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1 – 10 of 555Pulkit Mathur and Anjani Bakshi
The purpose of this study is to collect and assess the evidence available on the effect of non nutritive sweeteners on appetite, weight and glycemic regulation. As a replacement…
Abstract
Purpose
The purpose of this study is to collect and assess the evidence available on the effect of non nutritive sweeteners on appetite, weight and glycemic regulation. As a replacement for sugars, non-nutritive sweeteners (NNSs) are widely being used in different food products with the assumption that these would lower calorie intake and help to manage weight and blood sugar levels better. However, studies using animal models have reported that chronic exposure to NNSs leads to increased food consumption, weight gain and insulin resistance.
Design/methodology/approach
Evidence was acquired from systematic reviews or meta-analyses (2016–2021) of relevant clinical studies, especially randomized control trials using Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines.
Findings
The review showed NNSs exposure did not conclusively induce increased food intake or change in subjective appetite ratings. Appetite biomarkers like ghrelin, gastric inhibitory peptide, C-peptide levels and Peptide YY remained mostly unaffected by NNSs. Meta-analyses of human randomized control studies showed a reduced energy intake and body weight. No significant change was seen in blood glucose levels, post-prandial glycemic or insulin response after consumption of NNSs. Adequate evidence is not available to conclusively say that NNSs influence gut health at doses relevant to human use.
Research limitations/implications
Most studies which are prospective cohort, observational and cross-sectional studies suggest that use of NNSs may promote obesity and metabolic syndrome in adults. Such studies are plagued by confounding variables and reverse causation. Mechanistic evidence is mostly based on in-vitro and in-vivo studies. The same causal pathways may not be operative or relevant in humans.
Practical implications
This review of available literature concludes that to achieve specific public health and clinical goals, the safe use of NNSs for the reduction of intakes of free sugars and energy should be explored. This would be possible by educating the consumer about energy compensation and understanding the nutritional content of artificially sweetened products in terms of calories coming from fat and complex carbohydrates used in the product.
Originality/value
This study was, thus, designed with the objective of examining the usefulness of NNSs in human population, especially with respect to insulin regulation, glycemic control and weight management. Well-designed randomized control trials which control for confounding variables are needed to generate high quality evidence.
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Rickard Enstroem and Rodney Schmaltz
This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands…
Abstract
Purpose
This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands, the expansion of higher education and the application of high-impact teaching strategies. It synthesizes perspectives on employer work readiness, the challenges and opportunities of large-scale teaching and strategies for fostering a dynamic academia-industry feedback loop. This multifaceted approach ensures the relevance of curricula and graduates’ preparedness while addressing the skills gap through practical recommendations for aligning teaching methodologies with employer expectations.
Design/methodology/approach
The research methodically examines the multifaceted challenges and opportunities inherent in large-scale teaching. It focuses on sustaining student engagement, maintaining educational quality, personalizing learning experiences and cultivating essential soft skills in extensive student cohorts.
Findings
This study highlights the critical role of transversal skills in work readiness. It also uncovers that despite its challenges, large-scale teaching presents unique opportunities. The diversity of large student groups mirrors modern workplace complexities, and technological tools aid in personalizing learning experiences. Approaches like peer networking, innovative teaching methods, real-world simulations and collaborative resource utilization enrich education. The importance of experiential learning for augmenting large-scale teaching in honing soft skills is emphasized.
Originality/value
This manuscript contributes to the discourse on large-scale teaching, aligning it with employer expectations and the dynamic requirements of the job market. It offers a nuanced perspective on the challenges and opportunities this educational approach presents, providing insights for crafting engaging and effective learning experiences in large cohorts. The study uniquely integrates experiential learning, co-creation in education and industry-academia feedback loops, underscoring their importance in enhancing student work readiness in large-scale teaching.
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Andrew Cram, Stephanie Wilson, Matthew Taylor and Craig Mellare
This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.
Abstract
Purpose
This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.
Design/methodology/approach
A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.
Findings
The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.
Practical implications
This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.
Originality/value
The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.
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The study explores Degree Apprenticeship Identity (DAI) conceptualisation to enrich understanding to enhance work-integrated learning (WIL). Lived experiences of degree…
Abstract
Purpose
The study explores Degree Apprenticeship Identity (DAI) conceptualisation to enrich understanding to enhance work-integrated learning (WIL). Lived experiences of degree apprentices (DAs) are examined, and a model of DAI developed to support teaching and learning interventions on this relatively new and significant programme.
