Search results

This study investigated undergraduate preparation of English as a Second Language (ESL) students through English for Academic Purposes courses, in relation to recipient subject lecturers’ expectations. Qualitative data were gathered from 36 faculty teaching ESL undergraduates in nine countries. A two-phase approach included seeking discursive responses to questionnaires from faculty and information about curricula. Outcomes highlighted difficulties with material selection for EAP tutors. Tutors chose between ‘general interest’ or ‘discipline-specific’ material, but reported that the former could lead to oversimplification or discipline irrelevance, while the latter usually requires some specialized subject knowledge which may be beyond tutors’ remit. Addressing this, it is suggested that articles about EAP-related topics can form the subject matter of EAP courses with significant benefits. In particular, they can simultaneously provide students with models of academic writing, while the content reinforces skills needed for successful study.

Many universities run Writing Centers to provide support for students wishing to improve their academic literacy. These centers are ideal venues for peer tutoring, which may benefit both student-tutors (through tutoring skills development), and those tutored (through opportunities to discuss writing with a supportive peer). In the context of a university in the GCC region, peer tutors, prior to working, must complete required Communication courses. The syllabuses reflect student-centered and collaborative post-process writing approaches, where scaffolding is emphasized over direction, and word-by-word instructor correction of student writing is de-emphasized. Peer tutors also undergo preparation aimed at equipping them with an understanding of the rationale for these approaches and the skills needed to adapt them to tutoring. Given these experiences, the researchers set out to determine whether tutors are able to articulate such understandings and apply them to tutoring. Interconnected interpretative methods were deployed, including tutoring observation, consultation-conversation analysis and semi-structured interviews with tutors. Results indicate that tutors have significant recent experience of non-directive writing classes and may be aware of the rationale and benefits of such approaches. However, in their tutoring, content appears to be transferred from their most recent experiences but their style relies on instruction predominated by telling, explaining, demonstrating and directing, reflecting formative experience at school. The relationship between tutors’ experience, preparation, articulation and practice is explored, and recommendations are made to enhance Writing Center practices, in line with the concept of a constructively-aligned instruction system where all components address the same agenda and support each other.

The purpose of this paper is to explore how gamification may be used for project stakeholder engagement.

The paper presents the results of a systematic literature review of extant research concerning the gamification of projects. Based on this, an agenda for future studies is outlined.

Extant research on the gamification of projects is scarce and scattered among various disciplines, but the engineering fields dominate. The research performed does indicate that gamification may be used for involving stakeholders in projects, primarily by promoting learning, but also by engaging them, motivating action and solving problems.

In several cases, extant research display poor quality in research design and a lack in cross-disciplinary perspectives, which means that more research is needed. The users’ perspective is often lacking. Furthermore, the ideas gamification might be “hidden” within other technologies.

The findings of this research may assist project management practitioners in the endeavor of adopting gamification principles to better involve stakeholders.

The study fills a gap in summarizing the research on how gamification may be used to promote project stakeholder engagement. Based on this, it proposes a research agenda for future research on the use of gamification to promote project stakeholder engagement.

Background: Family violence (FV) is a significant problem that has a bidirectional link with mental health functioning. This research aimed to investigate family violence screening and response practices in a Victorian public adult mental health service, NorthWestern Mental Health, from the consumer perspective.

Methods: A prospective, cross-sectional, electronic consumer survey was created, utilising the Royal Melbourne Hospital Patient Survey FV screening and response tool. Data were collected over a two-month time period, via iPad. Clinicians invited all consumers (age range 18 to 64 years) attending the service to participate on data collection days, unless any of the exclusion criteria were present: a) clinical interaction occurring in a non-confidential environment; b) acute distress/crisis; c) clinician concerns about affecting rapport; and d) cognitive impairment, known disability or diminished capacity preventing them from reading or understanding the survey questions. Categorical and Likert type survey responses were explored descriptively. All variables collected in the survey were provided, specifically the percentage of responses in each category for each question. Free-text responses were analysed using qualitative description of the text-box response content.

