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Article
Publication date: 22 November 2011

Belinda Luke and Kate Hogarth

The purpose of this paper is to examine the use of short video tutorials in a post‐graduate accounting subject, as a means of helping students develop and enhance independent…

3096

Abstract

Purpose

The purpose of this paper is to examine the use of short video tutorials in a post‐graduate accounting subject, as a means of helping students develop and enhance independent learning skills.

Design/methodology/approach

In total, five short (approximately five to 10 minutes) video tutorials were introduced in an effort to shift the reliance for learning from the lecturer to the student. Data on students' usage of online video tutorials, and comments by students in university questionnaires were collated over three semesters from 2008 to 2009. Interviews with students were then conducted in late 2009 to more comprehensively evaluate the use and perceived benefits of video tutorials.

Findings

Findings reveal preliminary but positive outcomes in terms of both more efficient and effective teaching and learning.

Research limitations/implications

The shift towards more independent learning through the use of video tutorials has positive implications for educators, employers, and professional accounting bodies; each of whom has identified the need for this skill in accounting graduates.

Practical implications

The use of video tutorials has the potential for more rewarding teaching and more effective learning.

Originality/value

This study is one of the first to examine the use and benefits of video tutorials as a means of developing independent learning skills in accountancy students – addressing a key concern within the profession.

Details

Accounting Research Journal, vol. 24 no. 3
Type: Research Article
ISSN: 1030-9616

Keywords

Article
Publication date: 1 August 1995

Mike Peckham

Defines self‐managed learning and explores some of the issuesinvolved. Discusses the continuum relationship between developers andlearners who are trying to take responsibility…

3829

Abstract

Defines self‐managed learning and explores some of the issues involved. Discusses the continuum relationship between developers and learners who are trying to take responsibility for their own learning. Describes a programme developed by consultants to establish individual responsibility for long‐term learning.

Details

Management Development Review, vol. 8 no. 4
Type: Research Article
ISSN: 0962-2519

Keywords

Book part
Publication date: 14 November 2014

Candace Walkington and Matthew L. Bernacki

As educators seek ways to enhance student motivation and improve achievement, promising advances are being made in adaptive approaches to instruction. Learning technologies are…

Abstract

Purpose

As educators seek ways to enhance student motivation and improve achievement, promising advances are being made in adaptive approaches to instruction. Learning technologies are emerging that promote a high level of personalization of the learning experience. One type of personalization is context personalization, in which instruction is presented in the context of learners’ individual interests in areas like sports, music, and video games. Personalized contexts may elicit situational interest, which can in turn spur motivational and metacognitive states like positive affect and focused attention. Personalized contexts may also allow for concepts to become grounded in prior knowledge by fostering connections to everyday activity. In this Chapter, we discuss the theoretical, design, and implementation issues to consider when creating interventions that utilize context personalization to enhance motivation.

Design/methodology/approach

First, we provide an overview of context personalization as an instructional principle and outline the emerging evidence that personalization can enhance motivation and improve achievement. We then discuss the theory hypothesized to account for the effectiveness of context personalization and discuss the approaches to personalization interventions. We close by discussing some of the practical issues to consider when bridging the design and implementation of personalization interventions. Throughout the paper, we anchor our discussion to our own research which focuses on the use of context personalization in middle and high school mathematics.

