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1 – 10 of over 10000
Article
Publication date: 11 December 2019

Siu Loon Hoe

The purpose of this paper is to provide advice to organizations on how to become successful in the digital age. The paper revisits Peter Senge’s (1990) notion of the learning

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Abstract

Purpose

The purpose of this paper is to provide advice to organizations on how to become successful in the digital age. The paper revisits Peter Senge’s (1990) notion of the learning organization and discusses the relevance of systems thinking and the other four disciplines, namely, personal mastery, mental models, shared vision and team learning in the context of the current digitalization megatrend.

Design/methodology/approach

This paper is based on content analysis of essays from international organizations, strategy experts and management scholars, and insights gained from the author’s consulting experience. A comparative case study from the health and social sector is also included.

Findings

With the current digitalization megatrend sweeping across the globe, the practice of systems thinking would certainly become more crucial for organizations seeking to develop new digital ecosystems. In addition, the application of the other four disciplines of the learning organization would also help to nurture a digital culture for organizations to stay ahead of the competition.

Practical implications

Organizations and digitalization practitioners could benefit from applying systems thinking to develop digital ecosystems, and the other four disciples to nurture a digital culture.

Originality/value

This paper contributes to the existing literature by offering a relook and justifications on the relevance of the five disciplines, in particular systems thinking, in the present times. It offers advice to organizations on how to become successful as part of the digital transformation journey.

Details

The Learning Organization, vol. 27 no. 1
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 23 March 2021

Nandeesh V. Hiremath, Amiya Kumar Mohapatra and Anil Subbarao Paila

The digital learning and learning & development (L&D) at workplaces in corporates is having a significant challenge, where only about 1% of the week is spent on L&D by the…

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Abstract

Purpose

The digital learning and learning & development (L&D) at workplaces in corporates is having a significant challenge, where only about 1% of the week is spent on L&D by the employees. There are an array of recent L&D reports–by Deloitte, 2019; Skillsoft's, 2019; LinkedIn Workplace Learning Report-2019; UK L&D Report-2019; FICCI-NASSCOM and EY “Future of Jobs” Report-2017–which have clearly been indicating that the digital learning is fast-emerging as one of the realistic option. The employees invest their time and energy for skilling/up-skilling/re-skilling for remaining relevant to the emerging business context under volatility, uncertainty, complexity and ambiguity (VUCA) world and also coronavirus disease 2019 (COVID-19) is being researched.

Design/methodology/approach

The L&D interventions have primary objective of enhancing skills, competencies and career growth among employees, and the learning engagement styles/ systems are undergoing dramatic paradigm shifts. There is dire need to understand the impact of sweeping changes with Industry 4.0 and HR 4.0; however, there are only a few industry-centric studies that are available to assess the impact of technology on L&D with digital learning. Hence, there is a need to study the factors influencing various segments of workforce in large corporates, where the learning engagement with digital learning is fast-emerging among corporates.

Findings

Given the digital learning / L&D context in corporates, this research paper has attempted to review and analyse the opportunities, challenges and emerging trends with respect to leveraging technology and innovation to enhance L&D to deliver the business goals, under the 70:20:10 framework, with case analysis of ten different corporates (across different industry sectors) viz., Genpact, Nexval, Airbus, Siemens, AstraZeneca Pharma, HPCL, HGS (BPM), HP, Flipkart and IBM. The A-to-Z of Talent Management and Leadership Development (adopted version from India Leadership Academy, Publicis Sapient, 2019) best practices are analysed, summarized and presented to indicate emerging trends in Industry 4.0 era.

Research limitations/implications

This study has been carried out for just ten major corporates/ multinational companies (MNCs) operating in various sectors. The sample size used is relatively less; therefore, the study can be carried out with a larger sample size and deeper data analysis and insights across countries/continents. At present, this can be considered as a base-research for undertaking deep-dive analysis. The sectoral analysis and cross-industry perspectives require consideration in next studies. To address the sector-specific issues, the research can be undertaken for either a particular sector such as manufacturing, automotive, IT/ITeS, telecom, aviation, agri-tech and pharmaceutical, knowledge-based industries, etc. or comparative analysis across few related sectors required.

Practical implications

This research has provided/shall provide a basis to understand the various factors that influence the L&D and digital learning ecosystem in large corporates. It is expected to provide a practical and also strategic perspective towards effective usage of digital learning systems (both in-house and open systems) for enhancing the effectiveness of L&D in the context of VUCA World and HR 4.0 around us. The proposed hypothesis of “The Digital Learning is the “Future of HR”, especially for the L&D in large Corporate Academies (in the context of Industry 4.0)” stands justified.

