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Abstract

Details

Teacher Preparation in Papua New Guinea
Type: Book
ISBN: 978-1-83549-077-8

Article
Publication date: 23 January 2024

Josh Plaskoff and Emaline Frey

The post-COVID environment presents significant challenges for organizations. Unfortunately, many leaders and organizations are living in “post-pandemic.” Leaders must reframe…

Abstract

Purpose

The post-COVID environment presents significant challenges for organizations. Unfortunately, many leaders and organizations are living in “post-pandemic.” Leaders must reframe their approaches to employee relationships and the nature of the workplace. Employee experience, which combines, user experience, design thinking and organizational development, provides a methodology and perspective that is needed to address these significant changes. The purpose of this paper is to readdress employee experience and how its approach challenges conventional approaches to human resources (HR) and employee engagement and demonstrate how it can serve as an indispensable tool for transitioning to the new workplace.

Design/methodology/approach

Employee experience has become ubiquitous in organizations, but unfortunately the underlying sources and philosophies that distinguish this approach are often neglected. This paper demonstrates the new, irreversible organizational world created by COVID-19, reviews the origins of the concept, reviews the six principles previously introduced and then explicates three philosophical paradigmatic shifts that must be undertaken to take advantage of employee experience and address the new organizational challenges.

Findings

Employee experience can serve as a strategic tool for addressing post-COVID-19 organizational challenges. Past ideas about engagement will not work. Three shifts deriving from employee experience’s roots in user experiences, design thinking and emergent organization development must be adopted. Instead of thinking structurally in which things are primary, leaders need to take a relational perspective which insists on relational primacy. Because experience is holistic and embodied, a phenomenological perspective must take the place of the usual behavioral perspective. Finally, leaders and HR must see the task ahead as a collaborative codesign with employees, insisting on radical participation.

Research limitations/implications

As with the medical challenges with the COVID-19 virus itself, the organizational challenges are new and have never been faced before. It is difficult to shift paradigms, challenge assumptions and redirect effort while maintaining operating organizations. Often, leaders and organizations are ill-equipped to address very novel situations from past experience and education. Much more research and practical implementations need to be conducted to continue to evolve the concept.

Practical implications

Organizations are facing many crises beyond the supply/demand economic issues caused by COVID-19. The social issues within the organizational world are often overlooked but having significant impact. Cultures have been attenuated and disrupted, employee expectations have changed and the remote job market has expanded opportunities for employment. As a result, retention, performance, loyalty and satisfaction have been negatively impacted. If organizations want to continue growth and productivity, they need to find new ways of working and operating.

Social implications

The nature of work, organization and employee/organization relationship is in transition. Because much of people’s lives are spent in the workplace, this shift has significant implications for relationships within and beyond the workplace. COVID-19 has also had an impact on mental health, life satisfaction and other aspects of the human experience. Experience in the workplace and outside the workplace are converging and impacting each other. The new reality cannot be ignored or denied.

Originality/value

Many organizations, leaders and HR practitioners are approaching the new reality with outdated and ineffective tools from the pre-COVID-19 world, tools that were questionably effective then. Reclaiming the revolutionary underpinnings of employee experience is a necessary but often neglected action.

Details

Strategic HR Review, vol. 23 no. 2
Type: Research Article
ISSN: 1475-4398

Keywords

Article
Publication date: 29 December 2023

Sue Rodway-Dyer and Stewart Barr

The purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and…

Abstract

Purpose

The purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and practices in relation to environmental awareness within two research-intensive universities in the UK.

Design/methodology/approach

A case study involved online surveys to measure environmental attitudes, behaviours and practices at the start and end of four taught geography postgraduate programmes.

Findings

There was widespread attitudinal change and an increasing prioritisation of environmental issues reported among participants after they had completed their programme. However, behavioural change was limited, and there was little evidence of greater awareness being translated into changed practices. The learning benefits included a greater focus on interdisciplinarity, holistic thinking and critical self-reflection.

Practical implications

The findings demonstrate that postgraduate taught (PGT) programmes in sustainability improve student awareness and concern about environmental issues but do not necessarily lead to widespread behavioural change. This raises questions for programme convenors about how education for sustainability can be truly transformational and avoid leading students to develop eco-anxieties over the scale of change required.

Originality/value

There is a lack of research engaging with students on PGT programmes, especially in understanding their impacts on environmental attitudes, behaviours and practices. The research provides an evidence base for understanding the effects of PGT programmes in challenging student values, attitudes and practices and by implication knowledge transfer post-graduation, with the potential to help protect the environment and identify ways of living better with the ever-changing planet.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 5 December 2023

Julia Voloshchenko and Maria Nikolaeva

The purpose of this article is to demonstrate the formation of the concept of “motivation,” as well as to share experiences and modern techniques of motivation for employees.

