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Article
Publication date: 5 July 2018

Lintje Sie, Kelly Virginia Phelan and Shane Pegg

The purpose of this study is to assess the relationships between older travelers’ self-determined motivations, memorable travel experiences and overall satisfaction with…

Abstract

Purpose

The purpose of this study is to assess the relationships between older travelers’ self-determined motivations, memorable travel experiences and overall satisfaction with educational holidays. This study also examined the mediating effects of memorable travel experiences on the relationships between motivations and overall satisfaction.

Design/methodology/approach

An integrative model using a pre-post travel approach was used as the framework for this study. A total of 361 valid pre- and post-travel surveys were gathered from Australians 50 years or older who participated in educational tour packages.

Findings

Results found “personal development” and “learning” dimensions of intrinsic self-determined motivations were the main decision making factors for older adults to engage in educational tourism. “Learning” was the main driver to influence memorable experiences and overall satisfaction. Findings also revealed “local culture” and “excitement” dimensions of memorable experiences were found to influence their overall satisfaction with the trip. These two dimensions were found to be significant factors that partially mediated the relationship between intrinsic motivation (“learning”) and overall satisfaction.

Originality/value

This study contributed to developing a theoretical framework that assessed antecedents and outcomes of older adults’ motivations and travel-related behaviors.

研究目的

本论文旨在研究老年游客的自我决定、印象深刻的旅游体验、和整体满意度之间的关系, 以教育假期为研究背景。本论文还研究了印象深刻的旅游体验对于动机和满意度之间的中间调解作用。

研究设计/方法/途径

本论文采用旅游前-旅游后的一体化模型作为理论框架, 使用来自澳大利亚年龄为50岁以上的教育旅游团游客为样本, 收取了361份有效旅游前-旅游后问卷。

研究结果

个人发展和各种自我决定动机的学习因素成为主要决定老年人游客参与教育旅游团的原因。学习成为主导印象深刻的体验和整体满意度的原因。印象深刻的体验中的当地文化和兴奋度等因素成为主导其对整个旅游过程满意度的原因。这两个因素(当地文化和兴奋度)也部分地中间调解内部动力(学习)和整体满意度的关系。

研究原创性/价值

本论文对于老年游客动机分析和旅游行为的相关文献具有理论贡献。

关键词

老年人 PLS-SEM, 、整体满意度, 、教育旅游, 、印象深刻的体验

纸张类型

研究论文

Article
Publication date: 6 July 2015

Ángel Fidalgo-Blanco, María Luisa Sein-Echaluce and Francisco García-Peñalvo

The purpose of this paper is to introduce the development of a knowledge management system. It allows the creation of new knowledge, its consolidation, distribution and…

1133

Abstract

Purpose

The purpose of this paper is to introduce the development of a knowledge management system. It allows the creation of new knowledge, its consolidation, distribution and combination in the field of educational innovation, in such a way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. To achieve this, the knowledge spirals of Nonaka are integrated. The epistemological spiral is used to obtain the ontologies that feed the ontological spiral.

Design/methodology/approach

More than 600 university teachers participated in the research and the development of the management system, in which more than 400 educational innovation experiences and 1,100 authors have been included.

Findings

The epistemological spiral is used to obtain the ontologies that feed the ontological spiral. The result is a double spiral that allows the contribution of a conceptual model and the development of an innovative tool that enables and automates the effective management of knowledge in educational innovation.

Practical implications

A repository about educational innovation best practices and experiences is available.

Social implications

The presented model for the sustainability and evolution for an educational innovation best practices repositories has a huge impact for education innovation recognition in the professional development of university teachers. On the other hand, it is way of sharing best practices of educational innovation all over the world.

Originality/value

The major contribution of this research work is based on the way that the knowledge is transferred from individuals to the organisation and from the organisation to individuals. The classification schema and the proposed indicators are based on the elicitation of more than 600 experts and the study of a corpus of more than 400 educational innovation experiences that involve 1,100 university teachers approximately.

