Search results

The diversity of perspectives means that one can find many factors and models of proenvironmental behavior. However, they typically suffer from limitations and varying degrees of validity in specific contexts, suggesting that today the prime goal should be to learn and improve the models which have been already developed. In this study, the authors build on the model for predicting proenvironmental behavior developed by Oreg and Katz-Gerro (2006), namely one of the most comprehensive cross-national proenvironmental behavior models and one of the few not to be limited to either a local or single-country context or specific proenvironmental behavior.

By using the statistical matching technique, the authors merged data from two existing databases without common identifiers – the International Social Survey Program (environmental module) and the European Social Survey (Round 5). The resulting multinational data concerning 9,710 observations enabled a replication with extensions of Oreg and Katz-Gerro's (2006) proenvironmental behavior model that incorporates newly added Schwartz's theory of human values. To achieve the study's main objective, that is, to present improvements to the original model of proenvironmental behavior, the authors used structural equation modeling (SEM) procedures to estimate four competing models in the R program.

This study implies that Schwartz's individually measured motivational types of values (benevolence [BE], universalism [UN], self-direction [SD]) are predictors of people's proenvironmental behavior, while his conceptualization of post-materialism yields a better model fit than Inglehart's country-level post-materialism scores. The results also corroborate previous findings that post-materialist values can stimulate proenvironmental behaviors through attitudes, perceived behavioral control and intentions. The present study reveals that proenvironmental attitudes did not change substantially in the 10-year period, even though the world's environmental and sustainability challenges have largely increased. Surprisingly, the mean value of several of the perceived threat variables even decreased.

The authors externally validate one of the most comprehensive proenvironmental behavior models by reproducing it using new multinational large-sample data with nearly 10,000 observations collected 10 years later. The most significant addition to the original model introduced in the current study is the inclusion of Schwartz's motivational types of values, which are measured at the individual level, namely BE, UN and SD. The authors also extend the model by adding proenvironmental behavior measures and group the construct into three latent variables: saving natural resources, green purchasing and environmental activism.

This study aims to explore whether online learning has an effect on communication between instructors and students in a negative way, whether online learning affects students' productivity levels and to evaluate and suggest ways of improving effective online communication between instructors and students.

This study used is a quantitative research study which was conducted through a semi-structured online survey through a random sample technique.

Results revealed that the vast majority agree with the questions of the study. Students still prefer classroom classes over online classes due to many problems they face when taking online classes, such as lack of motivation, understanding of the material, decrease in communication levels between the students and their instructors and their feeling of isolation caused by online classes.

This research studied the impact from students' perspective only as the sample was selected only from students.

This research reached the students’ point of view in a broader way which will help understanding the issues and provide effective solutions. This research suggested that instructors must communicate with their students and vice versa in more informal channels (instant messages online chat groups, audio calls, private video calls …) in parallel with the formal channels (online platforms, email …). Finally, instructors should encourage students to participate and study more by providing different kind of incentives.

This study describes how two organisations transitioned to teaching Lean online during and post Covid-19. This study aims to establish how Lean teaching and training can be designed and delivered effectively online without adverse effects on the student’s learning experience of Lean concepts.

A case study approach was used to review the design, application and results of the transition to online Lean teaching and training. Qualitative and quantitative methods were deployed to assess the results.

Online Lean learning and application were assured via the design of practical problem-based teaching environments, aided by using the virtual classroom as an obeya room and as a kaizen environment where students worked in teams. Students were enabled to learn and apply Lean tools practically and reflect on their learnings.

This study demonstrates that effective online design can ensure. Lean methods are understood without affecting the student's learning, classroom experience and grasp of concepts.

To the best of the author’s knowledge, this is one of the first studies on implementing Lean training and education online during COVID-19 under the lens of both a training provider and university education viewpoint. The changes validated best practices for virtual Lean education and training in the organisations under study, maintained post-COVID.