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1 – 10 of over 8000Syed Ali Raza, Arsalan Najmi and Nida Shah
This paper aims to explore the significance of knowledge transfer (KT) from universities to organizations by employing in-service employees, who are working in organizations and…
Abstract
Purpose
This paper aims to explore the significance of knowledge transfer (KT) from universities to organizations by employing in-service employees, who are working in organizations and at the same time studying in the universities, as the channel.
Design/methodology/approach
By using survey methodology, data were collected from 216 in-service business students via self-administered questionnaires and partial least square structural equation modeling (PLS-SEM) was applied.
Findings
The results revealed that intrinsic motivation, psychological hardiness, functional value and innovative culture significantly predict the acquired knowledge which henceforth positively affects KT.
Research limitations/implications
Data from business students of the single university were extracted which limits the findings, and hence directed future researchers to explore further.
Practical implications
Interactive, case study-based training and others implications are discussed to effectively transfer the knowledge from universities to organizations.
Originality/value
The role of in-service employed students is of significant importance, as students exist as an intermediary between organizations and universities, and so both universities and organizations should make maximum use of the said channel for an effective KT.
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The purpose of this paper is to report the results of a survey of part‐time employment among university students. The survey seeks to establish the nature and characteristics of…
Abstract
Purpose
The purpose of this paper is to report the results of a survey of part‐time employment among university students. The survey seeks to establish the nature and characteristics of that employment, and to determine the extent to which it is comparable to similar institutions. The research also aims to examine the possible consequences of combining part‐time employment with full‐time study, with particular reference to stress.
Design/methodology/approach
The research consisted of a web‐based survey of full‐time undergraduates within the business school of a post‐1992 university in the UK.
Findings
The survey found that 68 per cent of the sample currently holds at least one part‐time job during term‐time and that the majority are employed in excess of ten hours per week. Employment is concentrated in a small number of sectors such as retailing, service and call centres. Previous studies report that combining a degree with employment can have negative consequences with students missing classes, doing less reading and experiencing higher levels of stress.
Practical implications
The growth of student employment is eroding further the concept of the full‐time student and universities may need to consider adaptations to their current programmes to accommodate students. From a recruitment and retention perspective, institutions may also need to consider the mechanisms they can offer to support students working part‐time.
Originality/value
The paper is of value in adding to the existing knowledge base about student part‐time employment, which continues to be a growing phenomenon. It also sheds further light on the consequences of working while studying and the negative outcomes that may arise. In particular it examines the relationship between part‐time employment and stress.
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The aim of the paper is to examine the consequences of students engaging in part‐time employment during their studies. It reports the results of a survey of part‐time employment…
Abstract
Purpose
The aim of the paper is to examine the consequences of students engaging in part‐time employment during their studies. It reports the results of a survey of part‐time employment among university students. The research examined the possible consequences of combining part‐time employment with full‐time study, with particular reference to stress.
Design/methodology/approach
The research consisted of an institution‐wide Web‐based survey of full‐time undergraduates within a post‐1992 university in the UK.
Findings
The survey found that part‐time employment, in common with many previous studies, is a majority experience for full‐time undergraduates. It also found that some students were spending longer in their chosen employment than in time‐tabled classes. A central finding was that unlike much previous research, it emerged here that students reported more positive than negative outcomes.
Practical implications
The data shows that students continue to engage in part‐time employment at a significant level and for some studying is almost a secondary activity. This perhaps raises questions about the existing model of higher education delivery and the need for institutions to consider offering more support mechanisms for individual students.
Originality/value
The paper is of value in seeking to clarify the nature of the consequences for students seeking to combine employment and studying. Furthermore the paper builds on our understanding of the continuing growth of student part‐time employment.
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The purpose of this paper is to investigate the impacts of absorptive capacity, learning motivation and acquired knowledge on knowledge transfer from business schools to business…
Abstract
Purpose
The purpose of this paper is to investigate the impacts of absorptive capacity, learning motivation and acquired knowledge on knowledge transfer from business schools to business organizations, as it has been realized that in-service training business students can serve as a channel as well as a source in this type of knowledge transfer. The study also examines the mixed moderating role of job autonomy in the relationship between acquired knowledge and knowledge transfer.
