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Open Access
Book part
Publication date: 29 March 2022

Marian Konstantin Gatzweiler, Corinna Frey-Heger and Matteo Ronzani

In this article, we explore some of the barriers that prevent learning about grand challenges. By grand challenges, we refer to transformational social and environmental issues

Abstract

In this article, we explore some of the barriers that prevent learning about grand challenges. By grand challenges, we refer to transformational social and environmental issues and the critical barriers toward addressing them. Despite recent research contributions, initiatives, and calls for action to focus on such concerns, relatively little is known about the different barriers that hinder learning about grand challenges. To explore these issues, we draw from Rayner’s (2012) concept of uncomfortable knowledge, defined as knowledge that is disagreeable to organizations because it may challenge their value base, self-perception, organizing principles, or sources of legitimacy. Focusing on the example of recent programmatic attempts to advance “responsible education” in business schools, we identify three barriers to learning about grand challenges: Cognitive overload, emotional detachment, and organizational obliviousness. We conclude by outlining several implications on how to overcome these barriers, adding to recent academic and policy debates on how to make business school education more attuned to the transformational and social challenges of our time.

Details

Organizing for Societal Grand Challenges
Type: Book
ISBN: 978-1-83909-829-1

Keywords

Open Access
Article
Publication date: 15 June 2023

Fredrik Sunnemark, Wilma Lundqvist Westin, Tamy Al Saad and Per Assmo

This study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal…

Abstract

Purpose

This study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal organization. It is based on a R&D collaboration between University West and a Swedish municipality.

Design/methodology/approach

To explore the barriers and facilitators, the data collection was made through observation of the project implementation process, as well as 20 interviews with public servants and external actors. To conduct a systematic qualitative-oriented content analysis, the article constructs and applies a theoretical analytical framework consisting of different factors influencing knowledge transfer and learning processes within a municipal organizational setting.

Findings

This study explores the facilitators and barriers to knowledge transfer and learning processes, specifically focusing on strategic communication, individual roles, common goals, time pressure, group learning, trust and relationships and absorptive capability. Lack of communication affected the group learning process, while the close relation between time pressure, group learning and trust in colleagues is also pointed out as crucial areas. Trust developed through dialogue efforts helped overcome project fatigue. Coaching with a human rights-based approach improved organizational absorptive capabilities.

Originality/value

The study gives important insights into organizational learning within a municipality in Sweden for the successful implementation of collaborative projects. Knowledge must be transferred for the organization to learn to develop and tackle future challenges and its complex responsibilities. The theoretical analytical framework provided in this article has proven to be effective and is therefore transferable to other organizations in both the public and private sectors.

Details

The Learning Organization, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-6474

Keywords

Open Access
Article
Publication date: 4 August 2022

Julia Kasch, Margien Bootsma, Veronique Schutjens, Frans van Dam, Arjan Kirkels, Frans Prins and Karin Rebel

In this opinion article, the authors share their experiences with and perspectives on course design requirements and barriers when applying challenge-based learning (CBL) in an…

Abstract

In this opinion article, the authors share their experiences with and perspectives on course design requirements and barriers when applying challenge-based learning (CBL) in an online sustainability education setting. CBL is an established learning approach for (higher) sustainability education. It enables teachers to engage students with open, real-life grand challenges through inter-/transdisciplinary student team collaboration. However, empirical research is scarce and mainly based on face-to-face CBL case studies. Thus far, the opportunities to apply CBL in online educational settings are also underinvestigated.

Using the TPACK framework, the authors address technological, pedagogical and content knowledge related to CBL and online sustainability education. The integration of the different components is discussed, providing teachers and course designers insight into design requirements and barriers.

This paper supports the promising future of online CBL for sustainability education, especially in the context of inter-/national inter-university collaboration, yet emphasizes the need for deliberate use of online collaboration and teaching tools.

Open Access
Article
Publication date: 22 November 2021

Chris Kossen and Chia-Yi Ooi

This paper reports on how micro-learning design principles are being trialled in an Australian and a Malaysian university to make online courses more accessible and attractive…

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Abstract

Purpose

This paper reports on how micro-learning design principles are being trialled in an Australian and a Malaysian university to make online courses more accessible and attractive, and a more positive experience, with the aim of increasing student success. Central to this approach is segmenting materials into “bite-size” instalments by way of short micro-lecture presentations and reducing other content. The aim of this “less is more” strategy is to reduce unnecessary cognitive load as an impediment to learning so that focus can shift to prioritising the most essential skills and content. The purpose of this trial is to explore the efficacy of micro-learning as a means for increasing student engagement and learning.

Design/methodology/approach

The trials involved a mixed mode methodology drawing on qualitative and ratings data from course satisfaction surveys and records on grades and completion.

Findings

To date, results have shown significant increases in student engagement and satisfaction, and also performance. Our application of micro-learning included reducing volume of content based on its practical value, use of novelty (e.g. infusing guest presenter input) and design of practical and collaborative student activities.

Research limitations/implications

Early results are encouraging regarding apparent utility for engaging learners and ease of application, i.e. implementability and transference potential. However, the rapidly expanding area of online learning requires further research to establish a well-validated evidence base for effective online teaching practices.

