Search results

This study investigates the evolution of skilled personnel in airline operations driven by technological advancements. It aims to elucidate the changing personnel demands necessitated by technological innovations in the ground and flight services.

The impact of technological advancements on aviation services has been broadly outlined. Secondary sources were used to identify the relationship between technology and human resources in aviation and categorize the current situation. However, the main narrative was based on the author’s observations.

The progression of technology in air transportation has led to a reduction in the number of personnel involved and the time spent on human interactions. Technological advancements in aviation have predominantly affected three crucial domains: back offices, ground services, and flight services. A future trend foresees a substantial shift toward self-service in ground services, contributing to streamlined processes with minimal errors.

Airlines must consider candidates' ability to adapt to technological changes during the hiring process to enhance operational efficiency and customer satisfaction. The current staff should be supported by training programs to facilitate their adaptation to technology.

This study provides a theoretical framework regarding changes in personnel requirements due to technological applications in aviation, the integration of technology into the sector, and the adaptation of current personnel to these technologies.

This perspective resonates with scholars engaged in the realms of aviation and tourism. This study assesses technological progress from both managerial and customer perspectives.

The article aims to describe the role of training and examines the impact on the wages of university and college graduates.

We use nationwide administrative data on university and college graduates in 2019. The population includes 1.3 million observations, of which 222,000 (∼16%) received training after graduation from an educational institution (from July 2019 to 2022). We used OLS and the “difference-in-differences” methods to estimate the returns to training. Estimates obtained using the DID method turned out to be several times smaller because they consider unobserved characteristics (abilities).

We obtained several key findings. First, the participation of graduates in training is high, despite their recent education. Second, undergoing training is conditional on the existence of wage returns. The results show a wage premium of 17.8% (OLS method) and 2.0% (DID method). Third, graduates from nonselective universities (with low state exam score) try to participate more actively in training to acquire missing knowledge and skills. The wage premium for graduates from nonselective universities is 19.1% (OLS method) and 5.1% (DID method). Fourth, there is a high return to training for graduates from socially relevant fields (education and healthcare), where training is regular and mandatory.

This paper is one of the first to estimate the involvement and returns to training for graduates using nationwide administrative data in Russia.

This paper aims to better understand auditing practices as a social phenomenon and management practice through a comparative historical analysis of the emergence of statutory auditing in three European countries, namely, France, Great Britain and Germany between 1844 and 1935.

The authors’ approach is a comparative history relying on a literature review, books pertaining to the period of interest and relevant archives.

The three countries’ trajectories were similar. All featured the promulgation of acts at the second half of the 19th century, the development of the accounting profession and the introduction of new acts to further strengthen statutory auditing around the Great Depression. However, each country took a different path because of the degree of regulation. For instance, the regulation strength and the degree of professionalism differed considerably by country. Business secrecy was also a departure point; it ranged from the rejection of auditors as intruders in France to Germany’s exclusively internal auditing and the UK’s peer auditing. The countries also differed on perceptions of the auditor’s role. Auditors were seen through the lens of a general interest mission in France, as advisors to internal governance bodies in Germany and as shareholders’ agents in Great Britain.

This paper compares three main European countries in the specific context of the introduction of statutory auditing. The findings of this paper are helpful for the international harmonization of auditing standards, as the derived insights provide a better understanding of the differences in the standards’ implementation.

This paper aims to examine the creation of the first commercial school in early independent Argentina in 1826 – the Academy of Accountancy of Buenos Aires (AABA) – at the request of the Argentine Government, which entrusted its direction to French expatriate Amédée Brodart, who was considered an expert in commercial education.

This study adopts a microhistory approach based on individual biography and archival research. First, it investigated published biographies of contemporary political figures Brodart had been in contact with. Then, the Argentine archives of the Ministry of Finance and the Arturo Jauretche Museum of the Bank of the Province of Buenos Aires provided information on Brodart’s life during his expatriation to Latin America. Finally, the French Archives of the Paris National Library and ESCP Business School in Paris provided information on Brodart’s life before his departure for Argentina and after his final return to France. These primary sources include extracts from Brodart’s correspondence, financial ledgers, study plans and a few rare iconographic documents.

AABA was connected to a nationalist agenda: to develop Argentinian trade to overcome national underdevelopment and to counter political agitation in the country. However, the lack of local expertise in commercial education, as well as Argentine authorities’ desire to avoid depending on foreign powers, led them to call on a French expatriate rather than on a network of organizations to open this school.

This paper contributes to the literature on the history of commercial education in Latin America and to the literature on the international transfer of commercial education models. This paper is also among the first to consider the origin story of Argentina’s relationship with commercial education.

This research offers new reflexive perspectives on the emergence of commercial education in Latin America by highlighting the agentivity of local actors.

Through a lens of dependency ambiguity, this paper repositions narratives of the development of commercial education in Latin America away from a Western-centric explanation, highlighting the role of local contextual actors. In doing so, it offers an alternative history of commercial education focused on Latin America.

This paper aims to identifying challenges faced by innovation in the public sector of Jordan.

A qualitative method was adopted for achieving the study objective with the undertaking of thematic analysis upon the answers of respondents in relation to the challenges for innovation within the public sector of Jordan. There were 25 semi-structured interviews conducted with organizational development managers, innovation assessors working within the public sector and other experts.

