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Article
Publication date: 13 March 2024

Jan Mealino Ekklesia

This study aims to examine digital consumer culture and behavior in the community, namely, 180° Movement Digital Training Center (DTC), in Jakarta, Indonesia. It aims to describe…

Abstract

Purpose

This study aims to examine digital consumer culture and behavior in the community, namely, 180° Movement Digital Training Center (DTC), in Jakarta, Indonesia. It aims to describe the dynamics of digital consumer culture in contemporary society, particularly as experienced by the youth community in Jakarta in the context of socio-technology relations and incorporates it into the diagram of digital consumer culture network.

Design/methodology/approach

This research uses a constructivist qualitative approach and socio-technical relation analysis through actor-network theory and digital consumer culture.

Findings

The study finds that the individual model of digital consumption is constructed through the process of problematization, interessement, enrollment and mobilization of individuals. It generates a culture in which consumers are constantly up to date with high-intensity information, but within increasingly shorter timeframes, while also considering principles of affordability, needs, desires and satisfaction. The network of digital consumer culture construction among informants is peculiar and unstable.

Research limitations/implications

The study of digital consumer culture within the 180° Movement DTC community highlights how consumer behaviors of its members are facilitated and interconnected within a digital cultural network. However, this research is constrained by the dialectical interplay between Christian principles and the emerging values of consumer culture, a result of the scarcity of theoretical resources and information. This study also provides a specific contribution as a foundation for mapping the volatile digital consumer culture for researchers.

Practical implications

Understanding the socio-technological relationships and consumption behavior of the youth community could help digital platforms tailor their services more effectively. It could also guide the 180° Movement DTC in developing programs that resonate with the youth, bridging the gap between the physical and virtual realms. Ultimately, this could lead to a more engaged and digitally literate society.

Social implications

This study contributes to a broader societal understanding of how digital technology is shaping consumer behavior and identity within youth communities, which can influence social dynamics and interactions. It provides insights into the potential social impacts of digital technology, such as changes in relationships, communication patterns and self-perception, informing societal discourse on digital culture.

Originality/value

In addition to presenting socio-technological analysis on Indonesian consumer culture using actor-network theory, some also show that studies on digital connectivity ambivalence that concern the relationship between humans as actors and non-humans as actors have become one of the popular sociology studies at present.

Details

Young Consumers, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1747-3616

Keywords

Article
Publication date: 13 February 2024

Tatiana Ciff

In this article, the outcomes of a survey aimed to investigate how aware of and how capable coaches in higher vocational Dutch education perceive themselves to assist students…

Abstract

Purpose

In this article, the outcomes of a survey aimed to investigate how aware of and how capable coaches in higher vocational Dutch education perceive themselves to assist students displaying mental health and well-being issues are presented. Additionally, the article explores coaches’ perceptions regarding the frequency, form of help offered, topics to be tackled and the preferred form in which this help should be provided.

Design/methodology/approach

The author conducted a survey that gathered qualitative and quantitative data from coaches (N = 82) at a Dutch University of Applied Sciences in the north of the Netherlands. A differentiation in coaches’ number of years of teaching and coaching experience was considered.

Findings

The outcomes of the data analyses showed that overall, coaches claimed to be very aware of students’ mental health and well-being-related issues and that female coaches tend to be more aware of these than male coaches. The group of coaches with 5–25 years of coaching experience resulted in being less trained to notice when students struggle with mental health and well-being issues. Overall, coaches indicated to be tentatively willing to assist such students and reported to have a rather low ability and capability to assist students who displayed mental health and well-being issues. More than half of the respondents declared that “face to-face” was the most appropriate approach to address mental health and well-being topics, and most of the respondents (43%) answered that it should be “offered at student’s request.” Some suggested topics to be offered were stress, depression, anxiety, study-related issues, study motivation, persistence, emotional intelligence and emotional resilience. Coaches proposed to be provided with trainings that equip them with the necessary knowledge, tools, and concrete mental health and well-being topics that could be addressed during coaching. Additionally, there should be a clear distinction between professional mental health help and coaching for mental health and well-being in universities.

Research limitations/implications

There were very few studies that reported on coaching for mental health and well-being in higher education after the Covid-19 pandemic in the Netherlands to compare the results with; the sample size of this survey was small; the survey was designed to capture only the coaches’ perceptions on students’ mental health-related issues.

