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1 – 10 of over 1000Lindsay Hastings, Hannah Sunderman and Nick Knopik
The purpose of the current application paper is to integrate previous literature with recent results from practitioners on effective practices for utilizing small groups in the…
Abstract
Purpose
The purpose of the current application paper is to integrate previous literature with recent results from practitioners on effective practices for utilizing small groups in the leadership classroom.
Design/methodology/approach
We use these integrated findings to innovate practice on maximizing the role of undergraduate teaching assistants (UTAs) by matching their tasks to signature pedagogies in leadership education.
Findings
The integrated findings revealed three practice themes: (1) match UTAs to pedagogical approach, (2) create small groups by design and (3) providing training and reflection practice for UTAs.
Originality/value
In sum, leadership education can and should challenge historical practices in higher education whereby UTAs are used purely for grading and course logistics management.
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Kevin Kester, Mary Abura, Chaewon Sohn and Ella Rho
This comparative case study looks towards the diverse approaches of higher education to support peacebuilding, from policy and philosophy to pedagogical practices, in…
Abstract
Purpose
This comparative case study looks towards the diverse approaches of higher education to support peacebuilding, from policy and philosophy to pedagogical practices, in conflict-affected and post-conflict settings. The achievement of global development goals is dependent on addressing access to quality education in conflict-affected contexts, including higher education. However, in settings affected by conflict, higher education is often perceived to be a luxury, not a necessity. This study, then, explores whether and how higher education might support peace and development through the unique perspective of the “three faces” of higher education in conflict contexts.
Design/methodology/approach
The paper is designed as a qualitative comparative case study. The research examines the work of university educators in two institutions in Afghanistan and Somaliland, highlighting the challenges and opportunities they face working in conflict-affected societies and their pedagogical responses to conflict. Data for the research were collected through in-depth interviews, documents, and digital artifacts with 12 university educators across the two institutions. The faculty teach a wide variety of subjects in the social sciences and humanities, subjects including and in addition to those specific to peace and development studies. To strengthen the interpretation of data, multiple coders were involved and intercoder reliability was conducted.
Findings
Findings indicate a number of challenges and opportunities that university lecturers and their institutions face in teaching for peace in conflict-affected contexts, particularly as it relates to the “three faces” of higher education to support, impede, or reveal the complicated nuances of peacebuilding in conflict settings. Member-checking was employed with participants to enhance the reliability of the analysis.
Originality/value
In the end, the paper contributes new empirical insights into higher education in conflict-affected contexts, particularly from the standpoint of faculty. Critical perspectives and implications for curriculum, pedagogy and research are offered.
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Anu Helkkula, Alexander John Buoye, Hyeyoon Choi, Min Kyung Lee, Stephanie Q. Liu and Timothy Lee Keiningham
The purpose of this investigation is to gain insight into parents' perceptions of benefits vs burdens (value) of educational and healthcare service received for their child with…
Abstract
Purpose
The purpose of this investigation is to gain insight into parents' perceptions of benefits vs burdens (value) of educational and healthcare service received for their child with ASD. Parents are the main integrators of long-term educational and healthcare service for their child with ASD.
Design/methodology/approach
Design/methodology/approach included (1) a sentiment analysis of discussion forum posts from an autism message board using a rule-based sentiment analysis tool that is specifically attuned to sentiments expressed in social media and (2) a qualitative content analysis of one-on-one interviews with parents of children diagnosed with ASD, complemented with interviews with experienced educators and clinicians.
Findings
Findings reveal the link between customized service integration and long-term benefits. Both parents and service providers emphasize the need to integrate healthcare and educational service to create holistic long-term care for a child with ASD. Parents highlight the benefits of varied services, but availability or cost are burdens if the service is not publicly provided, or covered by insurance. Service providers' lack of experience with ASD and people's ignorance of the challenges of ASD are burdens.
