Search results

1 – 10 of over 39000
To view the access options for this content please click here
Article
Publication date: 7 May 2021

Sahil Malik, Deepti Dabas Hazarika and Amandeep Dhaliwal

Student engagement is a multifaceted concept that directly impacts students and their education. The purpose of this paper is to discuss student engagement conceptually by…

Abstract

Purpose

Student engagement is a multifaceted concept that directly impacts students and their education. The purpose of this paper is to discuss student engagement conceptually by offering a framework to better understand the deliverables of engagement in the form of generic and targeted outcomes.

Design/methodology/approach

The design of the study is based on a detailed literature review, to identify different types of engagement which graduates are expected to experience during their higher education studies. These types of engagement(s) are mapped with their outcomes.

Findings

The findings of this study would be an analysis of relevant studies to create an outcome-oriented conceptual framework for student engagement.

Practical implications

The practical implications of the study would be to provide a guide for enhancing student engagement through which both generic competencies and higher order competencies of students may be augmented.

Originality/value

The available literature suggests that many students lack focus when learning on campus, especially in meeting targeted outcomes, and do not engage in the community. The current study has incorporated generic and targeted outcomes expected as a result of the different types of engagement. The study has put forward certain propositions, suggesting new dimensions of research in the domain of student engagement.

Details

Journal of International Education in Business, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-469X

Keywords

To view the access options for this content please click here
Article
Publication date: 16 July 2020

Omaymah Radwan, Simin Ghavifekr and Ahmad Zabidi Abdul Razak

The main purpose is to analyse the effect of academic leadership competencies (LCs) on student learning outcomes (SLOs) in terms of cognitive, skill and affective aspects.

Abstract

Purpose

The main purpose is to analyse the effect of academic leadership competencies (LCs) on student learning outcomes (SLOs) in terms of cognitive, skill and affective aspects.

Design/methodology/approach

The study utilised quantitative research that focussed on correlation design by randomly distributing questionnaires containing 53 items to a total of 496 faculty members in Saudi Arabia public higher education institutions (HEIs). The data was analysed using SPSS (V.24) and SEM-AMOS.

Findings

Results show a direct and significant effect of academic LC on students' cognitive, skill and affective learning outcomes in public HEIs.

Research limitations/implications

The main limitation was that the participants of public HEIs were from Saudi Arabia. However, the findings have provided valuable understandings and a comprehensive conclusion about the impact of academic LC on SLOs in terms of cognitive, skill and affective aspects. The study recommended that different LC should be further developed. Future studies proposed to investigate the factors that support academic leaders to affect SLOs directly in HEIs.

Originality/value

The findings contribute to the body of knowledge regarding the significant and direct effect of academic LC on SLOs in HEIs. The findings have the potential to reflect positively on the academic leaders in public HEIs. The findings act as a guide for HEIs in terms of the importance of academic LC for having desirable SLOs. This study is crucial for educational policymakers and practitioners of academic leadership as the academic leaders' effort will greatly contribute to the HEIs as well as the nation's development in general.

Details

Journal of Applied Research in Higher Education, vol. 13 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

To view the access options for this content please click here
Article
Publication date: 27 April 2010

Lola C. Duque and John R. Weeks

The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate student learning outcomes and satisfaction that involves…

Downloads
3359

Abstract

Purpose

The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate student learning outcomes and satisfaction that involves concepts drawn from the services marketing and assessment literatures; second, to illustrate the utility of the model as implemented in an academic department (geography) within a large American university, and third, to demonstrate the applicability of the model by replicating the study at different scales: an entire undergraduate program (business administration) in a large Spanish university and another program (nursing) involving various universities of a Spanish region.

Design/methodology/approach

A multi‐method approach is used which comprises quadrant analysis, ANOVA tests and structural equation modeling techniques. A questionnaire was designed for data collection.

Findings

The main finding is the support found for the proposed model at different scales. Results of the multi‐method approach provide specific guidelines to departments using this approach to improve student learning outcomes and satisfaction.

Practical implications

The paper provides a conceptual model and supporting tools that can be used by other academic departments or higher education institutions to assist in the evaluation of how students perceive their learning outcomes and satisfaction with their undergraduate program.

Originality/value

The value of this multi‐method approach is that it is simple to implement, and at the same time provides a richness of information for diagnosis and decision‐making. The model was tested with data collected in different undergraduate programs and different countries, allowing the authors not only to find support for the model, but also to consider cultural differences among student perceptions.

Details

Quality Assurance in Education, vol. 18 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

To view the access options for this content please click here
Article
Publication date: 11 April 2016

Shatchaya Duangchant, Paiboon Kiattikomol and Sittichai Kaewkuekool

The process of knowledge transfer under the B-O-R-N Model is based on the concepts of knowledge transfer and change of knowledge patterns to create new knowledge. It…

Abstract

Purpose

The process of knowledge transfer under the B-O-R-N Model is based on the concepts of knowledge transfer and change of knowledge patterns to create new knowledge. It stimulates learners to learn under the process of knowledge transfer during the learning with an aim to allow learners to achieve the learning outcomes.