Design/methodology/approach
It draws pragmatically upon qualitative data from semi-structured interviews with Chartered Manager Degree Apprenticeship from diverse backgrounds in a higher education institutes (HEI). Data were explored abductively, using thematic analysis to investigate common patterns that influence identity; investigating personal experiences, socio-economic and cultural background, educational context and social interactions.
Findings
Influential themes surfaced, including pride in work, supporting others, sharing experiences and belonging, facilitating DAI model formation. The model illustrates that DAI is composed of existing personal, necessary professional and power of learning transformation through social identity by interventions that encourage peer engagement, group reflection and group-actualisation.
Research limitations/implications
As this is a small-scale exploratory study, it is not intended to be representative of wider populations, which results in generalisability of findings. Data were collected from a well-established closed cohort programme led by the researcher, previously programme director. Interviews generated a broad range of anecdotal evidence, surfacing valuable insights relating to DAI formation.
Practical implications
To enhance WIL, tutors can foster social interventions that encourage peer dialogue, heighten DAs sense of self as capable learners and increase confidence growth.
Originality/value
The research provides a DAI Model, a fresh approach to understanding ways to enhance WIL for DAs through a stronger focus on group identity through social interventions. This preliminary model presents an opportunity for further research; other apprenticeships, larger and/or open cohorts.
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Neeraj Jain and Smita Kashiramka
This study aims to investigate the effects of peers on corporate payout policies in one of the largest emerging markets – India. It also examines the motives for mimicking payout…
Abstract
Purpose
This study aims to investigate the effects of peers on corporate payout policies in one of the largest emerging markets – India. It also examines the motives for mimicking payout decisions.
Design/methodology/approach
The sample is composed of 3,024 non-financial and non-government firms listed on the National Stock Exchange (NSE) and Bombay Stock Exchange (BSE) for the period 1995 to 2020. To encounter the endogeneity problem, the instrumental variable technique based on peer firms' idiosyncratic risk is used to estimate the effects of peers on firms' payout policy. To define peer reference groups, the authors use the basic industry classification of the firms.
Findings
The results indicate a significant positive impact of peers on firms' dividend policies in India. A firm with all dividend-paying peers is more likely to declare dividends than the one with no dividend-paying peers. Further, peer effects are found to be more pronounced amongst larger and older firms, thus supporting the rivalry theory of mimicking.
Originality/value
To the best of the authors' knowledge, the present study is the first of its kind that attempts to understand peer effects on payout decisions in an emerging market India, that offers a unique institutional setting. Moreover, the authors extend the existing literature by investigating the peer effects on a firm's payout policies considering various firm-level characteristics, such as growth opportunity, cash holding, financial constraint and profitability, which previous studies have not taken into consideration. These results provide additional insights into the heterogeneity and motives behind peer effects.
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Hemant Gupta and Bhaveshkumar J. Parmar
The study aims to analyze the effectiveness of digital rhetoric persuasion on GenZ purchase decision. Digital rhetoric (DR) is an art of persuasion used in social media…
Abstract
Purpose
The study aims to analyze the effectiveness of digital rhetoric persuasion on GenZ purchase decision. Digital rhetoric (DR) is an art of persuasion used in social media communication to shape and influence the course of an individual. It has been used in social media advertisements (SMAs) to increase its perceived effectiveness. GenZ consumers are more vibrant than previous generations’ consumers because of high levels of literacy and capacity to adapt to new technology. Therefore, understanding the effects of rhetorical support decisions to act on and mold consumers’ reasoning and judgment is particularly significant in relation to GenZ purchasing decisions and the rhetorical persuasive methods. Concurrently, the moderating effect of generation cohort theory also needs to be examined.
Design/methodology/approach
The threshold model for consumers’ purchase decisions in the form of logistic regression has been applied to examine the impact of DR through SMAs on the purchase intention (PI) of GenZ consumers. Simultaneously, the moderating effect of generation cohort theory is being examined by comparative analysis of different generations’ PI moderation by DR effect.
Findings
The results of the current study reveal that DR via SMAs has a positive and significant influence on GenZ consumers’ PI, whereas other older generation consumers do not get similarly affected by the same.