Results: 35 consumers participated. 47% reported being screened for at least one family violence issue on at least one occasion. 26% reported disclosing FV concerns. All those disclosing felt mildly or very supported by the clinician’s response, and two-thirds received assistance they found helpful. 9% reported wanting to disclose FV concerns but not feeling comfortable to do so. Consumers indicated that FV should be spoken about more, that receiving assistance is helpful, but that responses varied in quality depending on the discipline of the clinician.

Conclusion: FV screening rates were found to be suboptimal as unmet needs were identified. Further training and services changes are required to improve screening rates, increase client comfort to disclosure, and optimise the clinical response to disclosures.

In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teachers in the development of the digital skills and to identify the coaching activities the coaches offer.

Employing a mixed-methods research design focusing on a qualitative approach, the research team conducted 6 focus groups with 38 ICs from 12 primary schools in Switzerland. Quantitative descriptive data were collected through a survey submitted before and after the focus group.

The results indicate that (1) the professional development (PD) activities offered to teachers vary greatly depending on the instructional coach characteristics and the school to which the teachers belong, (2) the in-service training of ICs should include coaching and leadership skills and (3) distributed leadership to ICs could facilitate the adoption of technologies by teachers and support change in the school.

Some ICs offer activities with a low involvement of the teacher. ICs' training programs should provide strategies to better take advantage of PD activities. The authors suggest training ICs in PD activities, aligned with Gibbons and Cobb's (2017) such as analyzing classroom video or lesson study involving a group of teachers working together with an expert to improve a lesson. District and school leaders should provide ICs with explicit guidance and more resources to achieve systemic change. ICs should also be empowered by being involved in the development of the school's continuing education training plans.

This study presents a new perspective about understanding and applying in-service teacher PD in the context of a digital education curricular initiative.

This study aims to examine brand personality and its application to political branding. This study focuses on the brand personality of a political leader from the BJP Party brand (Bharatiya Janta Party). The development of a strong political brand personality is crucial for success at the polls. Little research has been dedicated to this phenomenon particularly beyond Western political and post-election contexts.

The scope and development of the study required a qualitative approach. The theoretical frameworks of the study acted as the deductive base of the study. The insights of the respondents were the inductive base of the study. Semi-structured interviews were conducted with external stakeholders [voters]. In addition, semi-structured interviews were also adopted to capture the branding activities used by internal stakeholders [BJP].

The brand personality dimensions such as sincerity; agreeableness, competence, energy, openness, conscientiousness and emotional stability were clearly associated with a political leader. Negative qualities such as dictatorial attitudes and arrogance affected the political leader’s brand personality. Religious partisanship was another strong negative trait affecting the brand personality of the political leader.

The study has an actionable framework for political brand personality in the post-election context. It offers negative qualities to be avoided in the development of the political brand personality of the leader. It offers insights about the political brand personality of the leader in terms of young digitally savvy voters.

Este trabajo examina la aplicación de la personalidad de marca al ámbito del marketing político y de la marca personal política. Concretamente se centra en la personalidad de marca de un líder político del partido Bharantiya Janta Party (BJP). El desarrollo de una fuerte marca personal política es crucial para el éxito en las elecciones. Pocos trabajos se han centrado hasta el momento en este fenómeno más allá del contexto político occidental.

El alcance y desarrollo del estudio requirió la adopción de un enfoque cualitativo. El marco teórico sirvió de base deductiva al tiempo que las entrevistas realizadas sirvieron de base inductiva. Estas entrevistas fueron semi-estructuradas y dirigidas a grupos de interés externos del BJP (los votantes). Además, se realizaron entrevistas también semi-estructuradas para capturar las actividades de marca desarrolladas por los grupos de interés internos (candidatos, políticos, trabajadores y gerentes del partido).

Las dimensiones de personalidad de marca sinceridad, competencia, energía, estabilidad emocional, franqueza y escrupulosidad están claramente asociadas con un líder político. Por el contrario, rasgos negativos como las actitudes arrogantes y dictatoriales dañan la personalidad de marca de dicho líder, pero sobretodo el partidismo religioso.

El trabajo proporciona un marco de acción para la marca personal política en un contexto post-electoral. Proporciona indicaciones de los rasgos y cualidades negativas que deben de evitarse en el desarrollo de una marca personal para un líder político. Ofrece también evidencias sobre la personalidad de marca que tiene que desarrollar un líder de cara a los votantes más dinámicos y digitales.