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1 – 10 of over 157000
Article
Publication date: 3 July 2009

Dan Bouhnik, Yahel Giat and Yafit Sanderovitch

The purpose of this study is to characterize learning from asynchronous sources among research and development (R&D) personnel. It aims to examine four aspects of asynchronous…

798

Abstract

Purpose

The purpose of this study is to characterize learning from asynchronous sources among research and development (R&D) personnel. It aims to examine four aspects of asynchronous source learning: employee preferences regarding self‐learning; extent of source usage; employee satisfaction with these sources and the effect of the sources on the workplace.

Design/methodology/approach

A total of 120 R&D employees of a high‐tech firm were administered questionnaires consisting of open‐ended and close‐ended questions regarding different features of asynchronous learning.

Findings

The study finds that a synchronous sources are highly utilized by employees and are used both for general‐purpose learning and solving specific problems. Despite the high usage and satisfaction from these sources, we do not find evidence to support the creation of an expert community of practice.

Research limitations/implications

The research is limited to a single, albeit large, firm. Possibly, in different organizational, cultural or geographical settings, expert communities of knowledge may be created in a more pronounced manner.

Practical implications

Managers should: consult with employees as to what they need most to complement the asynchronous sources; put more emphasize on measuring satisfaction from asynchronous sources to predict the value of these sources to the organization; and encourage and ensure the creation of an expert community of practice and support and maintain it thereafter.

Originality/value

Empirical research about the implications of asynchronous sources on the workplace is scarce. This paper complements previous research and provides new insight into understanding these effects.

Details

Journal of Workplace Learning, vol. 21 no. 5
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 6 December 2023

Billie Eilam, Merav Yosfan, Joel Lanir and Alan J. Wecker

The authors conducted a study at a history museum with the objective of examining changes in the knowledge of students aged 12 to 14 concerning the use of primary sources.

Abstract

Purpose

The authors conducted a study at a history museum with the objective of examining changes in the knowledge of students aged 12 to 14 concerning the use of primary sources.

Design/methodology/approach

Students utilized self-led guides while exploring two museum spaces presenting different historical events. These guides encouraged students to scrutinize the exhibits, become acquainted with the methods employed in their research, and develop an awareness of the information derived from them. Students' responses to pre- and postquestionnaires were compared and analyzed using mixed methods.

Findings

The results revealed that students became familiar with various types of primary sources, recognized that only specific sources endure through time and gained an understanding of the research methods employed to study them. Additionally, most students comprehended that the same sources could lead to diverse historical accounts and the potential reasons for such variations.

Practical implications

Recommendations for practice are discussed.

Originality/value

This study contributed to the limited knowledge regarding learning during a single, self-led tour in a history museum. The findings illuminate the potential for learning and advancing historical thinking concepts even within such museum-visit contexts.

Details

Social Studies Research and Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 6 July 2015

Nathan S Hartman, Scott J Allen and Rosanna F Miguel

The purpose of this paper is to explore how educators can benefit from data on teaching methods or sources of learning used for the leader development of undergraduate students…

1779

Abstract

Purpose

The purpose of this paper is to explore how educators can benefit from data on teaching methods or sources of learning used for the leader development of undergraduate students. To advance the field, the authors contend that programs for leader development need to clearly identify what area of development is being improved (e.g. conceptual understanding, personal growth, skill building, feedback), intentionally build connections toward those objectives for development, and incorporate experience within the structure of undergraduate education to facilitate better outcomes.

Design/methodology/approach

Ratings on the teaching methods used by participants with experience facilitating leader development activities for undergraduate students were solicited in an online survey. Each participant (n=66) responded to questions about 25 sources of learning for leader development. Questions asked the degree to which each source of learning provided the learning outcomes of conceptual understanding, feedback, skill building, and/or personal growth to undergraduate students.

Findings

Participants perceived small group discussion, and film/television clips to promote conceptual understanding, while internships and 360-degree feedback did so to a lesser degree. Sources of learning perceived to facilitate skill building were group projects, and giving presentations. Conversely, completing case studies and listening to lectures were rated as unlikely to foster personal growth.

Originality/value

The results can help educators make a more informed decision about the adoption of teaching methods for leader development. Hopefully, this practice will create standardization in undergraduate leader development that researchers have asked for and serve as a platform for recommending timetables and sources of learning that better define the what and how of leader development. Likewise, these findings benefit industry, because strong parallels to both the content and techniques used in industry and by universities exist.

