Search results

This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research.

Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies.

The findings reveal four emerging themes: influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers.

Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search.

For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies.

This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.

Mobile devices transcend the educational affordances provided by conventional tethered electronic and traditional learning. However, empirical findings show that educators are not integrating technology effectively into the curriculum. This paper aims to discuss these issues.

In this study, a thematic synthesis methodology was used to develop and present a framework for thinking about the integration of mobile devices in teaching and learning.

The mobile learning (mlearning) integration framework comprises four main parts: beliefs, resources, methods and purpose. These four areas are elucidated to reveal the many sub-components that determine how technology is integrated.

An ecological framework is then presented to demonstrate how the individual parts of the initial framework operate through a complex, interconnected network of systems involving personal and environmental factors.

The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training.

A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process.

The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial.

This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations.

These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning.

This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society.

This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

To report the findings of a European Social Fund (ESF) financed study into the investigation and development of business practices and managerial skills in the social enterprises sector.

The qualitative and grounded research investigation was conducted using interviews with owner/managers of 15 social enterprises in Greater Manchester and Lancashire, UK, and aimed to develop a strategic understanding of social enterprise business practices and issues and to develop baseline information to develop a management tool based on the balanced scorecard (BS) of Kaplan and Norton (1996). Develops a definition of social enterprise and presents a brief background of the post‐war development of the social enterprises sector, its recent growth and increasing competition for resources.

The results indicated that social enterprises adopt varying practices, face many issues and, while many are beginning to make themselves more accountable in terms of their social value, there was little evidence to suggest that social enterprises were measuring their social impact beyond providing data that was sought by funders. Reveals that the social enterprise managers implied that the next step was to become more proactive in recording and marketing their social values and that developing social value indicators is the next challenge, while evidence suggests that tools developed for social enterprises need to be informal, non‐generic and based on experiential learning.

Reveals key concepts that will form the framework for a modified BS.

This paper aims to investigate the organisational development of three small‐ and medium‐sized social enterprises (SMSEs). The objectives of the paper are to highlight the critical stages of development that have led to change, growth and success for these enterprises. Although social purpose organisations have existed for some time, recent political interest in the subject has created a new and emerging field of interest where little empirical research exists. This paper examines how SMSEs evolve, utilizing the framework of organisational life cycle (OLC) models, specifically Adizes's model. Thus, drawing on the OLC field of study this paper will make a significant contribution to a deeper understanding of social enterprise development.

A qualitative methodological approach was undertaken in order to understand the stories and experiences. A semi‐structured approach enabled the researcher to gain deep insights into the life cycle stages that changed and developed each of these organisations over time – which would not have been as insightful through a quantitative methodological approach.

The key findings indicate that a host of internal and external incidents were critical to the development of these firms. The entrepreneurialism shown within these organisations was crucial. These three firms all grew from community‐based campaigns that were able to exploit financial opportunities and grow with a momentum over a number of years. The organisation structures, although different across the three cases, were critical factors in the ability to deliver, develop skills and handle growth. Through analysing these cases through the framework of the OLC model we found that the development stages were similar and that the model is a useful lens for viewing social enterprise organisation development.

Empirical evidence of this nature is currently lacking from the SMSE community. This research therefore contributes to the knowledge capital on this sector and is important for practitioners, business support agencies and academics in understanding the organisational development of social enterprises.

The purpose of this paper is to draw on emerging ideas related to the concept of entrepreneurial leadership which emphasises a “distributed” model synonymous with terms which indicate that authority is decentralised (“shared”, “team”, “democratic”, “representative” and “dispersed”).

A model of authentic entrepreneurial leadership was developed based on a review of the literature. Eight small manufacturing companies were selected to empirically examine, via interviews, the extent to which authentic entrepreneurial leadership was adopted by owner‐managers.

