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Open Access
Article
Publication date: 23 March 2023

Aidin Salamzadeh, Samira Mortazavi, Morteza Hadizadeh and Vitor Braga

The onset of a crisis demands that businesses respond quickly and effectively. So, it might be helpful to examine the effect of business model innovation and how to increase its…

4340

Abstract

Purpose

The onset of a crisis demands that businesses respond quickly and effectively. So, it might be helpful to examine the effect of business model innovation and how to increase its impact on better crisis management. This study aims to discuss the aforementioned objectives.

Design/methodology/approach

The present study is applied in terms of aim and a quantitative descriptive survey regarding the data collection method. The structural equation model with the partial least squares approach and Smart PLS 3 software was used for the structural analysis of the questionnaire.

Findings

The findings revealed that business model innovation could lead to better crisis management. In addition, the components of entrepreneurial capability, resilience and business performance played a mediating role.

Research limitations/implications

Some factors may mediate the effect of business model innovation on crisis management. Thus, future research can investigate them and identify their impact.

Practical implications

The present study suggests that managers should re-examine business model processes and make them innovative to improve crisis management.

Originality/value

The present study examines the factors that affect crisis management with an emphasis on innovation, assesses the impact of mediating factors in this regard and attempts to provide a model to facilitate better crisis management.

Details

Innovation & Management Review, vol. 20 no. 2
Type: Research Article
ISSN: 2515-8961

Keywords

Open Access
Article
Publication date: 6 March 2023

Venesser Fernandes, Winnie Wong and Michael Noonan

During the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early…

3449

Abstract

Purpose

During the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early career principals in the independent school sector from March to November 2020 in Victoria, Australia. It investigates transformative work that was undertaken by these leaders in leading their schools over a protracted crisis.

Design/methodology/approach

The study builds on constructs of crisis leadership, adaptive leadership, agile leadership and emotional intelligence, exploring the leadership approaches undertaken by twenty-two early career principals in Victoria, Australia. Using a narrative inquiry approach, across three temporal points in 2020, storied productions drawn from the findings present four emergent types of emotionally intelligent leadership approaches undertaken by these principals. These leadership approaches are presented as the commander-leader, the conductor-leader, the gardener-leader and the engineer-leader with each approach demonstrating both organisational leadership approaches as well as individual leadership styles used by these principals as they led their schools.

Findings

The findings have direct implications for professional development programs focusing on aspiring principals and early career principals with emphasis on the importance of developing emotionally intelligent skillsets in principals for use during periods of rapid change or high crisis in schools. The findings present insight into the support useful for early career principals in the first five years of principalship.

Originality/value

This study uses a unique emotional intelligence approach to understand school leadership during and after a crisis.

Details

International Journal of Educational Management, vol. 37 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 24 August 2022

Neema Florence Mosha and Patrick Ngulube

The study investigated teaching research data management (RDM) courses in higher learning institutions (HLIs) in Tanzania to enable postgraduate students to work with their…

1142

Abstract

Purpose

The study investigated teaching research data management (RDM) courses in higher learning institutions (HLIs) in Tanzania to enable postgraduate students to work with their research data.

Design/methodology/approach

The study triangulated research methods. Postgraduate students were investigated using survey questionnaires to learn about their needs and perceptions of the teaching RDM courses in HLIs. Key informants (academicians, information and communication technologists and library staff) were also investigated using in-depth interviews to explore their experiences and knowledge of teaching RDM courses. SPSS statistical software was used for analysing quantitative data; qualitative data were analysed thematically.

Findings

A total of 70 questionnaires were distributed to postgraduate students with a returning rate of 44 (69%). On the other hand, 12 key informants were interviewed. A low level of RDM literacy was revealed among 38 (86%) respondents. Most respondents 40 (91%) reported the need for HLIs to start teaching RDM courses. A lack of skills and knowledge in teaching RDM courses was revealed among key informants. The competency-based, adaptive and constructive teaching techniques were selected for teaching RDM courses, whereas intensive training and online tutorials were revealed as teaching formats.

Research limitations/implications

This study focused on teaching RDM courses in HLIs. The survey questionnaires were distributed to all 2nd year postgraduate students, however, the findings cannot be generalised to all postgraduate students due to the response rate obtained. The findings obtained from key informants can also not be used as a basis for generalization across HLIs.