Details

Leadership & Organization Development Journal, vol. 36 no. 5
Type: Research Article
ISSN: 0143-7739

Keywords

Article
Publication date: 1 August 2002

Gary Kleinman, Philip Siegel and Claire Eckstein

The pace of organizational and environmental change seems to demand that such professional organizations as CPA firms become learning organizations in order to compete adequately…

1394

Abstract

The pace of organizational and environmental change seems to demand that such professional organizations as CPA firms become learning organizations in order to compete adequately with other firms. The flattening out of traditional hierarchical structures within organizations argues that traditional mentoring and supervisory structures may be inadequate for fostering needed individual learning and personal learning. One effect of the lack of such learning may be increased role stress, job burnout, loss of commitment to the organization, intention to leave, and diminished job satisfaction. Using a sample of 440 accounting professionals from major CPA firms in several regions of the USA, studies the ability of team social interaction processes within work teams to foster the personal, organizational, and team‐source learning, and also to influence attitudinal outcomes directly and indirectly. Also examines whether personal learning, organizational socialization and team‐source learning mediate the impact of team social interaction process on attitudinal outcomes. Uses a hierarchical regression‐based test to evaluate our hypotheses. The results supported our expectations. A structural equation modeling test of the model showed that organizational and personal learning mediated the relationship between team social interaction processes and the attitudinal outcomes, but team‐source learning did not.

Details

Journal of Management Development, vol. 21 no. 6
Type: Research Article
ISSN: 0262-1711

Keywords

Article
Publication date: 2 March 2012

Fang Chen, Hari Bapuji, Bruno Dyck and Xiaoyun Wang

Although knowledge transfer is generally conceived as a two‐way process in which knowledge is transferred to and from the knowledge source, research has tended to focus on the…

1337

Abstract

Purpose

Although knowledge transfer is generally conceived as a two‐way process in which knowledge is transferred to and from the knowledge source, research has tended to focus on the first part of the process and neglect the second part. This study aims to examine the feedback loop and how knowledge is transferred from the knowledge receiver to the knowledge source.

Design/methodology/approach

The paper relies on interviews and archival records to conduct an in‐depth case study of cross‐border knowledge transfer work carried out by a Canadian non‐profit organization.

Findings

The paper finds that by learning about receivers' knowledge, background and learning styles, as well as their social context or learning environment, such as language, culture, tradition and history, “source” persons are in fact able to acquire for themselves valuable new knowledge. This in turn assists both the source and receiver to establish shared understandings, thereby facilitating a more effective knowledge transfer thus enhancing learning for both the source and receiver.

Research limitations/implications

Given that this is a case study of one organization, the findings of this study may not be readily generalizable to other organizations, or settings. Despite this limitation, the study raises some important questions for further investigation and contributes to existing research on intercultural knowledge transfer.

Practical implications

Individuals involved in knowledge transfer who pay attention to the feedback loop can better perform their roles and also improve their knowledge.

Originality/value

It has been acknowledged in the literature that expatriates engage in extensive learning while transferring knowledge in their overseas assignments. However, little research has examined what they have learned, how they learn, and the benefits of such learning. This research suggests that knowledge sources can enhance their own knowledge as well as improve knowledge transfer to recipients by nurturing feedback loops.

Details

The Learning Organization, vol. 19 no. 2
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 14 July 2021

Gregoris Demetriou, George Papageorgiou and Andreas Efstathiades

The purpose of this research is the modeling of the relationship of Learning Style and Learning Source Preferences to Organizational Learning Capability (OLC).

Abstract

Purpose

The purpose of this research is the modeling of the relationship of Learning Style and Learning Source Preferences to Organizational Learning Capability (OLC).

Design/methodology/approach

A survey questionnaire gave us data from 274 employees in the hotel industry in Cyprus, which was chosen because it is a labor-intensive industry with big economic impact on the National Domestic Product (as per Cyprus Investment Promotion Agency this is more than 20%). SPSS and AMOS were used to analyse the proposed model.

Findings

The findings provided evidence to support the position that the proposed model demonstrates that OLC is affected by the Individual Learning Preferences (ILP) which are the learning style preference and the learning source preference of individual workers.

Research limitations/implications

The study did not consider the effect of learning style and learning source preferences on the different departments of a hotel. Further, a longitudinal study with more organizations within the hotel sector, or other economic sectors, was outside the scope of this study.

Practical implications

The proposed model can be used by organizations to reflect on how learning source and learning style preferences can affect the OLC.

Originality/value

What relevant research did not explore enough, is the learning preferences of individuals in their work environment and not as often seen, the learning styles or learning (dis)abilities of students in a school environment. Therefore, this research fulfills the need to study learning preferences in the business context and examines their effects on OLC.

Details

Development and Learning in Organizations: An International Journal, vol. 36 no. 2
Type: Research Article
ISSN: 1477-7282

Keywords

Article
Publication date: 28 October 2014

Kyle Dillon Feuz and Diane J. Cook

The purpose of this paper is to study heterogeneous transfer learning for activity recognition using heuristic search techniques. Many pervasive computing applications require…

Abstract

Purpose

The purpose of this paper is to study heterogeneous transfer learning for activity recognition using heuristic search techniques. Many pervasive computing applications require information about the activities currently being performed, but activity recognition algorithms typically require substantial amounts of labeled training data for each setting. One solution to this problem is to leverage transfer learning techniques to reuse available labeled data in new situations.

