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This study aims to identify the perception of people in a Portuguese company regarding the main barriers to the effectiveness of the existing performance measurement system (PMS) and whether those perceptions are dependent of people’s hierarchical levels, education levels, work shifts, gender and department.

Primary data was collected through structured interviews (adapted to three levels of interviewees in the company hierarchy) and Likert scale questionnaires. Descriptive statistical analysis of the collected data was performed as well as a chi-square test.

The results provide an insight on the perception of barriers to the PMS effectiveness in the company. After performing interviews and questionnaires it was possible to identify that the main perceived barriers were: poor communication system and issues on target definition, lack of trained resources, employee involvement, indicators understanding and use for improvement.

This study is the starting point to develop actions aiming to eliminate, or at least mitigate, the impact of the barriers on the PMS effectiveness.

PMSs play an essential role in an organization, so it is essential to identify what hinders its effectiveness. This study opens the discussion by diagnosing the company’s perception of the barriers to PMS effectiveness.

This paper investigates the moderating role of institutional quality in the relationship between public education financing and educational quality in Sub-Saharan Africa (SSA).

This paper uses a two-step system generalised method of moments (GMM) to investigate the dynamic relationships among the variables using data from the World Bank covering the periods 2002–2020 for 46 SSA countries.

The results show that institutional quality moderates the effect of public education financing on educational quality at SSA’s primary, secondary and tertiary levels. This finding shows that improved institutional quality enhances the effectiveness of public educational investments.

The findings of this study imply that policymakers seeking to enhance educational quality must not only increase educational investments but also institute measures to improve institutional quality.

Prior studies fail to examine the moderating role of institutional quality in the nexus between public education financing and educational quality. This study analyses the role of institutional quality in the public education financing–educational quality nexus in SSA. The findings of this study contribute to improving the return on public education financing in SSA.

The purpose of this paper is to highlight the perception of the students towards the quality and effectiveness of social work education offered by Indira Gandhi National Open University (IGNOU) through open and distance learning (ODL).

The sample size consisted of 150 students, 15 academic counsellors engaged in either teaching or development sectors, or faculty members of School of Social Work of IGNOU. The methods of data collection included interviews and content analysis. Interview schedule for students, interview guide for academic counsellors and interview guide for faculty members were used.

The study centres were allotted as per student’s choice. Students were satisfied with the counsellors because of their support, availability, contact, accessibility and assisting the students to clearing their doubts. The study found that the student’s attendance in counselling sessions was found to be negligible, even a large number of respondents were not aware of the ODL system. The study also shows that students face lots of problem with regard to their field work supervision and other components of field work as were also neglected.

The findings of the study are extremely relevant for formulating necessary guidelines for improving the social work education through ODL mode. The study recommends revision of course materials translated in Hindi language, holding of individual and group conferences regularly as well as proper evaluation of field work reports.

This is first such study conducted in India to examine the effectiveness of social work education through ODL.

The study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption of certain intelligent technologies and pedagogical designs applied in this domain.

A scoping review was conducted using six inclusive and exclusive criteria agreed upon by the author team. The collected studies, which focused on the adoption of AI in entrepreneurship education, were analysed by the team with regards to various aspects including the definition of intelligent technology, research question, educational purpose, research method, sample size, research quality and publication. The results of this analysis were presented in tables and figures.

Educators introduced big data and algorithms of machine learning in entrepreneurship education. Big data analytics use multimodal data to improve the effectiveness of entrepreneurship education and spot entrepreneurial opportunities. Entrepreneurial analytics analysis entrepreneurial projects with low costs and high effectiveness. Machine learning releases educators’ burdens and improves the accuracy of the assessment. However, AI in entrepreneurship education needs more sophisticated pedagogical designs in diagnosis, prediction, intervention, prevention and recommendation, combined with specific entrepreneurial learning content and entrepreneurial procedure, obeying entrepreneurial pedagogy.

This study holds significant implications as it can shift the focus of entrepreneurs and educators towards the educational potential of artificial intelligence, prompting them to consider the ways in which it can be used effectively. By providing valuable insights, the study can stimulate further research and exploration, potentially opening up new avenues for the application of artificial intelligence in entrepreneurship education.

While scholars recognize that digital technology is a major tool employed by contemporary learners to access knowledge, its full capacity is yet to be utilized. This paper investigates opportunities to increase individual learning engagement and knowledge retention in higher education and corporate environments through integrating educational content with innovative digital technology. Currently, within commonly adopted e-learning platforms, the most utilized online content delivery and student progress assessment tools in leadership education appear to be discussion-based instruction, along with written assignments, and research projects (Jenkins, 2016). To inform leadership educators’ choice in innovative tools for increased effectiveness of instruction, this paper shares an experience of delivering integrated global leadership education pedagogical content (i.e., cross-cultural competency instruction for graduate management class at a U.S.-based public university) within a gamified real-time multiuser learning platform—MyAltis—and discusses implications for leadership education.