Abstract

Purpose

The purpose of this article is to demonstrate the formation of the concept of “motivation,” as well as to share experiences and modern techniques of motivation for employees.

Design/methodology/approach

This article includes the results of a survey of HR professionals using the Qwoted platform.

Findings

Motivation plays a big role in the life of employees and the company. Motivated employees unknowingly become brand ambassadors and help increase the company’s brand awareness, thus helping the business to grow.

Originality/value

To the best of the authors’ knowledge, this article was first published in this journal.

Details

Strategic HR Review, vol. 23 no. 1
Type: Research Article
ISSN: 1475-4398

Keywords

Open Access
Article
Publication date: 22 February 2024

Daniele Morselli

This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which…

Abstract

Purpose

This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment.

Design/methodology/approach

This case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni.

Findings

Assessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship.

Research limitations/implications

One limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence.

Practical implications

At the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice.

Originality/value

So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.

Details

Education + Training, vol. 66 no. 10
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 27 February 2024

Eugine Tafadzwa Maziriri, Brighton Nyagadza and Tafadzwa Clementine Maramura

This study aims to investigate how social entrepreneurial role models influence social entrepreneurial self-efficacy, social entrepreneurial intent and social entrepreneurial…

Abstract

Purpose

This study aims to investigate how social entrepreneurial role models influence social entrepreneurial self-efficacy, social entrepreneurial intent and social entrepreneurial action, with moral obligation as a moderator.

Design/methodology/approach

A cross-sectional survey of 261 pupils in the South African province of the Eastern Cape was used in the research study. Structural equation modeling was used to test hypotheses.

Findings

The research revealed that having social entrepreneurial role models has a positive impact on both social entrepreneurial self-efficacy and social entrepreneurial intent. In addition, a connection was found between social entrepreneurial intent and entrepreneurial action. The influence of moral obligation was found to be a positive and a significant moderator. Moreover, the association between social entrepreneurial role models and social entrepreneurial intent was mediated by social entrepreneurial self-efficacy.

Research limitations/implications

The findings are not generalizable to nonstudent samples because students constituted the sample for gathering data. Future study therefore requires considering nonstudents to generalize the outcomes. This research should be replicated in other South African provinces and other developing countries for comparative outcomes.

Practical implications

Since social entrepreneurial role models have been practically linked to social entrepreneurship intent and entrepreneurial efficacy, understanding the factors that influence student’s decision to start a social enterprise is critical in South Africa to develop targeted interventions aimed at encouraging young people to start new businesses. Policymakers, society and entrepreneurial education will all benefit from the findings.

Originality/value

This study contributes to bridging the knowledge gap as it investigates how social entrepreneurial role models influence social entrepreneurial self-efficacy, social entrepreneurial intent and social entrepreneurial action, with moral obligation as a moderator. Encouraging social entrepreneurship among South African youth would also help address societal issues. This is a pioneering study in the context of an emerging economy such as South Africa, where social entrepreneurship is so integral.

Details

Social Enterprise Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1750-8614

Keywords

Article
Publication date: 5 February 2024

Ricardo Fuentealba

This paper proposes a way of reflexing on how we think within critical disaster studies. It focuses on the biases and unthought dimensions of two concepts – resilience and…

Abstract

Purpose

This paper proposes a way of reflexing on how we think within critical disaster studies. It focuses on the biases and unthought dimensions of two concepts – resilience and development – and reflects on the relationship between theory and practice in critical disaster studies.

Design/methodology/approach

Premised on the idea of epistemic reflexivity developed by Pierre Bourdieu, and drawing on previous research, this theoretical article analyses two conceptual biases and shortcomings of disaster studies: how resilience builds on certain agency; and how development assumes certain political imagination.

Findings

The article argues that critical disaster scholars must reflect on their own intellectual practice, including the origin of concepts and what they do. This is exemplified by a description of how the idea of resistance is intimately connected to that of resilience, and by showing that we must go beyond the capitalist realism that typically underlies development and risk creation. The theoretical advancement of our field can provide ways of thinking about the premises of many of our concepts.

Originality/value

The paper offers an invitation for disaster researchers to engage with critical thought and meta-theoretical reflexions. To think profoundly about our concepts is a necessary first step to developing critical scholarship. Epistemic reflexivity in critical disaster studies therefore provides an interesting avenue by which to liberate the field from overly technocratic approaches and develop its own criticality.

