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1 – 10 of 87Kaisa Vehmas, Anne Raudaskoski, Pirjo Heikkilä, Ali Harlin and Aino Mensonen
The purpose of this paper is to explore consumers’ views and expectations on circular clothing. This paper also clarifies how the remanufacturing process should be communicated…
Abstract
Purpose
The purpose of this paper is to explore consumers’ views and expectations on circular clothing. This paper also clarifies how the remanufacturing process should be communicated and circular fashion marketed to consumers.
Design/methodology/approach
The research methodology consisted of consumer interviews, utilising an online innovation platform (Owela) to involve consumers and workshops with project partners and with external stakeholders.
Findings
Consumers’ interest towards recycling and sustainable solutions has increased. They appreciate the idea of recycling textile waste to produce new clothes; circular products should become “the new normal”. Consumers are asking for more visible and concrete information about circular clothing and how their behaviour has affected the environmental aspects of textile production. The communication should be timed correctly by using multiple communication channels and also paying attention to the shopping experience. In addition, digital services alongside circular clothing could create additional value for consumers.
Research limitations/implications
In this study, only consumers from Finland were involved. The results might be different in different parts of Europe and especially worldwide.
Originality/value
This study focusses on circular clothing – an area that has not been studied much before. Also, consumers involved in this study were of a different age compared to most of the previous studies, where the focus has been mainly on young college students.
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Beate Brevik Saethern, Anne Margrethe Glømmen, Ricardo Lugo and Pål Ellingsen
The purpose of this study was to identify and describe how students experience academic coaching in higher education in Norway.
Abstract
Purpose
The purpose of this study was to identify and describe how students experience academic coaching in higher education in Norway.
Design/methodology/approach
The study employed a descriptive and exploratory qualitative design where semi-structured interviews formed the basis for data collection. Thematic analysis was used as an analytic strategy to identify, organise and find patterns or themes that emerged from the data.
Findings
The findings showed that academic coaching positively influenced the respondents' ability to identify the necessary and efficient cognitive processes and metacognitive skills needed to cope with everyday scholastic challenges. Academic coaching affected the respondents' metacognitive skills and cognitive processes in terms of evolving their self-efficacy, self-awareness, self-regulation, motivation, stress identification, goal identification, goal setting and development of new strategies.
Research limitations/implications
The findings in this study reflect the respondents' subjective opinions and further research is needed to validate these findings.
Originality/value
This article addresses a gap in the field of research by offering a descriptive pilot study and thematic analysis of students' experiences with academic coaching in Norway.
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Anne Sigismund Huff, Frances J. Milliken, Gerard P. Hodgkinson, Robert J. Galavan and Kristian J. Sund
This book on uncertainty comprises the initial volume in a series titled “New Horizons in Managerial and Organizational Cognition”. We asked Frances Milliken and Gerard P…
Abstract
This book on uncertainty comprises the initial volume in a series titled “New Horizons in Managerial and Organizational Cognition”. We asked Frances Milliken and Gerard P. Hodgkinson, two well-known scholars who have made important contributions to our understanding of uncertainty to join us in this opening chapter to introduce this project. The brief bios found at the end of this volume cannot do justice to the broad range of their contributions, but our conversation gives a flavor of the kind of insights they have brought to managerial and organizational cognition (MOC). The editors thank them for helping launch the series with a decisive exploration of what defining uncertainty involves, how that might be done, why it is important, and how the task is changing. We were interested to discover that all five of us are currently involved in research that considers the nature and impact of uncertainty, and we hope that readers similarly find that paying attention to uncertainty contributes to their current projects. Working together, we can advance understanding of organizational settings and effective action, both for researchers and practitioners.
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Perry Heymann, Ellen Bastiaens, Anne Jansen, Peter van Rosmalen and Simon Beausaert
In a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning…
Abstract
Purpose
In a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences.
Design/methodology/approach
When studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice.
Findings
This resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action.
Research limitations/implications
Future research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences.
Practical implications
The conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences.
Originality/value
This is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory.
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Anne Ellerup Nielsen and Christa Thomsen
The purpose of this paper is to answer the call for CSR communication research to develop and substantiate outcomes that may better explain CSR communication strategies and…
Abstract
Purpose
The purpose of this paper is to answer the call for CSR communication research to develop and substantiate outcomes that may better explain CSR communication strategies and practices. The paper takes the research a step further, exploring the role of legitimacy in CSR communication research.
Design/methodology/approach
A literature collection methodology, combined with directed content analysis, was used to identify central themes in the literature.
Findings
The following categories of studies were identified: perception, impact and promotion studies; image and reputation studies; performance studies; and conceptual/rhetorical studies. Addressed from a legitimacy perspective, the study found that the most important types of legitimizing communicative practices articulated in the four types of studies were related to: seeking knowledge about stakeholders through perception, impact and promotion activities; monitoring and controlling the environment through image and reputation activities; creating stakeholder value through collaboration and engagement; and persuading and convincing stakeholders through rhetorics, CSR models and concepts. The study also found that practices and activities related to perceiving stakeholders’ expectations, needs and requirements are assumed to be most effective for corporations aiming at building or maintaining legitimacy.
Originality/value
The key contribution of the paper lies in exploring how corporate legitimacy is anticipated and extrapolated in the CSR communication literature, including which pinpointed CSR communication strategies and practices are assumed to be more effective than others in bridging stakeholders’ perceptions of corporations’ social and environmental actions. Until date, no reviews exist of the role of legitimacy in CSR communication research.
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Anne Margrethe Glømmen, Beate Brevik Sæthern and Rikard Eriksson
This study aimed to identify and describe how mentoring influences the mentor, by operationalising and specifying learning outcomes involved in mentoring.
Abstract
Purpose
This study aimed to identify and describe how mentoring influences the mentor, by operationalising and specifying learning outcomes involved in mentoring.
Design/methodology/approach
This study used an action research approach, by uniting theory and practice to explore new ways of learning and evolve the field of practice in education. Thematic analysis was used to identify and organise patterns or themes that emerged from the data.
Findings
The results showed that mentoring changed the mentors' perspectives towards improved understanding, more flexibility and approval of other cultures. It seems that mentoring expanded the mentors' search for values, wishes and resources, including an awareness that our values, wishes and needs are more similar than different. Mentoring also seems to have improved the ability to reformulate, be flexible, strive to optimise user engagement and engage with people as they are, based on their own prerequisites.
Research limitations/implications
The low number of participants means the results cannot be generalised, and voluntary participation may have led to more motivated involvement and positive results.
Practical implications
This study shows that mentoring has had an impact on students' development of intercultural competence and cultural sensitivity through regular meetings with individuals from a different cultural background. Mentoring seems to have revealed insights into underlying prejudices and changed perspectives towards better understanding, thus increased acceptance of other cultures.
Originality/value
Search for similar studies shows a lack of research that operationalises and specifies the learning outcomes that mentors gain from being a mentor.
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