Search results

1 – 10 of over 78000
Open Access
Article
Publication date: 16 August 2022

Doreen Bredenkamp, Yvonne Botma and Champion N. Nyoni

There is a need for higher education to produce graduates who are motivated to transfer learning into the workplace. Motivated graduates are work-ready and associated with…

Abstract

Purpose

There is a need for higher education to produce graduates who are motivated to transfer learning into the workplace. Motivated graduates are work-ready and associated with increased performance. Presently, the research field around motivation to transfer learning by students in higher education is not clear and is inconsistent.

Design/methodology/approach

This scoping review provides an overview of the characteristics of the literature, including key concepts, recommendations and gaps based on eight published articles on the motivation of students in higher education to transfer learning.

Findings

The results reflected a research field, which focused primarily on the influence of specific factors, namely student characteristics, educational design, the workplace environment, and on higher education students' motivation to transfer learning. The lack of a shared conceptual definition of motivation to transfer learning in higher education appears to influence the description of the results from the included studies. Most of the previous studies applied rigorous research designs.

Originality/value

This seemingly stunted research field related to higher education students' motivation to transfer learning needs to be amplified to influence the development of work-ready graduates from higher education. Approaches towards including all elements of motivation, expanding to other fields in higher education, including low-income countries, may be a proximal step in enhancing the trajectory of this research field.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 25 August 2022

Muhammad Mujtaba Asad, Sidra Khan, Fahad Sherwani and Jyoti Sekhar Banerjee

Internet technology in the classroom has become the primary demand of every student in this era. Moreover, information and communication technology aids students' learning

Abstract

Purpose

Internet technology in the classroom has become the primary demand of every student in this era. Moreover, information and communication technology aids students' learning involvement and progress by providing learning assistance by improved instructor, pupil and interactions with fellows. Using an asynchronous Web-based learning environment (WBLE) is one way to manage such assistance. This study aims to identify to what extent the asynchronous WBLE affects students' interest and motivation in learning mathematics at Shah Abdul Latif University (SALU), Khairpur.

Design/methodology/approach

This research uses a survey research design under a quantitative approach. Therefore, data are collected through a questionnaire about students' motivation and interest in learning mathematics via asynchronous WBLE. Data are collected from the students of four departments (BEd, BSCS, BBA, BS Mathematics) of SALU, Khairpur. However, as the nature of this study is quantitative, both descriptive and inferential statistics were used in the results and discussion, and a one-way ANOVA test was used. The Cronbach alpha test was also used to assess the item's reliability, and the items were found to be acceptable.

Findings

The findings of this study discovered that asynchronous WBLE has a significant impact on students' intrinsic, extrinsic and interest levels. The results indicated that there is a positive impact based on the level of mean range of asynchronous WBLE on mathematics students.

Research limitations/implications

The outcome of this study can be used as a guideline to understand and further plan or develop educational interventions based on the level of motivation and interest of mathematics students towards asynchronous WBLE in other contexts.

Originality/value

This is first study of its nature in the context of Khairpur district of Sindh that emphasizes on the motivation and interest of mathematics students toward asynchronous WBLE.

Details

The International Journal of Information and Learning Technology, vol. 39 no. 4
Type: Research Article
ISSN: 2056-4880

Keywords

Book part
Publication date: 12 July 2010

Richard Walker, Kimberley Pressick-Kilborn, Erica Sainsbury and Judith MacCallum

Until recently, motivation has been considered to be an individual phenomenon. Motivational theorists have accordingly conceptualised key constructs in individualistic…

Abstract

Until recently, motivation has been considered to be an individual phenomenon. Motivational theorists have accordingly conceptualised key constructs in individualistic terms and emphasised the individual origins and nature of motivation, although they have also long recognised that contextual or social factors have a significant influence on these individual processes. Recently this conceptualisation has been questioned as theorists have suggested, after Vygotsky, that motivation, like learning and thinking, might be social in nature. This idea was first suggested by Sivan (1986) more than twenty years ago but it received a major impetus with the publication of an article by Hickey (1997) eleven years later. Since that time interest in the social nature of motivation has grown as a small number of book chapters and journal articles have been published and conference papers have been presented on the topic. Although some motivational theorists remain sceptical (e.g. Winne, 2004) of this theoretical development, the inclusion of a section on sociocultural approaches to motivation in Perry, Turner, and Meyer's (2006) chapter on classrooms as contexts for motivating learning in the 2nd edition of the Handbook of Educational Psychology suggests that this perspective is being seriously considered by motivational researchers. Similarly, the inclusion of a chapter (Walker, in press-b) on the sociocultural approach to motivation in the 3rd edition of the International Encyclopedia of Education indicates that this approach has achieved some recognition.