Findings

The theoretical mechanisms through which context personalization enhances learning may include (1) eliciting positive affective reactions to the instruction, (2) fostering feelings of value for the instructional content through connections to valued personal interests, or (3) drawing upon prior funds of knowledge of the topic. We provide hypotheses for the relatedness of context personalization to triggering and maintaining situational interest, and explore potential drawbacks of personalization, considering research on seductive details, desirable difficulties, and authenticity of connections to prior knowledge. We further examine four approaches to personalized learning – “fill-in-the-blank” personalization, matching instruction to individual topic interests, group-level personalization, and utility-value interventions. These approaches vary in terms of the depth of the personalization – whether simple, shallow connections are made to interest topics, or deep, meaningful connections are made to learners’ actual experiences. The consideration of depth also interacts with grain size – whether content is personalized based on the broader interests of a group, or the individual experiences of a particular learner. And finally, personalization interventions can have different levels of ownership – an instructor can generate the personalized connections, the connections can be made by the curriculum designers, or learners can take an active role in personalizing their own learning. Finally, we discuss the practical implementation issues when bringing context personalization interventions into K-12 classrooms. Personalization can be logistically difficult to implement, given that learners hold a diverse array of interests, and may experience each of those interests differently. In addition, particular types of instructional content may show greater sensitivity when personalization is implemented, and personalization may be most helpful for learners with certain background characteristics.

Originality/value

Realizing the promise of personalized learning is an unsolved problem in education whose solution becomes ever more critical as we confront a new digital age. Context personalization has the potential to bring together several well-established strands of research on improving student learning – research on the development of interest, funds of knowledge, and utility value – into one powerful intervention.

Article
Publication date: 3 August 2015

Tove Brink and Svend Ole Madsen

The purpose of this paper is to reveal how managers of small- and medium-sized enterprises (SMEs) can utilise their participation in research-based training to enable innovation…

1008

Abstract

Purpose

The purpose of this paper is to reveal how managers of small- and medium-sized enterprises (SMEs) can utilise their participation in research-based training to enable innovation and growth.

Design/methodology/approach

Action research and action learning from a longitudinal study of ten SME managers in the wind turbine industry are applied to reveal SME managers’ learning and the impact of the application of learning in the wind turbine industry.

Findings

The findings of this study show that SME managers employ a practice-shaped, holistic, cross-disciplinary approach to learning. This learning approach is supported by theory dissemination and collaboration on perceived business challenges. Open-mindedness to new learning by SME managers and to cross-disciplinary collaboration with SME managers by university facilitators/researchers is required.

Research limitations/implications

The research is conducted within the wind turbine industry, in which intense demands for innovation are pursued. The findings require verification in other industry contexts.

Practical implications

This research contributes strategies for SME managers to utilise research-based training and for universities regarding how to work with SME training. In addition, public bodies can enhance their understanding of SMEs for innovation and growth. The learning approach that is suitable for specialisation in larger organisations is not suitable in the SME context.

Social implications

SME learning is enhanced by a social approach to integrating essential large-scale industry players and other SME managers to create extended action and value from learning.

Originality/value

The findings reveal the need for extended theory development for and a markedly different approach to SME training from that used for training managers in larger companies. This topic has received only limited attention in previous research.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 21 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

Article
Publication date: 19 May 2023

Kishore Gopalakrishna Pillai, Piyush Sharma, Joep Cornelissen, Yumeng Zhang and Smitha R. Nair

This paper aims to propose mechanisms of the dark side of interorganizational relationships from a social psychological perspective. The purpose is to understand the role of…

Abstract

Purpose

This paper aims to propose mechanisms of the dark side of interorganizational relationships from a social psychological perspective. The purpose is to understand the role of boundary spanners’ social psychological processes that may trigger the dark side effects.

Design/methodology/approach

Multple mechanisms are developed through three social psychological theories, namely, social identity theory, system justification theory and social learning theory.

Findings

Boundary spanners’ social psychological processes can trigger the dark side of interorganizational relationships via mechanisms such as excessive cooperation, reification, system justification and path dependence in learning.

Practical implications

This paper concludes with a discussion that offers a new perspective on research on dark side effects and the managerial implications of the present analysis.

Originality/value

This paper contributes to the current literature by extending the interpersonal social psychological processes that could explain the dark side of interorganizational relationships. This paper is a step forward to answer the calls for multilevel considerations of the dark side effects and inspire future research on the role of social psychological processes in dark side effects.