Practical implications
Ensuring health outcomes for a child with ASD requires an integrated service system and long-term, customer-centric service process because the scope of service covers the child's entire childhood. Customized educational and healthcare service must be allocated and budgeted early in order to reach the goal of a satisfactory service output for each child.
Originality/value
This is the first service research to focus on parents' challenges with obtaining services for their child with ASD. This paper provides service researchers and managers insight into parents' perceptions of educational and healthcare service value (i.e. benefits vs. burdens) received for their child with ASD. These insights into customer-centric perceptions of value may be useful to research and may help service providers to innovate and provide integrated service directly to parents, or indirectly to service providers, who serve children with ASD.
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Fatimah Alhashem, Nasser Agha and Anwar Mohammad
The aim of this study was to measure the readiness of science and mathematics supervisors to utilize technology and online learning platforms for teachers' plans and professional…
Abstract
Purpose
The aim of this study was to measure the readiness of science and mathematics supervisors to utilize technology and online learning platforms for teachers' plans and professional development, during and after the period of the COVID-19 pandemic.
Design/methodology/approach
To achieve this aim, the researchers developed a questionnaire comprising of 55 items based on the instruments used in pertinent studies. A mixed-methods research design was employed, whereby a quantitative online survey was supplemented by focus group discussions with selected supervisors. Survey data were subjected to one-way analysis of variance and t-test, while information obtained via focus groups was coded to identify common themes related to the obstacles and challenges supervisors face.
Findings
When completing the survey, the supervisors approached proficiency using technology; however, focus group discussions revealed misconceptions related to e-leaning and limitations in their abilities to use technology in schools, as well as obstacles imposed by the structure and management of the educational system. T
Practical implications
These findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices.
Originality/value
These findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices.
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John Goodwin, Laura Behan, Mohamad M. Saab, Niamh O’Brien, Aine O’Donovan, Andrew Hawkins, Lloyd F. Philpott, Alicia Connolly, Ryan Goulding, Fiona Clark, Deirdre O’Reilly and Corina Naughton
Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and…
Abstract
Purpose
Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and well-being. This study aims to assess the impact of a film-based intervention on adolescent mental health literacy, well-being and resilience.
Design/methodology/approach
A pretest-posttest intervention with a multi-methods evaluation was used. A convenience sample of ten schools facilitated students aged 15–17 years to engage in an online intervention (film, post-film discussion, well-being Webinar). Participants completed surveys on well-being, resilience, stigma, mental health knowledge and help-seeking. Five teachers who facilitated the intervention participated in post-implementation interviews or provided a written submission. Analysis included paired-t-test and effect size calculation and thematic analysis.
Findings
Matched pretest-posttest data were available on 101 participants. There were significant increases in well-being, personal resilience and help-seeking attitudes for personal/emotional problems, and suicidal ideation. Participants’ free-text comments suggested the intervention was well-received, encouraging them to speak more openly about mental health. Teachers similarly endorsed the intervention, especially the focus on resilience.
Originality/value
Intinn shows promise in improving adolescents’ mental health literacy and well-being. Film-based interventions may encourage adolescents to seek professional help for their mental health, thus facilitating early intervention.
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H.A. Dimuthu Maduranga Arachchi and G. Dinesh Samarasinghe
This study aims to examine the influence of the derived attributes of embedded artificial intelligence-mobile smart speech recognition (AI-MSSR) technology, namely perceived…
Abstract
Purpose
This study aims to examine the influence of the derived attributes of embedded artificial intelligence-mobile smart speech recognition (AI-MSSR) technology, namely perceived usefulness, perceived ease of use (PEOU) and perceived enjoyment (PE) on consumer purchase intention (PI) through the chain relationships of attitudes to AI and consumer smart experience, with the moderating effect of consumer innovativeness and Generation (Gen) X and Gen Y in fashion retail.