Interviews with owner‐managers indicated that they did in fact rely on an approach to leadership which emphasised the role of employees as genuine stakeholders in the business. This finding can be related to the concept of what Dovey and Fenech, describe as “enterprise logic” which the authors link to the emergence of knowledge‐based capitalism. Owner‐managers were keen to involve their employees in development of the businesses through the development of new products and new services.

This study confirms earlier work which points out the importance of entrepreneurs adopting an authentic approach to leadership. Authentic leadership means that employees are encouraged to develop their individual strengths and owner‐managers adopt an ethical approach to their dealings with all stakeholders.

The paper develops a model of entrepreneurial leadership which sets out the links to organizational innovation. The empirical study provides clear evidence of links between this approach to management and higher levels of innovation within small firms.

Reproduces the three winning entries in the Scottish schools essay competition. Entrants were asked to choose a character from a book and to write about what that character means to them.

To succeed in a competitive tourist market and attract more foreign tourists, it is essential to have a clear understanding of what travellers are seeking and endeavour to meet those needs, as well as key influential factors in their travel decision-making process. The purpose of the study is to develop and examine tourists’ pre-trip motivational model using the push–pull theory.

A tourists’ pre-trip motivational model was developed and then tested based on a sample of 320 Chinese and non-Chinese visitors to Melbourne, Australia, to assess the suitability of the new model. Data were analysed by descriptive and inferential statistical techniques, such as principal component analysis and independent T-tests.

The analysis revealed statistically significant differences between studied samples in terms of the push and pull factors. In comparison with non-Chinese tourists, Chinese visitors to Melbourne assigned higher importance to resting and relaxing opportunities, family-oriented activities, as well as safety and a high level of service. The identified differences should be reflected in marketing and promotional activities provided to Chinese and non-Chinese travellers.

The study provides useful information for Destination Marketing Organisations in tourism cities wanting to develop specifically customised tourist products, services and promotion programs tailored to each market.

The proposed extended push–pull model represents a holistic and complex model of the travel decision-making process with the multiple linkages between motivations for travelling, preferences of destination attributes, information source usage, trip expectations, possible constraints for travelling and evaluation of destination choice criteria. Understanding all these factors, their relationship and their influence on the final destination choice is a prerequisite for effective and successful actions on attraction and retention of visitors for all tourist destinations. The developed tourists’ pre-trip motivational model may be used as a conceptual framework to guide subsequent motivational studies in tourism.

The purpose of this study is to investigate the strategies that New Zealand chartered accountants use to combine work and family responsibilities, and to relate these strategies to chartered accountants' career success.

The study analysed qualitative career history data obtained from interviews with 69 male and female experienced chartered accountants.

A comprehensive work/family strategy typology for New Zealand chartered accountants was developed. The five types identified were Traditional Men, Traditional Women, Work First Women, Family Balancers, and Stepping Stone Men. In general, those who followed a male linear career model (Traditional Men and Work First Women) demonstrated higher levels of career success. Some notable exceptions showed that career success could be achieved by those with higher levels of family responsibilities, if the employing organisation does not demand rigid conformance with the linear career model.

The purposeful bias in the sample selection and the diversity in the interviewees' workplaces decrease the study's generalisability. But those factors contributed to the ability to identify a wide range of current work/family strategies.

The paper provides a basis for the accountancy profession to adapt to the feminisation of the profession and the increasing demands for work/life balance by developing policies and practices targeted at enhancing career progression for a more diverse range of work/family strategic types than is currently recognised.

There are no prior data describing the diversity in New Zealand chartered accountants' work/family strategies.

This chapter challenges middle-class bias in work-life literature by examining work-life balance dynamics through a social class perspective. It reveals class-based disparities in physical, temporal, and psychological outcomes, including the role of economic capital in work-life balance and the challenges encountered by the socially mobile in achieving psychological balance. It emphasizes the need to acknowledge social class implications for work-life balance and urges organizations to address class-based inconsistencies and inequalities in their practices.