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The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored.

This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey.

A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships.

Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted.

The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing the factors that lead to the transfer of learning or the lack of it.

Learning transfer has been found to be imperative for target employees and trainees to develop professional knowledge, skills and attitudes. Results of this study reveal variables that promote the positive transfer of learning to the workplace.

Augmented reality (AR) adoption has boomed globally in recent years. The prospective of AR to seamlessly integrate digital information into the actual environment has proven to be a challenge for academics and industry, as they endeavor to understand and predict the influence on users' perceptions, adoption intentions and usage. This study investigates the factors affecting consumers’ behavioral intention to adopt AR technology in shopping malls by offering the mobile technology acceptance model (MTAM).

This conceptual framework is based on mobile self-efficacy, rewards, social influence and enjoyment of existing MTAM constructs. A self-administered questionnaire, constructed by measuring questions modified from previous research, elicited 311 usable responses from mobile respondents who had recently used AR technology in shopping malls. This analysis was performed using SmartPLS3.0.

Grounded on the findings of the study, it was found that, aside from factors such as mobile usefulness, ease of use and social influence, the remaining independent variables had the most significant impact on adopting AR technologies. Considering the limitations of this study, the paper concludes by discussing the significant implications and insinuating avenues for future research.

To better investigate mobile AR app adoption in Pakistan’s shopping malls, the researchers modified the newly proposed MTAM model by incorporating mobile self-efficacy theory, social influence, rewards and perceived enjoyment. However, the extended model has not been extensively studied in previous research. This study is the first to examine the variables that affect an individual’s intention to accept mobile AR apps by using a novel extended MTAM.

The purpose of this manuscript is to explore an assignment given to students in an online gender and leadership graduate course as a tool to help them think critically about how music influences perceptions of gender roles in both society and leadership.

The assignment directs students to review the current Billboard “Hot 100” chart, which lists the top 100 songs in the United States each week based on sales and streams. Students are prompted to identify a song with gendered themes and discuss how the song portrays women and/or men, what gender stereotypes the song supports or refutes, and whether the messaging is positive or negative in nature. Finally, the students discuss ways that the message in the song could influence the listener’s opinion about gender stereotypes and what effect that could have on gendered leadership issues.

Students use this assignment as an opportunity to apply the course material that relates to the importance of gender representation and the influence of media on gender issues in leadership.

Recommendations are provided to inspire creative ideas for leadership educators who seek to prepare students to understand organizational challenges related to gender issues in leadership.