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Open Access
Article
Publication date: 6 May 2021

Daniele Morselli

The purpose of this paper is to operationalise and apply a three-level analysis of double stimulation in a Change Laboratory with teachers.

1094

Abstract

Purpose

The purpose of this paper is to operationalise and apply a three-level analysis of double stimulation in a Change Laboratory with teachers.

Design/methodology/approach

Within qualitative inquiry, this Change Laboratory intervention was conducted as case study, by way of an intensive analysis of an individual unit. The macro-level deals with the societal problem and the collective solution found to tackle it. An intermediate level looks at the Change Laboratory as a methodology able to boost expansive learning through chains of first and second stimuli. The micro-level analyses the participants’ interactions during the sessions and traces the terms connected to the first and second stimulus.

Findings

This analysis suggests that the conflicts of motives experienced by the participants at the micro level refer to the aggravated contradiction identified at the macro level. Conflicts of motives seem to be superior in number during the first block of sessions, when the first stimuli are analysed. The micro analysis indicates the 6th session as the turning point of the intervention, when the participants take the auxiliary stimulus and turn it into and effective and meaningful sign. The intermediate level helps to trace the third transition from the formation of the second stimulus to its implementation, reflection upon and further development and generalisation.

Originality/value

Vygotsky’s method of double stimulation is crucial to develop one’s agency and to explain how individuals deliberately influence events. Yet the literature is fragmented and made of brief accounts, and this paper for the first time inspects double stimulation on different levels within a Change Laboratory intervention with teachers.

Details

Journal of Workplace Learning, vol. 33 no. 7
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 18 February 2019

Malam Salihu Sabiu, Kabiru Jinjiri Ringim, Tang Swee Mei and Mohd Hasanur Raihan Joarder

The purpose of this paper is to investigate the influence of human resource management (HRM) practices, (recruitment and selection) and organizational performance (OP) through…

24360

Abstract

Purpose

The purpose of this paper is to investigate the influence of human resource management (HRM) practices, (recruitment and selection) and organizational performance (OP) through mediation role of ethical climates (ECs) in Nigerian educational agencies.

Design/methodology/approach

Quantitative data were collected from 181 educational agencies represented by director of administration; SmartPLS-SEM was used in testing the relationship, as well as testing the mediating effect of ECs.

Findings

The results revealed strong support for the mediating role of ECs on the relationship between HRM practice (recruitment and selection) and OP.

Research limitations/implications

Policy makers and executives in educational agencies need to consider making appropriate decision in terms of effectively adopt and implement performance-based HRM practices that can encourage and create ethical behavior of employees’ and within organization. Through the adoption and utilization of these practices, educational agencies can enhance OP.

Practical implications

This study contributes to the understanding of the relationship between HRM and OP by clarifying a pathway between these variables. This study also generalizes consistent findings on the HRM practices and OP relationship to a different discipline and context, i.e. educational agencies.

Originality/value

This study adds to the domain of resource-based view by incorporating EC as a mediator between HRM practices and OP.

Details

PSU Research Review, vol. 3 no. 1
Type: Research Article
ISSN: 2399-1747

Keywords

Open Access
Article
Publication date: 10 July 2023

Réka Tamássy, Zsuzsanna Géring, Gábor Király, Réka Plugor and Márton Rakovics

This study aims to investigate how highly ranked business schools portray ideal students in terms of their attributes and their agency. Understanding how these higher education…

Abstract

Purpose

This study aims to investigate how highly ranked business schools portray ideal students in terms of their attributes and their agency. Understanding how these higher education institutions (HEIs) discursively construct their present and prospective students also shed light on the institutions’ self-representation, the portrayal of the student–institution relationship and eventually the discursive construction of higher education’s (HE) role.

Design/methodology/approach

To understand this dynamic interrelationship, this study uses mixed methodological textual analysis first quantitatively identifying different modes of language use and then qualitatively analysing them.

Findings

With this approach, this study identified six language use groups. While the portrayal of the business schools and that of the students are always co-constructed, these groups differ in the extent of student and organisational agency displayed as well as the role and purpose of the institution. Business schools are always active agents in these discourses, but their roles and the students’ agency vary greatly across these six groups.

Practical implications

These findings can help practitioners determine how students are currently portrayed in their organisational texts, how their peers and competitors talk and where they want to position themselves in relation to them.

Originality/value

Previous studies discussed the ideal HE students from the perspective of the students or their educators. Other analyses on HE discourse focused on HEIs’ discursive construction and social role This study, however, unveils how the highly ranked business schools in their external organisational communication discursively construct their ideals and expectations for both their students and the general public.

Details

Journal of International Education in Business, vol. 17 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Open Access
Article
Publication date: 7 December 2021

Gustav Hägg and Colin Jones

This paper explores the idea of the prudent entrepreneurial self, through re-conceptualizing prudence into the domain of entrepreneurial education, to unite the two processes of…

1996

Abstract

Purpose

This paper explores the idea of the prudent entrepreneurial self, through re-conceptualizing prudence into the domain of entrepreneurial education, to unite the two processes of becoming enterprising and entrepreneurial. It is argued that developing a capacity for prudence among graduates involves past, present and conjecture forms of knowledge that the authors find in the interplay between individuation and social awareness.

