Search results

The purpose of this paper is to explore the field of learning, learning style, meta‐cognition, strategies and teaching by classifying different levels of the learning process. The paper aims to present an attempt to identify how students' awareness of learning style and teachers' matched instruction might affect students' learning and motivation.

The paper is a conceptual paper in which a theoretical framework built on empirical research was identified by connecting and systemizing different parts of the learning process.

The paper finds that teaching based on individual learning styles is an effective way to ensure students' achievement and motivation. Awareness of learning styles, it is argued, influences meta‐cognition and choice of relevant learning strategies. Consciousness of own improvement provides students with new perspectives of their learning potential. Such positive academic experiences may enhance self‐efficacy.

The paper provides useful information on unraveling concepts, methods and effects which can aid students, teachers and researchers in understanding, evaluating and monitoring learning, thus having practical implications for promoting lifelong learning, self‐efficacy and salutogenesis.

Dignity and well-being are key aspects of the legislation and policies that regulate care of older persons worldwide. In addition, care of older persons should be person-centred. Dignity and well-being are described as results of person-centred care (PCC). The purpose of this study was to gain an understanding of important aspects for older persons to experience dignity and well-being in residential care facilities (RCFs).

This study had a qualitative approach, and individual semi-structured interviews were conducted with 20 older persons living in RCFs. Data were analysed using inductive content analysis.

To experience dignity and well-being older persons emphasized the importance of preserving their identity. To do this, it was important to be able to manage daily life, to gain support and influence and to belong to a social context. However, the findings indicate a need for improvements.

Insights into older persons’ experiences of important aspects for experiencing dignity and well-being in RCFs can be used by first-line managers and registered nurses when designing improvement strategies to promote PCC.

Dignity and well-being are described as results of PCC. The findings provide an understanding of what older persons perceive as important for experiencing dignity and well-being in RCFs. The findings are useful when designing improvement strategies to promote PCC.

The purpose of this study is to identify temporary workers' (temps') expected conditions for learning when they are leased to a client company (CC) for numerical flexibility.

The analysis is based on a phenomenological approach containing 121 transcribed interviews with employees and managers who were active in more than 10 CCs' in seven industries and from seven temporary work agencies.

One important finding is that the CC expects temps not to learn something about the surrounding organization, but to limit themselves only to the concrete tasks assigned to them. Another is that temps' opportunities to influence organizational conditions in the CCs seem to be cut off in a strategic way.

Results are valid for interviewees' expressed thoughts and expectations about temps' workplace learning, not about an actual separation between knowledge and actions in the working conditions.

CCs associate temps with learning backgrounds that allow them to perform subordinate tasks, such as routine, instructional, or regulatory duties. They associate regular staff with more advanced learning backgrounds and tasks more directly related to occupation and workplace. CCs could benefit from accepting the exchange of knowledge and competence between temps and the company, rather than neglecting it.

The originality of this paper lies in its contribution to the relatively unexplored topic of workplace learning and leaders and employees' expectations of temps.

The purpose of this paper is to pursue the dialogue on the global firms’ regulation vis-à-vis human rights and labor standards in developing countries.

Locke’s book The Promise and Limits of Private Power is analyzed and discussed with respect to more recent global regulation literature and mechanisms.

Locke advocates that private voluntary regulation has to be combined with local laws in developing countries to fully enforce labor standards and workers’ rights. In light of recent changes, the interesting model proposed by Locke shows some weaknesses.

To enforce labor standards and workers’ rights in developing countries, the author argue that governments in developed countries need to be seen as major players in multinational corporations (MNCs) regulations. But above all, the economic model needs to be questioned.

This paper aims to contribute to the understanding of learning-oriented leadership as being integrated in managers’ daily work. The particular focus is on managers’ efforts to change how work is carried out through indirect acts of influence. In their daily work, managers influence the organisation’s learning conditions in ways that go beyond face-to-face interaction. Neither the influencer nor those influenced are necessarily aware that they are engaged in learning processes.

The research was part of a larger case study. The data set comprised interviews with nine middle managers about ways of working during a period of organisational change. A learning-theoretical analysis model was used to categorise managerial acts of influence. The key concept concerned pedagogic interventions.

Two qualitatively different routes for indirect influence were identified concerning social and organisational structures: one aligning, that narrows organisational members’ discretion, and one freeing, that widens discretion. Alignment is built on fixed views of objectives and on control of their interpretation. The freeing of structures is built on confidence in emerging competence and involvement of others.

The study was limited to managers’ descriptions in a specific context. An issue for future research is to see whether the identified categories of learning-oriented leadership are found in other organisations.

The learning-oriented leadership categories cover a repertoire of acts of influence that create different learning conditions. These may be significant for the creation of a learning-conducive environment.

Managerial work that creates conducive conditions for learning does not need to be a specific task. Learning-oriented elements are inherent in aspects of managerial work, and managers’ daily tasks can be understood as expressions of different kinds of pedagogic intervention.