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Book part
Publication date: 26 November 2018

Jörg Hruby, Rodrigo Jorge de Melo, Eyden Samunderu and Jonathan Hartel

Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due…

Abstract

Global Mindset (GM) is a multifaceted construct that has received broad interest among practitioners and academics. It is a fragmented construct at this point in time, due to definitional overlap with other constructs such as global leadership and cultural intelligence. This overlap has created complexity for research that attempts to understand GM in isolation. Lack of clear boundaries in defining and conceptualizing this construct challenges researchers who are attempting to capture fully what constitutes GM. Our work seeks to better understand and explain what underlines the individual GM construct and how does this impact the development of global competencies in individual managers.

We systematically review and analyze the individual GM literature thematically to provide an overview of the extant research from a broad array of scholarly sources dating from 1994 to 2017. Our work offers a thematic analysis that provides a visual guide to GM by tracking the corpus of individual-level GM studies. We categorize the research according to its theoretical groundings and basic concepts and proceed review how GM has been operationalized at the individual level and measured. Next, we integrate major dimensions in the GM research and propose a framework to enhance understanding of the phenomenon. Finally, we discuss the implications of our review for the development of GM for practitioners, coaches and trainers.

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Advances in Global Leadership
Type: Book
ISBN: 978-1-78754-297-6

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Abstract

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Maturing Leadership: How Adult Development Impacts Leadership
Type: Book
ISBN: 978-1-78973-402-7

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Article
Publication date: 1 June 2000

Charles D. Laughlin

There has been little thought given in science to the impact of direct brain‐machine interfacing upon the future development of human consciousness. Even less thought has…

Abstract

There has been little thought given in science to the impact of direct brain‐machine interfacing upon the future development of human consciousness. Even less thought has been given to the possibilities for both optimizing and thwarting development in the cyborg child. A neurocognitive model of the evolution of cyborg consciousness is summarized, and from this model grounded speculations are offered pertaining to the future development of the higher cognitive functions in the cyborg child. It will be shown that cybernetic implants are “multistable”; that is, the artificial intelligence (AI) component of the cyborg brain‐machine linkage may function to condition development along ideological lines (the brain conditioned by the “ideological chip”), or may operate to open up neurocognitive development to new and heretofore unrealized limits (the brain’s development optimized by the “guru programme”). Development of the cyborg child may be conditioned in the interests of ideological concerns, or may lead to a consciousness that easily transcends all forms of ideology. Application of the guru programme may foster the emergence of new levels of cognitive complexity and information processing (à la Piagetian and neo‐Piagetian theory) that in turn allows new strategies of adaptation previously beyond human comprehension. The ethical and regulatory problems raised by cyborg technologies are addressed.

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Foresight, vol. 2 no. 3
Type: Research Article
ISSN: 1463-6689

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Article
Publication date: 28 February 2020

Shashank Mittal

Potential appraisal is the foremost indicator of employee's readiness to take higher responsibilities and used for multiple purposes in promotion, human resource…

Abstract

Purpose

Potential appraisal is the foremost indicator of employee's readiness to take higher responsibilities and used for multiple purposes in promotion, human resource development including training and development needs of employees. This study examines how construal level as psychological difference among employees (holistic–analytic differential in preference of thinking for various action domains among individuals) and meaningfulness of work is related to their readiness for development and responsibility. Combining meaning of work literature and cognitive psychology, the moderated mediation model is formed to examine the psychological process and social boundary conditions in the relationship between construal level and potential appraisal of employees.

Design/methodology/approach

Data were collected from 1,494 working executives and their 297 reporting managers across companies operating in an industrial cluster situated in India. The proposed model considered “experienced meaningfulness” as mediator and contextual factors of psychological empowerment and supervisor feedback as moderators.

Findings

Using multi-variate analysis and after controlling for industry type and experience, supervisor potential appraisal ratings of employees are found to be statistically related to construal level, and this relationship is found to be partially mediated by “experienced meaningfulness” of work. Further, contextual factors are found to be significant as moderators.

Originality/value

By bringing the subjective interpretation of different aspects of meaning of work from work design literature to examine its role in relationship between aspects of cognitive psychology and potential appraisal of employees, this study bridges the gap between cognitive psychology of development, meaning of work literature and HRD literature. Further implications for academic literature and managers are discussed.

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Journal of Management Development, vol. 39 no. 2
Type: Research Article
ISSN: 0262-1711

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Book part
Publication date: 26 October 2005

Peter Y.K. Chan and R. Carl Harris

This study examined teachers’ cognitive development when interacting with video ethnography. It used grounded theory to discover embedded meanings and relationships that…

Abstract

This study examined teachers’ cognitive development when interacting with video ethnography. It used grounded theory to discover embedded meanings and relationships that emerge from descriptive data collected from six teachers. Findings revealed (a) the categories of cognitive activities when using video ethnography, (b) the influence of experience and beliefs on these activities, (c) the scaffold that video ethnography provides, and (d) teachers’ progression in a cognitive development process through interaction with video ethnography. The study has implications in improving technology use in teacher development, production of multimedia cases, and research on case-based pedagogy and other related areas.