Design/methodology/approach
The study employed a quantitative survey strategy, drawing a sample of 836 respondents from Sri Lanka and India representing Gen X and Gen Y. The data analysis was carried out using smart partial least squares structural equation modelling (PLS-SEM).
Findings
The findings show a positive relationship between the perceived attributes of MSSR and consumer PI via attitudes towards AI (AAI) and smart consumer experiences. In addition, consumer innovativeness and Generations X and Y have a moderating impact on the aforementioned relationship. The theoretical and managerial implications of the study are discussed with a note on the research limitations and further research directions.
Practical implications
To multiply the effects of embedded AI-MSSR and consumer PI in fashion retail marketing, managers can develop strategies that strengthen the links between awareness, knowledge of the derived attributes of embedded AI-MSSR and PI by encouraging innovative consumers, especially Gen Y consumers, to engage with embedded AI-MSSR.
Originality/value
This study advances the literature on embedded AI-MSSR and consumer PI in fashion retail marketing by providing an integrated view of the technology acceptance model (TAM), the diffusion of innovation (DOI) theory and the generational cohort perspective in predicting PI.
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Saowanee Thongnopakun, Tepanata Pumpaibool and Ratana Somrongthong
University students who have low knowledge, attitudes and intentions regarding the prevention of unintended pregnancies may experience higher rates of unintended pregnancies. An…
Abstract
Purpose
University students who have low knowledge, attitudes and intentions regarding the prevention of unintended pregnancies may experience higher rates of unintended pregnancies. An educational program was developed based on the self-efficacy theory and peer-led education to improve unintended pregnancy problems among university students. The purpose of this paper is to examine the effect of an educational program on knowledge, attitudes and intentions regarding the use of condoms and emergency contraceptive pills among Thai university students.
Design/methodology/approach
The effectiveness of the educational program was tested by a quasi-experimental study with a pre- and post-test design. The study was conducted between September and October 2017. Multistage sampling was used to recruit 73 Thai female university students, including 36 students in the intervention group and 37 students in the comparison group. The intervention group received an eight-week educational program, while the comparison group did not. A self-administered questionnaire was used to assess the improvement of knowledge, attitudes and intention regarding condom and emergency contraceptive pill use. Descriptive statistics, paired samples t-test, Wilcoxon test and Mann–Whitney tests were used for data analysis.
Findings
Most participants in both groups had sexual intercourse. After the end of the program, the before-after mean score of the intervention group’s knowledge (8.0, 11.0), attitudes (29.4, 32.4) and intention (17.4, 20.4) were significantly increased (p-value<0.001). Post-intervention, there were statistically significant differences in knowledge scores (p-value<0.001) and intention scores (p-value=0.04) between the intervention group and the comparison group.
Originality/value
This educational program increases knowledge and intention but does not influence attitudes toward using condoms and emergency contraceptive pills.
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Hannele Roponen, Elina Fonsén, Tuulikki Ukkonen-Mikkola and Raisa Ahtiainen
This study examines the social organizational structure of one early childhood education (ECE) center in Finland and the relationship between this structure and the roles and the…
Abstract
Purpose
This study examines the social organizational structure of one early childhood education (ECE) center in Finland and the relationship between this structure and the roles and the responsibilities of the members of the organization.
Design/methodology/approach
The research is a qualitative case study with ethnographic features. Its variables for content analysis are based on Henry Mintzberg's theory of organizational design.
Findings
The study's results show that the organizational structure of the ECE center follows the organizational configuration of a Professional bureaucracy and that the multiprofessional teams follow the configuration of a Simple structure. The structures for centralization and decentralization are suitable for a professional bureaucracy, but the roles of the members of the organization and the processes for shared decision-making lack clarification. The shortage of qualified ECE teachers disrupts the function of the organization and the work of ECE leaders.
Research limitations/implications
The educational background of subjects may have affected the findings.
