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1 – 10 of 355This essay articulates the vision of a flourishing classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how…
Abstract
Purpose
This essay articulates the vision of a flourishing classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons educators can glean from improvisational theater in order to achieve a flourishing classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed.
Design/methodology/approach
This essay articulates the vision of a flourishing classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons educators can glean from improvisational theater in order to achieve a flourishing classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed.
Findings
Improvisational theatre can shed some light on teaching pedagogies within the classroom. Building trust in the classroom community, framing failure as learning opportunities, and promoting the improvisational mindset can enable students to learn better.
Originality/value
This essay articulates the vision of a flourishing management classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons management educators can glean from improvisational theater in order to achieve a flourishing management classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed.
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In view of the increasing exploration and scattered literature on digital leadership, this study aims to clarify the concept, characteristics and structure of digital leadership…
Abstract
Purpose
In view of the increasing exploration and scattered literature on digital leadership, this study aims to clarify the concept, characteristics and structure of digital leadership, identify its focus research themes and further determine future research directions in this field.
Design/methodology/approach
A systematic literature review is adopted in this study using 53 academic documents published in peer-reviewed journals and conference proceedings, which comprehensively combs and analyzes the research achievements.
Findings
The key characteristics of digital leadership are vision motivation, digital empowerment, innovation and entrepreneurship, cross-boundary collaboration and dynamic adaptation. Digital strategic thinking, digital insight, digital change and digital talent development are the core dimensions of digital leadership. Besides, there are three main research topics: the application of digital leadership in certain contexts including school education, government governance and business management; the development of digital leadership scale within diverse contexts; and the effectiveness of digital leadership at the organizational, team and individual levels. Digital leadership has a positive role in organizational change and innovation, team effectiveness, and employee creativity and innovation behavior.
Originality/value
This study helps to clarify the connotation of digital leadership and its research progress, status and gaps, which contributes to the thorough knowledge system in the digital leadership area and the promising avenues for future research.
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Tasneem Fatima and Afshan Masood
This study aims to examine the relevant but overlooked intervening role of knowledge sharing and innovation capability between digital leadership and open innovation. This study…
Abstract
Purpose
This study aims to examine the relevant but overlooked intervening role of knowledge sharing and innovation capability between digital leadership and open innovation. This study hypothesizes that top management knowledge value (TMKV) can strengthen the relationship between digital leadership and knowledge sharing. In line with the resource- and knowledge-based views, the serial mediation model explains how organizations can achieve open innovation through knowledge sharing and innovation capability development under digital leadership.
Design/methodology/approach
The research hypotheses were tested with survey data collected in four different rounds, separated by three to four weeks each, from 250 employees working in telecom and IT companies. The statistical analyses relied on the PROCESS macro, which enabled a simultaneous estimation of the direct, mediation and moderated mediation effects that underpin the proposed theoretical framework.
Findings
Results showed good support for the serial mediation model. TMKV was found a significant factor to improve knowledge sharing among employees.
Practical implications
The role of leadership is inevitable in the journey of organizational performance, and digital leadership has become a significant phenomenon in this regard. To achieve open innovation, organizations need digital leadership that induce knowledge sharing and innovation capability.
Originality/value
This study contributes to extant research by explaining how digital leadership induces knowledge sharing and innovation capability to achieve open innovation that is highly important to compete and outperform the rivals.
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Lucinda McKnight and Cara Shipp
The purpose of this paper is to share findings from empirically driven conceptual research into the implications for English teachers of understanding generative AI as a “tool”…
Abstract
Purpose
The purpose of this paper is to share findings from empirically driven conceptual research into the implications for English teachers of understanding generative AI as a “tool” for writing.
Design/methodology/approach
The paper reports early findings from an Australian National Survey of English teachers and interrogates the notion of the AI writer as “tool” through intersectional feminist discursive-material analysis of the metaphorical entailments of the term.