Practical implications

This study concluded that postgraduate students need to be well equipped with skills and knowledge on RDM and its related concepts; teaching RDM courses should be regarded as a continuous programme for benefit of students, researchers and the community at large.

Social implications

Appropriate teaching of RDM courses among students not only ensures that students meet the funders’ and publishers’ requirements, but also encourages students to store and share their research among researchers worldwide; thus increasing collaboration and visibility of the datasets and data owners through data citations and acknowledgements.

Originality/value

This is a comprehensive study that provides findings for HLIs to teach RDM courses in HLIs, especially for postgraduate students. The findings revealed the need for teaching RDM courses in HLIs. The study provides the basis for further RDM research in HLIs and research institutions.

Open Access
Article
Publication date: 2 October 2019

Tashfeen Ahmad

This paper aims to examine the actions lecturers, universities and their administrators can take in improving and making political science undergraduate degrees more relevant in…

3738

Abstract

Purpose

This paper aims to examine the actions lecturers, universities and their administrators can take in improving and making political science undergraduate degrees more relevant in the twenty-first century. This paper will reflect on specific measures undertaken by institutions globally to equip students with unique skills to enhance the value and relevance of their programmes in the context of an increased technologically driven environment.

Design/methodology/approach

This paper uses a qualitative approach to the review of the literature with implications for practice in examining how universities globally are applying strategies in raising students’ skill levels to enhance future workplace value. A review of select institutions obtained from the Times Higher Ranked (2019) universities was used in identifying best practices to prepare a political science student for better employability.

Findings

Contrary to prevailing opinions, a huge skills gap exists for filling the demand for twenty-first century political science-related careers in the public and private sector. The attainment of twenty-first century skill sets and the deployment of technology-driven teaching and learning methods are vital elements in unlocking the value of political science education and providing students with opportunities to advance their professional and career objectives.

Originality/value

Higher education institutions need to reconsider their strategies in the delivery of political science degrees, bearing in mind the increased use of technology and innovative teaching practices. This paper offers insight into how to tailor an exciting and relevant political science programme for the future of work.

Details

Review of Economics and Political Science, vol. 5 no. 3
Type: Research Article
ISSN: 2356-9980

Keywords

Open Access
Article
Publication date: 31 July 2021

Dermot O’Callaghan, Emma O’Riordan and Yvonne Pennisi

Current domestic and international research predominantly examines the past experiences of people seeking asylum and the negative influences such experiences have on health and…

1240

Abstract

Purpose

Current domestic and international research predominantly examines the past experiences of people seeking asylum and the negative influences such experiences have on health and well-being. However, few studies address the future needs of people seeking asylum, as they transition from Direct Provision. This study aims to address this gap in knowledge by exploring the perspectives of women seeking asylum in Ireland on the skills they think they will need, as they transition from Direct Provision to life in Ireland.

Design/methodology/approach

A qualitative methodology using a community-based participatory research (CBPR) approach was used, to collect data collaboratively and sensitively with a vulnerable population group. Convenience sampling was used to recruit six women seeking asylum in Ireland, to participate in focus groups and semi-structured interviews. Data were transcribed and analysed using thematic analysis.

Findings

Women seeking asylum identified four themes of skills for doing, skills for being, skills for becoming and skills for belonging that are necessary for life in Ireland after Direct Provision. Barriers and opportunities to develop these skills were documented as sub-themes. The skills identified under these themes and sub-themes included work, education, driving, childcare, social integration, money management, home management, health management and leisure.

Originality/value

Using participatory methodologies, future research should further explore the skills required for transition from Direct Provision, to continue to raise awareness of the potential for occupational injustice and the role occupational therapists could play in this transitional period.

Details

Irish Journal of Occupational Therapy, vol. 49 no. 2
Type: Research Article
ISSN: 2398-8819

Keywords

Open Access
Article
Publication date: 9 December 2021

Frances Barraclough and Sabrina Pit

The COVID-19 pandemic has led to “forced innovation” in the health education industry. High-quality training of the future rural health workforce is crucial to ensure a pipeline…

1242

Abstract

Purpose

The COVID-19 pandemic has led to “forced innovation” in the health education industry. High-quality training of the future rural health workforce is crucial to ensure a pipeline of rural health practitioners to meet the needs of rural communities. This paper describes the implementation of an online multidisciplinary teaching program focusing on integrated care and the needs of rural communities.