Social implications

The clear shift from training culture to “Learning Culture” is possible and feasible with strategically planned digital learning/ L&D interventions, which benefits the corporates, employees, customers and the society at large.

Originality/value

To the best of our knowledge, probably this is one of the first paper in the analysing the industry best L&D/Digital learning practices from an practitioners and academic perspective, as we live in the era of bit-sized and byte sized micro-learning. This study contributes to the academics by providing insights on possible digital learning policies that can be practiced by large corporates, where the “ownership of learning and career growth” is transferred onto the employees. The result of this study complements the evolving digital learning trends, in line with science of self-driven and lifelong learning principle.

Open Access
Article
Publication date: 25 October 2022

Verena Roberts

There is a need for research that examines how digital networks can support all learners in open access to people, resources and experiences that were previously inaccessible in…

Abstract

Purpose

There is a need for research that examines how digital networks can support all learners in open access to people, resources and experiences that were previously inaccessible in K-12 learning contexts. This study aims to examine the potential of open education theories and open practices in high school learning environments.

Design/methodology/approach

Using a design-based research approach, this study used the open learning design intervention framework to examine the experiences of a researcher, a teacher and Grade 10 students who expanded their learning from formal to informal learning environments by integrating open educational practices (OEP). The research occurred through three specific phases with iterative cycles that were responsive to research participants and data analysis at each phase.

Findings

The key findings suggest that open learning in high school is dependent upon opportunities for learners to co-design personally relevant learning pathways. The emerging design framework highlighted the need to emphasize the complexity of the students’ lived experiences in connection with the curriculum (formal learning environments) to promote a diversity of perspectives and shared connections (in informal learning environments). Second, learners need the opportunity to share their learning experiences collaboratively and individually by transparently demonstrating their learning processes in relevant ways and open practices provide the digital and community spaces to share knowledge. Finally, open learning occurs through stages and continuums and is a personal learning experience that transcends the boundaries of formal learning environments.

Originality/value

This study expands the current conceptual framework of open learning design by contributing a K-12 lens from which to consider the potential of OEP to promote personal learning pathways. Although the research considered a K-12 context, the OLDI Framework can be extended upon and used in any open learning design context including higher education.

Details

Journal for Multicultural Education, vol. 16 no. 5
Type: Research Article
ISSN: 2053-535X

Keywords

Open Access
Article
Publication date: 20 July 2022

Shamsul Huq Bin Shahriar, Sayed Arafat, Intijamul Islam, J. M. Ekram Hossain Nur, Saifur Rahman, Syful Islam Khan and M. Sayeed Alam

The extreme measures that have been taken by governments across the globe to minimize the spread of COVID-19 have had significant impacts on almost all…

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Abstract

Purpose

The extreme measures that have been taken by governments across the globe to minimize the spread of COVID-19 have had significant impacts on almost all the public sectors, especially on the economy and education. This study aims to address the approaches and prospective of online-based training and e-learning for employee learning and development during this COVID-19 crisis.

Design/methodology/approach

With an emphasis on the qualitative approach and considering the complex COVID-19 emergency, required data were collected from in-depth interviews to interpret the experiences of the respondents.

Findings

The findings suggested that the digital learning ecosystem offered flexibility of time, place and pace, which provided essential convenience during the COVID-19 crisis. From the human resource (HR) perspective, the e-learning culture has enabled the organizations to quickly adopt the new normal, secure sustainable continuity of organizational development and ensure decent work and growth within and across organizations. The adoption of e-learning and flexible working conditions following the setback has enabled the organizations to quickly cope up with the new normal, causing a significant paradigm shift in the organizational culture and corporate sector of Bangladesh.

Research limitations/implications

The study will assist the HR of any organization to contemplate e-learning systems as effective alternative training methods. Also, the study will be suggestive to traverse new dimensions and skillsets for the pedagogues.

Originality/value

This study offers new evidential scenarios regarding the emergence of effective e-learning initiatives and online-based learning programs for developing the workforce to be efficient and productive even in distressful and inconvenient COVID-19 situations.