Findings
Through this work, the authors have developed the concept of “coloniser tool-thinking” and juxtaposed it with First Nations and feminist understandings of “tools” and “objects” to demonstrate risks to the pursuit of social and planetary justice through understanding generative AI as a tool for English teachers and students.
Originality/value
Bringing together white and First Nations English researchers in dialogue, the paper contributes a unique perspective to challenge widespread and common-sense use of “tool” for generative AI services.
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Algorithmic and computational thinking are necessary skills for designers in an increasingly digital world. Parametric design, a method to construct designs based on algorithmic…
Abstract
Purpose
Algorithmic and computational thinking are necessary skills for designers in an increasingly digital world. Parametric design, a method to construct designs based on algorithmic logic and rules, has become widely used in architecture practice and incorporated in the curricula of architecture schools. However, there are few studies proposing strategies for teaching parametric design into architecture students, tackling software literacy while promoting the development of algorithmic thinking.
Design/methodology/approach
A descriptive study and a prescriptive study are conducted. The descriptive study reviews the literature on parametric design education. The prescriptive study is centered on proposing the incomplete recipe as instructional material and a new approach to teaching parametric design.
Findings
The literature on parametric design education has mostly focused on curricular discussions, descriptions of case studies or studio-long approaches; day-to-day instructional methods, however, are rarely discussed. A pedagogical strategy to teach parametric design is introduced: the incomplete recipe. The instructional method proposed provides students with incomplete recipes for parametric scripts that are increasingly pared down as the students become expert users.
Originality/value
The article contributes to the existing literature by proposing the incomplete recipe as a strategy for teaching parametric design. The recipe as a pedagogical tool provides a means for both software skill acquisition and the development of algorithmic thinking.
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Linda Du Plessis and Hong T.M. Bui
This paper conceptualises how managers psychologically experience and respond to crises via metaphor analysis.
Abstract
Purpose
This paper conceptualises how managers psychologically experience and respond to crises via metaphor analysis.
Design/methodology/approach
This paper uses a discourse dynamics approach to metaphor analysis. Conceptual metaphors were analysed and developed into concept maps through 37 semi-structured interviews with senior managers from different portfolios within 16 public universities in South Africa after #FeesMustFall protests.
Findings
Five domains emerged, including (1) looming crisis, (2) crisis onset, (3) crisis triage and containment, (4) (not) taking action and (5) post-crisis reflection. These domains shape a framework for the crisis adaptation cycle.
Practical implications
This study suggests that organisations should pay more attention to understanding emotions in crises and can use the adaptation model to develop their managers. It shows how metaphors can help explain affective and cognitive experiences and how emotions shift and evolve during a crisis. Managers should be aware of early signs of the crisis and its potential impact on their business operation in the looming and recognition stages, analyse the situation and work collectively on possible actions to minimise losses and maximise gains.
Originality/value
This is a rare investigation into the emotions of senior managers in the public sector in a social movement and national crisis via unconventional research methods to advance cognitive appraisal theory in crisis management.
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Ying Zhee Lim, Anna Che Azmi and Tuan Hock Ng
This study aims to extend the current literature on International Financial Reporting Standard (IFRS) teaching by examining the argument by Hodgdon et al. (2013) that arranging…
Abstract
Purpose
This study aims to extend the current literature on International Financial Reporting Standard (IFRS) teaching by examining the argument by Hodgdon et al. (2013) that arranging accounting prescriptions into the level of concept, principle and rules is helpful to students in comprehending the complex set of accounting standards. Besides, the study aims to attest the argument that analogy is a useful tool in teaching, especially when dealing with complex knowledge or concepts.
Design/methodology/approach
The study used a 3 × 2 between-subjects design, which includes the independent variables of the three-step teaching method (concept-only, concept + principle and concept + principle + rules) and the presence or absence of analogy.
