Search results

Research shows that employers are demanding generic skills from employees to complement disciplinary expertise. Evidence shows that majority of the higher institutions are struggling to meet this demand, especially in developing nations. Hence, these skills may be acquired while in the workplace through training and retraining. Studies concerning the Nigerian built environment professionals (BEP) generic skills in the workplace are scarce. Therefore, the purpose of this paper is to investigate Nigeria’s BEP generic skills in the workplace via an unexplored mechanism and proffer feasible policy solutions that can improve BEP generic skills development.

The views of BEP were collated via a phenomenology type of qualitative research design across two major Nigerian cities where construction activities are soaring. Virtual interviews were conducted for 20 selected BEP. Data saturation was accomplished and the emerged three themes were analysed through a thematic analysis.

Findings show that generic skills enhance value for money in construction project delivery. But many of these professionals do not possess these skills in their daily operations. This has raised concerns about the present curriculum for preparing the built environment graduates in today’s profession. Findings categorised the hindrances into employers related-hindrances and employees related-hindrances in Nigeria’s BEP context.

This study is confined to the relevance and hindrances of the generic skills for Nigerian BEP, and proffer feasible policies to promote generic skills in the workplace via a qualitative approach. Future study is needed to investigate the role of the various professional Institutes within Nigeria’s built environment in promoting generic skills.

The paper advanced key stakeholders including BEP Institutes and regulatory bodies to redirect their continuing professional development towards developing professional values and identities as a trajectory to promote the growth of BEP generic skills in the workplace.

The proposed framework can be used to promote the implementation of generic skills for BEP across all levels. This would assist and stir up policymakers and other stakeholders in connection with the implementation of generic skills within the BEP.

Researchers and policymakers have given attention to generic skills development in higher institutions. One of the intentions is to broaden graduate employability with generic skills. In South Africa, there is a paucity of research concerning future built environment practitioners’ (FBEP) generic skills development from the students’ perspective. Thus, this paper aims to investigate South Africa’s FBEP generic skills and suggest feasible solutions to improve FBEP generic skills from the students’ perception.

The researchers collated the views of FBEP via a phenomenology type of qualitative research design. It covered selected South African public universities and investigated the discourses that underpin “perceived hindrance” in developing generic skills for FBEP. Selected 30 FBEP were engaged in the virtual interviews across three public universities. Data saturation was achieved. Three themes emerged and were analysed through a thematic analysis.

Findings show that FBEP generic skills development will enhance integrated productivity and higher value for money in construction project delivery. But developing these skills demands a holistic approach. Findings have raised concern with the perceived hindrances facing FBEP in developing generic skills. Findings suggest the need to revisit and revamp the curricula to develop these skills and strengthen policies that will “nip” possible hindrances.

This study was limited to South Africa’s FBEP generic skills from students’ perception. In line with the limited resources, three public universities were covered from the selected provinces in South Africa. Future research with a more diverse sample is needed to ensure a better representative and generalisation of findings.

Findings show that apart from academic knowledge system thinking skills, civic responsibility skills and critical thinking skills are germane for intending construction industry professionals. Others are integrated teamwork skills, good attitude and communication skills, entrepreneurship skills and resources management skills. Findings from this paper may stir up the education sector’s stakeholders to revamp the curricula in enhancing these skills among students from the basic to higher institutions. The outcome will improve productivity in the construction industry.

Although few scholars have discussed generic skills in the built environment, there are limited studies from the students’ context in developing countries, a South Africa case study, a gap this research aims to fill. Also, it proffers ways to mitigate perceived hindrances facing FBEP in developing generic skills.

Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development.

A questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development.

Students value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development.

The study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes.

This study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses.

This chapter proposes authentic leadership as a generic competence and an integral part of doctoral education regardless of field of study. The authors explore its potential to enhance the development of doctoral candidates and academics and search for answers to the questions: Can and should authentic leadership be developed as a generic competence in doctoral education? How can it be designed and implemented in a doctoral training module? What would its learning outcomes be? The authors address these questions in the context of doctoral education. They assert that authentic leadership training should be mandatory for all doctoral candidates, and that supervisors should be actively engaged in the development of this underappreciated transferrable skill.

This study aims to clarify influencing factors of overcapacity of new energy enterprises in China and accurately predict whether these enterprises have overcapacity.

Based on relevant data including the experience and evidence from the capital market in China, the research establishes a generic univariate selection-comparative machine learning model to study relevant factors that affect overcapacity of new energy enterprises from five dimensions. These include the governmental intervention, market demand, corporate finance, corporate governance and corporate decision. Moreover, the bridging approach is used to strengthen findings from quantitative studies via the results from qualitative studies.

The authors' results show that the overcapacity of new energy enterprises in China is brought out by the combined effect of governmental intervention corporate governance and corporate decision. Governmental interventions increase the overcapacity risk of new energy enterprises mainly by distorting investment behaviors of enterprises. Corporate decision and corporate governance factors affect the overcapacity mainly by regulating the degree of overconfidence of the management team and the agency cost. Among the eight comparable integrated models, generic univariate selection-bagging exhibits the optimal comprehensive generalization performance and its area under the receiver operating characteristic curve Area under curve (AUC) accuracy precision and recall are 0.719, 0.960, 0.975 and 0.983, respectively.

The proposed integrated model analyzes causes and predicts presence of overcapacity of new energy enterprises to help governments to formulate appropriate strategies to deal with overcapacity and new energy enterprises to optimize resource allocation. Ten main features which affect the overcapacity of new energy enterprises in China are identified through generic univariate selection model. Through the bridging approach, the impact of the main features on the overcapacity of new energy enterprises and the mechanism of the influence are analyzed.