Design/methodology/approach
A sample of 344 in-service training business students in Vietnam was surveyed to collect data. Confirmatory factor analysis was used to validate the measures, and structural equation modeling was used to test the hypotheses.
Findings
The findings reveal that absorptive capacity positively affects acquired knowledge but it does not have an effect on knowledge transfer. Learning motivation, however, has positive effects on both acquired knowledge and knowledge transfer. The findings also indicate that acquired knowledge is a determinant of knowledge transfer. Finally, job autonomy plays the role of a mixed moderator in the relationship between acquired knowledge and knowledge transfer.
Practical implications
This study signals the participating parties –business schools, business organizations and in-service training business students –that absorptive capacity, learning motivation, acquired knowledge and job autonomy are critical to the transfer of knowledge from business schools to business organizations.
Originality/value
This study contributes to the literature on university-to-industry knowledge transfer by providing empirical evidence for key determinants of knowledge transfer from business schools to business organizations through a new channel of knowledge transfer – in-service training business students.
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Lianne Jones, Rachelle Rogers, Doug Rogers, Austin McClinton and Lisa Painter
The ever-changing educational landscape, exacerbated by recent events surrounding COVID, political and cultural unrest, necessitates educators who are antifragile, able to…
Abstract
Purpose
The ever-changing educational landscape, exacerbated by recent events surrounding COVID, political and cultural unrest, necessitates educators who are antifragile, able to withstand pressures and thrive amidst uncertainty. To this end, the pilot study reported here aims to examine mathematics educators’ initial reflections on what it means to be a risk-taker in the classroom, what prevents them from engaging in instructional risks and what would support their instructional risk-taking.
Design/methodology/approach
The pilot study utilized interviews with participants, including four pre-service teachers who were enrolled at the university and seven in-service teachers who were employed on active PDS campuses within the school district.
Findings
Preliminary findings suggest teacher beliefs concerning risk-taking, the barriers to engaging in such behaviors and the support needed to be able to take instructional risks. Results highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.
Research limitations/implications
These findings have important implications for universities and PDS partners engaged in preparing teachers for an educational field that is unpredictable and continually changing. Additional research should be completed in varying PDS settings.
Practical implications
Findings highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.
Originality/value
Educators are currently faced with an unprecedented instructional landscape. Antifragile, risk-taking teachers are needed who are adaptable and innovative, thus better equipped to enter the challenging and uncertain realities of education.
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Wally Thompson and Debra Coffey
This project was designed to study situated literacies, using New Literacy Studies (NLS) in a community school and included five distinct, progressive phases. This chapter reports…
Abstract
This project was designed to study situated literacies, using New Literacy Studies (NLS) in a community school and included five distinct, progressive phases. This chapter reports on the Preparatory Phase. We led in-service sessions to share insights for student-centered instruction from a constructivist perspective with faculty members whose experience with literacy instruction had primarily been reflective of the skills-based paradigm. The focus of the first phase was to prepare the teachers to employ literature circles to revitalize literacy instruction and achievement. During this first year of this longitudinal study, teachers began gradually introducing constructivist methodologies into their literacy instruction and discussing them with us in the in-service sessions. All aspects of this project emphasized synergistic collaboration, featuring community building and collaborative sessions with teachers. Literature circles with high-interest literature by indigenous authors enhanced the learning activities and mini-lessons prepared teachers and their students for this exploration. In-service sessions laid the foundation for the project, and these sessions provided opportunities for ongoing collaboration. As we invited teachers and administrators to participate in constructivist pedagogical approaches featuring literature circles, we emphasized collaborative discussions to determine the most beneficial books, materials, and pedagogical strategies for students. Teachers and students experienced the power of synergistic collaboration as they explored engaging literature and shared their schema in meaningful discourse. This experience revitalized literacy achievement as students became more engaged in learning, and teachers noted the impact of their enthusiasm for learning. Students and teachers have experienced the power of synergistic collaboration while reading and writing during literature circles. Connecting culture and literacy with the power of synergistic collaboration invariably increased the learners’ engagement with and enjoyment of reading, writing, speaking and listening. This research-based design can serve as a template for incorporating cultural heritage into literacy education for all who educate indigenous students.