Findings
The findings support Hodgdon et al. (2013). However, the combination of Hodgdon et al.’s (2013) technique with analogy resulted in only better-perceived comprehension under the concept-only condition.
Research limitations/implications
There are limitations to the use of analogy as an instructional tool. The reasoning behind an analogy is that it is produced from different fields in which the target and source topics have only some similarity in structure or function. This suggests a limited capacity in which the source topic can be used to fully explain a targeted topic, and thus caution needs to be exercised in the use of analogy as a teaching tool. Additionally, this study uses a perceived understanding of control in IFRS 15. While perceived understanding may likely result in actual comprehension, there is a possibility that this may not be the case. Finally, this study did not consider about how rule comprehensiveness is affected.
Practical implications
The findings of this study provide a useful combination of teaching tools to educators on how to deliver technical business subjects such as accounting effectively.
Originality/value
This paper aims to answer the call by Hodgdon et al. (2013) to verify the effectiveness of teaching IFRS via the three-step approach. In addition, this study extends the literature by examining whether an analogy could be used with the three-step approach to effectively improve students’ understanding of IFRS.
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This article explores whether six broad categories of activities undertaken by Canadian business scholars’ academics: publications record, citations record, teaching load…
Abstract
Purpose
This article explores whether six broad categories of activities undertaken by Canadian business scholars’ academics: publications record, citations record, teaching load, administrative load, consulting activities, and knowledge spillovers transfer, are complementary, substitute, or independent, as well as the conditions under which complementarities, substitution and independence among these activities are likely to occur.
Design/methodology/approach
A multivariate probit model is estimated to take into account that business scholars have to consider simultaneously whether or not to undertake many different academic activities. Metrics from Google Scholar of scholars from 35 Canadian business schools, augmented by a survey data on factors explaining the productivity and impact performances of these faculty members, are used to explain the heterogeneities between the determinants of these activities.
Findings
Overall, the results reveal that there are complementarities between publications and citations, publications and knowledge spillovers transfer, citations and consulting, and between consulting and knowledge spillovers transfer. The results also suggest that there are substitution effects between publications and teaching, publications and administrative load, citations and teaching load, and teaching load and administrative load. Moreover, results show that public and private funding, business schools’ reputation, scholar’s relational resources, and business school size are among the most influential variables on the scholar’s portfolio of activities.
Originality/value
This study considers simultaneously the scholar’s whole portfolio of activities. Moreover, the determinants considered in this study to explain scholars’ engagement in different activities reconcile two conflicting perspectives: (1) the traditional self-managed approach of academics, and (2) the outcomes-focused approach of university management.
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In this chapter, we outline the research presented by each of the contributors, who used narrative inquiry approaches that were grounded in long-term research, to examine teacher…
Abstract
In this chapter, we outline the research presented by each of the contributors, who used narrative inquiry approaches that were grounded in long-term research, to examine teacher experiences of cross-cultural teaching. The authors write about cross-cultural experiences that cross temporal, spatial, and social-personal dimensions. Woven into teaching and learning experiences set across time and context were interactions with colleagues, peers, and community members that offered insight into rationale for pedagogical decisions about ways in which practices and curricular materials may be mismatched or well aligned, or unfolded with tension in their current professional contexts. This crossing of time, context, and across social-personal interactions added complexity in ways that highlight the need for research methodologies that support examination of experience that unfolded across time, space, and social-personal dimensions. The authors elaborate upon ways in which a narrative inquiry approached provided a theoretical foundation to highlight complexities and reveal nuances of cross-cultural teacher experiences. The cross-cultural features in these chapters, whereby teachers cross cultural boundaries when they assumed teaching positions in communities culturally different from those in which they themselves were educated and certified. We argue for the need for cross-cultural comparative narrative inquiry approach, that help to reveal complexities of these cross-cultural teaching and learning as a fitting research approach to document and to analyze complexities underlying and informing understanding of teacher knowledge in cross-cultural teaching contexts.
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