Article
Publication date: 10 January 2022

Jaana-Piia Mäkiniemi

The study explores techno-work engagement, which is a positive and fulfilling state of well-being with respect to the use of digital technology at work. It provides…

Abstract

Purpose

The study explores techno-work engagement, which is a positive and fulfilling state of well-being with respect to the use of digital technology at work. It provides insight into the circumstances in which the educational use of ICT enhances work well-being.

Design/methodology/approach

A total of 60 Finns from the education sector wrote descriptions of situations in which they experienced techno-work engagement related to the use of educational technology. The responses were analysed qualitatively.

Findings

Participants experienced techno-work engagement not only when educational technology facilitated work, enabled progress and produced novelty value but also when working in collaboration and in a positive climate.

Originality/value

This first qualitative study of techno-work engagement deepens the understanding of positive well-being experiences associated with the use of educational technology. It also provides suggestions for leading technology-related work well-being in educational sector.

Details

International Journal of Educational Management, vol. 36 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 21 September 2018

Brian D. Blume

Intelligence or general mental ability (GMA) is a strong predictor of job performance across most occupations, and educational attainment has been shown to be a predictor…

Abstract

Purpose

Intelligence or general mental ability (GMA) is a strong predictor of job performance across most occupations, and educational attainment has been shown to be a predictor of entrepreneurial outcomes. However, there has been little research examining the simultaneous effects of entrepreneurs’ GMA and educational attainment on their venture outcomes. The purpose of this paper is to examine the impact of these human capital resources on venture performance and survival.

Design/methodology/approach

Using a sample of 234 self-employed entrepreneurs from a longitudinal database, regression analysis was employed to examine the predictors of venture performance. A hazard model was utilized to assess venture survival.

Findings

Entrepreneurs’ intelligence influenced venture performance directly and indirectly via educational attainment. Entrepreneurs with higher GMA were subsequently able to obtain more education, and GMA had an indirect, positive influence on venture performance through this additional educational attainment. Findings also demonstrated an inverted-U, curvilinear effect on venture survival for GMA and educational attainment. This indicates that both intelligence and educational attainment should be considered when examining how likely entrepreneurs are to persist or survive in their ventures.

Originality/value

Entrepreneurs with higher GMA had ventures that performed better and obtained more education, which influenced venture survival. These findings suggest that entrepreneurs’ intelligence is likely to be an important predictor of venture outcomes, as well as a source of entrepreneurs’ human capital acquisition. Therefore, GMA should have a more central role in the human capital discussion within the entrepreneurship literature.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 25 no. 3
Type: Research Article
ISSN: 1355-2554

Keywords

Book part
Publication date: 11 May 2010

Jeehun Kim

Korean educational migrant (kirogi) families have received widespread popular attention due to their ironic form of family that sacrifices the togetherness of a family…

Abstract

Korean educational migrant (kirogi) families have received widespread popular attention due to their ironic form of family that sacrifices the togetherness of a family. Recent trends suggest that this practice is spreading to the less affluent classes and that many such families are heading to ‘new’ destinations, including Singapore. This study examines the transnational schooling and life experiences of Korean transnational educational families in Singapore. It addresses the questions, why did these families choose Singapore? Why did transnational schooling, which parents almost unanimously said that they had organised for the betterment of their children's future, lead to some families getting stuck in the destination country?

Fieldwork in Singapore and Korea was conducted between April 2006 and September 2007. In-depth interviews with both mothers and fathers who have at least one child attending public, private or international schools in Singapore, at the primary or secondary level, were conducted with 18 families. The analysis was conducted using a grounded theory approach and NVivo 7/8.

Although the Korean state's emphasis on international competitiveness and parental aspirations for their children's future upward social mobility were common motivators, Koreans in Singapore were also attracted by the relatively low cost, English–Chinese bilingualism and other ‘family-friendly’ features in Singapore. However, kirogi children had highly contrasting schooling experiences and they met with mixed success in gaining what they expected. Furthermore, many children in public schools faced demotion and other difficulties in their new school environments. Some less affluent families found themselves facing dilemmas of cross-border schooling. This study shows that transnational schooling does not necessarily operate equally favourably for participants from diverse class backgrounds. It also demonstrates that the societal contexts of reception in both the countries of origin and of destination, including the buffering institutions and reference groups and peer culture, are important factors shaping the schooling and life experiences of educational migrant children and in reconfiguring their trajectories.