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Learning from Research on Teaching: Perspective, Methodology, and Representation
Type: Book
ISBN: 978-0-76231-254-2

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Article
Publication date: 15 June 2021

Muhammad Saifullah Khalid, Qi Zhanyong and Jannat Bibi

This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse…

Abstract

Purpose

This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment.

Design/methodology/approach

The data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X2 of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis.

Findings

This study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development.

Originality/value

In the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.

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European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 29 October 2019

Ross Gardner, Ad Kil and Nick van Dam

This paper aims to analyze cognitive-based trust development during the beginning phase of virtual teams (VT) before any trustor’s firsthand, knowledge-based trust of a…

Abstract

Purpose

This paper aims to analyze cognitive-based trust development during the beginning phase of virtual teams (VT) before any trustor’s firsthand, knowledge-based trust of a trustee can develop. At this phase, early cognitive trust development is largely an individual construct that can help set the tone for subsequent phases and may also influence final VT effectiveness and performance.

Design/methodology/approach

This study begins with an analysis of cognitive-based trust and trust in VT and then focuses on the models and antecedents of early trust development in VT.

Findings

The conclusion offers a precise visualization of the research on early trust development in VT that identifies new research opportunities, particularly valuable for new field research.

Research limitations/implications

This literature review could be useful to both researchers of early trust formation in VTs and to organizations that use VTs as a part of their workforce. The figures and tables produced in this literature could be useful to researchers of early trust development in VTs in two areas. First, researchers can use this information to quickly identify the academic literature associated with each component of early trust models, the type of research conducted for each component. Second, new research opportunities based on this sample for each component of the early trust model is clearly identified.

Practical implications

Organizations need to ensure that members of VTs can form quickly and operate effectively within a short period. Identifying factors that may influence early trust formation could give managers and VT members an understanding of the importance of trust development in the early stages of VTs and how this may ultimately influence a VTs performance, effective teamwork and productivity.

Originality/value

The conclusion offers a precise visualization of the research on early trust development in VT that identifies new research opportunities, particularly valuable for new field research.

Details

Management Research Review, vol. 43 no. 3
Type: Research Article
ISSN: 2040-8269

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Article
Publication date: 1 June 2004

Jeffrey N. Gatten

Academic librarians have long been concerned with facilitating the teaching of information seeking and critical thinking skills among the undergraduate student population…

Abstract

Academic librarians have long been concerned with facilitating the teaching of information seeking and critical thinking skills among the undergraduate student population. In this sense, librarians are very much interested in facilitating student development. This article briefly describes the two major theories of student development, places these theories in the context of academic librarianship, and offers suggestions on how librarians can apply (map) these theories to practice when interacting with students. The goal is to enhance programmatic library interventions in order to further develop students’ information research skills.

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Reference Services Review, vol. 32 no. 2
Type: Research Article
ISSN: 0090-7324

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Book part
Publication date: 30 December 2004

Jon J. Fallesen and Stanley M. Halpin

Pew and Mavor (1998) called for an integrative representation of human behavior for use in models of individual combatants and organizations. Models with integrated…

Abstract

Pew and Mavor (1998) called for an integrative representation of human behavior for use in models of individual combatants and organizations. Models with integrated representation of behavior have only been achieved at rudimentary levels according to those performing the studies (e.g. Pew & Mavor, 1998; Tulving, 2002) and those building the models (e.g. Warwick et al., 2002). This chapter will address aspects of cognitive performance that are important to incorporate into models of combat based on acceptance of theory, strength of empirical data, or for other reasons such as to bridge gaps where incomplete knowledge exists about cognitive behavior and performance. As a starting point, this chapter will assess which of Pew and Mavor’s recommendations are still appropriate as determined by a review of selected literature on cognition and its representation. We will also provide some review and extensions of key literature on cognition and modeling and suggest a way ahead to close the remaining gaps. Different aspects of cognition are described with recent findings, and most are followed by an example of how they have been represented in computer models or a discussion of challenges to their representation in modeling.

Details

The Science and Simulation of Human Performance
Type: Book
ISBN: 978-1-84950-296-2

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Book part
Publication date: 27 September 2019

Heidi Flavian

Abstract

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Mediation and Thinking Development in Schools: Theories and Practices for Education
Type: Book
ISBN: 978-1-78756-023-9

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