Design/methodology/approach

Building on Palmer's idea of wholeness, the authors discuss six poles of paradoxes in entrepreneurial education and in conjunction establish a philosophical argument for the idea of stimulating the development of prudence as fundamentally important to contemporary notions of entrepreneurial education.

Findings

The paper presents a model to develop a schema that moves students towards becoming prudent entrepreneurial selves. The model rests on two interrelated developmental processes – individuation and social awareness – conditional for developing the three forms of knowledge (past, present and conjecture) that makes up prudence where developing prudence is a means to handle or cope with the unknown.

Research limitations/implications

This paper argues that for enterprise and entrepreneurship education to realize their potential contributions, both the relationships between each field and the overarching purpose that ties the fields together need to be rethought, and the poles of paradoxes need to be connected to further develop both fields and creating wholeness for the emerging scholarly discipline.

Practical implications

To educate towards the prudent entrepreneurial self means educating towards an unknown end where student development aims to meet both the objectives of individual development and the growth in social awareness required to handle the changing nature of contemporary society.

Originality/value

This study philosophically conceives a united enterprise and entrepreneurship education landscape in which deeper student learning makes possible the notion of the prudent entrepreneurial self.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 9
Type: Research Article
ISSN: 1355-2554

Keywords

Open Access
Book part
Publication date: 29 September 2023

Siqi Tu

This paper describes the parent–child relationships of upper-middle-class Chinese parents and their adolescent children who were “parachuted” to the United States for private high…

Abstract

This paper describes the parent–child relationships of upper-middle-class Chinese parents and their adolescent children who were “parachuted” to the United States for private high schools. With parents remaining in China and children in the United States, thousands of miles away, such a transnational educational arrangement complicates the already volatile parent–child relationships during the adolescent years. Through ethnographic interviews of 41 students and 33 parents, I demonstrate different forms of child–parent relationships in a transnational education setting: those who found that the further physical and temporal distance has brought the parent–child relationship closer through frequent communications, children who experienced “accelerated growth” yet questioned the necessity, and delicate parent–child relationships due to increasing transnational cross-cultural or intergenerational differences. These types of parent–child relationships are not comprehensive of all the lived experiences of the “parachute generation,” yet they shed new light on transnational education and the unintended emotional dimensions of educational migration. In a transnational context for an economically well-off group, parental absence or separation of children and parents is no longer a clear-cut concept and has different layers of meanings, taking into account the frequency of communication, duration of spring and winter breaks and the existence of third-party agents such as for-profit intermediaries (or educational consultants) and host families. The diverse patterns of parent–child relations reveal the heterogeneity and complexities of “doing family” across geographic spaces and global educational hierarchies, as well as the roles of communication technologies, the tempo of mobilities and educational intermediaries.

Open Access
Article
Publication date: 5 April 2019

Chris Brown

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for…

Abstract

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational governance structures, which involve the hollowing out of the middle tier and the introduction of new approaches with an individualized focus; in addition is the increased emphasis on education systems that are “self-improving and school-led”. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools. Since not every teacher in a school can collaboratively learn with every other teacher in a network, the most efficient formation of networks will comprise small numbers of teachers learning on behalf of others.

Within this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of PLN activity being to improve outcomes for children. Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In response, this paper explores the notion of PLNs in detail; it also sheds light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, the paper explores the role of school leaders in creating meaningful two-way links between PLNs and their schools, in order to ensure that both teachers and students benefit from the collaborative learning activity that PLNs foster. The paper concludes by suggesting possible future research in this area.

Details

Emerald Open Research, vol. 1 no. 3
Type: Research Article
ISSN: 2631-3952

Keywords

Open Access
Book part
Publication date: 4 June 2021

Pam Hrick

As the means and harms of technology-facilitated violence have become more evident, some governments have taken steps to create or empower centralized bodies with statutory…

Abstract

As the means and harms of technology-facilitated violence have become more evident, some governments have taken steps to create or empower centralized bodies with statutory mandates as part of an effort to combat it. This chapter argues that these bodies have the potential to meaningfully further a survivor-centered approach to combatting technology-facilitated violence against women – one that places their experiences, rights, wishes, and needs at its core. It further argues that governments should consider integrating them into a broader holistic response to this conduct.

An overview is provided of the operations of New Zealand's Netsafe, the eSafety Commissioner in Australia, Nova Scotia's Cyberscan Unit, and the Canadian Centre for Child Protection in Manitoba. These types of centralized bodies have demonstrated an ability to advance survivor-centered approaches to technology-facilitated violence against women through direct involvement in resolving instances of violence, education, and research. However, these bodies are not a panacea. This chapter outlines critiques of their operations and the challenges they face in maximizing their effectiveness.

Notwithstanding these challenges and critiques, governments should consider creating such bodies or empowering existing bodies with a statutory mandate as one aspect of a broader response to combatting technology-facilitated violence against women. Some proposed best practices to maximize their effectiveness are identified.

