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Article
Publication date: 9 November 2015

Zeki Arsal

The aim of this study is to examine the pedagogy courses of teacher education programs implemented in two universities in Turkey and the USA in terms of multicultural education…

Abstract

Purpose

The aim of this study is to examine the pedagogy courses of teacher education programs implemented in two universities in Turkey and the USA in terms of multicultural education. The teaching practices in the pedagogy courses of teacher education programs in the USA might have multicultural education principles, and they could be models for teacher educators in Turkey. In addition, this study can contribute to the cross-cultural studies on teacher education between the USA and Turkey.

Design/methodology/approach

Ten teacher educators participated in the study; all of them had experience in teaching pedagogy courses in the early childhood teacher education program. Data were collected through semi-structured interviews. The open-ended questions were related to objectives, content, teaching methods and activities. Assessment procedures and methods were also asked from the participants to evaluate their teaching experiences in terms of multicultural education. Thematic analysis was used to examine data of the study.

Findings

The results of the study revealed that there were differences between the objectives, content, teaching process and assessment methods of the courses in the teacher education programs in Turkey and the USA in terms of multicultural education. The results of this study revealed that the objectives, content, teaching process and assessment methods planned and implemented by teacher educators in the USA are more multicultural and multiethnic when compared with their counterparts in Turkey.

Originality/value

This study can contribute to the cross-cultural studies on teacher education between the USA and Turkey.

Details

Journal for Multicultural Education, vol. 9 no. 4
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 28 February 2023

Jifeng Ma, Yaobin Lu and Jing Tang

This study aims to explore how and when learning from others promotes creative performance over the contributor’s tenure in the context of open innovation communities.

Abstract

Purpose

This study aims to explore how and when learning from others promotes creative performance over the contributor’s tenure in the context of open innovation communities.

Design/methodology/approach

The authors analyze a publicly available data set that includes 25,923 innovative items developed by 2,194 contributors from an open innovation community of an online game spanning eight years. Logistic regression model is used for analyzing the data.

Findings

The results show that multicultural experiences are negatively related to contributor’s creative performance, and this negative relationship weakens as contributor’s tenure increases. While diverse skills are positively related to contributor’s creative performance, and this positive relationship strengthens as contributor’s tenure increases.

Originality/value

This research highlights the importance of online team collaboration in knowledge transfer through learning from others in open innovation communities. By identifying two outcomes of learning from others through online team collaboration, the authors demonstrate the double-edged role of learning from others and advance the understanding on how the effect of learning from others varies over the contributor’s tenure. These results expand the understanding of online team collaboration and provide a new perspective for research on learning from others.

Details

Journal of Knowledge Management, vol. 27 no. 9
Type: Research Article
ISSN: 1367-3270

Keywords

Article
Publication date: 20 February 2019

Zeki Arsal

This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program.

3338

Abstract

Purpose

This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program.

Design/methodology/approach

The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey.

Findings

Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes.

Practical implications

Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes.

Originality/value

This study contributes to the multicultural studies on teacher education.

Details

Journal for Multicultural Education, vol. 13 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 14 June 2013

Carla Moleiro, Jaclin Freire and Masa Tomsic

The recognition of the importance of addressing cultural issues in psychotherapy and counseling has been increasing. The present paper seeks to contribute to the specification of…

Abstract

Purpose

The recognition of the importance of addressing cultural issues in psychotherapy and counseling has been increasing. The present paper seeks to contribute to the specification of multicultural competencies in the fields of counseling and clinical psychology, based on clients’ perspectives. In particular, its objectives were to explore the experiences of individuals of ethnic minority groups regarding their access to the Portuguese healthcare system and to identify the multicultural competencies of the clinicians (as perceived by the clients) which would be required to improve culturally sensitive treatments.

Design/methodology/approach

The sample included 40 adults from different ethnic minority groups in Portugal – a total of 30 women and ten men – with a mean age of 34. Participants took part in one of eight focus groups, which were conducted using a semi‐structured interview plan.

Findings

Content analysis revealed that, generally, participants had experienced discrimination in the healthcare system, and that mental healthcare was perceived as mixed (both positive and negative). Furthermore, participants identified specific aspects of multicultural awareness, knowledge, and skills required of clinicians to provide culturally sensitive treatments, providing support for the tridimensional model of multicultural competencies.

Originality/value

Implications are discussed for ethical guidelines and clinical training of counselors, clinical psychologists, and other social and health professionals in Europe.

Details

International Journal of Migration, Health and Social Care, vol. 9 no. 2
Type: Research Article
ISSN: 1747-9894

Keywords

Book part
Publication date: 22 December 2016

Stan M. Dura

This chapter acknowledges the current dearth of direct evidence of student learning and discusses the limited value academic and co-curricular transcripts (CCTs) provided to…

Abstract

Purpose

This chapter acknowledges the current dearth of direct evidence of student learning and discusses the limited value academic and co-curricular transcripts (CCTs) provided to students, educators, and employers.