Originality/value
In an emerging economy like India, where 30% of the population belongs to the GenZ category and the digital advertising industry is growing by double digits, the present study takes a novel approach to examine the impact of DR via SMAs on GenZ consumers’ PI. Concurrently, it also provides an understanding of the moderation effect of generation cohort theory on perceived effectiveness of DR.
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The purpose of this article is to posit an alternative learning design approach to the technology-led magnification and multiplication of learning and to the linearity of…
Abstract
Purpose
The purpose of this article is to posit an alternative learning design approach to the technology-led magnification and multiplication of learning and to the linearity of curricular design approaches such as a constructive alignment. Learning design ecosystem thinking creates complex and interactive networks of activity that engage the widest span of the community in addressing critical pedagogical challenges. They identify the pinch-points where negative engagements become structured into the student experience and design pathways for students to navigate their way through the uncertainty and transitions of higher education at-scale.
Design/methodology/approach
It is a conceptual paper drawing on a deep and critical engagement of literature, a reflexive approach to the dominant paradigms and informed by practice.
Findings
Learning design ecosystems create spaces within at-scale education for deep learning to occur. They are not easy to design or maintain. They are epistemically and pedagogically complex, especially when deployed within the structures of an institution. As Gough (2013) argues, complexity reduction should not be the sole purpose of designing an educational experience and the transitional journey into and through complexity that students studying in these ecosystems take can engender them with resonant, deeply human and transdisciplinary graduate capabilities that will shape their career journey.
Research limitations/implications
The paper is theoretical in nature (although underpinned by rigorous evaluation of practice). There are limitations in scope in part defined by the amorphous definitions of scale. It is also limited to the contexts of higher education although it is not bound to them.
Originality/value
This paper challenges the dialectic that argues for a complexity reduction in higher education and posits the benefits of complexity, connection and transition in the design and delivery of education at-scale.
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Lindsay Hastings, Hannah Sunderman and Nick Knopik
The purpose of the current application paper is to integrate previous literature with recent results from practitioners on effective practices for utilizing small groups in the…
Abstract
Purpose
The purpose of the current application paper is to integrate previous literature with recent results from practitioners on effective practices for utilizing small groups in the leadership classroom.
Design/methodology/approach
We use these integrated findings to innovate practice on maximizing the role of undergraduate teaching assistants (UTAs) by matching their tasks to signature pedagogies in leadership education.
Findings
The integrated findings revealed three practice themes: (1) match UTAs to pedagogical approach, (2) create small groups by design and (3) providing training and reflection practice for UTAs.
Originality/value
In sum, leadership education can and should challenge historical practices in higher education whereby UTAs are used purely for grading and course logistics management.
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Diana Bogueva and Dora Marinova
Many in Generation Z are concerned about health, nutrition, and lifestyle. They are sensitive to the social determinants of health, represented through concerns about access to…
Abstract
Many in Generation Z are concerned about health, nutrition, and lifestyle. They are sensitive to the social determinants of health, represented through concerns about access to health care, viable and affordable housing, poverty, and unemployment. They are also concerned about food choices, their environmental footprint, and the way food is produced. There is similarly high awareness about the importance of nutrition for health. Despite engaging in physical exercise, Generation Z is also exposed to the risks associated with obesity and sedentary lifestyle.
Carmen Jane Vallis, Huyen Thi Nguyen and Adrian Norman
Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design…
Abstract
Purpose
Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design patterns for connected learning at scale at an Australian university may be adapted to a Vietnamese higher education context.
Design/methodology/approach
12 educational design patterns that address the challenges of active learning and large teaching team management are discussed. The authors then critically reflect on their cross-cultural adaptation for the higher education context, from an Australian to a Vietnamese university.
Findings
Transitioning from passive to active learning strategies and effectively leading large teaching teams present similar challenges across our contexts. Educational design patterns, when dynamically adapted, may assist educators to teach skills that are critical for work and the future. Higher education institutions globally could enhance their practices by incorporating international best practice approaches to educational design.
Practical implications
The Connected Learning at Scale (CLaS) educational design patterns explored in this article offer solution-oriented strategies that promote a more active learning experience. This paper identifies adaptations for educators, especially those in Vietnamese higher education that respect traditional structures, cultural nuances and resource limitations in implementation.
Originality/value
Whilst educational design patterns are well-researched in the Western contexts, few studies analyse design patterns in an Asian, and in particular the Vietnamese context. More research is needed in the cross-cultural adaptation of educational design patterns that joins practice and theory.
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