Book part
Publication date: 9 May 2023

André Renz and Romy Hilbig

During the Coronavirus crisis (COVID-19) that started in 2019 and at the extensive quarantine regulations, educational institutions, companies, and individuals have reacted by…

Abstract

During the Coronavirus crisis (COVID-19) that started in 2019 and at the extensive quarantine regulations, educational institutions, companies, and individuals have reacted by shifting their teaching and learning activities to virtual spaces. Yet, although the use of online learning has increased, it has not been able to achieve the long-promised transformative effect. The COVID-19 crisis has the potential to boost online education overall or at least enable better preparation of the system for the next crisis. Ultimately, to make a digital transformation sustainable, appropriate skills are required. In this study, we adapt the dynamic capabilities foundations creating a theoretical approach to explain how educational institutions have responded to the changing environmental conditions during the COVID-19 pandemic.

Details

Beyond the Pandemic? Exploring the Impact of COVID-19 on Telecommunications and the Internet
Type: Book
ISBN: 978-1-80262-050-4

Keywords

Article
Publication date: 2 February 2023

Wei Ching Lee and Bernard Cheng Yian Tan

The purpose of this study is to scrutinise individual learning strategies in their workplace when they were experiencing digital innovation. Moreover, the respective enablers and…

Abstract

Purpose

The purpose of this study is to scrutinise individual learning strategies in their workplace when they were experiencing digital innovation. Moreover, the respective enablers and challenges of each category of strategies were explored to conceptualise supporting features needed in the digital learning environment.

Design/methodology/approach

This study adopts a qualitative inquiry to understand employees’ workplace learning strategies and the respective enablers, and challenges in each category of strategies. Twenty employees across different industries were interviewed, and a two-cycle inductive coding analysis was adopted to identify the categories of learning strategies.

Findings

Four categories of workplace learning strategies were identified: self-driven, social-leveraged, enterprise-oriented and information and technology-enhanced (IT-enhanced) strategies. Enablers and challenges of each category were also presented in this study.

Practical implications

The findings provide insights for individuals to establish a repertoire of learning strategies. The inadequate use of IT-enhanced strategies is additionally addressed.

Originality/value

This study examined workplace learning strategies in the context of digital innovation. Based on the empirical findings and existing literature, this study proposes a framework with the supporting features for a digital learning environment.

Details

Journal of Workplace Learning, vol. 35 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 9 November 2021

Marjo Susanna Joshi

The purpose of this paper is to present design principles for holistic design of online degree programmes (ODPs) in higher education (HE). The study adds to previous research on…

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Abstract

Purpose

The purpose of this paper is to present design principles for holistic design of online degree programmes (ODPs) in higher education (HE). The study adds to previous research on online programme design by examining how the digital competence and pedagogical strategy of a HE organisation can inform holistic ODP design.

Design/methodology/approach

This paper presents a case study placed in the context of a Finnish applied HE organisation. Design-based research (DBR) process is used to create holistic design principles for new ODPs. Theoretical framework for the study is digitally competent organisation (Kampylis et al., 2015) and pedagogical strategy is innovation pedagogy (Kettunen et al., 2013).

Findings

Design principles for pedagogically informed holistic design of ODPs are presented as a three-tiered model comprising organisational, pedagogical and ODP layers. Each layer includes various principles for holistic design to integrate an organisation's pedagogical strategy in a digitally competent context to create quality ODPs.

Research limitations/implications

The paper presents a case study from a HE organisation in Finland, but results are applicable to a wider global audience.

Practical implications

As a contribution to practitioners, this paper presents a three-tiered holistic design of ODP in HE organisation, where the design principles are categorised in organisational, pedagogical and ODP design layers. In addition, suggestions to managers, instructional designers and educators are made for the holistic design of ODPs.

Social implications

Building the sense of community in ODPs and offering continuous support in pedagogy and technology are valuable for the well-being of the staff, students and the wider society.

Originality/value

The paper draws relationships between holistic design of ODPs, digital competence and pedagogical strategy. The paper provides managerial and operational viewpoints to managers, administrators and educators of HE organisations that plan to create new ODPs with a holistic focus on the educational organisation, its pedagogical strategy and digital competence. Recommendations for further development, possible applications and research of ODP education are made.

Details

International Journal of Educational Management, vol. 36 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 29 May 2023

Mahantesh Halagatti, Soumya Gadag, Shashidhar Mahantshetti, Chetan V. Hiremath, Dhanashree Tharkude and Vinayak Banakar

Introduction: Numerous decision-making situations are faced in education where Artificial Intelligence may be prevalent as a decision-making support tool to capture streams of…

Abstract

Introduction: Numerous decision-making situations are faced in education where Artificial Intelligence may be prevalent as a decision-making support tool to capture streams of learners’ behaviours.

Purpose: The purpose of the present study is to understand the role of AI in student performance assessment and explore the future role of AI in educational performance assessment.

