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Article
Publication date: 1 June 2000

Anne Hartman

304

Abstract

Details

Strategy & Leadership, vol. 28 no. 3
Type: Research Article
ISSN: 1087-8572

Keywords

Article
Publication date: 1 June 1995

Stephen A. Stumpf

The University of Tampa Center for Leadership offers extensiveleadership development activities, many of which are based on conceptsderived from theories collectively referred to…

2710

Abstract

The University of Tampa Center for Leadership offers extensive leadership development activities, many of which are based on concepts derived from theories collectively referred to as “new science”. New science – those discoveries in the physical and biological sciences during the twentieth century that have challenged us to consider our world from the perspectives of quantum mechanics, self‐organizing systems, and chaos theory – have been translated into specific leadership development activities. Examples include: (1) a focus on heuristic models to guide leader behaviour; (2) the assessment of leadership competence from multiple, non‐averaged, perspectives in contrast to a top‐down or an “average” perspective; and (3) the use of live practice fields which incorporate many complex relationships among both issues and issue advocates to diagnose and learn about leadership effectiveness within organizations.

Details

Journal of Management Development, vol. 14 no. 5
Type: Research Article
ISSN: 0262-1711

Keywords

Article
Publication date: 8 June 2023

Lamiae Benhayoun, Marie-Anne Le-Dain, Tarik Saikouk, Holger Schiele and Richard Calvi

Buying firms involve suppliers early in New Product Development (NPD) projects to benefit from their capabilities. The authors investigate the joint impact on project performance…

Abstract

Purpose

Buying firms involve suppliers early in New Product Development (NPD) projects to benefit from their capabilities. The authors investigate the joint impact on project performance improvement, of the social capital established throughout the project, and the strategic preferred buyer/supplier statuses awarded prior to the project, from the buyer's perspective.

Design/methodology/approach

The authors propose a conceptual model underlining the complementary contribution to project performance of social capital dimensions and of preferred partners' statuses resulting from social exchange expectations. The model is analyzed with Partial Least Squares using 80 responses of purchasers and R&D managers involved in collaborative NPD projects with suppliers.

Findings

The relational capital built during the project has a positive central role, with a direct impact on NPD project performance and mediating effects through cognitive and structural capitals. The preferred partners' statuses have strong direct impacts on performance, and mediating effects that do not completely supplant the social capital's contribution.

Practical implications

The implications for the efficient management of supplier involvement are twofold. First, the authors encourage strategic investments of buying firms to acquire preferred buyer's status and to support preferred supplier programs. Second, the authors alert them on the importance of establishing trust and shared cognition during the project.

Originality/value

This study captures NPD project performance from the social angle of buyer–supplier relationship management. It demonstrates the complementarity of relationship management at the strategic and operational levels, before and during the project unfolding.

Details

The International Journal of Logistics Management, vol. 35 no. 2
Type: Research Article
ISSN: 0957-4093

Keywords

Open Access
Article
Publication date: 23 May 2023

Ian Seymour Yeoman

600

Abstract

Details

Journal of Tourism Futures, vol. 9 no. 2
Type: Research Article
ISSN: 2055-5911

Open Access
Article
Publication date: 9 February 2022

Pernilla Nilsson and Jesper Lund

This study aims to investigate how primary teachers, when taking part in digital didactic design (D3) workshops at the Digital Laboratory Centre at the university, develop their…

2321

Abstract

Purpose

This study aims to investigate how primary teachers, when taking part in digital didactic design (D3) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D3 can be used to develop primary teachers’ knowledge about teaching science with digital technologies.

Design/methodology/approach

During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D3 workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning.

Findings

The results indicate that D3 has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-in-practice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students’ learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK.

Research limitations/implications

This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students’ science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching.

Practical implications

As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers’ professional knowledge of practice. As such, an implication is that digital applications are not made “for” teachers but instead “with” and “by” teachers.

Social implications

The society puts high demands om teachers’ knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers’ own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools.

Originality/value

Across the field of science education, knowledge about the relation between teachers’ use of digital technology and how it might (or might not) promote students’ learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers’ experiences with integrating technology into their learning and teaching. This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers.

Details

Interactive Technology and Smart Education, vol. 20 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 10 July 2017

Anne Sorensen, Lynda Andrews and Judy Drennan

The purpose of this paper is to investigate how organizations create focal engagement objects through posts to their social media community members and how the members engage with…

5299

Abstract

Purpose

The purpose of this paper is to investigate how organizations create focal engagement objects through posts to their social media community members and how the members engage with these posts in ways that potentially co-create value. Of additional interest is the use of platform, tone and language to determine how they potentially influence value co-creation.

Design/methodology/approach

The research method is netnography. Two Australian-based cause organizations were selected for the study, and posts were collected from Facebook, Twitter and YouTube platforms used by the communities, as well as likes, clicks, shares and retweets. Data was examined using content and thematic analyses.

Findings

Findings for the characteristics of the posts indicate how platforms need to be member-centric and that post tone and language can be used for engaging members effectively. Three consumer engagement objects were thematically derived from the posts: events, donations and fundraising, and social justice that includes shout-outs and thunderclaps. In turn, consumer responses evidenced engagement sub-processes of co-developing, acknowledging, rewarding, sharing, advocating, adding momentum and learning. The likes, clicks, shares and retweets assisted in determining the amount of community interactions with posts in the cause brands’ communities.

Research limitations/implications

This research is limited to the extent it involved two cases. As with any cross-sectional research, the findings are snapshots of interactions on the two sites over the two-week data collection periods. Theoretical implications provide a deeper insights into value co-creation by empirically examining how organizations and their supporters employ and use post resources to co-create value collectively, and how the characteristics of the posts and behavioral interactions potentially facilitates this.

