparing the budgeting accuracy and assumption complexity between the different regions where it was implemented. In summary, value is added in developing a new data visualization process, focusing on the role of budgeting assumptions and using planning process visualizations. This approach improves communication efficiency, effectiveness, and understanding of budgeting while enhancing accuracy.
- Full Text:
- Date Issued: 2024
Pragmatic research design
- Amos, Trevor L, Pearse, Noel J
- Authors: Amos, Trevor L , Pearse, Noel J
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/270943 , vital:54494 , xlink:href="https://academic-publishing.org/index.php/ejbrm/article/view/1230/1193"
- Description: The creation of wealth is an important issue in any society, and entrepreneurship is regarded as an important catalyst in the creation of new wealth. This presents a challenge to develop entrepreneurship successfully. An important site for the development of entrepreneurship is higher education. The challenge however, is that there is a lack of a general understanding on how to educate students for entrepreneurship. In addition, current thought and practice on entrepreneurship education is historically biased, implying that graduates are essentially prepared for the past instead of for the future. From the perspective of higher education, the problem is how to develop current students to be entrepreneurial in the future. What is needed is to project into the future and then to develop an understanding of what should be taught as well as how it should be taught today. A versatile research technique that can assist in achieving this objective is the Delphi technique, as it is used to conduct futures research or research into areas where knowledge is incomplete. The Delphi method is a type of group interview, using the collective opinion of knowledgeable experts. The technique makes use of several rounds of data collection and feedback to create a consensus of opinion. Making use of the Delphi technique, research is being designed that will formulate expert‑based strategic guidelines on entrepreneurial education within the South African higher education sector. The aim of this paper is to illustrate the research design considerations that arise in the use of the Delphi technique for this purpose and how they are addressed. The main characteristics of the Delphi are presented and arguments for the use of the Delphi within a constructivist paradigm are discussed. Practical issues related to the design of the Delphi, panel‑member selection, and the formulation of panel questions, are examined. In illustrating these design considerations, the paper demonstrates a pragmatic approach to research design as well as the importance of creating coherence between the research question, the research paradigm, the research method and its use, encouraging research practitioners to adopt a more systematic, deliberate and philosophically‑based approach to research design.
- Full Text:
- Date Issued: 2008
- Authors: Amos, Trevor L , Pearse, Noel J
- Date: 2008
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/270943 , vital:54494 , xlink:href="https://academic-publishing.org/index.php/ejbrm/article/view/1230/1193"
- Description: The creation of wealth is an important issue in any society, and entrepreneurship is regarded as an important catalyst in the creation of new wealth. This presents a challenge to develop entrepreneurship successfully. An important site for the development of entrepreneurship is higher education. The challenge however, is that there is a lack of a general understanding on how to educate students for entrepreneurship. In addition, current thought and practice on entrepreneurship education is historically biased, implying that graduates are essentially prepared for the past instead of for the future. From the perspective of higher education, the problem is how to develop current students to be entrepreneurial in the future. What is needed is to project into the future and then to develop an understanding of what should be taught as well as how it should be taught today. A versatile research technique that can assist in achieving this objective is the Delphi technique, as it is used to conduct futures research or research into areas where knowledge is incomplete. The Delphi method is a type of group interview, using the collective opinion of knowledgeable experts. The technique makes use of several rounds of data collection and feedback to create a consensus of opinion. Making use of the Delphi technique, research is being designed that will formulate expert‑based strategic guidelines on entrepreneurial education within the South African higher education sector. The aim of this paper is to illustrate the research design considerations that arise in the use of the Delphi technique for this purpose and how they are addressed. The main characteristics of the Delphi are presented and arguments for the use of the Delphi within a constructivist paradigm are discussed. Practical issues related to the design of the Delphi, panel‑member selection, and the formulation of panel questions, are examined. In illustrating these design considerations, the paper demonstrates a pragmatic approach to research design as well as the importance of creating coherence between the research question, the research paradigm, the research method and its use, encouraging research practitioners to adopt a more systematic, deliberate and philosophically‑based approach to research design.
- Full Text:
- Date Issued: 2008
Academic literacy in management education
- Pearse, Noel J, Amos, Trevor L
- Authors: Pearse, Noel J , Amos, Trevor L
- Date: 2000
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/270065 , vital:54392 , xlink:href="https://hdl.handle.net/10520/EJC36783"
- Description: Although management education aims to equip students with relevant knowledge, skills and competencies, making explicit and developing the cognitive thought processes necessary for management students to deal effectively with the current and future demands of the world of work, have been neglected. This article argues for the development of "complicated understanding" (Bartunek, Gordon and Weathersby 1983) in management students, through cultivating academic literacy. Using mediation, reflective inquiry and reflective writing interactively, it is illustrated how academic literacy could be promoted at the post-graduate level.
- Full Text:
- Date Issued: 2000
- Authors: Pearse, Noel J , Amos, Trevor L
- Date: 2000
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/270065 , vital:54392 , xlink:href="https://hdl.handle.net/10520/EJC36783"
- Description: Although management education aims to equip students with relevant knowledge, skills and competencies, making explicit and developing the cognitive thought processes necessary for management students to deal effectively with the current and future demands of the world of work, have been neglected. This article argues for the development of "complicated understanding" (Bartunek, Gordon and Weathersby 1983) in management students, through cultivating academic literacy. Using mediation, reflective inquiry and reflective writing interactively, it is illustrated how academic literacy could be promoted at the post-graduate level.
- Full Text:
- Date Issued: 2000
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