Search results

1 – 10 of over 3000
Open Access
Article
Publication date: 3 July 2021

Ingrid Van Rompay-Bartels and Jannemieke Geessink

In spite of the potential of peer feedback, research related to the international classroom and the development of intercultural competences remains limited. This paper aims to…

2403

Abstract

Purpose

In spite of the potential of peer feedback, research related to the international classroom and the development of intercultural competences remains limited. This paper aims to further explore this combination and associated gaps by presenting students’ perceptions of peer feedback on individual behaviour in group work.

Design/methodology/approach

Several studies have shown that peer feedback can be a powerful instrument in higher education. For this reason, this instrument is increasingly being deployed in the international classroom of a Dutch Business School (DBS), which has a student population of about 60 different nationalities. The present paper adopts an embedded case-study design in studying peer feedback within the international classroom.

Findings

The primary results of this study are twofold. First, they show that before joining DBS, the vast majority of international students have never been exposed to group work peer feedback. And second, they reveal that cultural background (bias) is a critical factor in how students provide and perceive peer feedback. Students from high-context cultures struggle with direct feedback provided by students from low-context cultures. Furthermore, the results show that domestic cultural values “lack consideration” when dealing with the contrasts in cultural values of non-domestic (international) students.

Originality/value

This study indicates that several aspects of the students’ cultural background have a direct impact on how they provide and perceive individual peer feedback on their behaviour in group work. Furthermore, it argues that peer feedback, when used as an instrument, requires specific training and guidance of students with regard to cultural differences, values and perceptions.

Details

Journal of International Education in Business, vol. 16 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Open Access
Article
Publication date: 27 November 2023

Thomas Howard Morris, Michael Schön and Michael Charles Drayson

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive…

Abstract

Purpose

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

Design/methodology/approach

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

Findings

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

Originality/value

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 13 April 2021

Pernilla Derwik and Daniel Hellström

Supply chain (SC) professionals and their competence play a key role in creating value and competitive advantage for companies. A considerable amount of this competence is…

2342

Abstract

Purpose

Supply chain (SC) professionals and their competence play a key role in creating value and competitive advantage for companies. A considerable amount of this competence is developed at work, but little is known about how this takes place. Drawing on constructivist learning theory, the authors investigate how SC professionals develop their competence at work.

Design/methodology/approach

The study takes off from a theoretical framework of workplace learning mechanisms, followed by a series of in-depth interviews with an expertise panel of profoundly competent and experienced SC professionals.

Findings

The results provide detailed insights into the learning process of SC professionals. The key findings show that SC professionals use a wide range of learning mechanisms throughout their careers, and that the contribution and complexity of these mechanisms differ and change dynamically with seniority. The findings also show that learning mechanisms should not be viewed as isolated phenomena, but closely related to every-day SCM work as well as learning attitude.

Research limitations/implications

By conceptualizing learning as a process, and congregating the fragmented literature into a framework of workplace learning mechanisms, this research provides a theoretical reference point for future studies. The empirical findings bring a new level of detailed knowledge on how SC professionals learn at work.

Practical implications

The results can assist SC professionals, HR managers and academic program leaders in their quest to develop competence in the field of SCM.

Originality/value

This paper makes a unique contribution to the human aspects of SCM literature by presenting the first study that investigates in depth the crucial but complex process of how workplace learning takes place for SC professionals in practice.

Details

International Journal of Physical Distribution & Logistics Management, vol. 51 no. 7
Type: Research Article
ISSN: 0960-0035

Keywords

Open Access
Article
Publication date: 16 August 2021

Steven Hadley

The purpose of this paper is to discuss findings from an Arts and Humanities Research Council (AHRC)-funded research project into the heritage culture of British folk tales. The…

2566

Abstract

Purpose

The purpose of this paper is to discuss findings from an Arts and Humanities Research Council (AHRC)-funded research project into the heritage culture of British folk tales. The project investigated how such archival source material might be made relevant to contemporary audience via processes of artistic remediation. The research considered artists as “cultural intermediaries”, i.e. as actors occupying the conceptual space between production and consumption in an artistic process.

Design/methodology/approach

Interview data is drawn from a range of 1‐2‐1 and group interviews with the artists. These interviews took place throughout the duration of the project.

Findings

When artists are engaged in a process of remediation which has a distinct arts marketing/audience development focus, they begin to intermediate between themselves and the audience/consumer. Artist perceptions of their role as “professionals of qualification” is determined by the subjective disposition required by the market context in operation at the time (in the case of this project, as commissioned artists working to a brief). Artists’ ability (and indeed willingness) to engage in this process is to a great extent proscribed by their “sense-of-self-as-artist” and an engagement with Romantic ideas of artistic autonomy.

Originality/value

A consideration of the relationship between cultural intermediation and both cultural policy and arts marketing. The artist-as-intermediary role, undertaking creative processes to mediate how goods are perceived by others, enables value-adding processes to be undertaken at the point of remediation, rather than at the stage of intermediation.