Originality/value
The study uses Henry Mintzberg's organizational structure theory to evaluate how and why power is distributed and activities are coordinated at the ECE center. The results also show what parts of the organization pose challenges that most commonly disrupt the organization's operations. With these findings, it is possible to expand the understanding of roles and responsibilities in the currently reforming ECE environment and what ECE centers need to function effectively. The study is part of a larger research project and will be continued to examine the leadership culture of the ECE center.
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Samira Mili and Carlos Ferro-Soto
This paper aims to identify the antecedents and postcedents of customer satisfaction, including utilitarian, social and emotional factors, in a fair trade (FT) coffee consumption…
Abstract
Purpose
This paper aims to identify the antecedents and postcedents of customer satisfaction, including utilitarian, social and emotional factors, in a fair trade (FT) coffee consumption context.
Design/methodology/approach
This paper is based on a broad range of 177 consumers of FT coffee in Spain, the data analysis used structural equation modeling (SEM) with SPSS/AMOS 26.0 software.
Findings
This paper supports that both customer social value and quality affect perceived value (PV). PV in turn has effects on customer satisfaction and the latter influences loyalty. Conversely, both customer emotional value and customer expectations were not confirmed as antecedents of PV.
Research limitations/implications
The consumer satisfaction analysis conducted differs substantially from those of conventionally traded coffee, as social and emotional factors were considered along with utilitarian factors.
Practical implications
Practitioners, retailers and relevant institutions should design strategies to manage efficiently channel efforts to improve the consumer satisfaction and its loyalty.
Originality/value
This paper contributes to a substantial improvement in the understanding of consumer satisfaction and its consequences, in FT coffee consumption contexts. A new integrated theoretical model on customer satisfaction has been provided, which includes social and emotional perception factors, along with cognitive perception (quality and expectations) factors.
研究目的
研究旨在確認在公平貿易咖啡消費的課題上,顧客滿意的誘因及其後因,這包括實用的因素,社會的因素和情感的因素。
研究設計/方法/理念
研究之數據廣泛來自在西班牙177名公平貿易咖啡消費者; 分析則以結構方程模型,並以SPSS Amos 26軟件來進行。
研究結果
研究結果證實,顧客社會價值和質量是會影響認知價值的;認知價值繼而影響顧客滿意度,而顧客滿意度又進而影響他們的忠誠。相反的,顧客情緒價值或他們的期望、均未能證實是認知價值的先決條件。
研究的局限/啟示
本研究所進行的消費者滿意度分析,與其它以傳統方法銷售的咖啡之相關研究有很大的分別,這是因為本研究除了考慮實用的因素外,還納入了社會因素和情感因素。
實務方面的啟示
從業人員、零售商和有關的機構應制訂適切的策略,以能有效地管理各個管道,來提升消費者的滿意度和忠誠。
研究的原創性
本研究的貢獻在於它幫助我們在公平貿易咖啡消費的課題上,對消費者滿意及其效果有更深入的認識。研究亦提供了一個探討顧客滿意度的嶄新、綜合的理論模型,而這個理論模型,除了涵蓋知覺認知 (質量和期望) 的因素外,還納入了社會的和情感的知覺因素。
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Abstract
Purpose
Question-answering (QA) systems are being increasingly applied in learning contexts. However, the authors’ understanding of the relationship between such tools and traditional QA channels remains limited. Focusing on question-answering learning activities, the current research investigates the effect of QA systems on students' learning processes and outcomes, as well as the interplay between two QA channels, that is, QA systems and communication with instructors.
Design/methodology/approach
The authors designed and implemented a QA system for two university courses, and collected data from questionnaires and system logs that recorded the interaction between students and the system throughout a semester.
Findings
The results show that using a QA system alone does not improve students' learning processes or outcomes. However, the use of a QA system significantly improves the positive effect of instructor communication.
Originality/value
This study contributes to the literature on learning and education technology, and provides practical guidance on how to incorporate QA tools in learning.
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