Details

Disaster Prevention and Management: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0965-3562

Keywords

Abstract

Details

Teacher Preparation in Papua New Guinea
Type: Book
ISBN: 978-1-83549-077-8

Article
Publication date: 3 April 2023

Afsaneh Ghanizadeh, Mahtab Tabeie and Zahra Pourtousi

Storytelling is a method for training essential life issues as storytelling can assist learners to consider the story not just as a source of entertainment but as a practical…

Abstract

Purpose

Storytelling is a method for training essential life issues as storytelling can assist learners to consider the story not just as a source of entertainment but as a practical lesson. In fact, teachers can encourage even the most unwilling students by engaging the students in storytelling while maintaining students' attention through narration using sounds and gestures. The present study aims to examine the effect of the university instructor’s narrative on English as a Foreign Language (EFL) student’s sustained attention, emotional involvement and cognitive learning.

Design/methodology/approach

To do so, the study adopted a quasi-experimental research design with the aim of focusing on the students’ performance within two different virtual classes. University students’ sustained attention, emotional involvement and cognitive learning were assessed in control and experimental groups before and after the treatment. To measure students’ sustained attention, Wei et al.’s (2012) scale, which comprises six items, was used. Besides, emotional involvement was assessed through Golestani’s (2017) engagement questionnaire. To check students’ cognitive learning, the scale designed by Richmond et al. (1987) was utilized. The summaries and conclusions in the experimental class were ingrained in instructors’ pedagogical repertoires, as the repertoires offer students an alternative way to understand course material beyond a straight lecture. Students in the experimental group were also asked to ponder over the materials presented to the students each session, and the students were supposed to present a one to two-paragraph note on the possible implications of the materials instructed at each session.

Findings

The results of independent samples t-test indicated that there was a statistically significant difference between the two groups regarding the degree of their sustained attention, emotional involvement and cognitive learning. The findings of the present study can raise instructors’ awareness toward the application of narratives in their instructional methodologies, as well as putting forth significant strategies to enhance students’ sustained attention, emotional involvement and cognitive learning through narratives.

Originality/value

The theoretical framework of the study derives from Kromka and Goodboys (2018) conceptualization of instructor narrative (IN), defined as the explicit presentation of the lessons conclusion at the end of each session. Previous studies on narrative have primarily focused on learners’ narrative as an educational tool. Later studies on teacher narratives conceive this as the teachers’ personal anecdotes and story-like accounts of others’ experiences; nonetheless, the position which is taken in this study is more academically laden and is based on the information instructed in each session.

Details

Journal of Applied Research in Higher Education, vol. 16 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 15 June 2023

Xi Zhang, Tianxue Xu, Xin Wei, Jiaxin Tang and Patricia Ordonez de Pablos

As a kind of knowledge-intensive team coordinated across physical distance, it is necessary to construct a meta-knowledge driven transactive memory system (TMS) for the knowledge…

Abstract

Purpose

As a kind of knowledge-intensive team coordinated across physical distance, it is necessary to construct a meta-knowledge driven transactive memory system (TMS) for the knowledge management of distributed agile team (DAT). This study aims to explore the comprehensive antecedents of TMS establishment in DATs and considers how TMS establishment is affected by herding behavior under the artificial intelligence (AI)-related knowledge work environment that emerges with technology penetration.

Design/methodology/approach

The data derived from 177 students of 52 DATs in a well-known Chinese business school, which were divided into 26 traditional knowledge work groups and 26 AI-related task groups to conduct a random comparative experiment. The ordinary least squares method was used to analyze the conceptual model and ANOVA was used to examine the differences in herding behavior between the control groups (traditional knowledge work DATs) and treatment groups (DATs engaged in AI-related knowledge work).

Findings

The results showed that knowledge diversity, professional knowledge, self-efficacy and social system use had significantly positive effects on the establishment of TMS. Interestingly, the authors also find that herding behavior may promote the process of establishing TMS of the new team, and this effect will be more significant when AI tasks are involved in team knowledge work.

Originality/value

By exploring the comprehensive antecedents of the establishment of TMS, this study provided a theoretical basis for knowledge management of DATs, especially in AI knowledge work teams. From a practical perspective, when the DAT is involved in AI-related knowledge works, managers should appropriately guide the convergence of employees’ behaviors and use the herding effects to accelerate the establishment of TMS, which will improve team knowledge sharing and innovation.

Details

Journal of Knowledge Management, vol. 28 no. 2
Type: Research Article
ISSN: 1367-3270

Keywords

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