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This study aims to describe and explore the achievement of competencies in information literacy and collaboration skills as part of 21st century competency in accounting education students at the Muhammadiyah University of Surakarta (UMS). The respondents of this study were 207 students with a mixed method approach through convergent parallel design. The results of the study showed that most students had information literacy skills but were still relatively low. This can be seen from students who had mostly used the internet, but did not use trusted sources. This condition is exacerbated by students not filtering and validating the information so that the information submitted tends to be biased, only a few used credible journals as a reference while the rest used sources whose information credibility was still doubtful. In collaboration skills, the achievement of this competency varies between students who are active in campus organizations, non-campus organizations, and do not follow any organization. Those who were active in the organization seem to be better at mastering this competency. This can be seen in the aspect of contributions in groups and accepting responsibility. Courage to accept new responsibilities was not fully owned, some were still hesitant to accept the responsibility given to him for various reasons, especially those classified as inactive organizations. In this aspect, it appears that students who were active in non-campus organizations considered a mandatory task to be disliked. Whereas in the aspect of collective responsibility, students both active and non-active in organizations had the same competencies where they wanted and were able to work together in teams.

The aim of the study is to identify the importance of poster as a learning media that can be utilized in learning activities. It also aims to explore the learning outcomes of students who use poster as learning media. In Indonesia, high school students are not allowed to carry a mobile phone, while the school on the other hand, does not provide enough computers for all students. The school computer laboratory could only cater for students need interchangeably. Therefore, teachers in schools choose other media that they think are effective, such as poster media. The poster media was seemed very relevant and appropriate to improve the quality of learning and student achievement. This study involved both qualitative and quantitative research method through Four-D model (Define, Design, Development, and Dissemination) that used for the learning material development. The data was collected through interview with two experts and experimental research design among two groups of students. The qualitative data were analyzed and the experimental data was tested using T-test statistical analysis. The learning outcomes with poster as learning media showed the mean values of the control and experimental groups were, respectively, 60.97 and 85.86. It indicated the difference in learning outcomes of 24.89. The produced poster was also assessed by media experts and curriculum experts. This study recommended that poster is very feasible and relevant to be utilized as a form of learning media in improving quality of learning and engagement with students.

Purpose The purpose of this paper is to examine the negative effect of intra-firm causal ambiguity on the project team’s performance—efficiency and effectiveness, and also examine the moderating role of openness and the integrative capabilities. Design/methodology/approach The population in this study is teams that come from a variety of companies which work with cross-functional teams or matrices, such as advertising agencies, recreational or amusement parks, television companies, production houses, radio stations, private education providers, manufacturing enterprises and IT companies. The sample population was chosen based on their tendency to form creative teams to respond to environmental/market dynamics by involving employees from different backgrounds and levels in the planning and implementation of projects. Findings As hypothesized, intra-firm causal ambiguity negatively influenced the project team’s efficiency and effectiveness, while openness moderated the effect of intra-firm causal ambiguity to efficiency, but not to effectiveness, and the team’s integrative capabilities did not moderate the above relationship. Research limitations/implications First, the sample in this study only focused on teams with creativity doing a project. Any future research is expected to focus more on the selection of sample types which also have a tendency to apply openness, and focus their activities on improving their integrative capabilities. Second, there are no data about the background experience of the members of the teams in working together on previous projects, so future studies need to discover whether that experience also affects the variables included in this study. Third, the category of the time horizon samples for the project’s implementation, which were between one month and two years, is still too wide. It may have contributed to the overlapping of the moderating effect, so future studies need the sample project’s categories to have a much narrower range (one to three months, four to six months, or one year). Fourth, the regression results for the moderating variables are partially not supported. This may relate to the characteristics of the respondents. To obtain the data and a more complete knowledge, further research can be done into creative on-going team types, such as an interior design team, a company’s production performance team and others. Practical implications A practical implication based on the research that has been done is that, when the condition of intra-firm causal ambiguity occurs, strategies to reduce the condition are needed. First, before a project starts, all the team members must understand the systemic process of the project’s resources related to the environment and the objectives. Systemic understanding of the resources system can help the team to effectively manage any causal ambiguity in the resources system. Second, referring that the higher the intra-firm causal ambiguity is, the efforts to codify the resources and the systemic process of the project should also be higher as well. So the second strategy is to codify/create tools that guide the project, in order to make it easily understandable, accessible and always up to date, over the lifespan of the project. Originality/value The results of research into the impacts of intra-firm causal ambiguity on the organizational performance are still inconsistent. Some researchers claim that intra-firm causal ambiguity has a negative effect on performance, but there are also studies that show the opposite result. This research accommodates these inconsistencies by examining the effects of a moderating variable on the impact of intra-firm causal ambiguity on a cross-functional team’s performance, in its contextual and internal aspects. The contextual aspect is represented by the openness of the team, while the team’s ability to integrate the diversity of knowledge, i.e. its integrative capability, is represented as the internal aspect.

Self-directed learning (SDL) is essential in medical education. The rapid development of medical science and the expansion of health problems need a physician who can meet that challenges. A physician must have lifelong learning ability. SDL is one of the important requirements for lifelong learning ability. In SDL, learners are the controller of learning and learners have the freedom to learn according to their needs. Therefore, it is necessary to explore the role of the teacher in the SDL process, particularly in medical education. This study used a qualitative exploratory design. Twelve teachers and 23 medical students were selected by purposive sampling. There were seven themes that emerged from the analysis. The role of teacher in the SDL process includes: (1) Competent; (2) Concern; (3) Creative; (4) Facilitator; (5) Motivator; (6) Partners; and (7) Role Model.

Background : In the process of becoming a doctor, a medical student experiencing the development of professional identity. In th is process, students need a broad picture of medical profession. They need to orient themselves in the medical profession to determine the future professional identity as a doctor. Source of the picture of medical profession needs to be explored further. This study aims to explore the ways students get picture of the medical profession. Method : Qualitative research by conducting in-depth interviews to 17 preclinical and clinical medical students. Determinants and emergent coding performed to analyze the results of the interview. Results : Source of imagination can be derived from the curriculum and outside the curriculum. Students get two important things, first was overview of the work environment and how the physician work and second was physician professional values. Characters of role models identified primarily from student interaction with faculties. The characters include faculty’s role as teacher, as doctor, their personal atributes and how they interact with students. Conclusion : Formal curriculum plays important role s in providing an d facilitating students to get overview about the work environment and how the doctors work in the health service. Although the transfer of professional value to students is determined by the hidden curriculum, but the formal curriculum can facilitate by providing activities that allows the interaction between generations or conduct review on fiction and non-fiction medical stories and histories that is obtained from media.