This study explored the effectiveness of sex education lessons developed for six graders by the local community and experts.

Three lesson plans were developed based on a focus group discussion with students, parents, and teachers and then revised based on experts' feedback. The finalized three lessons were taught to 102 sixth graders in three different primary schools. Pre-test and post-test the students' sex education understanding was measured, and a 5-point Likert scale questionnaire was used to measure overall sexual attitude and awareness. The participants engaged in a semi-structured interview after each lesson, supplemented with researchers' notes. Descriptive statistics and t-tests, and the comparative method were used to analyze quantitative and qualitative data, respectively.

The sex education knowledge of participants at the three schools improved significantly (p < 0.01) after completing the learning units. Students also expressed satisfaction with the media, activities, and discussions during these sex education classes. The created learning units improved students' sexual attitude and awareness.

Further long-term follow-up studies are needed to determine if there is retention of knowledge, attitudes, and awareness.

There should be more sex education programs at the earlier primary school level, especially in risky regions. Compulsory sex education curriculum in primary schools needs to be adjusted for each school by using a constructivist approach.

This study is unique because it was designed to better fit a specific school’s context and the contents were adapted to be taught by a teacher with minimal training required.

This review aims to describe the effectiveness of education with the transtheoretical model (TTM)-based on the self-care behavior of hypertension patients.

A systematic literature search was carried out on four databases: PubMed, Science Direct, Cochrane and Grey literature to identify studies reported in English which were published in the last ten years. The literature search was conducted from November 13 to December 10, 2020.

Based on the six studies that have been analyzed, TTM is effective in changing the stage of change and behavior of hypertension patients. These behavioral changes have an impact on the patient's controlled blood pressure. Various types of TTM-based educational interventions can be used, but the tailored behavior intervention is the most appropriate one with a minimum intervention duration of six months. Educational intervention is carried out through combine counseling and education using electronic media.

This review presents the effectiveness of transtheoretical-based health education in changing the self-care behavior of hypertension patients accompanied by evidence-based on its implementation. There is a high and unclear risk of bias on several items influence this systematic outcome. Nevertheless, this review can still provide an overview of the effectiveness of education based on the TTM in hypertension patients about the quality results of the reviewed studies.

The purpose of this mixed-methods explanatory sequential study was to assess the effects of an external wine education and certification program on trainee reactions, learning, transfer and financial results.

The quantitative phase was a mixed experimental design in which the training intervention was between-subjects and time was within-subjects. The sample comprises 91 employees (N_Training = 43; N_Control = 48) from 12 units of a fine dining restaurant group. The qualitative phase, comprised of semi-structured interviews with training group participants (N = 12), was implemented after the experiment.

Training group participants reported high scores for attitude toward training content, instructional satisfaction and transfer motivation. Financial metrics, tracked up to 60 days post-training, demonstrated the wine education program was effective in increasing wine knowledge but not wine sales. Four themes emerged from the qualitative data: sense of accomplishment, enhanced guest interaction, tips and gratuities and defeat. Integrated findings revealed increased wine knowledge led to personal financial impact (increased tips) rather than organizational impact.

This research builds on existing training literature and human capital theory by examining external training programs. Further, the use of a mixed-methods design and integration of the quantitative and qualitative findings offers a previously unidentified explanation for why wine training, although effective in facilitating positive reactions and learning, fails to result in transfer behaviors which generate increased wine sales.

Within this application brief, we propose a comprehensive model for mapping the shape and optimizing the effectiveness of leadership education in campus-wide university settings. The four-level model is highlighted by inclusion of a philosophy statement detailing the values and purpose of leadership education on campus, a set of skills and competencies that serve as learning goals, a map of formal educational and informal practice opportunities for leadership development, and a plan for assessment and evaluation of effectiveness in both formative and summative contexts. We provide the example of leadership education at the University of Illinois at Urbana-Champaign to illustrate how the model might look on one campus.

The number of leadership education and development programs has increased substantially over the past few decades. However, deliberate assessment strategies aimed at understanding actual student development have not kept pace. The primary reason for this limitation likely involves the challenges that are associated with this type of assessment. When examining leadership one is not only interested in the mere acquisition and retention of knowledge, but the actual application and practice of such knowledge. There are a host of challenges that stand in the way of such assessment. In the present paper we call attention to several of these challenges in an effort to understand what effective leader education assessment could look like. Additionally, we offer two examples of how intentional assessment strategies can be implemented to evaluate the effectiveness of leader education and development.