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1 – 10 of over 1000Trista Hollweck, Deborah M. Netolicky and Paul Campbell
The aim of this paper is to define pracademia and conceptualise it in relation to educational contexts. This paper contributes to and stimulates a continuing and evolving…
Abstract
Purpose
The aim of this paper is to define pracademia and conceptualise it in relation to educational contexts. This paper contributes to and stimulates a continuing and evolving conversation around pracademia and its relevance, role and possibilities.
Design/methodology/approach
This paper is a conceptual exploration. It draws upon existing and emerging pieces of literature, the use of metaphor as a meaning-making tool, and the positionalities of the authors, to develop the concept of pracademia.
Findings
The authors posit that pracademics who simultaneously straddle the worlds of practice, policy, and academia embody new possibilities as boundary spanners in the field of education for knowledge mobilization, networks, community membership, and responding to systemic challenges. However, being a pracademic requires the constant reconciling of the demands of multi-membership and ultimately, pracademics must establish sufficient legitimacy to be respected in two or more currently distinct worlds.
Practical implications
This paper has implications for knowledge mobilization, networks, boundary spanners, leadership, professional learning, and connecting practice, policy, and research. While the authors are in the field of education, this exploration of pracademia is relevant not only to the field of education but also to other fields in which there is a clear need to connect practice/policy with scholarship.
Originality/value
This paper provides a new definition of pracademia and argues that pracademia identifies an important yet relatively unknown space with many possibilities in the field of education.
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Joseph F. Hair Jr. and Luiz Paulo Fávero
This paper aims to discuss multilevel modeling for longitudinal data, clarifying the circumstances in which they can be used.
Abstract
Purpose
This paper aims to discuss multilevel modeling for longitudinal data, clarifying the circumstances in which they can be used.
Design/methodology/approach
The authors estimate three-level models with repeated measures, offering conditions for their correct interpretation.
Findings
From the concepts and techniques presented, the authors can propose models, in which it is possible to identify the fixed and random effects on the dependent variable, understand the variance decomposition of multilevel random effects, test alternative covariance structures to account for heteroskedasticity and calculate and interpret the intraclass correlations of each analysis level.
Originality/value
Understanding how nested data structures and data with repeated measures work enables researchers and managers to define several types of constructs from which multilevel models can be used.
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Research into entrepreneurial networking activities has ignored an aspect that is important to the entrepreneurs‐does it make sense to pay dues to an organization that promises…
Abstract
Research into entrepreneurial networking activities has ignored an aspect that is important to the entrepreneurs‐does it make sense to pay dues to an organization that promises networking opportunities to help build their business? This study looked at that aspect of networking by comparing revenue growth rates and average number of employees between those businesses whose owners belong to paid membership organizations and those who do not. No differences were found between the two groups of entrepreneurial firms. While there are still benefits to joining these organizations, entrepreneurs should not expect to grow their business because of membership.
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Shahrokh Nikou, Candida Brush and Birgitte Wraae
Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning…
Abstract
Purpose
Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.
Design/methodology/approach
The data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.
Findings
The results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.
Originality/value
This study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.
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Jonathan Orsini and Hannah M. Sunderman
The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed…
Abstract
Purpose
The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed 100 articles to determine the current extent of literature that covers the intersection of leader(ship) identity development, meaning-making and marginalized social identities.
Design/methodology/approach
A review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain.
Findings
More research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities.
Originality/value
As this area of study has expanded, scholars have noted an absence of research on the effect of multiple social identities, especially marginalized identities, on meaning-making and leadership identity construction.
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Abstract
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Bas Reus, Christine Moser and Peter Groenewegen
The purpose of this study is to show that an important antecedent of perceived knowledge quality is an employee’s position in the organizational network due to their participation…
Abstract
Purpose
The purpose of this study is to show that an important antecedent of perceived knowledge quality is an employee’s position in the organizational network due to their participation in different interest groups. In particular, this study theorizes that brokers establish a network of groups, which increases perceived knowledge quality vis-a-vis the social capital that employees draw on.
Design/methodology/approach
To test this study’s hypotheses on the influence of the structural position of knowledge brokers on the positive effects of social capital on perceived knowledge quality, this study combines data from an online survey with longitudinal archival data from a youth-care organization who used an enterprise social network (ESN) for knowledge sharing.
Findings
This study found a mitigating effect of being a broker on the relationship between trust and perceived knowledge quality, and also between inter-team interaction and perceived knowledge quality for lower levels of both trust and inter-team interaction on perceived knowledge quality.
Research limitations/implications
Although the hypotheses are supported, in light of prior research, the authors would have expected stronger and positive effects.
Practical implications
This research is particularly interesting because it emphasizes the important role of social capital. For organizations that deal with trust issues, it might help to stimulate employees to broaden their activity on ESNs by becoming active in multiple groups.
Originality/value
While knowledge sharing on ESNs is generally conducive for creating organizational value, there is a lack of understanding of what drives employees’ perception of the quality of shared knowledge, and how this perception may depend on their position in the social network. To investigate this question, the authors turn to social capital theory.
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