Details

Journal of Business & Industrial Marketing, vol. 38 no. 12
Type: Research Article
ISSN: 0885-8624

Keywords

Article
Publication date: 28 July 2023

Hammad Ul Haq, Jiyoung Shin, Hyo Eun Cho and Sophie Junge

The purpose of this study is to examine the question of whether the repatriation adjustment process varies with different combinations of duration and purpose of international…

Abstract

Purpose

The purpose of this study is to examine the question of whether the repatriation adjustment process varies with different combinations of duration and purpose of international assignments.

Design/methodology/approach

A multiple-case study within one company was conducted based on in-depth interview data.

Findings

The authors find that learning-driven international assignments are more beneficial for career growth and receive better organizational support, as assignees are able to maintain regular communication (visibility) with the home unit. On the other hand, those on demand-driven, long-duration international assignments need to have a closer connection (integration) with employees in the host unit and find it challenging to maintain high visibility in the home unit simultaneously.

Originality/value

The authors contribute to existing research by highlighting that demand-driven assignees on longer assignments face greater challenges upon returning home. In addition, expatriates on short-term assignments face drastically fewer challenges than expatriates on longer assignments.

Details

Multinational Business Review, vol. 31 no. 4
Type: Research Article
ISSN: 1525-383X

Keywords

Article
Publication date: 26 June 2019

Doo Hun Lim, Dae Seok Chai, Sunyoung Park and Min Young Doo

Although the field of neuroscience has evolved dramatically, little research has attempted to conceptualize the impact of neuroscience on the field of human resource development…

1599

Abstract

Purpose

Although the field of neuroscience has evolved dramatically, little research has attempted to conceptualize the impact of neuroscience on the field of human resource development (HRD). The purpose of this study is an integrative review of the influential relationship between neuroscience and workplace learning including applicable implications for HRD research and practice.

Design/methodology/approach

By reviewing 93 studies on neuroscience and brain-based learning published between 1995 and 2017, the authors synthesized their findings.

Findings

This study discusses the basic concepts of neuroscience such as the structure and functions of the brain, neuroscientific findings about memory and cognition, the effect of neural transmitters on memory and cognition and the neuroscience of learning. This study also illustrates brain-based learning styles affecting learning and describes various neuroscientific learning principles and models that can be applied to practical planning and the delivery of workplace learning and HRD activities.

Originality/value

This study concludes with brain-based learning principles called neuroscientism compared with traditional learning theories. It also includes several brain-based learning cases from workplace settings and implications for future research and further HRD practices.

Details

European Journal of Training and Development, vol. 43 no. 7/8
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 28 February 2023

Bin Wang, Huifeng Li, Le Tong, Qian Zhang, Sulei Zhu and Tao Yang

This paper aims to address the following issues: (1) most existing methods are based on recurrent network, which is time-consuming to train long sequences due to not allowing for…

Abstract

Purpose

This paper aims to address the following issues: (1) most existing methods are based on recurrent network, which is time-consuming to train long sequences due to not allowing for full parallelism; (2) personalized preference generally are not considered reasonably; (3) existing methods rarely systematically studied how to efficiently utilize various auxiliary information (e.g. user ID and time stamp) in trajectory data and the spatiotemporal relations among nonconsecutive locations.

Design/methodology/approach

The authors propose a novel self-attention network–based model named SanMove to predict the next location via capturing the long- and short-term mobility patterns of users. Specifically, SanMove uses a self-attention module to capture each user's long-term preference, which can represent her personalized location preference. Meanwhile, the authors use a spatial-temporal guided noninvasive self-attention (STNOVA) module to exploit auxiliary information in the trajectory data to learn the user's short-term preference.

Findings

The authors evaluate SanMove on two real-world datasets. The experimental results demonstrate that SanMove is not only faster than the state-of-the-art recurrent neural network (RNN) based predict model but also outperforms the baselines for next location prediction.