Details

Globalization, Changing Demographics, and Educational Challenges in East Asia
Type: Book
ISBN: 978-1-84950-977-0

Abstract

Over the last few decades, the formal school curriculum in many countries has become increasingly prescribed and attainment orientated with an insistent pressure to measure progress in the name of ‘raising standards’. This form of constraint on educational practice has provoked counter trends in a desire to enrich the curriculum. Situating learning activities in the open air have become increasingly popular as a counter to formalised schooling. The UK, for example, has seen legislated outside spaces for early years and a growing interest in Forest Schools. The long tradition of activity centres, outside school visits and field trips—offering a valuable way to augment formal learning—has survived in many school settings. The claims for the benefit of taking learning outside are extensive. They range across claiming value for both individual and societal well-being, improving mental and physical health, as well as a way of sustaining inclusion, social cohesion and democratic practice (Nichol, Higgins, Ross, & Mannion, 2007). This article explores how aesthetics and the body may be seen to feature in outside educational experience. By drawing on the work of Richard Shusterman and his extensive work on somaesthetics, the purpose of the article is to augment or ground claims for the worth of ‘outside’ learning in embodied aesthetic experience and therefore help illuminate what is distinctively educational about moving learning beyond the walls of the school.

Details

Dewey and Education in the 21st Century
Type: Book
ISBN: 978-1-78743-626-8

Keywords

Article
Publication date: 15 September 2021

Corinne Brion and Alfred Ampah-Mensah

This study examined how cultural factors positively or negatively influenced women's access to the principal role and influenced their leadership experiences. The…

Abstract

Purpose

This study examined how cultural factors positively or negatively influenced women's access to the principal role and influenced their leadership experiences. The researchers used Hofstede (2011) six dimensions of national culture as a conceptual framework. The Hofstede (2011) model of national culture consists of six dimensions (6D) that the investigators utilized to interpret and code the data. This framework allowed the researchers to comprehend the impact of cultural norms and values on women leaders and how women leaders work within those behavioral patterns. Utilizing this framework to map women educational leaders' experiences provided nuances in the dimensions within this region.

Design/methodology/approach

Using a qualitative research paradigm and a phenomenological approach, this study explored the experiences of 12 women principals in the Komenda Edina Eguafo Abrem District (KEEA) of the Central Region of Ghana. The phenomenological approach is represented in cultural and social experiences. It enables researchers to describe the meaning of individuals' experiences (Creswell, 2007). This approach helped the researchers describe the participants' perceptions and experiences as Ghanaian women school leaders. This study sought to answer the following research questions: What are the experiences of women principals in Ghanaian K-12 public schools? What challenges do these women encounter in their work as principals? What support exists for these women to effectively execute their leadership roles? A criterion sampling was used to select principals. Data collection included one-on-one in-depth interviews and field notes.

Findings

Findings revealed that these women navigated cultural norms and beliefs in order to exercise their own leadership style and pursue their careers in education. These women leaders were also able to gradually change the teachers' and community members' mindsets on women and leadership.

Research limitations/implications

This study took place with 12 women within one district in one region of Ghana. While this is a limited sample, this study is significant because it increased one's understanding of how women leaders in patriarchal societies navigate cultural beliefs and norms in order to execute their responsibilities. This study informs educational reforms on gender equity and leadership preparation programmes and sheds light on culturally informed leadership practices unique to women.

Practical implications

Based on the study's findings, the researchers offer some recommendations for practitioners, policy makers and scholars.

Social implications

Given the global call to promote equity in all aspects of social, economic and public life, the question is not whether we should support women educational leaders but rather how we can better support these professionals navigate cultural norms embedded in patriarchal and traditional societies.