Design/methodology/approach

This study examines learning according to the B-O-R-N manual to test the effectiveness of learners’ outcomes in the domains of knowledge and learning outcomes for cognitive skills. The teaching is provided by three teachers, and the opinions of 97 sample respondents are surveyed after learning according to the B-O-R-N Model.

Findings

The effectiveness of learning outcomes in the domains of knowledge and learning outcomes for cognitive skills of the learners who were taught by different teachers was similar: the learners’ scores exceeded the set-up criteria in all aspects. Also, the learners were satisfied with the activities in the B-O-R-N Model at the highest level, which demonstrated that the knowledge transfer during the learning activities was an important factor which affected the learning outcomes of the undergraduate computer learners effectively.

Originality/value

The knowledge management which happens during the B-O-R-N Model process is the creation of the new learning environment which allows learners to learn together and use mixed skills that can be applied in real situations. It encourages learners to have sustainable learning and the potential to develop themselves, resulting in the development of the economy and a knowledge-based society, as well as the enhancement of the country’s competitiveness.

Details

The Learning Organization, vol. 23 no. 2/3
Type: Research Article
ISSN: 0969-6474

Keywords

To view the access options for this content please click here
Article
Publication date: 9 October 2017

Richard Posthuma, Claudia González-Brambila, Denver J. Fowler and Said Al-Riyami

To address the increasingly turbulent environments that businesses face, the purpose of this study is to build on prior research to propose a comprehensive model aimed at…

Abstract

Purpose

To address the increasingly turbulent environments that businesses face, the purpose of this study is to build on prior research to propose a comprehensive model aimed at enhancing business school education in Latin America.

Design/methodology/approach

The authors modified and adapted prior meta-analytic research on workplace training programs to create a model that is applicable to the context of business school education in Latin America.

Findings

The creation of this model enabled the identification of many propositions that can guide future research.

Research limitations/implications

In addition to insightful research propositions, the authors also provide specific suggestions on the methods for data collection and analysis.

Practical implications

This model can serve as a comprehensive summary of important factors that education leaders can use to enhance the success of business education in Latin America.

Social implications

In addition to helping to improve business education in Latin America, this model can guide research that will benefit other types of education programs in science, technology, medicine, etc.

Originality/value

The authors used findings to build this integrated mode and adapted and refined the model to fit the setting of higher education institutions.

Details

Management Research: Journal of the Iberoamerican Academy of Management, vol. 15 no. 4
Type: Research Article
ISSN: 1536-5433

Keywords

To view the access options for this content please click here
Article
Publication date: 20 November 2017

Leopold Bayerlein and Debora Jeske

The purpose of this paper is to provide a student learning outcome focussed assessment of the benefits and limitations of traditional internships, e-internships, and…

Abstract

Purpose

The purpose of this paper is to provide a student learning outcome focussed assessment of the benefits and limitations of traditional internships, e-internships, and simulated internships to evaluate the potential of computer-mediated internships (CMIs) (e-internships and simulated internships) within higher education from a student perspective.

Design/methodology/approach

The paper undertakes a systematic conceptually based assessment of the extent to which CMIs are able to replicate the cognitive, skill-based and affective learning outcomes of traditional internships. In addition, the key limitations of traditional internships from a student perspective are identified, and the potential ability of CMIs to address these limitations is assessed.

Findings

The findings of this paper highlight that CMIs are able to replicate most of the benefits of traditional internships, whilst concurrently addressing many of their limitations. However, the current paper also identifies a number of important limitations for student learning in CMIs, and provides advice that aims to assist students in maximising their learning outcomes in these situations.

Originality/value

The paper is the first to provide a systematic student learning outcome focussed comparison of traditional internships and CMIs. In addition, the paper establishes the high potential of simulated internships for student learning in higher education, and provides students, higher education providers and researcher with learning outcome focussed criteria sets that enable the empirical evaluation of CMIs in future research.

Details

Education + Training, vol. 60 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

To view the access options for this content please click here
Article
Publication date: 20 October 2020

Ritanjali Panigrahi, Praveen Ranjan Srivastava and Prabin Kumar Panigrahi

This study extends the literature on the effectiveness of e-learning by investigating the role of student engagement on perceived learning effectiveness (PLE) in the…

Abstract

Purpose

This study extends the literature on the effectiveness of e-learning by investigating the role of student engagement on perceived learning effectiveness (PLE) in the context of Indian higher education. Further, the impact of personal factors (Internet self-efficacy (ISE)) and environmental factors (information, system and service quality parameters) on various dimensions of student engagement (behavioral, emotional and cognitive) is studied through the lens of social cognitive theory (SCT).