Originality/value

The authors propose a self-attention-based sequential model named SanMove to predict the user's trajectory, which comprised long-term and short-term preference learning modules. SanMove allows full parallel processing of trajectories to improve processing efficiency. They propose an STNOVA module to capture the sequential transitions of current trajectories. Moreover, the self-attention module is used to process historical trajectory sequences in order to capture the personalized location preference of each user. The authors conduct extensive experiments on two check-in datasets. The experimental results demonstrate that the model has a fast training speed and excellent performance compared with the existing RNN-based methods for next location prediction.

Details

Data Technologies and Applications, vol. 57 no. 3
Type: Research Article
ISSN: 2514-9288

Keywords

Article
Publication date: 9 May 2023

Vandana Madhavan and Murale Venugopalan

Employee training and learning have transformed over the years. The movement from classroom training to the blended format represents the magnitude of this evolution. This has…

Abstract

Purpose

Employee training and learning have transformed over the years. The movement from classroom training to the blended format represents the magnitude of this evolution. This has placed much attention on self-regulated learning. This study aimed to understand the individual and organizational mechanisms that sustain the formal learning process in organizations. It explored the goals the organizations and employees strive to achieve by investing in learning. Through this, the authors investigated how technology assistance makes learning more goal-oriented, despite the possibility of different goals for different stakeholders. They also examined how person-job fit can be achieved in employee training.

Design/methodology/approach

The study adopted a grounded theory-based inductive approach using a qualitative inquiry that used in-depth interviews of employees working in the Indian IT/ITES sector. This sector is knowledge-intensive and engages in constant skill development. A content analysis of the interview transcripts unraveled the most relevant themes from the participants' discussion.

Findings

Individual learners use dimensions of self-regulated learning to set and achieve goals such as better performance and career development. On the other hand, organizations use learning support mechanisms such as better access and flexibility to direct employee learning behavior to achieve organizational goals. Focusing on goal congruence leads to better achievement of results. Goal congruence also implies good person-organization fit.

Originality/value

This research established how aligning individual and organizational mechanisms can help achieve training goals that ultimately contribute to organizational performance. The study differentiated itself by investigating training goal setting and goal achievement at two levels – organizational and individual – using a qualitative approach. It also showed how goal congruence is vital in improving organizational performance and how technology-enabled training practices rely on self-regulated learning and help achieve goal congruence.

Details

Benchmarking: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1463-5771

Keywords

Article
Publication date: 26 March 2019

Patricia Yin Yin Lau, Christina Kwai Choi Lee and ChyeKok Ho

The purpose of this paper is to explore how university fieldtrips progressively deepen student engagement, and explain that stage-by-stage using the organismic integration theory.

Abstract

Purpose

The purpose of this paper is to explore how university fieldtrips progressively deepen student engagement, and explain that stage-by-stage using the organismic integration theory.

Design/methodology/approach

Using reflective logs, follow-up focus groups after two years and facilitator observations, this Malaysian qualitative study followed 12 business students across two three-day rainforest fieldtrips.

Findings

Students progressed toward greater – and enduring – engagement, and transferable socio-cognitive skills, via three thematic stages. Voice and self-reflection – motivated by protecting group harmony – were key, enabled by facilitator and peer encouragement.

Research limitations/implications

This exploratory study invites research in specified education cultures. Further, a longitudinal, quantitative study could be designed to examine the conceptual framework developed in Figure 1.

Practical implications

University curricula, especially in collectivist high power distance cultures, should include fieldtrips as a particularly powerful form of experiential learning. Benefits of deeper engagement extend beyond present to future courses and the workplace. Higher student attraction/retention and employability may follow. Intrinsic motivation grows through the student–instructor interaction, watching theoretical principles in action, and having eureka moments through reflection, expression and exchange of ideas.

Originality/value

The research fills a gap by mapping student engagement progressively from extrinsic to intrinsic motivation along with socio-cognitive competencies. The authors reveal the centrality of voice and reflection to promote group harmony, explain the roles of facilitators and peers and show long-lasting transferable benefits to learning. Novelly, the authors provide empirical support for existing conceptual frameworks but also extend these.

Details

Education + Training, vol. 61 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

11 – 20 of over 99000