The aspect of the government innovation concept that is most important is the creation of added value, and also that innovation is a process that is individual rather than one that is institutional. Leaders or managers and the employees are considered as primary sources for the innovation in government. On the basis of the analysis of the data within the study, it was concluded that the challenges faced by innovation management within the public sector of Jordan can be considered as being a lack of a culture that is supportive of innovation, a lack of vision for innovation, a lack of institutionalization, a lack of an innovation plan at the national level, a general lack of awareness, the bureaucracy and the rigidity of the organizational structures, the excessive routine, the lack of rewards and incentives, the lack of training, the lack of financial resources and, finally, the silo effect. Several recommendations are provided by the study for improving the reality for government innovation including the building of organizational culture for supporting innovation, the activation of open communication, the development and training of employees and the provision of proper incentives for them.

A conceptual model has been put forward by the study that may be employed in the assessment of challenges faced by managers when seeking to implement innovation management within institutions in the public sector. The study can also benefit both decision makers and practitioners and the makers of public policy within the public administration of Jordan, especially in relation to government innovation through the identification of all the challenges faced by innovation management in Jordanian public sector, and the provision of useful strategies and mechanisms that can help in the mitigation of those challenges and the improvement of innovation management levels in Jordanian government. Further, the study results can act as a catalyst for the issuing of annual innovation reports within the government sector of Jordan.

This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.

This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.

The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.

This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.

The objective of this research is to propose an immersive framework that integrates virtual reality (VR) technology with directives international safety training certification bodies to enhance construction safety training, which eventually leads to safer construction sites.

The adopted methodology combines expert insights and experimentation to maximize the effectiveness of construction safety training. The first step was identifying key considerations for VR models such as motion sickness prevention and adult learning theories. The second step was developing a game-like VR model for safety training, with multiple hazards and scenarios based on the considerations of the previous step. After that, safety experts evaluated the model and provided valuable feedback on its alignment with international safety training practices. Finally, the developed model is tested by senior students, where the testing format followed the Institution of Occupational Safety and Health (IOSH) working safely exam structure.

An advanced immersive VR safety training model was developed based on extensive lessons learned from the literature, previous work and psychology-informed adult learning theories. Model testing – through focus groups and hands-on experimentation – demonstrated significant benefit of VR in upgrading and complementing traditional training methods.

The findings presented in this paper make a significant contribution to the field of safety training within the construction industry and the broader context of immersive learning experiences. It also fosters further exploration into immersive learning experiences across educational and professional contexts.

This study investigates the differences in digitalization tendency levels among young adults (18–30) regarding their living environment, gender, and education.

Digital transformation (DT) refers to digital technologies becoming more prevalent in society. This process transforms lifestyles and business models using information and communication technologies. While digital transformation is on everyone’s agenda worldwide, it is still in its infancy. The data collected from 1,067 young adults show that all three control variables, living environment (CV1), gender (CV2), and education level (CV3), have a significant impact on digitalization tendency. Samples are selected using stratified sampling. Frequency distributions of quantitative data, descriptive statistics, ANOVA analysis, independent sample t-tests, reliability and validity analysis are interpreted in SPSS.

It is concluded from the study that the young adults living in Istanbul are more inclined to use digital technologies and to see the process from the standpoint of its positive results. It is observed that women have a higher digitalization tendency than men. Finally, the tendency to use digital technologies increases with education level, as does the likelihood of perceiving the outputs of these technologies as positive.

The study limited the sample to young adults aged 18–30.

Digitalization tendencies are positively influenced by factors such as living in Istanbul, being a woman, and having a high education level.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-01-2023-0020.

This article focuses on understanding the evolution of the academic identity of a university academic within the contemporary university context, highlighting the significant influence of professional performance evaluations.

In order to achieve the objectives, a narrative-biographical approach was used, through an in-depth analysis of the life and professional career of a Spanish academic.

The results reveal a progression in identity from a state of naivety to that of a survivor, characterized by a strong adherence to the demands of scientific production, with research assuming a central role. This shift is motivated by an enduring pursuit of stable employment conducive to full professional and personal development. Several factors influence this change, including the context of evaluation, lack of funding, relationship with the thesis supervisor, and job instability, among others. The article concludes by outlining policy implications aimed at enhancing the work and professional standards of university faculty. These recommendations include awareness-raising initiatives, re-evaluating existing evaluation systems, and promoting institutional support, among other measures. Implementing these strategies is expected to optimize the professional growth of academics and, therefore, enhance the quality of services provided by universities.

Although previous research has acknowledged the impact of these evaluations, this study stands out by exploring how academic identity is shaped and reconfigured over the course of a career.

This paper examines students’ educational choices in vocational education and training (VET) to understand the low reputation of vocational education in China. By analysing the individualisation of these choices within structural and individual relationships, the study explores how the decline of state endorsement and the shift towards rational, individualistic actions influence students' decisions.

Multiple types of data were collected in this study, including administrative records, interviews and autobiographical stories, which were analysed using individualisation theory.

The research indicated three historical periods of the educational choice of Chinese VET students. Stage one (1978–1991) saw vocational education treated as “the first choice” for graduates. Stage two (1992–2000) was marked by the polarisation of educational choice during the social transition from a socialist planned economy to a market economy. During this period, more students started to choose academic high schools over vocational schools, even though the latter still had certain advantages for attracting the better-performing students. The third stage (2001-now) is a time in which vocational education is viewed as “the last choice” under the socialist market economy system. During this period, junior high school graduates prefer to enrol in academic high schools rather than in vocational schools. Aligned with the overall individualisation trend in Chinese society, vocational education decisions situated between societal structures and individuals are also experiencing a shift towards more micro-level individualized behaviours.

The paper provides a historical analysis of education and training provision in China and the complexity of students’ educational choices, revealing the influencing factors across different stages.

This paper draws a comprehensive analysis of the developmental trajectory of vocational education in China across different historical periods, notably under the socialist planned economy and the socialist market economy systems.