Details

The Decade Ahead: Applications and Contexts of Motivation and Achievement
Type: Book
ISBN: 978-0-85724-254-9

Book part
Publication date: 6 December 2021

Megan E. Gregory, Daniel M. Walker, Lindsey N. Sova, Sheryl A. Pfeil, Clayton D. Rothwell, Jaclyn J. Volney, Alice A. Gaughan and Ann Scheck McAlearney

Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence…

Abstract

Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence suggests that a substantial amount of what is taught during training is never learned or transferred back to routine work. A major contributor to this issue is low training motivation. Prior conceptual models on training transfer in the organizational sciences literature consider this deficit, yet do not account for the unique conditions of the hospital setting. This chapter seeks to close this gap by adapting conceptual models of training transfer to this setting that are grounded in organizational science. Based on theory and supplemented by semistructured key informant interviews (i.e., organizational leaders and program directors), we introduce an applied model of training motivation to facilitate training transfer in the hospital setting. In this model, training needs analysis is positioned as a key antecedent to ensure support for training, relevant content, and perceived utility of training. We posit that these factors, along with training design and logistics, enhance training motivation in hospital environments. Further, we suggest that training motivation subsequently impacts learning and transfer, with elements of the work environment also serving as moderators of the learning-transfer relationship. Factors such as external support for training content (e.g., from accrediting bodies) and allocation of time for training are emphasized as facilitators. The proposed model suggests there are factors unique to the hospital work setting that impact training motivation and transfer that should be considered when developing and implementing training initiatives in this setting.

Details

The Contributions of Health Care Management to Grand Health Care Challenges
Type: Book
ISBN: 978-1-80117-801-3

Keywords

Book part
Publication date: 12 July 2010

Mary McCaslin and Alyson Leah Lavigne

Bruner (1985) once challenged learning theorists to define their model of the learner rather than design curriculum and instruction materials directed at a vague, and…

Abstract

Bruner (1985) once challenged learning theorists to define their model of the learner rather than design curriculum and instruction materials directed at a vague, and perhaps nonexistent, target. We suggest that motivation theorists do the same. The model of co-regulated learning that we describe (McCaslin, 2009) first posits learners who: (1) are social by nature (biological adaptations) and by nurture (socialization) (Baumeister & Leary, 1995; Geary, 2002; Olson & McCaslin, 2008); (2) have basic needs for participation and validation that can inform student dispositions toward school (McCaslin & Burross, 2008); and (3) differ in how and in what they participate – their adaptation (McCaslin & Burross, in press, p. xx). Second, the co-regulation model of the learner asserts that motivation and identity are mutually informative; what I am and am not willing to do inform who I am and the person I might become. Both motivation and identity are based on opportunities denied, taken, or missed and on the interpersonal relationships that do or do not support and validate them. Opportunities and relationships are based, in part, on cultural norms and challenges that delineate individuals historically and presently in time and place (see McCaslin, 2009 for full explication of these and related constructs). Motivation is at the core of identity. Thus, motivations of today's learners inform not only their school achievements, but also the adults they may become. If motivation is the core of emergent identity now and in the future, what then is at the core of motivation?

Details

The Decade Ahead: Applications and Contexts of Motivation and Achievement
Type: Book
ISBN: 978-0-85724-254-9

Abstract

Details

The Emerald Handbook of Multi-Stakeholder Communication
Type: Book
ISBN: 978-1-80071-898-2

Article
Publication date: 26 January 2022

Hongxin Wang, Xin Jiang, Wenqing Wu and Yuchen Tang

The purpose of this study is to reveal the influence mechanism of social innovation education (SIE) on sustainability learning outcomes and analyze the roles of intrinsic…

Abstract

Purpose

The purpose of this study is to reveal the influence mechanism of social innovation education (SIE) on sustainability learning outcomes and analyze the roles of intrinsic learning motivation and prosocial motivation.

Design/methodology/approach

A sample of 322 undergraduates from one higher education institution in Tianjin was used to test the hypotheses.

Findings

This study found that SIE positively affected sustainability learning outcomes, and intrinsic learning motivation mediated the relationship between them. The results showed that prosocial motivation positively moderates the positive effect of SIE on intrinsic learning motivation and the overall mediation model.

Practical implications

The findings have important practical implications for higher education institutions to carry out SIE. Higher education institutions should focus on integrating social innovation and sustainability into top-level design. Furthermore, higher education institutions should focus on stimulating students’ intrinsic learning motivation and cultivating their prosocial motivation.