Details

Arts and the Market, vol. 11 no. 3
Type: Research Article
ISSN: 2056-4945

Keywords

Open Access
Article
Publication date: 1 June 2015

Fawzi Al-Ghazali

Peer feedback is applauded in many writing courses for fostering students’ independence and collaboration and for creating a wider learning environment in which students can…

Abstract

Peer feedback is applauded in many writing courses for fostering students’ independence and collaboration and for creating a wider learning environment in which students can benefit from the feedback and diversity of input they get from other peers (Stubbe, 2013). It improves students’ writing skills by developing their use of effective composing processes since they can share ideas while planning, drafting, and revising writing forms (Richards and Schmidt, 2010). It also reduces the anxiety of students who can get constructive feedback on their writing from other peers instead of their teachers (Phillipson, 2007). However, application of peer feedback in writing courses is a complex process since it requires provision of rubrics and guidelines for students to follow; this is in addition to explaining the areas they need to focus on. It also requires having cultural awareness of the level of corrections Arab students can accept. This paper reflects on a practical experiment conducted with a group of undergraduate students for showing how peer feedback is approached and practised by students in English language courses. Students’ views and perceptions about peer feedback are also surveyed showing their appreciation of the level of collaboration peer feedback encourages among them. Nevertheless, the results also show a number of concerns students have about peer feedback.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 12 no. 1
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 25 July 2023

Azka Umair, Kieran Conboy and Eoin Whelan

Online labour markets (OLMs) have recently become a widespread phenomenon of digital work. While the implications of OLMs on worker well-being are hotly debated, little empirical…

2554

Abstract

Purpose

Online labour markets (OLMs) have recently become a widespread phenomenon of digital work. While the implications of OLMs on worker well-being are hotly debated, little empirical research examines the impact of such work on individuals. The highly competitive and fast-paced nature of OLMs compels workers to multitask and to perform intense technology-enabled work, which can potentially enhance technostress. This paper examines the antecedents and well-being consequences of technostress arising from work in OLMs.

Design/methodology/approach

The authors draw from person–environment fit theory and job characteristics theory and test a research model of the antecedents and consequences of worker technostress in OLMs. Data were gathered from 366 workers in a popular OLM through a large-scale online survey. Structural equation modelling was used to evaluate the research model.

Findings

The findings extend existing research by validating the relationships between specific OLM characteristics and strain. Contrary to previous literature, the results indicate a link between technology complexity and work overload in OLMs. Furthermore, in OLMs, feedback is positively associated with work overload and job insecurity, while strain directly influences workers' negative affective well-being and discontinuous intention.

Originality/value

This study contributes to technostress literature by developing and testing a research model relevant to a new form of work conducted through OLMs. The authors expand the current research on technostress by integrating job characteristics as new antecedents to technostress and demonstrating its impact on different types of subjective well-being and discontinuous intention. In addition, while examining the impact of technostressors on outcomes, the authors consider their impact at the individual level (disaggregated approach) to capture the subtlety involved in understanding technostressors' unique relationships with outcomes.

Open Access
Article
Publication date: 27 January 2023

Junmin Li and Matthias Pilz

This paper aims to investigate the in-company training according to the technologically demanding and safety-critical feature of the aircraft industry. This study addresses to the…

Abstract

Purpose

This paper aims to investigate the in-company training according to the technologically demanding and safety-critical feature of the aircraft industry. This study addresses to the tension between the structured and the more incidental part of in-company learning in their training and learning environment.

Design/methodology/approach

Against the background of concepts of workplace learning from vocational training research and concepts of the safety management system from safety research, aircraft companies from England and Germany were visited. Data from interviews with training managers and trainees as well as non-participant observations are analysed.

Findings

The findings show that workplace vocational learning in this industry is guided by different measures to design the learning environment to prevent purely incidental and informal knowledge acquisition. However, the formalisation of informal learning process leads to a high expenditure of material, personnel and time resources. The findings show that trainers and training managers working together internationally creatively manage different training systems. The training activities are designed to convey the values of safety culture like responsibility, accuracy, transparent communication and reporting. The requirements of the safety management system are also met through the training.

Research limitations/implications

Challenges and tensions in the actual implementation of the training activities could not be identified. The people interviewed were selected by the companies, so there is a risk that certain perceptions are over-represented.

Practical implications

The results show that the safety-critical industry needs its own pedagogical approach to workplace learning, which is not based on independent work processes in the workplace. Insights can be drawn for in-company training in other safety-critical industries too. However, to enable effective in-company learning, which at the same time strengthens the safety culture of the company, many resources must be used. The companies must consider all dimensions of work from the individual level to the work structure level.

Originality/value

This paper discusses the tension between formal and informal learning and shows the specific design of this tension on the basis of a concrete industry for the specific needs of this industry. The results lead to the realisation that the general discussion about workplace learning must be viewed in a differentiated way depending on the industry.