Practical implications

The findings are relevant to universities involved in online and blended learning. Micro-learning design methods show promise in being able to address major engagement barriers including cognitive overload.

Social implications

More students are struggling with learning in today's social environment brought about with the massification of higher education. Micro-learning seeks to address major barriers these learners face with methods that go beyond traditional teaching practices.

Originality/value

Findings here are encouraging and contribute to existing understanding on ways to increase learner engagement in the competitive and fast-growing area of online learning for universities globally.

Details

Asian Association of Open Universities Journal, vol. 16 no. 3
Type: Research Article
ISSN: 1858-3431

Keywords

Open Access
Article
Publication date: 11 July 2016

Jorge Tiago Martins and Miguel Baptista Nunes

This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the…

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Abstract

Purpose

This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the context of higher education institutions (HEIs).

Design/methodology/approach

Grounded Theory was the methodology used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding.

Findings

The resulting trajectory of trust factors is presented in a Grounded Theory narrative where individual change and integration through shared collective understanding and institutionalisation are discussed as stages leading to the overcoming of e-learning adoption barriers.

Originality/value

The paper proposes that the interplay between institutionalism and individualism has implications in the success or failure of strategies for the adoption of e-learning in HEIs, as perceived by academics. In practical terms, this points to the need for close attention to contextually sensitive trust-building mechanisms that promote the balance between academics’ commitments, values and sense of self-worth and centrally planned policy, rules, resources and exhortations that enable action.

Details

The Learning Organization, vol. 23 no. 5
Type: Research Article
ISSN: 0969-6474

Keywords

Open Access
Article
Publication date: 26 January 2023

Linda Lidman, Maria Gustavsson and Anna Fogelberg Eriksson

The purpose of this study is to examine learning and employee-driven innovation (EDI) in the public sector, with a particular focus on the interplay between employee engagement…

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Abstract

Purpose

The purpose of this study is to examine learning and employee-driven innovation (EDI) in the public sector, with a particular focus on the interplay between employee engagement and organisational conditions.

Design/methodology/approach

The material consists of qualitative interviews with 23 participants from three municipal sites of innovation support that participated in a national programme aiming to strengthen municipalities’ innovation work.

Findings

The study found numerous constraining organisational conditions resulting in consequential loss of employee engagement for EDI. The conclusion drawn is that employee engagement and enabling organisational conditions are central to EDI in public sector workplaces, and that incorporating EDI into municipal daily operations requires paying attention to the interplay between organisational conditions and employee engagement.

Originality/value

This paper provides important guidance for supporting EDI in the public sector. Implementing EDI into operations requires employee engagement to be successful. However, employees’ engagement should not be overlooked or taken for granted. A practical implication of this study is that EDI in the workplace must be encouraged by creating a learning environment that supports innovative learning in the workplace. In practice, measures should be taken to support employee engagement by creating organisational conditions that provide a more expansive learning environment to ensure the continuity and perpetuation of EDI in public sector organisations.

Details

Journal of Workplace Learning, vol. 35 no. 9
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 5 December 2019

Faieza Chowdhury

E-learning is a very popular concept in the education sector today, and one of the best ways to implement this is through blended learning. However, the implementation of blended…

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Abstract

Purpose

E-learning is a very popular concept in the education sector today, and one of the best ways to implement this is through blended learning. However, the implementation of blended learning program at Higher Education Institutions (HEIs) is quite new in Bangladesh. The purpose of this paper is to explore the concept of blended learning, how to construct a blended learning program, the benefits of blended learning and some prerequisites to implement blended learning program successfully at HEIs in Bangladesh.

Design/methodology/approach

Nature of the study is explanatory, descriptive as well as evaluative. Primary data were collected through face-to-face interviews using structured questionnaire having both open- and close-ended questions including personal observations. Secondary data comprise relevant documents available from government agencies, archives, and library and research organizations.

Findings

By utilizing the blended learning tools, HEIs in Bangladesh can achieve radical improvements in education quality as well as in the accessibility and cost-effectiveness of learning programs. Moreover, any innovative educational reform will be successful only when it is fully accepted and adopted by all the key stakeholders: students, parents, teachers, academic administrators, researchers and policy makers.

Practical implications

Several practical solutions have been presented in this paper: how to create a blended learning program, how to overcome the obstacles for successful implementation of blended learning and how to create a flipped classroom with the aid of technology.

Social implications

A country’s soul and economic well-being depends to a large extent on the quality of their citizen’s education. Implementing innovative teaching programs within the education system will enhance the quality of education at HEIs in Bangladesh, creating more efficient labor force hence benefiting the overall society.

Originality/value

Originality in terms of exposing the hurdles that needs to be addressed for successful implementation of blended learning programs at HEIs in Bangladesh and providing an easy guideline to educators on how to create flipped classrooms.

