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Article
Publication date: 20 August 2019

Hui Chen, Jose Miguel Baptista Nunes, Gillian Ragsdell and Xiaomi An

The purpose of this paper is to identify and explain the role of individual learning and development in acquiring tacit knowledge in the context of the inexorable and…

Abstract

Purpose

The purpose of this paper is to identify and explain the role of individual learning and development in acquiring tacit knowledge in the context of the inexorable and intense continuous change (technological and otherwise) that characterizes our society today, and also to investigate the software (SW) sector, which is at the core of contemporary continuous change and is a paradigm of effective and intrinsic knowledge sharing (KS). This makes the SW sector unique and different from others where KS is so hard to implement.

Design/methodology/approach

The study employed an inductive qualitative approach based on a multi-case study approach, composed of three successful SW companies in China. These companies are representative of the fabric of the sector, namely a small- and medium-sized enterprise, a large private company and a large state-owned enterprise. The fieldwork included 44 participants who were interviewed using a semi-structured script. The interview data were coded and interpreted following the Straussian grounded theory pattern of open coding, axial coding and selective coding. The process of interviewing was stopped when theoretical saturation was achieved after a careful process of theoretical sampling.

Findings

The findings of this research suggest that individual learning and development are deemed to be the fundamental feature for professional success and survival in the continuously changing environment of the SW industry today. However, individual learning was described by the participants as much more than a mere individual process. It involves a collective and participatory effort within the organization and the sector as a whole, and a KS process that transcends organizational, cultural and national borders. Individuals in particular are mostly motivated by the pressing need to face and adapt to the dynamic and changeable environments of today’s digital society that is led by the sector. Software practitioners are continuously in need of learning, refreshing and accumulating tacit knowledge, partly because it is required by their companies, but also due to a sound awareness of continuous technical and technological changes that seem only to increase with the advances of information technology. This led to a clear theoretical understanding that the continuous change that faces the sector has led to individual acquisition of culture and somatic knowledge that in turn lay the foundation for not only the awareness of the need for continuous individual professional development but also for the creation of habitus related to KS and continuous learning.

Originality/value

The study reported in this paper shows that there is a theoretical link between the existence of conducive organizational and sector-wide somatic and cultural knowledge, and the success of KS practices that lead to individual learning and development. Therefore, the theory proposed suggests that somatic and cultural knowledge are crucial drivers for the creation of habitus of individual tacit knowledge acquisition. The paper further proposes a habitus-driven individual development (HDID) Theoretical Model that can be of use to both academics and practitioners interested in fostering and developing processes of KS and individual development in knowledge-intensive organizations.

Article
Publication date: 31 March 2022

Saima Qutab, Abid Iqbal, Farasat Shafi Ullah, Nadeem Siddique and Muhammad Ajmal Khan

Virtual communities of practice (VCoP) are becoming increasingly popular as professional networking. These communities support and shape professional development

Abstract

Purpose

Virtual communities of practice (VCoP) are becoming increasingly popular as professional networking. These communities support and shape professional development, especially in countries with limited opportunities and constrain like time and distance. This study throws light on the role of VCoP and its impact on the continuous professional development (CPD) of librarians in Pakistan.

Design/methodology/approach

This study is carried out with qualitative research methods to understand effects of VCoP on CPD. With a thematic content analysis on the email conversations of a library and information science (LIS) Yahoo mailing group “plagpk”, the impact of virtual communities (VCs) on librarians' professional development in Pakistan over the past 20 years was analyzed.

Findings

This study demonstrates that VCs contribute to professional learning, problem-solving, knowledge creation, professional awareness and identity creation in the LIS field. Further, this study contributes a model to explain the formal and informal professional development for individuals and groups through VCoP engagement.

Social implications

It is hoped that this study will help the librarian community create, get involved in the VCoP for personal, professional development consciously and create an impact in the profession. The finding of this study is generalizable to any social sciences or humanities professionals VCoPs.

Originality/value

This is one of the first studies in the LIS field to analysis the impact of VCs on the professional development of the librarians.

Details

Library Management, vol. 43 no. 5
Type: Research Article
ISSN: 0143-5124

Keywords

Article
Publication date: 1 January 2012

M.E. Bitter‐Rijpkema, S. Verjans and R. Bruijnzeels

Dramatic changes in the role and position of public libraries require a fundamental reconsideration of professional development programs for library professionals. This…

3789

Abstract

Purpose

Dramatic changes in the role and position of public libraries require a fundamental reconsideration of professional development programs for library professionals. This paper seeks to address this issue.

Design/methodology/approach

This Dutch case study describes an innovative academic professional learning programme and its development through a process of intensive stakeholder consultation and co‐creation.

Findings

Market analysis and stakeholder consultation revealed that traditional professional development programs are not sufficient, and that an innovative learning approach is needed to accommodate professionals in the current disruptive context. Through intensive co‐creation between academics and library stakeholders, a learning approach was developed that combines workplace learning, networked learning and distance learning with intensive inspirational face‐to‐face sessions, merging formal and informal learning. A first batch of professionals has just started the programme that centres around four main themes that deal with the current challenges for public libraries: changes in society, culture, organisation and technology. Each theme is integrated into the main learning stream of collectively developing new librarianship.