Design/methodology/approach

A multidisciplinary teaching program was adapted to allow students from various disciplines and universities to learn together during the COVID-19 pandemic. Contemporary issues such as the National Aged Care Advocacy Program for Residential Aged Care COVID-19 Project were explored during the program.

Findings

This case study describes how the program was adopted, how learning needs were met, practical examples (e.g. the Hand Hygiene Advocacy within a Rural School Setting Project), the challenges faced and solutions developed to address these challenges. Guidelines are proposed for remote multidisciplinary learning among health professional students, including those in medical, nursing, pharmacy, dentistry, and allied health disciplines.

Originality/value

The originality of this program centers around students from multiple universities and disciplines and various year levels learning together in a rural area over an extended period of time. Collaboration among universities assists educators in rural areas to achieve critical mass to teach students. In addition it provides experiences and guidance for the work integrated learning sector, rural health workforce practitioners, rural clinical schools, universities, policy makers, and educators who wish to expand rural online multidisciplinary learning.

Open Access
Article
Publication date: 24 July 2020

Anu Helkkula, Alexander John Buoye, Hyeyoon Choi, Min Kyung Lee, Stephanie Q. Liu and Timothy Lee Keiningham

The purpose of this investigation is to gain insight into parents' perceptions of benefits vs burdens (value) of educational and healthcare service received for their child with…

5917

Abstract

Purpose

The purpose of this investigation is to gain insight into parents' perceptions of benefits vs burdens (value) of educational and healthcare service received for their child with ASD. Parents are the main integrators of long-term educational and healthcare service for their child with ASD.

Design/methodology/approach

Design/methodology/approach included (1) a sentiment analysis of discussion forum posts from an autism message board using a rule-based sentiment analysis tool that is specifically attuned to sentiments expressed in social media and (2) a qualitative content analysis of one-on-one interviews with parents of children diagnosed with ASD, complemented with interviews with experienced educators and clinicians.

Findings

Findings reveal the link between customized service integration and long-term benefits. Both parents and service providers emphasize the need to integrate healthcare and educational service to create holistic long-term care for a child with ASD. Parents highlight the benefits of varied services, but availability or cost are burdens if the service is not publicly provided, or covered by insurance. Service providers' lack of experience with ASD and people's ignorance of the challenges of ASD are burdens.

Practical implications

Ensuring health outcomes for a child with ASD requires an integrated service system and long-term, customer-centric service process because the scope of service covers the child's entire childhood. Customized educational and healthcare service must be allocated and budgeted early in order to reach the goal of a satisfactory service output for each child.

Originality/value

This is the first service research to focus on parents' challenges with obtaining services for their child with ASD. This paper provides service researchers and managers insight into parents' perceptions of educational and healthcare service value (i.e. benefits vs. burdens) received for their child with ASD. These insights into customer-centric perceptions of value may be useful to research and may help service providers to innovate and provide integrated service directly to parents, or indirectly to service providers, who serve children with ASD.

Details

Journal of Service Management, vol. 31 no. 5
Type: Research Article
ISSN: 1757-5818

Keywords

Open Access
Article
Publication date: 30 January 2023

Abyan Ismail Al-Yamani, Nabil Ali Sulaiman and Ahmed Malalla Al-Ansari

Global developmental delay (GDD) is highly prevalent among patients at child psychiatry clinics. However, preschool day treatment centers are currently scarce. As such, this study…

Abstract

Purpose

Global developmental delay (GDD) is highly prevalent among patients at child psychiatry clinics. However, preschool day treatment centers are currently scarce. As such, this study aimed to evaluate a program that was designed for children with GDD in order to improve their global skills and prepare them to join the school system.

Design/methodology/approach

This study utilized an observation retrospective design with a comparative group sample and included all children aged between 3 and 6 years who participated in the program for at least one academic year (experimental group). Their GDD diagnoses were based on the DSM-5 criteria (Diagnostic and Statistical Manual of Mental Disorders). Children with similar diagnoses who were on the waiting list constituted the control group. Pre- and post-scoring of the Children’s Global Assessment Scale (CGAS) were conducted by the children’s teacher and blinded investigator for the experimental group, while the children’s mothers conducted the post-CGAS scoring for the control group.