Design/methodology/approach

This paper introduces three novel heterogeneous transfer learning techniques that reverse the typical transfer model and map the target feature space to the source feature space and apply them to activity recognition in a smart apartment. This paper evaluates the techniques on data from 18 different smart apartments located in an assisted-care facility and compares the results against several baselines.

Findings

The three transfer learning techniques are all able to outperform the baseline comparisons in several situations. Furthermore, the techniques are successfully used in an ensemble approach to achieve even higher levels of accuracy.

Originality/value

The techniques in this paper represent a considerable step forward in heterogeneous transfer learning by removing the need to rely on instance – instance or feature – feature co-occurrence data.

Details

International Journal of Pervasive Computing and Communications, vol. 10 no. 4
Type: Research Article
ISSN: 1742-7371

Keywords

Book part
Publication date: 1 December 2014

Steven Z. Athanases

Learning to teach subject matter topics that emerge as challenging for culturally and linguistically diverse students remains a key goal for prospective teachers. Teacher…

Abstract

Learning to teach subject matter topics that emerge as challenging for culturally and linguistically diverse students remains a key goal for prospective teachers. Teacher education needs multiple ways to guide preservice teachers (PSTs) for this work. One context for such teacher development is classroom-based teacher inquiry. I describe an innovation in teacher inquiry pedagogy that mentors PSTs in (a) mining multiple sources of knowledge for teaching challenging areas of content learning, (b) systematically analyzing knowledge gleaned from these sources, and (c) mediating through visual representations the overlapping, reinforcing, and sometimes conflicting ideas gleaned from sources, in order to advance conceptions and practice in content-based learning for diverse youth. I describe the pedagogy in practice, then use a case of one PST to illustrate how her knowledge evolved in learning to teach persuasive writing to early adolescent English language learners. It was in the knowledge sources interface, mediated by visual representations and written reflections, that this PST’s developing knowledge gained texture and depth.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

Keywords

Book part
Publication date: 14 March 2022

Honglan Yu, Margaret Fletcher and Trevor Buck

Understanding how and why firms behave differently during re-internationalization has increasingly been at a premium in international business research. The authors conducted a

Abstract

Understanding how and why firms behave differently during re-internationalization has increasingly been at a premium in international business research. The authors conducted a case study of 11 Chinese international small and medium-sized enterprise and explored how they learned and recovered from involuntary de-internationalization. From case data, the “complete” re-internationalizers learned the lessons of foreign market exits more proactively than “partial” re-internationalizers. The complete re-internationalizers adopted internal and external sources of knowledge acquisition, “middle-up-down” information distribution and ambivalent information interpretation, while the partial re-internationalizers relied on internal sources of knowledge, “top-down” or “bottom-up” information distribution and univalent information interpretation. This study contributes by identifying the crucial role of learning processes to complete re-internationalization, which is absent in existing re-internationalization research.

Details

International Business in Times of Crisis: Tribute Volume to Geoffrey Jones
Type: Book
ISBN: 978-1-80262-164-8

Keywords

Article
Publication date: 17 July 2017

Francesca Checchinato, Lala Hu, Alessandra Perri and Tiziano Vescovi

The purpose of this paper is to explore the role of different learning sources in the process of capability building of Chinese firms (CFs) approaching international markets.

Abstract

Purpose

The purpose of this paper is to explore the role of different learning sources in the process of capability building of Chinese firms (CFs) approaching international markets.

Design/methodology/approach

The paper is based on the case study of the company “Goodbaby.” The primary data sources are two semi-structured interviews with one of the firm’s managers, which have been triangulated with point of sale visits, interviews with industry experts, and secondary data such as corporate records, patent and trademark data, industry reports and news articles.

Findings

Both the home-country and foreign markets act as sources of learning to support the development of CFs’ marketing capabilities. Learning at home is triggered by the complexity of the national market and the exposure to foreign entrants. Foreign learning is stimulated by the relationships with leading foreign partners and the exposure to advanced final markets. Moreover, each learning source has a positive effect on the development of CFs’ marketing capabilities in both market contexts in which they compete, i.e. the home-market and international markets.

Practical implications

CFs’ managers should be simultaneously receptive to the domestic and foreign contexts, as both may support the development of marketing capabilities. CFs’ managers should recognize the learning opportunities embedded in each of these contexts, and identify the markets where these can be effectively redeployed.

Originality/value

The authors distinguish between different sources of learning in the context of CFs’ internationalization, and explore their triggering factors and their role in the development of an underinvestigated type of capabilities, i.e. the marketing capabilities.

Details

International Journal of Emerging Markets, vol. 12 no. 3
Type: Research Article
ISSN: 1746-8809

Keywords

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