Practical implications

Managerially, this investigation will assist both commercial brand and cause brand organizations to plan and adapt their social media strategies to enhance supporters’ engagement with posts in this digital environment.

Social implications

The social implications of this study are that it provides an understanding of how cause organizations can harness online communities for value co-creation to generate social good.

Originality/value

The study is both original and adds value to the research community. The findings presented provide an insightful conceptual framework to guide future research into this important area of consumer engagement with resources in social media communities leading to potential co-creation of value.

Details

Journal of Service Theory and Practice, vol. 27 no. 4
Type: Research Article
ISSN: 2055-6225

Keywords

Article
Publication date: 1 September 2021

Alexis Morgan Young

This paper aims to contribute to a growing body of work (re)imagining the future for Black girls by calling Western notions of time into question. At its core, this paper argues…

Abstract

Purpose

This paper aims to contribute to a growing body of work (re)imagining the future for Black girls by calling Western notions of time into question. At its core, this paper argues that all Black girls are imaginative beings and that it is essential that Black girlhood imagination as a mode of future-making praxis be considered an integral component in the pursuit of Black liberation. To do such the author engages Black feminist futurity Campt (2017) and Black Quantum Futurity Phillips (2015) to illuminate ways a reconceptualization of time provides us with an analytical tool to amplify Black girls’ liberatory fantasies.

Design/methodology/approach

A literature review was conducted to synthesize Black girls’ freedom dreams (Kelley, 2002) across time in an effort to demonstrate that Black girls, despite their conditions, are experts in self-defining their dreams of the future. It also highlights methods that researchers use to elucidate the freedom dreams of Black girls years past.

Findings

This paper underscores the urgency in applying future-oriented research practices in the attempt to create a new world for Black girls. It also demonstrates that Black girls have always been and always be, imaginative beings that engaged in future-making dreaming.

Research limitations/implications

The author offers a conceptual framework for researchers committed to witnessing Black girl imaginations and in an effort to work in concert with Black girls to get them freer, faster.

Originality/value

This paper makes the argument that studying the imaginations and freedom dreams of Black girls requires the employment of future-oriented theories that have a racial, gender and age-based analysis.

Details

English Teaching: Practice & Critique, vol. 20 no. 4
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 1 March 1974

Frances Neel Cheney

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are…

Abstract

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Details

Reference Services Review, vol. 2 no. 3
Type: Research Article
ISSN: 0090-7324

Article
Publication date: 31 October 2023

Christy Goldsmith

By engaging levels of W/writerliness, this paper aims to identify how English Language Arts teachers’ personal and professional W/writerly identities impact their performance of…

Abstract

Purpose

By engaging levels of W/writerliness, this paper aims to identify how English Language Arts teachers’ personal and professional W/writerly identities impact their performance of pedagogical agency.

Design/methodology/approach

In this narrative inquiry, the author draws on theories of writing identity and agency to analyze how four mid-career English teachers’ personal beliefs around writing intersect with their professional practice. Data sources include interviews, journal entries and classroom observations.

Findings

Nuanced differences in teachers’ W/writerly identities produce more substantial differences in their pedagogy, especially impacting their performance of agency to (re)define successful writing outcomes and to balance process and product in their writing instruction.

Practical implications

This paper presents one method to expand preservice and in-service English Language Arts (ELA) practitioners’ approaches to teaching writing even alongside limitations of their teaching context by (1) emphasizing their ownership over their own writing in university methods courses; (2) leading teachers on an exploration of W/writerly identities; and (3) investigating ways teachers can transfer their personal and professional learning to students via their own pedagogical agency.

Originality/value

The study extends the work of scholars in the National Writing Project, suggesting that nuanced exploration of ELA teachers’ W/writerly identities in preservice and in-service settings could increase their sense of agency to work against and within cultures of standardization.

Details

English Teaching: Practice & Critique, vol. 22 no. 4
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 7 June 2013

Ma Lei Hsieh, Susan McManimon and Sharon Yang

This study aims to examine the instruction of basic information literacy (IL) skills taught to the socio‐economically disadvantaged students in the Educational Opportunity Program…

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Abstract

Purpose

This study aims to examine the instruction of basic information literacy (IL) skills taught to the socio‐economically disadvantaged students in the Educational Opportunity Program (EOP) at Rider University in summer 2011. The study set out to determine how the beginning IL levels of EOP freshmen differ from those of other freshmen, their learning outcomes, and retention of IL as a means to improve future research instruction.

Design/methodology/approach

Faculty of a speech communication class and two librarians collaborated in integrating IL in the class assignments of the 2011 summer EOP program. The assessment tools include identical pre‐ and post‐tests, a second post‐test with different multiple correct answer questions, a survey about students' perceptions of their IL training, and the teaching faculty's observations of EOP students' research skills.

Findings

EOP freshmen are equivalent to the peer freshmen in their low levels of IL skills. The findings suggested that EOP freshmen complete IL instruction with stronger IL skills. The second post‐test revealed that many students were confused about some basic IL concepts. Faculty's observation of students' information literacy skills concurs with the pre‐ and post‐tests.

Originality/value

This study fills a void in the literature on recent research of information literacy skills of socio‐economically disadvantaged college students. The multi‐correct answer questions employed are valuable but rarely employed in studies or discussed in the literature. The collaboration of faculty and librarians in assignment design is valuable as an increasing number of faculty are utilizing librarians to teach the necessary IL skills needed in today's curricula.

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