Design/methodology/approach

An online management information systems (MIS) course is delivered to a batch of 412 postgraduate students. An online survey was conducted to measure the factors affecting their PLE. In addition to the survey, a summative assessment is conducted to evaluate the students in terms of their marks to assess their achievements (actual learning). Covariance-based structural equation modeling (CB-SEM) is used to validate the developed research model.

Findings

It is discovered that the IS (information system) quality parameters (environmental factors) positively impact PLE. The ISE affects the PLE through the mediating effect of all the dimensions of student engagement. Furthermore, there exists a positive relationship between PLE and student marks.

Originality/value

This study develops a research model using personal and environmental factors to understand PLE through the lens of SCT and then empirically validates it. The psychological process from the students' ISE to the PLE is explained through the mediating effects of various dimensions of engagement. Further, it is found that the PLE is positively related to student marks.

Details

Information Technology & People, vol. 34 no. 7
Type: Research Article
ISSN: 0959-3845

Keywords

To view the access options for this content please click here
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.

Details

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

Keywords

Content available
Article
Publication date: 21 June 2021

Qing Wang, Yi-Ling Lai, Xiaobo Xu and Almuth McDowall

The authors examine psychologically informed coaching approaches for evidence-based work-applied management through a meta-analysis. This analysis synthesized previous…

Downloads
1357

Abstract

Purpose

The authors examine psychologically informed coaching approaches for evidence-based work-applied management through a meta-analysis. This analysis synthesized previous empirical coaching research evidence on cognitive behavioral and positive psychology frameworks regarding a range of workplace outcomes, including learning, performance and psychological well-being.

Design/methodology/approach

The authors undertook a systematic literature search to identify primary studies (k = 20, n = 957), then conducted a meta-analysis with robust variance estimates (RVEs) to test the overall effect size and the effects of each moderator.

Findings

The results confirm that psychologically informed coaching approaches facilitated effective work-related outcomes, particularly on goal attainment (g = 1.29) and self-efficacy (g = 0.59). Besides, these identified coaching frameworks generated a greater impact on objective work performance rated by others (e.g. 360 feedback) than on coachees' self-reported performance. Moreover, a cognitive behavioral-oriented coaching process stimulated individuals' internal self-regulation and awareness to promote work satisfaction and facilitated sustainable changes. Yet, there was no statistically significant difference between popular and commonly used coaching approaches. Instead, an integrative coaching approach that combines different frameworks facilitated better outcomes (g = 0.71), including coachees' psychological well-being.

Practical implications

Effective coaching activities should integrate cognitive coping (e.g. combining cognitive behavioral and solution-focused technique), positive individual traits (i.e. strength-based approach) and contextual factors for an integrative approach to address the full range of coachees' values, motivators and organizational resources for yielding positive outcomes.

Originality/value

Building on previous meta-analyses and reviews of coaching, this synthesis offers a new insight into effective mechanisms to facilitate desired coaching results. Frameworks grounded in psychotherapy and positive appear most prominent in the literature, yet an integrative approach appears most effective.

Details

Journal of Work-Applied Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2205-2062

Keywords

To view the access options for this content please click here
Article
Publication date: 14 April 2014

Mathews Nkhoma, Jaime Calbeto, Narumon Sriratanaviriyakul, Thu Muang, Quyen Ha Tran and Thanh Kim Cao

Simulation games have long been used as a teaching tool in the classroom environment mainly due to the high level of participation and engagement that students are able to…

Abstract

Purpose

Simulation games have long been used as a teaching tool in the classroom environment mainly due to the high level of participation and engagement that students are able to generate from these, making the learning process more enjoyable and capable to replicate real-life scenarios. Feedback given during the simulation helps to motivate students to find better solutions to the problems being presented in the games and thus enhance their hands-on knowledge on particular subjects. The purpose of this research is to provide empirical evidence of interrelations and impacts that exist between real-time continuous feedback and simulation game performance as well as the interrelations and impacts that exist between real-time continuous feedback and both students' attitude and engagement towards learning.

Design/methodology/approach

The research focused on 60 undergraduate students enrolled at the Centre of Commerce at RMIT University Vietnam who had taken at least three semesters at various programmes. For test purposes, the research employed a 3D IBM business process management (BPM) simulation game, INNOV8 developed by the IBM Academic Initiative (more information about the game is available at: www-01.ibm.com/software/solutions/soa/innov8/index.html). A web-based survey followed at the university grounds for the collection of data.

Findings

Students showed a favourable attitude towards learning through the simulation game. In addition, the real-time continuous feedback given during the simulation game had a positive impact on the students' cognitive learning outcomes.

Research limitations/implications

The sample size used was relatively small with 60 participants, most unfamiliar with the theories of BPM.

Originality/value

The originality of this research stems from the real-time and continuous nature of the feedback being given to students during the gameplay of a computer-based simulation game, and how this type of feedback could positively impact the students' learning outcomes.

Details

Interactive Technology and Smart Education, vol. 11 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

1 – 10 of over 39000