Practical implications

By performing this survey, more empirical knowledge is added regarding higher education coaches’ perception of their awareness, willingness, capability and ability to assist students who display mental health and well-being issues in general, and students affected by the impact of the Covid-19 pandemic in particular. Furthermore, insights regarding higher education coaches’ perception on the frequency, form of the help offered, topics to be tackled and form in which this help to be offered were gathered.

Originality/value

By performing this survey, more empirical knowledge is added regarding higher education coaches’ perception of their awareness, willingness, capability and ability to assist students who display mental health and well-being issues in general, and students affected by the impact of the Covid-19 pandemic in particular. Furthermore, insights regarding higher education coaches’ perception of the frequency, form of the help offered, topics to be tackled and the preferred form in which this help should be offered were gathered.

Details

International Journal of Mentoring and Coaching in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6854

Keywords

Open Access
Article
Publication date: 8 February 2024

Anne Margrethe Glømmen, Beate Brevik Sæthern and Rikard Eriksson

This study aimed to identify and describe how mentoring influences the mentor, by operationalising and specifying learning outcomes involved in mentoring.

Abstract

Purpose

This study aimed to identify and describe how mentoring influences the mentor, by operationalising and specifying learning outcomes involved in mentoring.

Design/methodology/approach

This study used an action research approach, by uniting theory and practice to explore new ways of learning and evolve the field of practice in education. Thematic analysis was used to identify and organise patterns or themes that emerged from the data.

Findings

The results showed that mentoring changed the mentors' perspectives towards improved understanding, more flexibility and approval of other cultures. It seems that mentoring expanded the mentors' search for values, wishes and resources, including an awareness that our values, wishes and needs are more similar than different. Mentoring also seems to have improved the ability to reformulate, be flexible, strive to optimise user engagement and engage with people as they are, based on their own prerequisites.

Research limitations/implications

The low number of participants means the results cannot be generalised, and voluntary participation may have led to more motivated involvement and positive results.

Practical implications

This study shows that mentoring has had an impact on students' development of intercultural competence and cultural sensitivity through regular meetings with individuals from a different cultural background. Mentoring seems to have revealed insights into underlying prejudices and changed perspectives towards better understanding, thus increased acceptance of other cultures.

Originality/value

Search for similar studies shows a lack of research that operationalises and specifies the learning outcomes that mentors gain from being a mentor.

Details

International Journal of Mentoring and Coaching in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 29 January 2024

Linus Kekleli Kudo, Ruth McPhail and William Vuk Despotovic

Despite the high rates of repatriate attrition, organisations in developing countries continue to send some of their employees to study in tertiary institutions in developed…

Abstract

Purpose

Despite the high rates of repatriate attrition, organisations in developing countries continue to send some of their employees to study in tertiary institutions in developed countries to acquire and build competencies that are deemed strategically important for contemporary work. Although several studies have been conducted on expatriate experience and challenges, those relating repatriation experiences are limited, particularly those concerning organisationally assigned scholars (employees who are sponsored to study overseas). Consequently, the present study explored the intention to stay or leave of organisationally assigned Ghanaian scholars who pursued higher degrees in Australia.

Design/methodology/approach

To understand the decision of organisationally assigned sponsored scholars to either stay in or leave the host-organisation upon their return, a phenomenological methodology was adopted to explore the lived experiences of organisation assigned scholars (OAS) from Ghana, studying in Australia. The face-to-face interview approach was used to interview 20 Ghanaians who pursued their further studies in Australia. The interviewees consisted of six females and 14 males.

Findings

The results reveal that for expatriate’s in this study, the decision to stay or leave the organisation upon repatriation was made mid-way through the expatriation process in the host county. Hence, organisations intending on retaining their OAS when they return home must focus their support and engagement efforts during this crucial period.

Practical implications

Although they are away on further studies, OAS are still active members of the organisation. Therefore, organisations need to maintain contact with them (OAS), constantly check progress of their study and provide some support, as they might motivate them to want to return and work with the organisation. Consequently, more effective strategies (those for managing them while they are away and those for managing them when they return) should be deployed to incentivise their expatriate to return home.

Originality/value

The study explored an important yet understudied research questions in the repatriation literature. By studying the decision of OASs to either return and stay in or leave an organisation back home contributes uniquely to the existing literature, as studies focusing on that population (i.e. OAS’s) are scarce.