Practical implications

The Library School learning approach is expected to be suitable for many sectors that deal with continuous professional development.

Social implications

Society in the twenty‐first century requires innovative approaches to continuous professional development. Close collaboration between universities and professional stakeholders can lead to sector‐wide commitment and thus create added value for all parties involved and for society as a whole.

Originality/value

A co‐creative development process has led to an innovative learning approach for continuous professional development. This paper is of value to professional development departments, learning providers and human resource managers.

Article
Publication date: 1 September 1999

Malcolm Shaw and Howard Green

This article considers current developments in aspects of continuous professional development (CPD) in the UK, focussing particularly on areas which relate to the…

2644

Abstract

This article considers current developments in aspects of continuous professional development (CPD) in the UK, focussing particularly on areas which relate to the development and delivery of an appropriate curriculum. It questions the appropriateness of the traditional concept of continuous professional development in the context of the newly emerging notion of lifelong learning. Some of the major national initiatives and imperatives for change are identified and a range of the typical emerging responses and reactions of Higher Education Institutions are itemised and briefly described. The article was originally prepared for a seminar in Hungary. It will allow the current processes, perspectives and aspirations for continuous professional development in Hungary to be compared against the UK model to assist in the identification and transfer of appropriate practice into the Hungarian context. In so doing it provides a base from which other institutions and professions might consider the development of CPD and lifelong learning.

Details

Quality Assurance in Education, vol. 7 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 1 June 1996

Charles Farrugia

Proposes a model which lecturers in higher education can adopt to evaluate their current state of professional standing and stimulate their developmental growth…

2853

Abstract

Proposes a model which lecturers in higher education can adopt to evaluate their current state of professional standing and stimulate their developmental growth. Currently, there is greater awareness in many professional groups, especially those in higher education, of the need to engage in critical self‐reflection, quality assurance and the enhancement of educational services. Many are concerned about the threat of deprofessionalization. Introduces the continuous professional development model and describes the significant contributions it can make to staff development programmes, as well as in sensitizing and educating an educational institute’s clients to appreciate fully the services they receive.

Details

Quality Assurance in Education, vol. 4 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 5 November 2020

Sajjad Ahmad, Shehzad Ahmad and Kanwal Ameen

The purpose of this paper is to study the self-perceptions of university information professionals about continuous professional development (CPD) opportunities regarding…

Abstract

Purpose

The purpose of this paper is to study the self-perceptions of university information professionals about continuous professional development (CPD) opportunities regarding their soft skills.

Design/methodology/approach

A qualitative design using in-depth interviews was used. The population was all the information professionals working in the public sector universities of Pakistan, but the geographic range of the population, to reduce travelling expenses and to complete the study in time, the interviews were restricted to the universities of the capital city Islamabad and provincial capital Peshawar. A total of 21 interviews were conducted using a snowball sampling technique to select information professionals.

Findings

The findings revealed that only three information professionals attended CPD opportunities in soft skills. More than half of the information professionals stated that CPD programmes have an overall “good” impact on the development of their soft skills. Similarly, more than half of the participants stated that CPD training opportunities on soft skills are very limited. The majority of the participants held professional associations responsible for the development of information professionals’ soft skills. It was also found that communication and persuasion skills, self-management skills and interpersonal skills were the top three soft skill categories for which they urged CPD programmes.

Research limitations/implications

During interviews, most of the Assistant Librarians were not expressive and comfortable. This might be because of a lack of their soft skills knowledge, poor communication skills and interview anxiety.

Originality/value

According to the authors’ knowledge, this study is the first of its kind in Pakistan that dealt with the CPD opportunities regarding soft skills of university information professionals using a qualitative research design.

Article
Publication date: 26 August 2014

Shun-wing Ng and Tsan-ming Kenneth Chan

The purpose of this paper is to report on an exploratory study regarding the present situation of middle managers in schools; their professional development needs; and…

1494

Abstract

Purpose

The purpose of this paper is to report on an exploratory study regarding the present situation of middle managers in schools; their professional development needs; and requirements of middle leaders for quality school management so that contents of existing professional development programmes could be improved to meet the needs of middle leaders of primary school education.

Design/methodology/approach

Employing both quantitative and qualitative methods, this paper reports on a study of the training needs of middle leaders in primary schools in which their present situation, their needs for professional development and requirements for quality school management and leadership are explored. The study adopted survey questionnaires as the main method of data collection. To supplement quantitative data with regard to the professional development needs, six middle managers were purposefully selected for semi-structured interviews.

Findings

The findings suggest that there are insufficient training opportunities for middle leaders in primary schools and that there is a strong demand for including the notions of interpersonal skills, crisis management, resources management and understanding of education ordinances in the professional development curriculum for middle leaders. The study recommends that training programmes should exert focus on meeting the specific needs of middle leaders and the content and approach be multi-dimensional.

Originality/value

In spite of the small scale of the survey study, the data collected from individual in-depth interviews can provide the investigators with supplementary information on their professional development needs which also serves the purpose of triangulation. The finding can also be a very constructive reference for course providers who wish to re-engineer and improve the quality of professional development programmes for middle leaders. This may help arouse their interests and enhance their learning motivation.

