Search results
1 – 10 of 90Learner-centered education faces many challenges when introduced to university centers where faculty socialization into subject-centered teaching is the dominant ethos. Three…
Abstract
Learner-centered education faces many challenges when introduced to university centers where faculty socialization into subject-centered teaching is the dominant ethos. Three warning metaphors drawn from the literature of J K Rowling are used to illuminate challenges associated with learner-centered education. The first metaphor focuses attention on ways in which institutional structures in disciplinary education are frequently altered confronting faculty and students with organizational turbulence. The second metaphor warns that individual learners easily distracted from family and personal career goals. The final metaphor highlights ways in which learning – to be of value to students – requires personal ownership and fit.
Rosemarie Santa González, Marilène Cherkesly, Teodor Gabriel Crainic and Marie-Eve Rancourt
This study aims to deepen the understanding of the challenges and implications entailed by deploying mobile clinics in conflict zones to reach populations affected by violence and…
Abstract
Purpose
This study aims to deepen the understanding of the challenges and implications entailed by deploying mobile clinics in conflict zones to reach populations affected by violence and cut off from health-care services.
Design/methodology/approach
This research combines an integrated literature review and an instrumental case study. The literature review comprises two targeted reviews to provide insights: one on conflict zones and one on mobile clinics. The case study describes the process and challenges faced throughout a mobile clinic deployment during and after the Iraq War. The data was gathered using mixed methods over a two-year period (2017–2018).
Findings
Armed conflicts directly impact the populations’ health and access to health care. Mobile clinic deployments are often used and recommended to provide health-care access to vulnerable populations cut off from health-care services. However, there is a dearth of peer-reviewed literature documenting decision support tools for mobile clinic deployments.
Originality/value
This study highlights the gaps in the literature and provides direction for future research to support the development of valuable insights and decision support tools for practitioners.
Details
Keywords
This review explores the Confederation of British Industry Education and Skills Annual Report (2018), which considers the issues and challenges facing employers in managing future…
Abstract
Purpose
This review explores the Confederation of British Industry Education and Skills Annual Report (2018), which considers the issues and challenges facing employers in managing future workforce requirements against a backdrop of unprecedented global change. The review examines the evolvement towards the broader competencies of problem solving, resilience, communication and leadership to address concerns of a growing talent shortage. The review incorporates debate surrounding the relevance of student-owned identity, work-based learning, degree apprenticeships, lifelong learning and reflective practice. The purpose of this paper is to share a practitioner’s view of the report and provide a range of recommendations to develop and improve employer and higher education institutions practice.
Design/methodology/approach
This review combines desk research combining an industry-based perspective with a literature review to effectively consider the implications upon current and emerging higher education institutions and employer practice.
Findings
There were a number of key themes which emerged from the report. These include the need for effective, employer-led curriculum design, resilience building strategies, effectively situated workplace learning, the creation of time and space for reflective practice and normalising lifelong learning.
Research limitations/implications
As global change and technology continues to gather pace, skills demands will shift, new programmes and competitors will enter the higher education market and opportunities, funding and resourcing will rapidly change in the context of government policy, impacting upon employer appetite and strategies for supporting lifelong learning. This means that additional findings, beyond those highlighted within this review may emerge in the near future.
Practical implications
There are a number of practical implications in supporting skills development in the workplace from this research. These are reflected in the recommendations and include the development of flexible, innovative and collaborative curricula and effective work-based pedagogies.
Social implications
This review is of particular social relevance at this time because of the alarming fall in part-time and lifelong learning numbers juxtaposed with the threat of funding cuts and United Kingdom Government’s failed initiative to expand the number of apprenticeships in the workplace to 3m new starts by 2020.
Originality/value
This review is based upon one of the first published skills reports of the employers’ perspective within the new apprenticeship policy context in the United Kingdom. As a result, the work offers a unique insight into the emerging challenges and issues encountered by higher education institutions and employers working collaboratively in the twenty-first century business environment.
Details
Keywords
Shayne D. Baker, Neil Peach and Malcolm Cathcart
The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia.
Abstract
Purpose
The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia.
Design/methodology/approach
The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners.
Findings
People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways through the AQF.