Details

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

Keywords

Open Access
Article
Publication date: 18 July 2023

Tomasz Mucha, Sijia Ma and Kaveh Abhari

Recent advancements in Artificial Intelligence (AI) and, at its core, Machine Learning (ML) offer opportunities for organizations to develop new or enhance existing capabilities…

Abstract

Purpose

Recent advancements in Artificial Intelligence (AI) and, at its core, Machine Learning (ML) offer opportunities for organizations to develop new or enhance existing capabilities. Despite the endless possibilities, organizations face operational challenges in harvesting the value of ML-based capabilities (MLbC), and current research has yet to explicate these challenges and theorize their remedies. To bridge the gap, this study explored the current practices to propose a systematic way of orchestrating MLbC development, which is an extension of ongoing digitalization of organizations.

Design/methodology/approach

Data were collected from Finland's Artificial Intelligence Accelerator (FAIA) and complemented by follow-up interviews with experts outside FAIA in Europe, China and the United States over four years. Data were analyzed through open coding, thematic analysis and cross-comparison to develop a comprehensive understanding of the MLbC development process.

Findings

The analysis identified the main components of MLbC development, its three phases (development, release and operation) and two major MLbC development challenges: Temporal Complexity and Context Sensitivity. The study then introduced Fostering Temporal Congruence and Cultivating Organizational Meta-learning as strategic practices addressing these challenges.

Originality/value

This study offers a better theoretical explanation for the MLbC development process beyond MLOps (Machine Learning Operations) and its hindrances. It also proposes a practical way to align ML-based applications with business needs while accounting for their structural limitations. Beyond the MLbC context, this study offers a strategic framework that can be adapted for different cases of digital transformation that include automation and augmentation of work.

Open Access
Article
Publication date: 9 January 2024

Linda Johanna Jansson and Hilpi Kangas

This study aims to widen the understanding of how remote work shapes the feedback environment by examining the perceptions of leaders and subordinates of daily, dyadic feedback

Abstract

Purpose

This study aims to widen the understanding of how remote work shapes the feedback environment by examining the perceptions of leaders and subordinates of daily, dyadic feedback interactions. The emphasis is on understanding how reciprocity within leader-member exchange (LMX) relationships manifests and how it influences the feedback dynamics.

Design/methodology/approach

Template analysis of a qualitative data set consisting of 81 semi-structured interviews with leaders (n = 29) and remote working subordinates (n = 52) was performed.

Findings

Drawing on the theoretical frameworks of the feedback environment and the leader-member exchange, the findings demonstrate the imbalance between the efforts of leaders and subordinates in building and maintaining a favourable feedback environment in the remote work context. The results of this study highlight the importance of the dyadic nature of feedback interactions, calling for a more proactive role from subordinates.

Practical implications

Given the estimation that the COVID-19 pandemic has permanently changed the way organizations work, leaders, subordinates and HR practitioners will benefit from advancing their understanding of the characteristics of dyadic, daily feedback interaction in remote work.

Originality/value

Qualitative research on feedback and leader-member exchange interactions in remote work that combines the perceptions of leaders and subordinates is sparse.

Details

Personnel Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0048-3486

Keywords

Open Access
Article
Publication date: 9 February 2022

Obinna Alo and Ahmad Arslan

The current paper aims to analyse the antecedents of leader–member exchange relationships (LMX) by specifically focusing on the influence of the supervisor’s feedback delivery…

2940

Abstract

Purpose

The current paper aims to analyse the antecedents of leader–member exchange relationships (LMX) by specifically focusing on the influence of the supervisor’s feedback delivery tactic.

Design/methodology/approach

This study uses qualitative research methods with primary interviews as the main data source. Primary interviews with 40 managers from top supermarkets in Nigeria, South Africa and the UK were undertaken.

Findings

The authors found that both high-quality positive feedback and constructive criticisms produced the same feelings – more positive interpersonal relationships with their supervisors, higher levels of commitment to their organisations, higher job satisfaction and thus, high-quality LMX relationships. Where criticisms were delivered without greater interpersonal treatment, feedback was perceived as negative, and participants revealed lack of job satisfaction, lack of commitment to their organisations, poor interpersonal relationship with their supervisors, high turnover intent and thus low-quality LMX relationship.

Originality/value

To the best of the authors’ knowledge, the current paper is one of the first studies to highlight the consequences of different feedback delivery tactics on subsequent LMX quality particularly in African context. The authors specifically develop a process-based model of enhancing high-quality LMX, which shows the role of the supervisor’s feedback delivery tactic in the process. The authors also develop a process-based model that illustrates how negative/unconstructive feedback could result in a low-quality LMX. Finally, to the best of the authors’ knowledge, this paper is also one of the first to offer a comparative assessment between African and British (the UK) empirical settings and highlight some interesting dynamics concerning LMX quality and role of supervisor’s feedback delivery tactic.

Details

International Journal of Organizational Analysis, vol. 30 no. 7
Type: Research Article
ISSN: 1934-8835

Keywords

1 – 10 of over 3000