Findings

The pre- and post-CGAS scores for the experimental group were 49.5 ± 12.8 and 58.3 ± 12.7 and 47.3 ± 17.3 and 66.6 ± 17.3 for the control group, respectively (p = 0.001). The children in the experimental group scored significantly better than the control group with respect to securing places in integrated, regular classes in the education system (p = 0.001).

Research limitations/implications

This study had certain limitations. First, the number of children in the control group was relatively small. Second, the baseline skill levels of some of the children in the control group may have been lower than those of the children in the experimental group at the beginning of the evaluation; this may explain why they had been put on the waiting list. Third, the information was gathered retrospectively; this is a method that is known to have its own limitations.

Practical implications

The clinical implications of the study are that the early identification and referral of GDD are key elements in the rehabilitation of these children and that early intervention programs are necessary for cases of moderate and severe GDD. Primary care physicians should follow up with GDD patients to ensure that referrals are being appropriately sought (Choo et al., 2019).

Originality/value

The program was effective in both increasing the general functioning skills of the children in the experimental group and preparing them to attend regular, integrated classes. The program should be expanded and made available to more children with GDD.

Details

Arab Gulf Journal of Scientific Research, vol. 41 no. 4
Type: Research Article
ISSN: 1985-9899

Keywords

Open Access
Article
Publication date: 13 July 2021

Samantha Crans, Maike Gerken, Simon Beausaert and Mien Segers

This study examines whether learning climate relates to employability competences through social informal learning (i.e. feedback, help and information seeking).

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Abstract

Purpose

This study examines whether learning climate relates to employability competences through social informal learning (i.e. feedback, help and information seeking).

Design/methodology/approach

Multiple regression analyses and structural equation modeling were used to test direct and indirect effects in a sample of 372 employees working in two Dutch governmental institutes.

Findings

The analyses confirmed that learning climate has an indirect effect on employability competences through feedback, help and information seeking. More specifically, the findings suggest that learning climate is important for employees' engagement in proactive social informal learning activities. Engaging in these learning activities, in turn, relates to a higher level of employability.

Originality/value

This study employs an integrative approach to understanding employability by including the organization's learning climate and employees' social informal learning behavior. It contributes to the extant literature on professional development by unraveling how proactive social informal learning relates to employability competences. It also provides new insights on learning climate as a determinant for social informal learning and employability.

Details

Career Development International, vol. 26 no. 5
Type: Research Article
ISSN: 1362-0436

Keywords

Open Access
Article
Publication date: 3 May 2022

Shahrokh Nikou, Mark De Reuver and Matin Mahboob Kanafi

Information and digital literacy have recently received much interest, and they are being viewed as critical strategic organisational resources and skills that employees need to…

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Abstract

Purpose

Information and digital literacy have recently received much interest, and they are being viewed as critical strategic organisational resources and skills that employees need to obtain in order to function at their workplaces. Yet, the role of employees' literacy seems to be neglected in current literature. This paper aims to explore the roles that information and digital literacy play on the employees' perception in relation to usefulness and ease of use of digital technologies and consequently their intention to use technology in the practices they perform at the workplace.

Design/methodology/approach

This paper builds a conceptual model with key constructs (information literacy and digital literacy) as new antecedents to the technology acceptance model and aims to establish that information literacy and digital literacy are indirect determinants of employees' intention to use digital technologies at the workplace. The data set used in this paper comprises of 121 respondents and structural equation modelling was used.

Findings

The findings reveal that both information literacy and digital literacy have a direct impact on perceived ease of use of technology but not on the perceive usefulness. The findings also show that both literacies have an indirect impact on the intention to use digital technology at work via attitude towards use.

Practical implications

Managers and decision-makers should pay close attention to the literacy levels of their staff. Because literacies are such an important skillset in the digital age, managers and chief information officers may want to start by identifying which work groups or individuals require literacy training and instruction, and then provide specific and relevant training or literacy interventions to help those who lack sufficient literacy.

Originality/value

This is one of the first studies to consider information literacy and digital literacy as new antecedents of the technology acceptance model at the workplace environment.

Details

Journal of Documentation, vol. 78 no. 7
Type: Research Article
ISSN: 0022-0418

Keywords

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