Originality/value

This study identified the relationship between SIE and sustainability learning outcomes and clarified the influence mechanism of SIE on sustainability learning outcomes. Moreover, this study emphasized the importance of prosocial motivation as a key boundary condition of SIE.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 13 August 2021

Yu-Shan Hsu, Yu-Ping Chen, Margaret A. Shaffer and Flora F.T. Chiang

Drawing on expectancy value theory (EVT), this paper examines knowledge exchange between expatriate and host country national (HCN) dyads to understand whether receivers'…

Abstract

Purpose

Drawing on expectancy value theory (EVT), this paper examines knowledge exchange between expatriate and host country national (HCN) dyads to understand whether receivers' perceptions about senders' motivation to transfer knowledge and perceived value of the knowledge jointly affect receivers' motivation to learn and, in turn, facilitate their knowledge acquisition and sharing.

Design/methodology/approach

Latent moderated structural (LMS) equations were used to analyze data from 107 expatriate–HCN dyads working in the Asia Pacific region.

Findings

In general, whether senders are expatriates or HCNs, only when receivers perceive that (1) knowledge to be transferred is valuable and (2) senders are motivated to transfer, receivers are likely to be motivated to receive knowledge transferred from senders and, in turn, acquire and share knowledge with senders.

Originality/value

This study is one of the first in the expatriate and knowledge transfer literature to address the mixed findings between senders' motivation to transfer and receivers' knowledge acquisition and sharing by drawing on EVT.

Details

Journal of Global Mobility: The Home of Expatriate Management Research, vol. 9 no. 4
Type: Research Article
ISSN: 2049-8799

Keywords

Article
Publication date: 1 March 2021

Yoonhee Park, Doo Hun Lim and Jaeeun Lee

This study aims to examine the direct effects of job support and the indirect effects of individual career planning on the motivational process of training transfer, which…

Abstract

Purpose

This study aims to examine the direct effects of job support and the indirect effects of individual career planning on the motivational process of training transfer, which consists of the structural relationship between learning goal orientation, learning motivation, transfer motivation and training transfer.

Design/methodology/approach

An online survey was administered to 255 respondents in South Korea, and 252 valid responses were used for analysis. A hypothetical model was examined using a structural equation model and multi-group analysis.

Findings

This study found that the synchronous process model of training transfer was well validated in the Korean context; moreover, job support promoted employee motivations that led to their training transfer. In addition, career planning was found to have a moderating role in the relationships explored in this study. That is, when the level of career planning was high, job support directly affected the motivation to transfer, and the link between intrinsic learning orientation and motivation to learn was highly activated compared to the group with a low level of career planning.

Research limitations/implications

This study is limited by the single-dimensional measurement of its constructs, including job support, goal orientation and motivation to transfer. This limitation should be considered when interpreting the study’s results. In terms of implications, the study suggests that organizations should help individuals identify their career interests and establish a strategy to achieve their career goals by providing information about specific areas of interest.

Originality/value

This study proposes that the motivational mechanisms leading to training transfer are affected by trainees’ level of career planning. In addition, the study findings emphasize the importance of organizations’ role in guiding individual employees’ career planning to facilitate performance through training transfer.

Details

European Journal of Training and Development, vol. 46 no. 1/2
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 1 October 2005

Dan S. Chiaburu and Amanuel G. Tekleab

To investigate individual and contextual antecedents of learning, transfer of learning, training generalization and training maintenance in a work context.

10142

Abstract

Purpose

To investigate individual and contextual antecedents of learning, transfer of learning, training generalization and training maintenance in a work context.

Design/methodology/approach

The hypotheses were tested using hierarchical regression analysis on data obtained from 119 employees who attended training programs.

Findings

The data supported the relationship between continuous‐learning culture and supervisor support and training motivation. Although training motivation was directly related only to training maintenance, it interacted with performance goal orientation in affecting training transfer and generalization.

Practical implications

Practitioners interested in designing interventions directed at increasing similar training outcomes can use various approaches aimed at assessing and monitoring factors such as continuous‐learning culture, supervisor support and training motivation. More importantly, based on the current results, practitioners can manage selectively the performance goal orientation of their trainees, given its differential relationship with training outcomes.

Originality/value

The findings are valuable for researchers and practitioners. From a theoretical perspective, the study offers a better‐specified model of training effectiveness by including both contextual and individual factors important for improving training effectiveness. Practitioners can use these ideas to design corresponding training and training transfer interventions.

Details

Journal of European Industrial Training, vol. 29 no. 8
Type: Research Article
ISSN: 0309-0590

Keywords

1 – 10 of over 78000