Details

Journal of Research in Innovative Teaching & Learning, vol. 13 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 1 December 2023

Alexandre de Vicente Bittar and Luiz Carlos Di Serio

Micro and small enterprises (MSEs) play a crucial role in the development of any country by generating innovative ideas. However, they face inherent restrictions that hinder their…

Abstract

Purpose

Micro and small enterprises (MSEs) play a crucial role in the development of any country by generating innovative ideas. However, they face inherent restrictions that hinder their innovation capabilities. It is essential to support innovation policies to overcome these barriers and foster innovation. This study aims to explore how innovation policies can reduce barriers to innovation in MSEs using the lens of innovation capabilities.

Design/methodology/approach

Through a multiple case study, the authors examined eight MSEs in São Paulo (Brazil) and five in Florence (Italy) to conduct this study. These countries share a similar level of importance when it comes to MSEs.

Findings

Current innovation policies could be more effective for MSEs if certain barriers they encounter are faced and resolved, such as limited financial resources and a scarcity of qualified workers. These barriers directly affect two key elements of their innovation capability: financial resources and human resources. Therefore, it is essential to develop innovation policies that target these elements directly to enable MSEs to overcome these obstacles and thrive.

Originality/value

This study aims to enhance the knowledge of how innovation policies can help alleviate obstacles to innovation and how they can influence the various components that comprise the innovation capability of MSEs. This research can be valuable for policymakers as it provides insight into which innovation policies impact each aspect of innovation capability, enabling them to choose the most suitable policy based on the specific needs and local circumstances of the MSEs.

Details

Innovation & Management Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2515-8961

Keywords

Open Access
Article
Publication date: 5 September 2023

Heini Utunen, Ranil Appuhamy, Melissa Attias, Ngouille Ndiaye, Richelle George, Elham Arabi and Anna Tokar

OpenWHO is the World Health Organization's online learning platform that was launched in 2017. The COVID-19 pandemic led to massive growth in the number of courses, enrolments and…

Abstract

Purpose

OpenWHO is the World Health Organization's online learning platform that was launched in 2017. The COVID-19 pandemic led to massive growth in the number of courses, enrolments and reach of the platform. The platform is built on a stable and scalable basis that can host a large volume of learners. The authors aim to identify key factors that led to this growth.

Design/methodology/approach

In this research paper, the authors examined OpenWHO metadata, end-of-course surveys and internal processes using a quantitative approach.

Findings

OpenWHO metadata showed that the platform has hosted over 190 health courses in 65 languages and over seven million course enrolments. Since the onset of the pandemic, there have been more women, older people and people from middle income countries accessing courses than before. Following data analysis of the platform metadata and course production process, it was found that several key factors contributed to the growth of the platform. First, OpenWHO has a standardised course production pathway that ensures efficiency, consistency and quality. Further, providing courses in different languages increased its reach to a variety of populations throughout the world. For this, multi-language translation is achieved through a network of translators and an automated system to ensure the efficient translation of learning products. Lastly, it was found that access was promoted for learners with disabilities by optimising accessibility in course production. Data analysis of learner feedback surveys for selected courses showed that the courses were well received in that learners found it useful to complete courses that were self-paced and flexible. In addition, results indicated that preferred learning methods included videos, downloadable documents, slides, quizzes and learning exercises.

Originality/value

Lessons learnt from the WHO's learning response will help prepare researchers for the next health emergency to ensure timely, equitable access to quality health knowledge for everyone. Findings of this study will provide valuable insights for educators, policymakers and researchers in the field who intend to use online learning to optimise knowledge acquisition and performance.

Details

The International Journal of Information and Learning Technology, vol. 40 no. 5
Type: Research Article
ISSN: 2056-4880

Keywords

Open Access
Article
Publication date: 14 February 2020

Janaka Selvaras

The Open University of Sri Lanka (OUSL) is the only institution to deliver legal education through Open and Distance Learning (ODL) in Sri Lanka. This study aims to analyze…

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Abstract

Purpose

The Open University of Sri Lanka (OUSL) is the only institution to deliver legal education through Open and Distance Learning (ODL) in Sri Lanka. This study aims to analyze technology usage in learning and teaching law in the ODL under OUSL to evaluate the accessibility and also challenges.

Design/methodology/approach

A combination of qualitative and quantitative methodologies has been used for the study. This includes both interviews with teachers and surveying among students on the usage of technology in learning and teaching law at OUSL. Since the LL.B Degree Programme of OUSL delivered at six regional centres in Sri Lanka, this study also includes the comparative analysis of technology usage in teaching and learning at selected regional centres.

Findings

The findings indicate that the majority of students have access to technology through mobile phones and are aware of blended learning. Even though they prefer to integrate blended learning with learning law, they do not prefer learning entirely online. Social media and mobile applications are the most preferred modes of blended learning by students. It is also acknowledged that the internal staff has knowledge and access to the use of technology in teaching law while the external staff faces challenges and is in need of adequate training.

Originality/value

The original contribution of this article provides insightful guidelines not only to the OUSL of Sri Lanka but also to the institutions offering similar disciplines through ODL to understand lecturers, learners in the future integration of technology.

Details

Asian Association of Open Universities Journal, vol. 15 no. 1
Type: Research Article
ISSN: 1858-3431

Keywords

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