Scope: The study tries to understand the adaptability of AI in the education sector for supporting the educator in automating assessment. It supports the educator to concentrate on core teaching-learning activities.

Objectives: To understand the AI adaption for educational assessment, the positives and negatives of confidential data collections, and challenges for implementation from the view of various stakeholders.

Methodology: The study is conceptual, and information has been collected from sources comprised of expert interactions, research publications, survey and Industry reports.

Findings: The use of AI in student performance assessment has helped in early predictions for the activities to be adopted by educators. Results of AI evaluations give the data that may be combined and understood to create visuals.

Research Implications: AI-based analytics helps in fast decision-making and adapting the teaching curriculum’s fast-changing industry needs. Students’ abilities, such as participation and resilience, and qualities, such as confidence and drive, may be appraised using AI assessment systems.

Theoretical Implication: Artificial intelligence-based evaluation gives instructors, students, and parents a continuous opinion on how students learn, the help they require, and their progress towards their learning objectives.

Details

Smart Analytics, Artificial Intelligence and Sustainable Performance Management in a Global Digitalised Economy
Type: Book
ISBN: 978-1-80382-555-7

Keywords

Book part
Publication date: 11 December 2023

David J. Teece and Henry J. Kahwaty

The European Union’s Digital Markets Act (DMA) calls for far-reaching changes to the way economic activity will occur in EU digital markets. Before its remedies are imposed, it is…

Abstract

The European Union’s Digital Markets Act (DMA) calls for far-reaching changes to the way economic activity will occur in EU digital markets. Before its remedies are imposed, it is critical to assess their impacts on individual markets, the digital sector, and the overall European economy. The European Commission (EC) released an Impact Assessment in support of the DMA that purports to evaluate it using cost/benefit analysis.

An economic evaluation of the DMA should consider its full impacts on dynamic competition. The Impact Assessment neither assesses the DMA's impact on dynamic competition in the digital economy nor evaluates the impacts of specific DMA prohibitions and obligations. Instead, it considers benefits in general and largely ignores costs. We study its benefit assessments and find they are based on highly inappropriate methodologies and assumptions. A cost/benefit study using inappropriate methodologies and largely ignoring costs cannot provide a sound policy assessment.

Instead of promoting dynamic competition between platforms, the DMA will likely reinforce existing market structures, ossify market boundaries, and stunt European innovation. The DMA is likely to chill R&D by encouraging free riding on the investments of others, which discourages making those investments. Avoiding harm to innovation is critical because innovation delivers large, positive spillover benefits, driving increases in productivity, employment, wages, and prosperity.

The DMA prioritizes static over dynamic competition, with the potential to harm the European economy. Given this, the Impact Assessment does not demonstrate that the DMA will be beneficial overall, and its implementation must be carefully tailored to alleviate or lessen its potential to harm Europe’s economic performance.

Details

The Economics and Regulation of Digital Markets
Type: Book
ISBN: 978-1-83797-643-0

Keywords

Article
Publication date: 18 September 2017

Deirdre Butler, Margaret Leahy, Michael Hallissy and Mark Brown

The purpose of this paper is to describe an innovative model of teacher professional learning that has evolved over a decade (2006 to 2016).

Abstract

Purpose

The purpose of this paper is to describe an innovative model of teacher professional learning that has evolved over a decade (2006 to 2016).

Design/methodology/approach

Working in a range of different school contexts, in conjunction with an ongoing engagement with the research literature, has enabled the development over three phases of a robust yet flexible framework that meets teachers’ expressed needs. At the same time, the framework helps to shift teachers’ pedagogical orientations, as the learning design supports school-focused, job-embedded teacher professional learning, which challenges more traditional instructional environments by infusing digital technologies and other elements of twenty-first century skills into teaching and learning.

Findings

Building on the experiences of the first two phases, the paper reports the most recent phase which expands on the emergence of a fourth wave of online learning to design and develop a massive open online course (MOOC) that potentially enables the massive scaling up of access to this already validated model of teacher professional development. The importance of maintaining key elements, threshold concepts and signature pedagogies in the design of MOOCs for teacher professional learning are discussed, and the paper concludes with early lessons from this latest work in progress.

Originality/value

Challenges are identified relating to the design of the social supports within the MOOC structure to sustain the collaboration, dialogue and ongoing reflection observed across Phases 1 and 2 that are necessary for the changes in pedagogical orientation and classroom practices.

Details

Interactive Technology and Smart Education, vol. 14 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

1 – 10 of over 10000