Details

Employee Relations: The International Journal, vol. 46 no. 2
Type: Research Article
ISSN: 0142-5455

Keywords

Article
Publication date: 31 October 2023

Jiale Zhang, Farzana Quoquab and Jihad Mohammad

Guided by the self-determination theory and theory of planned behaviour, this study aims to examine the determinants of participating in metaverse tourism for Gen Z and Gen Y.

Abstract

Purpose

Guided by the self-determination theory and theory of planned behaviour, this study aims to examine the determinants of participating in metaverse tourism for Gen Z and Gen Y.

Design/methodology/approach

The cross-sectional method was used to collect data from 248 respondents from Gen Z and Gen Y tourists. The research model was evaluated using the partial least squares-structural equation modelling (PLS-SEM).

Findings

The PLS-SEM results supported the positive effect of attitude and perceived behavioural control on tourists’ intention to participate in the metaverse tourism. In addition, the crucial role of intrinsic motivation in raising individuals’ cognitive beliefs about metaverse tourism was confirmed.

Originality/value

In addition to the theoretical contributions, the findings provide several managerial implications for tourism practitioners, scholars and metaverse developers to help them make insightful decisions and promote the development of metaverse tourism.

目的

在自我决定理论和计划行为理论的指导下, 本研究探讨了Z世代和Y世代参与元宇宙旅游的决定因素。

设计/方法论/方法

采用横截面法收集了248名Z世代和Y世代游客的数据。采用偏最小二乘-结构方程模型(PLS-SEM)对模型进行了分析。

结果

PLS-SEM结果支持态度和感知行为控制对游客参与元宇宙旅游意愿的积极影响。此外, 内在动机在提高个人对元宇宙旅游的认知信念方面的关键作用也得到了证实。

原创性/价值

本文为旅游从业者、学者和元宇宙旅游开发商提供了一些管理启示, 帮助他们做决策, 促进元宇宙旅游的发展。

Propósito

Guiado por la teoría de la autodeterminación y la teoría del comportamiento planificado, este estudio examina los determinantes de la participación en el turismo del Metaverso para la Generación Z y la Generación Y.

Diseño/metodología/enfoque

Se utilizó el método transversal para recopilar datos de 248 turistas encuestados de la Generación Z y la Generación Y. El modelo de investigación se evaluó utilizando la metodología de ecuaciones estructurales de mínimos cuadrados parciales (PLS-SEM).

Hallazgos

Los resultados del PLS-SEM respaldan el efecto positivo de la actitud y el control percibido del comportamiento en la intención de los turistas de participar en el turismo en el metaverso. Además, se confirma el crucial papel, de la motivación intrínseca a la hora de elevar las creencias cognitivas de los individuos sobre el turismo del metaverso.

Originalidad/valor

Además de las contribuciones teóricas, los hallazgos proporcionan varias implicaciones empresariales para los profesionales del turismo, académicos y desarrolladores de Metaverso para ayudarles a tomar decisiones perspicaces y promover el desarrollo de este turismo.

Article
Publication date: 13 April 2023

Nick Kelly, Claire Brophy, Lisa Scharoun, Melanie Finger and Deanna Meth

The paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be…

Abstract

Purpose

The paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be characterised as help-yourself platforms/services, drive-by workshops and co-design workshops. It makes pragmatic suggestions for where co-design might be used and heuristics for its successful use, based upon the authors' collective experiences.

Design/methodology/approach

This practitioner paper presents a case-study of co-design in a university context. Staff from across disciplinary boundaries were brought together to co-design novel learning experiences for students for a non-traditional context.

Findings

Findings from a case study are used to highlight the strengths of a co-design approach, as understood through the lenses of networked learning and self-determination theory. It juxtaposes co-design for staff learning with other approaches and finds it to be valuable and underutilised.

Research limitations/implications

The research discusses a single case study involving two workshops with a sample size of 112 participants. It is included as an example of co-design for professional learning in higher education.

Originality/value

Co-design for professional learning in higher education is poorly understood and presently underutilised. This paper addresses this gap by presenting an example of co-design for professional learning in higher education and theorising its significance.

Details

Journal of Applied Research in Higher Education, vol. 16 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

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