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41 – 50 of over 1000I. INTRODUCTION This study attempts to extend and expand previous research conducted by the Department of Marketing at Strathclyde on the adoption and diffusion of industrial…
To explain how the components of attraction theory work in unison to prompt students to take an initial stimulus and progress through critical thinking processes and into…
Abstract
Purpose
To explain how the components of attraction theory work in unison to prompt students to take an initial stimulus and progress through critical thinking processes and into knowledge acquisition, organization, and synthesis.
Design/methodology/approach
Although schema theory has an important role in understanding knowledge acquisition, it does not provide directives for how to plan instruction so students can build their understandings and comprehension of subject matter. This chapter outlines a pedagogical approach to the implementation of a new theory of learning that builds on cognitive science, affect, and interest.
Findings
Students can become re-attracted to learning through effective teaching inclusive of a jolt, curiosity, retrieving explanations, counterexamples, clarifications, and embedding that information within schemata.
Practical implications
Proactive investigations and continued research on attraction theory can enrich our understanding of teaching and learning, provide answers for what works in the classroom, and equip us with tools from which to select for unique classroom circumstances.
The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global…
Abstract
The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.
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Brenda A. Barker Scott and Michael R. Manning
Ask leaders what their organizations need more of to thrive, and many will identify collaboration. Yet many collaborative efforts fail. A focus on the inner workings of teams, to…
Abstract
Ask leaders what their organizations need more of to thrive, and many will identify collaboration. Yet many collaborative efforts fail. A focus on the inner workings of teams, to the exclusion of the ecosystem in which teams work, has masked the importance of a collaborative context. We undertook a single case study of an exemplar firm with the intent of offering a nuanced illustration of the collaborative workplace. We illustrate how three contextual factors related to work, relationships, and behaviors shift the setting from a place where collaboration is hard to do, to one that embodies collaboration as a widespread competence.
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Kenneth D. Lawrence, Dinesh R. Pai, Ronald Klimberg and Sheila M. Lawrence
In this chapter, we analyze donor behavior based on the general segmentation bases. In particular, we study the behavior of the individual donor group's support for higher…
Abstract
In this chapter, we analyze donor behavior based on the general segmentation bases. In particular, we study the behavior of the individual donor group's support for higher education. There has been very little research to date that discriminates the donor behavior of individual donors on the bases of their donation levels. The existing literature is limited to a general treatment of donor behavior using one of the available classical statistical discriminant techniques.
We investigate the individual donor behavior using both classical statistical techniques and a mathematical programming formulation. The study entails classifying individual donors based on their donation levels, a response variable. We use individuals’ income levels, savings, and age as predictor variables. For this study, we use the characteristics of a real dataset to simulate multiple datasets of donors and their characteristics. The results of a simulation experiment show that the weighted linear programming model consistently outperforms standard statistical approaches in attaining lower APparent Error Rates (APERs) for 100 replications in each of the three correlation cases.
This is the fourth comprehensive register of current research in marketing to appear in this Journal. It is hoped that it will prove useful as a source of information to all those…
Abstract
This is the fourth comprehensive register of current research in marketing to appear in this Journal. It is hoped that it will prove useful as a source of information to all those with interests in the subject. The projects listed do not include research work undertaken by commercial organisations or studies conducted in educational institutions where the results are not intended to be generally available. Otherwise, every effort has been made to obtain basic information from research workers willing to discuss their efforts with other interested individuals.
Valerie J. Thompson and D. Crystal Coles
Black women faculty are experiencing multiple marginalities within their intersectional identities (Thomas & Hollenshead, 2001). The overwhelming obstacles that they face in…
Abstract
Black women faculty are experiencing multiple marginalities within their intersectional identities (Thomas & Hollenshead, 2001). The overwhelming obstacles that they face in academia regarding racism, lack of mentorship, and its impact on productivity are well documented (Allen, Huggins-Hoyt, Holosko, & Briggs, 2018). However, through a raced and gendered intersection centering Black women, these workplace obstacles can transform into something far more insidious (Young & Hines, 2018). Black women academics do not enter academic environments that have been liberated from racism, sexism, or misogynoir; instead, the environment itself is a microcosm of the world in which they reside (Thompson, 2020). Black women academics are double minorities and face issues such as isolation from collegial networks; lack of institutional/departmental support; forced positionality into the role of mentorship for students of color; and increased visibility and bodily presentation concerns (Allen et al., 2018; Pittman, 2010). Further still, the workplace dynamics and needs of students of color can collide within the work of Black women academics, increasing the prevalence of othermothering and a racialized and gendered racial uplift (Griffin, 2013; Mawhinney, 2011). Though previous studies have demonstrated positive effects of university diversification, women, ethnic minorities, sexual minorities, and religious minorities continue to face antagonistic environments (Cunningham, 2009; Hughes & Howard-Hamilton, 2003). Rooted within Black Feminist Thought and Critical Race Theory, this chapter aims to highlight the intersectional identities of Black women academics and identifies mechanisms to address how Black women are experiencing multiple marginalities within their intersectional identities (Hirshfield & Joseph, 2012).
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As numerous scholars have noted, the law takes a strikingly incoherent approach to adolescent reproduction. States overwhelmingly allow a teenage girl to independently consent to…
Abstract
As numerous scholars have noted, the law takes a strikingly incoherent approach to adolescent reproduction. States overwhelmingly allow a teenage girl to independently consent to pregnancy care and medical treatment for her child, and even to give up her child for adoption, all without notice to her parents, but require parental notice or consent for abortion. This chapter argues that this oft-noted contradiction in the law on teenage reproductive decision-making is in fact not as contradictory as it first appears. A closer look at the law’s apparently conflicting approaches to teenage abortion and teenage childbirth exposes common ground that scholars have overlooked. The chapter compares the full spectrum of minors’ reproductive rights and unmasks deep similarities in the law on adolescent reproduction – in particular an undercurrent of desire to punish (female) teenage sexuality, whether pregnant girls choose abortion or childbirth. It demonstrates that in practice, the law undermines adolescents’ reproductive rights, whichever path of pregnancy resolution they choose. At the same time that the law thwarts adolescents’ access to abortion care, it also fails to protect adolescents’ rights as parents. The analysis shows that these two superficially conflicting sets of rules in fact work in tandem to enforce a traditional gender script – that self-sacrificing mothers should give birth and give up their infants to better circumstances, no matter the emotional costs to themselves. This chapter also suggests novel policy solutions to the difficulties posed by adolescent reproduction by urging reforms that look to third parties other than parents or the State to better support adolescent decision-making relating to pregnancy and parenting.
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