Research limitations/implications
There is a need for further longitudinal studies on the outcomes of work-based learning for organisations, individual learners and education and training institutions.
Practical implications
The application of effective WBL approaches has the potential to create a much larger flow of learners from experiential and vocational backgrounds into undergraduate programmes and onto higher education programmes using a consistent and effective pedagogy.
Social implications
By actively considering the opportunities for learning at work and through work learners, educators and business managers may recognise that there would be more demand for work-based learning.
Originality/value
This paper represents an initial action research study which examines the role WBL can provide for life-long learning.
Details
Keywords
Andrea Runfola, Simone Guercini and Matilde Milanesi
The purpose of this paper is to investigate pharmaceutical market access (MA) and the interaction between the pharmaceutical company and other business and non-business actors…
Abstract
Purpose
The purpose of this paper is to investigate pharmaceutical market access (MA) and the interaction between the pharmaceutical company and other business and non-business actors (NBAs) involved in the MA of ethical drugs, to identify the main categories of actors, their role for MA and the content of the interaction, adopting an industrial marketing approach.
Design/methodology/approach
A qualitative interpretivist approach is adopted, with interviews as the primary data collection method: 36 interviews have been conducted with 16 key informants from the pharmaceutical industry.
Findings
The findings of this study reveal that (i) MA can be seen as a relational-driven activity with specific features owing to the highly regulated nature of the pharmaceutical industry, (ii) there is a multiplicity of business, and NBAs involved in the MA activities with whom pharmaceutical companies interact to acquire knowledge, legitimacy and make MA timely and effective, and (iii) the interaction with each category of actors has specific content.
Originality/value
This paper advances the debate on the marketing and management of pharmaceutical companies by emphasizing the importance of MA and the need to conceptualize it according to an industrial marketing perspective, revealing the interdependencies among actors for MA and the content of the interaction. It also contributes to the industrial marketing literature that has recently stressed the importance of NBAs as part of the extended business network of a company by identifying different categories of actors, their role in terms of knowledge and legitimization and the features and the trade-off of the extended business network in highly regulated markets.
Details
Keywords
Annika Engström and Nikolas Käkelä
This study aims to empirically investigate the role of learning for suppliers of individualized customizations from a communication perspective.
Abstract
Purpose
This study aims to empirically investigate the role of learning for suppliers of individualized customizations from a communication perspective.
Design/methodology/approach
Five companies providing individualized customizations are investigated through an in-depth qualitative approach. The empirical material is based on data from five presentations in one workshop and seven interviews.
Findings
Four important categories of communication processes between suppliers and customers that stimulate learning were identified: the identification and confirmation of existing knowledge, the identification of knowledge gaps and the creation of new knowledge, the definition of relations and procedures and evaluation and learning.
Practical implications
These findings can help suppliers of individualized customizations become aware of the important role of organizational learning in their day-to-day operations and the value of improving as a learning organization.
Originality/value
This cross-disciplinary study brings together organizational learning and customization research. It is a study that focuses on communication in customization tasks as a base for learning.
Details
Keywords
Viola Deutscher and Anke Braunstein
This study aims to support researchers and practitioners in finding suitable instruments for future research studies and organizational quality assessments.
Abstract
Purpose
This study aims to support researchers and practitioners in finding suitable instruments for future research studies and organizational quality assessments.
Design/methodology/approach
Employees’ success of learning at work is strongly influenced by the quality of the workplace learning environment. In the recent decades growing effort has been given to the development of surveys to measure the quality of workplace learning, resulting in a large number of available survey instruments. This study conceptually draws on a 3-P model and uses a qualitative metasynthesis to collect and categorize n = 94 surveys that intend to measure the quality of workplace learning (WPL).
Findings
The results underline that research on WPL environments is a highly interdisciplinary endeavor, where every discipline enriches the field by a new perspective and own foci. Overall, this study finds a focus on learning culture and working conditions, on social and functional inclusion of the learner and on support and feedback during training. Products of WPL such as professional competences or career aspirations play a minor role.
Originality/value
With the integration of quality measurement instruments from various research studies, this study produces an interactive online instrument map that gives a broad, yet organized overview of available quality measures in the WPL field.