Open Access
Article
Publication date: 29 December 2022

Beatriz Barrero-Fernández, Javier Mula-Falcón and Jesús Domingo

Nowadays, networks are the basic core of social organization and interaction; consequently, networking has become an indispensable requirement in today's societies. In education…

Abstract

Purpose

Nowadays, networks are the basic core of social organization and interaction; consequently, networking has become an indispensable requirement in today's societies. In education, the development of different types of collaborative networks has been observed, leading, in recent years, to the creation of educational macro-networks that generate links between schools and different types of institutions. Therefore, this study consists of a systematic review to examine the most relevant findings on this type of educational macro-networks. The authors’ objectives were: to examine the main characteristics of this type of networks; to analyze the consequences they cause; and to determine which aspects contribute to or hinder their construction and development.

Design/methodology/approach

A bibliographic search was carried out in Web of Science, SCOPUS and Education Resources Information Center, which yielded a total of 29 studies that were analyzed thematically using Nvivo software.

Findings

Among the most noteworthy results are: the wide variety of existing structures; the benefits they generate in terms of learning outcomes, educational equity and the reduction of inequalities; and the influence exerted by the type of leadership and policies in the development of this macro-networks. Finally, future lines of research and policy implications for practice are highlighted.

Originality/value

In this society, networks have become the basic core of an organization and the new form of social interaction. As a result, networks have begun to play a fundamental role in today's societies, even permeating various spheres such as education. In this context, it is essential to analyse this type of relationship in the field of education in order to truly understand its implications in this sector as well as its development and structure.

Details

International Journal of Educational Management, vol. 37 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 27 May 2022

Marcelo de Souza Bispo

This study aims to theoretically introduce the notion of responsible managing as educational practice (RMEP).

1651

Abstract

Purpose

This study aims to theoretically introduce the notion of responsible managing as educational practice (RMEP).

Design/methodology/approach

The study is an essay. Traditionally assumed as individual-driven, rational, neutral and unproblematic, the author alternatively considers management not as managerialism but as a social practice that needs to be responsible.

Findings

The author posits that responsible management involves educational experiences enacted through practical wisdom. In this context, education herein is understood not as a scholastic practice taught in business schools or offered within professional training, but that may occur in informal contexts such as managing.

Originality/value

RMEP may contribute to a better comprehension of responsible management in practice. The author draws on the epistemology of practices and the notion of phronesis to support his thesis – that managing can be responsible when assumed as an educative practice performed through practical wisdom and people’s mutual education.

Open Access
Article
Publication date: 15 May 2019

Laura-Maija Hero and Eila Lindfors

Collaboration between universities and industry is increasingly perceived as a vehicle to enhance innovation. Educational institutions are encouraged to build partnerships and…

13973

Abstract

Purpose

Collaboration between universities and industry is increasingly perceived as a vehicle to enhance innovation. Educational institutions are encouraged to build partnerships and multidisciplinary projects based around real-world open problems. Projects need to benefit student learning, not only the organisations looking for innovations. The context of this study is a multidisciplinary innovation project, as experienced by the students of an University of Applied Sciences in Finland. The purpose of this paper is to unfold students’ conceptions of the learning experience, to help teachers and curriculum designers to organise optimal conditions and processes, and support competence development. The research question was: How do students in higher professional education experience their learning in a multidisciplinary innovation project?

Design/methodology/approach

The study took a phenomenographic approach. The data were collected in the form of weekly diaries, maintained by the cultural management and social services students (n=74) in a mandatory multidisciplinary innovation project in professional higher education in Finland. The diary data were analysed using thematic inductive analysis.

Findings

The results of the study revealed that students’ understood the learning experience in relation to solvable conflicts and unusual situations they experienced during the project, while becoming aware of and claiming their collaborative agency and internalising phases of an innovation process. The competences as learning outcomes that students could name as developed related to content knowledge, different personal characteristics, social skills, emerging leadership skills, creativity, future orientation, social skills, technical, crafting and testing skills and innovation implementation-related skills, such as marketing, sales and entrepreneurship planning skills. However, future orientation and implementation planning skills showed more weakly than other variables in the data.

Practical implications

The findings suggest that curriculum design should enable networked, student-led and teacher supported pedagogical innovation processes that involve a whole path from future thinking and idea development through prototyping to implementation planning of the novel solution. Teachers promote deep comprehension of the innovation process, monitor and ease the pain of conflict if it threatens motivation, offer assessment tools and help in recognising gaps in individual competences and development needs, promote more future-oriented, concrete and implementable outcomes, and facilitate in bridging from innovation towards entrepreneurship planning.

Originality/value

The multidisciplinary innovation project described in this study provides a pedagogical way to connect higher education to the practises of society. These results provide encouraging findings for organising multidisciplinary project activities between education and working life. The paper, therefore, has significant value for teachers and entrepreneurship educators in designing curriculum and facilitating projects. The study promotes the dissemination of innovation development programmes in between education and work organisations also in other than technical and commercial fields.

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