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The subject of part‐time work is one which has become increasingly important in industrialised economies where it accounts for a substantial and growing proportion of total…
Abstract
The subject of part‐time work is one which has become increasingly important in industrialised economies where it accounts for a substantial and growing proportion of total employment. It is estimated that in 1970, average annual hours worked per employee amounted to only 60% of those for 1870. Two major factors are attributed to explaining the underlying trend towards a reduction in working time: (a) the increase in the number of voluntary part‐time employees and (b) the decrease in average annual number of days worked per employee (Kok and de Neubourg, 1986). The authors noted that the growth rate of part‐time employment in many countries was greater than the corresponding rate of growth in full‐time employment.
Library assistants were originally considered to be professional librarians in the making, and were trained accordingly. With the expansion of libraries and librarianship…
Abstract
Library assistants were originally considered to be professional librarians in the making, and were trained accordingly. With the expansion of libraries and librarianship, Britain's “apprenticeship” system of qualification gave way to formal library school education, and a new category of “non‐professional staff” was created, of people who were unwilling or unable to proceed to graduate‐level qualification. The development of non‐professional certificates of competence in the UK is described against parallel developments in the US, Canada and Australia; the COMLA training modules are also examined. The theoretical and practical issues surrounding training are discussed, training schemes and qualifications in the four countries analysed, and the relative merits of in‐house training and external certificate programmes argued.
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Sandi Ferdiansyah, Ahmad Winarno and Zally Ardhita
This phenomenological case study reports how 16 participating students built their leadership skill through a community-based service-learning project as a part of their…
Abstract
Purpose
This phenomenological case study reports how 16 participating students built their leadership skill through a community-based service-learning project as a part of their undergraduate program at an Islamic university in Indonesia. Education for sustainability framework promoted by Warwick (2016) was employed to portray students' leadership development and explore their lived experience while doing service-learning project in their neighborhood.
Design/methodology/approach
Phenomenological case study was employed to portray how the participants engaged in projects that empower the community during their service amidst the coronavirus disease 2019 (COVID-19) pandemic. They were interviewed using online platforms such as WhatsApp and Zoom Meeting. To triangulate the data, the photos elicited during their field study posted in social media were also presented as visual data. The interview data and photo elicitation were transcribed, interpreted using interpretative phenomenological analysis and thematically analyzed.
Findings
The findings of the study showcase that the student participants transformed their sense of agency as learners into leaders. The service-learning program has also become a springboard for them to engage in the community service and build strategy to fill the local community's need, especially amid the pandemic of COVID-19.
Research limitations/implications
There are two limitations in regards to this study. First, this study only examined data garnered from a small number of participants that could not be used to overgeneralize the results of the study. Second, the participants were interviewed upon the completion of their service-learning project. It did not investigate the sustainability of the projects that the participants had carried out after the service-learning program ended.
Originality/value
While ample previous studies investigated how service-learning program that involved undergraduate students were enacted during COVID-19 pandemic, the present study specifically looked into how participants exercise their leadership skill upon the implementation of service-learning from education for sustainability framework promoted by Warwick (2016).
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Sarah Copfer and Jacqueline Specht
This chapter will provide an overview of the types of concerns that are evident in the research literature regarding how well teachers are prepared to teach in inclusive…
Abstract
This chapter will provide an overview of the types of concerns that are evident in the research literature regarding how well teachers are prepared to teach in inclusive classrooms citing both preservice education and in-service professional development/learning. It will present an overview of the measurements that have been used to measure teachers’ perceptions of preparedness for inclusive environments and the use of surveys to assess attitudes, beliefs, and values. The chapter will conclude with a discussion regarding measuring teachers’ perceptions to inform/improve teacher preparation efforts/policies/practices and what needs to be done to improve teacher preparation for inclusive education.
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