Details
Keywords
Eija Elina Lehtonen, Petri Nokelainen, Heta Rintala and Ilmari Puhakka
The purpose of this study is to better understand factors related to turnover intention (TI) and job satisfaction (JS) in the information technology and engineering sectors…
Abstract
Purpose
The purpose of this study is to better understand factors related to turnover intention (TI) and job satisfaction (JS) in the information technology and engineering sectors. Specifically, this study investigates the role of workplace learning opportunities (WLO) afforded by the environment and individual’s subjective career success (SCS). The connections between learning opportunities and career success are examined, as well as their connections to JS and TI.
Design/methodology/approach
The current research was based on self-report questionnaire data (N = 153). The questionnaire included existing instruments measuring WLO, SCS, JS and TI. The analyses of the data included Pearson product-moment correlations, path analysis (based on multiple regression) and analysis of relative importance (dominance analysis).
Findings
Results indicated that higher access to resources that support learning, more opportunities for professional growth and satisfactory career decisions made by employees were connected to lower TI. The processes of well-being and learning are strongly intertwined and mutually reinforce each other, reducing the willingness to change a job in the near future.
Originality/value
This study adds to the previous research by providing more detailed knowledge on the connections between the various dimensions of WLO and SCS. The findings of the present study can offer insights for developing work environments where employees wish to remain, learn and are satisfied with their job and careers, thus ultimately supporting their well-being.
Details
Keywords
Gamification is a booming motivational approach in information systems. Leaderboards play a key role in gamification; however, there are mixed findings regarding the heterogeneous…
Abstract
Purpose
Gamification is a booming motivational approach in information systems. Leaderboards play a key role in gamification; however, there are mixed findings regarding the heterogeneous motivational impacts of leaderboard positions. This study aims to clarify the motivational effects of high and low leaderboard positions by assembling diverse behavioral measures and self-reports. The measures used in this study shed a light on the quantitative and qualitative dynamics of motivation facilitated by leaderboard positions. The authors inspect motivation in relation to satisfaction and frustration of competence need.
Design/methodology/approach
The authors conducted an online experiment set in a crowdsourcing context, asking the participants to compete in an image tagging game. Participants' leaderboard positions were manipulated to be either high or low for five consecutive rounds. The number of clicks, tags, duration of tagging and persistence on the task were measured as indicators of motivation.
Findings
High ranks on leaderboards induced complacent behaviors choosing easy ways to maintain their positions, while low ranks led the participants to stick to the right process of the task with intensified motivation round after round. However, neither of the motivations seemed to be of intrinsic nature.
Originality/value
The present study provides conclusive evidence on the varying motivational impact of leaderboard positions. The authors also demonstrate how the “needs-as-motive” model (Sheldon and Gunz, 2009) applies to gamification. Its implications in self-determination theory and gamification literature are discussed.
Details
Keywords
Annika Engström, Anette Johansson, Nina Edh Mirzaei, Kristina Sollander and Daved Barry
The purpose of this paper is to shed light on different types of knowledge created and how this links to the project design, process, and content.
Abstract
Purpose
The purpose of this paper is to shed light on different types of knowledge created and how this links to the project design, process, and content.
Design/methodology/approach
In this paper the authors investigate participants' experiences from a three-year interactive research project, designed to trigger reflection among the participants. They apply a knowledge creation perspective on experiences expressed by participants as a result of different research project activities.
Findings
The study resulted in five categories of insights with potential for sustainable influence on the participating organizations: an understanding of concepts and theories; an understanding of the impacts of collaborative, reflective work processes; an understanding of the meaning of one's own organizational context; an understanding of the importance of increased organizational self-awareness; and an understanding of the potential for human interaction and communication.
Practical implications
The author’s findings suggest that it is possible to design a project to promote more profound and sustainable effects on a business beyond the explicit purpose of the project. They advise practitioners to make room for iterative reflection; be mindful to create a trustful and open environment in the team; challenge results with opposing views and theories; and make room for sharing experiences and giving feedback.
Originality/value
This study contributes to unraveling key practices which can nurture conditions for knowledge creation in interactive research projects and business projects alike.
Details