Originality/value

Currently, majority of scholarly articles written on the experiences of women educational leaders come from South Africa (Diko, 2014; Mestry and Schmidt, 2012; Moorosi, 2010). In Ghana, quantitative studies have focused on factors accounting for gender disparity in education leadership in specific districts (Segkulu and Gyimah, 2016) and stereotypical perceptions of women principals (Pwadura, 2016). However, there are a limited number of qualitative studies that explore the experiences of women principals. This study is designed to fill this knowledge gap by employing a qualitative design to explore the experiences of 12 women school principals located in the KEEA municipality in the Central Region of Ghana. Thus, the gap in knowledge that this study seeks to bridge is both methodological – in terms of the use of a qualitative approach – and topical – in terms of exploring the experiences of female principals.

Details

International Journal of Educational Management, vol. 35 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 20 April 2022

Aline Nardo

This chapter unpacks the ontological conjectures underlying economy-oriented standardisation of educational institutions, practices and processes and reflects on…

Abstract

This chapter unpacks the ontological conjectures underlying economy-oriented standardisation of educational institutions, practices and processes and reflects on alternative – and arguably more desirable – rationales for standardisation in education. Drawing from the works of Maxine Greene and John Dewey, as well as Critical Theory, this chapter contrasts the future-oriented educational concepts at the foundation of economy-directed standardisation – which are oriented on the attainment of certain future ‘outcomes’ – with standardisation rationales based on present-oriented educational theories that derive the purpose of education from educational experience and interaction.

Details

Educational Standardisation in a Complex World
Type: Book
ISBN: 978-1-80071-590-5

Keywords

Article
Publication date: 23 September 2013

Rebecca A. Thessin and Jennifer Clayton

The purpose of this study was to identify how current K-12 district and school leaders who are alumni of an educational administration program describe how they acquired…

1275

Abstract

Purpose

The purpose of this study was to identify how current K-12 district and school leaders who are alumni of an educational administration program describe how they acquired the essential skills and experiences needed to be effective in the leadership positions.

Design/methodology/approach

For this qualitative study, the authors interviewed program alumni of one university leadership preparation program regarding the experiences and training they identified as having prepared them with the necessary skills, knowledge, and attitudes to be successful in their positions, as well as which components of their administrative internship experiences, if any, they identified as having most prepared them for their positions.

Findings

School and district administrators indicated they acquired the knowledge, skills, and attitudes necessary to become successful leaders through specific preparation experiences and opportunities. Key experiences cited by alumni included gaining some leadership responsibilities while they were teachers and further opportunities to lead in the administrative internship; engaging in practical, hands-on assignments in their graduate degree program courses; learning from other administrators with unique areas of work responsibilities, as well as from other schools and districts; and receiving guidance from a dedicated mentor.

Originality/value

The findings from this study contribute to research in the area of administrator preparation by guiding preparation programs in prioritizing the types of training and practicum experiences that aspiring K-12 educational leaders receive as a component of their preparation programs.

Details

Journal of Educational Administration, vol. 51 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 8 July 2019

Joseph Klein and Racheli Ninio

The literature indicates that sudden key experiences induce emotional and cognitive reactions strong enough to change perceptions and behavior over time. The purpose of…

Abstract

Purpose

The literature indicates that sudden key experiences induce emotional and cognitive reactions strong enough to change perceptions and behavior over time. The purpose of this paper is to examine the question whether school principals undergo key experiences and whether these experiences are related to improvements in their work patterns and to professional empowerment beyond what could be attributable to the professional insights acquired through on-the-job experience.

Design/methodology/approach

Qualitative in-depth interviews of 15 public high school principals with 4–19 years of experience elicited information about the extent of their exposure to key experiences and any changes that occurred in their managerial thinking and functioning after having undergone these experiences.

Findings

All of the respondents implemented significant changes in their work after undergoing key experiences. The insights gained from key experiences had not been acquired through on-the-job experience. Nevertheless, the qualitative nature of this research does not allow for any conclusive findings about the causality of key experiences upon managerial changes among principals.

Practical implications

It may be possible to use the findings uncovered by this study and its conclusions regarding experiential learning acquired from key experiences by school principals to enrich managers in general.

Originality/value

This study demonstrates that the process of school principals’ professional development involves a unique component and source of knowledge resulting from key experiences, and this phenomenon has not previously been investigated. This study’s findings about key experiences contribute to a deeper understanding of the process of professional development among principals.

Details

International Journal of Educational Management, vol. 33 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

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