Details

Journal of Educational Administration, vol. 52 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 25 January 2019

Nikolaos Koukis and Athanassios Jimoyiannis

This paper aims to report on a study concerning a Massive Open Online Course (MOOC), designed to support Greek-language teachers in secondary-education schools in…

Abstract

Purpose

This paper aims to report on a study concerning a Massive Open Online Course (MOOC), designed to support Greek-language teachers in secondary-education schools in implementing collaborative writing activities with Google Docs (GDs) in their classrooms. Data recorded from a post-survey were used to investigate teachers’ views and perceptions about MOOC design features, their personal achievements and the overall outcomes for their professional work and development.

Design/methodology/approach

The design framework of the particular teacher professional development MOOC was determined by the connectivist principles and addressed three main dimensions of teachers’ active participation: a) individual engagement; b) peer interaction and mutual support; and c) collaborative creation of educational scenarios and artefacts. The analysis used a mixed method that combines data from teachers’ active engagement through the MOOC platform records and quantitative and qualitative data from their responses to a post-survey questionnaire.

Findings

The analysis of the research data provided supportive evidence that the design framework was effective towards promoting teachers’ active engagement, peer interaction and support and development of learning design abilities to integrate collaborative writing with GDs in their classrooms. The findings showed that the majority of participants conceptualized this MOOC as an efficient environment to enhance their pedagogical knowledge and classroom practices and to support continuous professional development.

Research limitations/implications

The findings of this study may be limited by the specific sample and the context of implementation. Future research is expected to critically analyse existing results in combination with qualitative data from detailed interviews of participants in this teacher professional development MOOC.

Practical implications

The results provided supportive evidence that successful MOOCs for teacher professional development are determined by four key design features: a) connecting course content and teacher learning practices to the educational reality of the classroom; b) defining concrete learning objectives of the course; c) promoting teachers’ collaborative learning; and d) creating a learning community among peers.

Originality/value

This paper presents a systematic analysis of teachers’ engagement in a teacher professional development MOOC, designed to support collaborative and self-directed learning. The results are expected to be significant and valuable for wider educational contexts, as MOOCs for teacher professional development is a new, ambitious topic for both research and educational policies.

Details

Interactive Technology and Smart Education, vol. 16 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 30 December 2019

Izabella Steinerowska-Streb and Anna Wziątek-Staśko

The purpose of this paper is to identify the relationship between family firms’ innovation output and the continuous knowledge development of owner-managers. Moreover, the…

Abstract

Purpose

The purpose of this paper is to identify the relationship between family firms’ innovation output and the continuous knowledge development of owner-managers. Moreover, the study aims to investigate the effect of the level of owner-managers’ educational background on family firms’ innovation.

Design/methodology/approach

The data originate from a primary research conducted in Poland. A log-linear analysis was used to verify the hypotheses.

Findings

The findings demonstrate that the positive relationship between the higher levels of education of owner-managers and the innovation output of family firms does not exist. However, the innovativeness of family firms is determined by the continuous development of owner-managers’ knowledge. Family firms whose owner-managers continuously expand their knowledge introduce significantly more product and marketing innovations. This relationship appears independent of firm’s size, type of business activity and owner-managers’ educational level.

Practical implications

Understanding how the continuous development of owner-managers’ knowledge influence the firm’s innovation output is potentially valuable for managers of family firms. The findings offer also practical suggestions for policymakers on how to support structures that aim to enhance innovation in family enterprises.

Originality/value

This study contributes to the family business literature by presenting quantitative findings describing links between family firms’ innovation outputs and continuous knowledge development of owner-managers. Thus, the study broadens knowledge on factors determining innovation of family firms and influencing family business heterogeneity.

Details

Journal of Family Business Management, vol. 10 no. 3
Type: Research Article
ISSN: 2043-6238

Keywords

Article
Publication date: 3 May 2021

Clare Thorpe

The purpose of this study is to discuss the strategies to promote a culture of professional learning within an Australian academic library. As the COVID-19 experience has…

Abstract

Purpose

The purpose of this study is to discuss the strategies to promote a culture of professional learning within an Australian academic library. As the COVID-19 experience has shown new and evolving roles require skills, knowledge and abilities that current library employees may not have trained for. One framework which supports continuous professional development and employee motivation is the concept of a learning organisation, where staff across all levels of the library acknowledge the value of continuous learning and autonomously engage in activities to keep their skills up to date and relevant.

Design/methodology/approach

The article is a case study of a three-year period of interventions and outcomes in an Australian academic library.

Findings

The strategies discussed provide insights for library managers and leaders about how organisational change can be incrementally embedded through clarity of purpose, aligned leadership, transparent processes, self-determination and social learning.

Research limitations/implications

The case study examines a single institution.

Originality/value

The paper provides practical strategies and examples from the case study of one university library which has successful embedded workplace learning as a regular and accepted part of staff routines.

Details

Library Management, vol. 42 no. 6/7
Type: Research Article
ISSN: 0143-5124

Keywords

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