Methodology/approach

This chapter studies the myriad outlets in which students acquire useful academic and non-academic skills outside of the grade point system. Disadvantages in the arbitration and secular nature of the common transcript are also addressed.

Findings

Exploring and responding to the concerns from a diverse chorus of higher education constituents and calls for increased accountability and improved student learning in higher education, this chapter proposes the development of an outcomes-based CCT, as an extension of the traditional CCT, to take advantage of the rich and numerous learning opportunities within the living laboratory of co-curricular experiences where students repeatedly demonstrate and hone their skills and competencies throughout their collegiate experience.

Originality/value

The chapter discusses a number of examples and models of what such a program might look like and provides insights and suggestions as to how it could be implemented thoughtfully and effectively. It also explores several of the benefits and challenges associated with implementing an outcomes-based CCT.

Details

Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes
Type: Book
ISBN: 978-1-78635-063-3

Keywords

Open Access
Article
Publication date: 14 March 2024

Geethanjali Selvaretnam

Large classes pose challenges in managing different types of skills (e.g. maths, subject-specific knowledge, writing, confidence and communication), facilitating interactions…

Abstract

Purpose

Large classes pose challenges in managing different types of skills (e.g. maths, subject-specific knowledge, writing, confidence and communication), facilitating interactions, enabling active learning and providing timely feedback. This paper shares a design of a set of assessments for a large undergraduate economics course consisting of students from diverse cultural backgrounds. The benefits, challenges and learning experiences of students are analysed.

Design/methodology/approach

Students worked in groups to complete an assessment with several questions which would be useful as a revision for the individual assessment, the following week. Survey questionnaires with Likert-type questions and open-ended questions were used to analyse the learning and skill development that occurred because of the group work. Responses to the open-ended survey questions were coded and analysed by identifying the themes and categorising the various issues that emerged.

Findings

This assessment design developed group working skills, created opportunities to interact and enhanced learning. The analysis of the responses found that working with peers enabled the students to generate their own feedback, clear doubts and learn to solve problems. Effective communication, planning meetings and working around the diverse group members’ strengths and weaknesses are some graduate skills that are developed in this group assessment. The challenges were arranging meetings, finalising assessments, engagement of group members and unreliable technology. However, the students found ways to overcome these challenges.

Originality/value

This assessment design can be useful in higher education practice by introducing a mechanism for authentic collaborative practice. This paper adds to the literature on peer interactions and group work and enables effective learning at scale.

Details

Journal of Work-Applied Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2205-2062

Keywords

Abstract

Details

Schooling Multicultural Teachers
Type: Book
ISBN: 978-1-78769-717-1

Content available
1273

Abstract

Details

Equal Opportunities International, vol. 27 no. 6
Type: Research Article
ISSN: 0261-0159

Article
Publication date: 1 June 2000

Farid Elashmawi

This article introduces a process that helps companies define and develop their current and future corporate cultures. Working with the top executives within a company, the…

3631

Abstract

This article introduces a process that helps companies define and develop their current and future corporate cultures. Working with the top executives within a company, the process enables participants to identify their internal organization’s subcultures as well as the culture of the external business environment. The program identifies the core corporate values that need to be enhanced in order to achieve success in this environment. The program helps participating managers develop action plans to achieve these new corporate values, and company‐wide cultural cement programs are implemented throughout the organization to ensure continued business success.

Details

European Business Review, vol. 12 no. 3
Type: Research Article
ISSN: 0955-534X

Keywords

Open Access
Article
Publication date: 1 March 2021

Sheena Carlisle, Stanislav Ivanov and Corné Dijkmans

This paper aims to present the findings from a European study on the digital skills gaps in tourism and hospitality companies.

16007

Abstract

Purpose

This paper aims to present the findings from a European study on the digital skills gaps in tourism and hospitality companies.

Design/methodology/approach

Mixed methods research was adopted. The sample includes 1,668 respondents (1,404 survey respondents and 264 interviewees) in 5 tourism sectors (accommodation establishments, tour operators and travel agents, food and beverage, visitor attractions and destination management organisations) in 8 European countries (UK, Italy, Ireland, Spain, Hungary, Germany, the Netherlands and Bulgaria).

Findings

The most important future digital skills include online marketing and communication skills, social media skills, MS Office skills, operating systems use skills and skills to monitor online reviews. The largest gaps between the current and the future skill levels were identified for artificial intelligence and robotics skills and augmented reality and virtual reality skills, but these skills, together with computer programming skills, were considered also as the least important digital skills. Three clusters were identified on the basis of their reported gaps between the current level and the future needs of digital skills. The country of registration, sector and size shape respondents’ answers regarding the current and future skills levels and the skills gap between them.

Originality/value

The paper discusses the digital skills gap of tourism and hospitality employees and identifies the most important digital skills they would need in the future.

Details

Journal of Tourism Futures, vol. 9 no. 2
Type: Research Article
ISSN: 2055-5911

Keywords

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