This study identifies and characterizes configurations of generic business models for logistics service providers (LSPs) in the context of industrial additive manufacturing (AM). A literature-based framework of the AM service supply chain (SC) is developed to embed the generic configurations in their SC context.

Following an exploratory research design, 17 interviews were conducted with LSPs, LSPs' potential partners and customers for industrial AM services.

Six generic configurations are identified, the LSP as a Manufacturer, Landlord, Logistician, Connector, Agent and Consultant. The authors outline how these configurations differ in the required locations, partners and targeted customer segments.

The current discussion of reshoring and shorter, decentralized AM SCs confronts LSPs with novel challenges. This study offers guidance for managers of LSPs for designing business models for industrial AM and raises awareness for LSPs' resource and SC implications.

This study contributes to the scarce literature on AM business models for LSPs with in-depth empirical insights. Based on the six identified configurations, this study sets the ground for theorizing about the business models, in particular, the value creation, value proposition and mechanisms for value capture of the business models. In addition, this study suggests how the generic configurations fit the features of specific types of LSPs.

This study aims to examine the strategies that auditors in Bangladesh follow in identifying and reporting key audit matters (KAMs). The study also examines the factors affecting auditors’ strategies in the identification and disclosures of KAMs.

The authors have conducted interviews with audit partners, chief financial officers (CFOs) and regulators involved in KAMs reporting and monitoring. The authors have used the lens of institutional theory of coercive, mimetic and normative isomorphism and the concept of decoupling.

Auditors have used a decoupling strategy by identifying and reporting greater number of industry-generic KAMs than that of other countries in an effort to minimize risks and avoid regulatory scrutiny, although they disclose remote risks as KAMs and mask severe problem areas of the client. Because of the principle-based approach of International Standards on Auditing (ISA) 701 and because of the pressure and misunderstanding from the audit committee, auditors report industry-generic items and generic descriptions of KAMs.

The findings have important implications for the standard setters and local and global audit firms for the diffusion of new auditing standards in different jurisdictions. Without the development of audit firm-level capability and the corporate governance environment, changes in standards may not be effective in achieving the objectives of the standards.

Although auditors consider that the KAMs reporting requirements provide with opportunities to enhance audit profession’s legitimacy and public trusts, the actual KAMs reporting practices are driven by the market logic, an urge to maintain the status quo with clients and eventual rationalization of the impairment of professional independence.

Given the dearth of prior research on the implementation and diffusion patterns of ISA 701 KAMs reporting, this study fills the gap in the literature. To the best of the authors’ knowledge, this is the first known study to examine auditors’ strategic responses to balance among conflicting priorities in reporting KAMs.

Studies on vulnerability in the workplace, although relevant, are rare because it is difficult to access. This article aims to focus on the benefits of using autopraxeography to study and step back from vulnerability at work.

Autopraxeography uses researchers' experience to build knowledge.

Autopraxeography provides a better understanding of vulnerability and the opportunity to step back from the difficulties experienced. Instead of ignoring experiences related to vulnerability, this method makes it possible to transform them into new avenues of knowledge. Moreover, it enables researchers to step back from experiences of vulnerability, thus making them feel more secure.

The main differences from other self-studies stem from the epistemological paradigm in which this method is anchored: pragmatic constructivism. The most important difference is the production of generic knowledge in three recursive steps: writing in a naïve way, developing the epistemic work and building generic knowledge.

Marketers often select unique color names for products to heighten shopper interest. The purpose of this study is to use self-referencing as the foundation for assessing how a product color name that involves the self impacts product evaluation. This paper also investigates the salient element that might moderate consumers’ responses, in particular for product categories where color serves mainly as decoration and is of secondary importance.

Two between-subjects experiments examined how self-referencing mediates the influence of generic versus identity color names on product evaluation (Study 1) and also tested whether the effect of naming product colors in identity terms is limited to the scenario where cognitive load is low rather than high (Study 2).

The results of this study show that identity color names are more persuasive than generic color names. Self-referencing mediates the results, and the favorable effect of identity color names is diminished in the case of high cognitive load. Such evidence suggests that consumers might face impediments for self-referenced processing when factors exhaust their cognitive resources. The decreased elaboration results in less favorable evaluation.

This research enriches knowledge of how an element as modest as a creative product color name influences consumer evaluation, with suggestions for approaches to color naming.

This study aims to analyze and synthesize the design features of existing digital transformation maturity models with a developed classification scheme and propose a generic maturity model development wireframe based on design science research.

A systematic literature review is conducted on digital transformation maturity models in peer-reviewed journals, including the Emerald Insight, Science Direct, Scopus, Taylor & Francis and Web of Science databases, which resulted in 21 studies. A concept-centric tabular approach is used to analyze the studies, and intersectional demonstrations are used to synthesize the findings regarding the design features.

The classification scheme derived from the tabular concept-centric approach and iteratively evolved results in three main and 25 subcategories related to the design features. Analysis and synthesis of the studies reveal the granularity of the existing digital transformation maturity models concerning the design features. Furthermore, considering the design features in the classification scheme, a generic maturity model development wireframe is proposed to guide the researchers.

The generic maturity model development wireframe and the classification scheme that represents the design features of existing maturity models guide the researchers for the maturity model development roadmap.

The existing literature review studies do not focus on the design feature of digital transformation maturity models within a systematic literature review perspective. A unique classification scheme derived from the tabular concept-centric approach aims to analyze the granularity level of the existing models. Furthermore, the generic maturity model development wireframe includes the guidelines and recommendations of design science studies and presents a roadmap for maturity model researchers.