Search results

This research aims to identify users' goals and strategies when searching for podcasts and their impact on the design of podcast retrieval technology. In particular, the paper seeks to explore the potential to address user goals with indexing based on podcast metadata and automatic speech recognition (ASR) transcripts.

The paper conducted a user study to obtain an overview of podcast search behaviour and goals, using a multi‐method approach of an online survey, a diary study, and contextual interviews. In a subsequent podcast retrieval experiment, the paper investigated the retrieval performance of the two choices of indexing features for search goals identified during the study.

The paper found that study participants used a variety of search strategies, partially influenced by available tools and their perceptions of these tools. Furthermore the experimental results revealed that retrieval using ASR transcripts performed significantly better than metadata‐based searching. However, a detailed result analysis suggested that the efficacy of the indexing methods was search‐goal dependent.

The research constitutes a step towards a future framework for investigating user needs and addressing them in an experimental set‐up. It was primarily qualitative and exploratory in nature.

Podcast search engines require evidence about suitable indexing methods in order to make an informed decision concerning whether it is worth the resources to generate speech recognition transcripts.

Systematic studies of podcast searching have not previously been reported. Investigations of this kind hold the potential to optimise podcast retrieval in the long term.

Although organizations expect employees to share knowledge with each other, knowledge hiding has been documented among coworker dyads. This paper aims to draw on social exchange theory to examine if and why knowledge hiding also occurs in teams.

Two studies, using experimental (115 student participants on 29 teams) and field (309 employees on 92 teams) data, explore the influence of leader-member exchange (LMX) on knowledge hiding in teams, as well as the moderating role of collective (team-level) prosocial motivation.

The results of experimental Study 1 showed that collective prosocial motivation and LMX reduce knowledge hiding in teams. Field Study 2 further examined LMX, through its distinctive economic and social facets, and revealed the interaction effect of team prosocial motivation and social LMX on knowledge hiding.

This study complements existing research on knowledge hiding by focusing specifically on the incidence of this phenomenon among members of the same team. This paper presents a multi-level model that explores collective prosocial motivation as a cross-level predictor of knowledge hiding in teams, and examines economic LMX and social LMX as two facets of LMX.

In Germany up until now, there has been very little research on staff development in schools. The purpose of this paper is to comprehensively assess school-based staff development and to describe the interplay between different instruments of staff development (e.g. classroom observations, development discussions) at the school level.

Considering that different constellations of organizational management tools may be differentially effective in different contexts (see Mintzberg, 1983/1992), an approach that takes a combination of different staff development instruments into account was chosen. Data were gathered from principals of primary and secondary schools in two federal states of Germany. Using regression, cluster analysis, and analysis of variance, the authors examined different instruments and patterns of staff development used in everyday school practice and determined how these affected the professional development of teachers.

Five staff development patterns could be identified. With regard to the extent of professional development activities of teachers, these patterns have been proven to have a different impact. Furthermore, the use of the different staff development patterns seems to be heavily dependent on the type of school.

Further research would be needed that examines if the three most relevant staff development patterns identified in this study can also be proven to be effective with regard to somewhat “harder” criteria than the extent of professional development activities of teachers. Such criteria could be teachers’ teaching skills or even student achievement.

The current study is the first to examine staff development in German schools systematically. The results provide some good leads for further studies in this area.