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1 – 10 of 244Kristen Howell Gregory and Amanda Kate Burbage
The purpose of this study is to investigate the influence of critical friendship on a first- and last-year doctoral student’s novice and expert mindsets during role transitions…
Abstract
Purpose
The purpose of this study is to investigate the influence of critical friendship on a first- and last-year doctoral student’s novice and expert mindsets during role transitions. Doctoral students are challenged to navigate role transitions during their academic programs. Experiences in research expectations, academy acculturation and work-life balance, may impact doctoral students’ novice-expert mindsets and contribute to the costly problem of attrition. Universities offer generic doctoral support, but few support sources address the long-term self-directed nature of self-study.
Design/methodology/approach
The authors participated in a collaborative self-study over a 30-month period. The authors collected 35 personal shared journal entries and 12 recorded and transcribed discussions. The authors conducted a constant comparative analysis of the data, and individually and collaboratively coded the data for initial and focused codes to construct themes.
Findings
The critical friendship provided a safe space to explore the doctoral experiences and novice-expert mindsets, which the authors were not fully able to do with programmatic support alone. The authors identified nine specific strategies that positively impacted the novice-expert mindsets during the following role transitions: professional to student, student to graduate and graduate to professional.
Originality/value
While researchers have identified strategies and models for doctoral student support targeting specific milestones, this study identified strategies to support doctoral students’ novice-expert mindsets during role transitions. These strategies may benefit other graduate students, as well as faculty and program directors, as they work to support student completion.
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The purpose of this paper is to explore the emerging concept of transliteracy from the perspective of literacy as a socially constructed and contextual practice.
Abstract
Purpose
The purpose of this paper is to explore the emerging concept of transliteracy from the perspective of literacy as a socially constructed and contextual practice.
Design/methodology/approach
A systematic review of the literature explores the origins and development of transliteracy in the context of the multiple understandings of literacy. An argument is made that the current discussion among academic librarians about transliteracy as a set of skills is incompatible with its socio-constructivist roots.
Findings
Librarians’ interest in transliteracy stems from its relationship to information literacy, with current discussion focused on defining its skills. However, a skills-based perspective does not reflect the nature of what it means to be transliterate. Rather than a common set of skills that are practiced across multiple media platforms, transliteracy can be reconceptualized as a social practice that crosses multiple contexts (e.g. school, home and workplace).
Practical implications
This expanded understanding better aligns transliteracy to recent developments in information literacy, such as the knowledge practices of the ACRL framework.
Originality/value
This paper introduces an expanded understanding of transliteracy, adding to the growing conversation about the relationship between emergent literacies and information literacy.
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Caroline T. Clark, Rachel Skrlac Lo, Ashley Boyd, Michael Cook, Adam Crawley and Ryan M. Rish
This study aims to share the development of new conceptual tools, which merge theories of critical whiteness studies (CWS), epistemic injustice and abolitionist teaching, applying…
Abstract
Purpose
This study aims to share the development of new conceptual tools, which merge theories of critical whiteness studies (CWS), epistemic injustice and abolitionist teaching, applying them to the discourse of pre- and in-service teachers across the predominantly white institutions (PWIs) as they discuss antiracist teaching through the book Stamped and a series of online discussions.
Design/methodology/approach
This qualitative, collaborative practitioner inquiry derived data from video-recorded, online discussions, interviews and weekly research meetings. Critical discourse analysis revealed theoretical gaps and prompted the integration of additional theories, resulting in new conceptual tools, which are applied here to both “in the moment” exchanges between participants and individuals’ reflections in interviews.
Findings
Applying new conceptual tools to discussions of whiteness and race revealed how epistemic harm, microresistance and epistemic justice emerge in talk along with the importance of cultivating critical vigilance among antiracist educators.
Originality/value
This study elucidates how merging the conceptual frameworks of CWS, epistemic injustice and abolitionist teaching provides new tools for interrogating antiracism relative to whiteness in participants’ and researchers’ experiences. It challenges teacher educators, particularly at PWIs, to recognize how epistemic harm may be inflicted on students of color when centering whiteness in teacher education.
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Sandra Seno-Alday and Amanda Budde-Sung
This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are…
Abstract
Purpose
This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition.
Design/methodology/approach
This study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school.
Findings
The study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions.
Originality/value
The paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.
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Yen Sun, Citra Amanda and Berty Caroline Centana
This research aims to determine the factors that affected Bitcoin price return in the period before and during the COVID-19 pandemic.
Abstract
Purpose
This research aims to determine the factors that affected Bitcoin price return in the period before and during the COVID-19 pandemic.
Design/methodology/approach
The independent variables used in this study are hashrate, transaction volume, social media and some macroeconomics variables. The data are processed using the vector error correction model (VECM) to determine the short-term and long-term relationships between variables.
Findings
The research shows that (1) Twitter and Gold significantly affected Bitcoin in the short term before the COVID-19 pandemic; (2) hashrate, transaction volume, Twitter and the financial stress index had a significant effect on Bitcoin in the long term before the COVID-19 pandemic; (3) the volatility index had a significant effect on Bitcoin in the short term during the COVID-19 pandemic; and (4) hashrate, transaction volume, Twitter and CHF/USD had a significant effect on Bitcoin in the long term during the COVID-19 pandemic.
Research limitations/implications
This research provides explanation about factors affecting Bitcoin so investors and regulators can pay more attention and prepare for the potential risks as well as to get a good understanding of market conditions for greater crypto adoption in the future.
Originality/value
The novelty in this study is the various factors driving the Bitcoin price were analyzed before and during the COVID-19 pandemic including the social media, as sentiment, interestingly, is being a predictive power for Bitcoin price return.
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Examines two important streams of migrant consumer research, specifically the contributions made by the study of cultural values and migrant acculturation. Noting the inadequacies…
Abstract
Examines two important streams of migrant consumer research, specifically the contributions made by the study of cultural values and migrant acculturation. Noting the inadequacies of focusing on just one single perspective, reports an interpretative research conducted with ethnic Chinese migrant consumers. Emergent themes are extracted to illustrate the lived worlds of migrant consumers as they negotiate their way in a new society.
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Abstract
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Kerstin Alfes, Amanda Shantz and Ratnesvary Alahakone
To date, most research has assumed an additive relationship between work-related predictors and engagement. The purpose of this paper is to contribute to the refinement of…
Abstract
Purpose
To date, most research has assumed an additive relationship between work-related predictors and engagement. The purpose of this paper is to contribute to the refinement of engagement theory by exploring the extent to which two predictors – person-organization fit and organizational trust – interact to influence employees’ engagement, which in turn, positively influences their task performance.
Design/methodology/approach
A test of moderated mediation was conducted using survey data collected from 335 employees and matched performance records from the Human Resource department in a support services organization in the UK.
Findings
Engagement was best predicted by the interactive model, rather than the additive model, as employees who felt a close fit with their organization and who trusted their organization were most engaged with their work. Further, engagement mediated the relationship between the interaction and task performance.
Originality/value
This paper contributes to a refinement of engagement theory by presenting and testing a model that explains the synergistic effect of work-related factors on engagement.
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