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1 – 10 of 21This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which…
Abstract
Purpose
This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment.
Design/methodology/approach
This case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni.
Findings
Assessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship.
Research limitations/implications
One limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence.
Practical implications
At the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice.
Originality/value
So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.
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Yan Chen, Kendall Hartley, P.G. Schrader and Chenghui Zhang
The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and…
Abstract
Purpose
The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice.
Design/methodology/approach
Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively.
Findings
Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment.
Originality/value
This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.
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Italo Cesidio Fantozzi, Sebastiano Di Luozzo and Massimiliano Maria Schiraldi
The purpose of the study is to identify the soft skills and abilities that are crucial to success in the fields of operations management (OM) and supply chain management (SCM)…
Abstract
Purpose
The purpose of the study is to identify the soft skills and abilities that are crucial to success in the fields of operations management (OM) and supply chain management (SCM), using the O*NET database and the classification of a set of professional figures integrating values for task skills and abilities needed to operate successfully in these professions.
Design/methodology/approach
The study used the O*NET database to identify the soft skills and abilities required for success in OM and SCM industries. Correlation analysis was conducted to determine the tasks required for the job roles and their characteristics in terms of abilities and soft skills. ANOVA analysis was used to validate the findings. The study aims to help companies define specific assessments and tests for OM and SCM roles to measure individual attitudes and correlate them with the job position.
Findings
As a result of the work, a set of soft skills and abilities was defined that allow, through correlation analysis, to explain a large number of activities required to work in the operations and SCM (OSCM) environment.
Research limitations/implications
The work is inherently affected by the database used for the professional figures mapped and the scores that are attributed within O*NET to the analyzed elements.
Practical implications
The information resulting from this study can help companies develop specific assessments and tests for the roles of OM and SCM to measure individual attitudes and correlate them with the requirements of the job position. The study aims to address the need to identify soft skills in the human sphere and determine which of them have the most significant impact on the OM and SCM professions.
Originality/value
The originality of this study lies in its approach to identify the set of soft skills and abilities that determine success in the OM and SCM industries. The study used the O*NET database to correlate the tasks required for specific job roles with their corresponding soft skills and abilities. Furthermore, the study used ANOVA analysis to validate the findings in other sectors mapped by the same database. The identified soft skills and abilities can help companies develop specific assessments and tests for OM and SCM roles to measure individual attitudes and correlate them with the requirements of the job position. In addressing the necessity for enhanced clarity in the domain of human factor, this study contributes to identifying key success factors. Subsequent research can further investigate their practical application within companies to formulate targeted growth strategies and make appropriate resource selections for vacant positions.
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The purpose of this study is to theorize that computer-assisted language learning (CALL) can be integrated in English language learning with a focus on cultural learning of both…
Abstract
Purpose
The purpose of this study is to theorize that computer-assisted language learning (CALL) can be integrated in English language learning with a focus on cultural learning of both home and target language.
Design/methodology/approach
The present study used a systematic methodology to conceive the language and home-culture integrated online learning (LHIOL) curriculum design based on relevant conceptual frameworks and gather qualitative data from focused group interviews of 30 teachers and 3,000 students’ open-ended questionnaires, along with learning artifacts to identify major themes.
Findings
CALL, used as cultural and linguistic material, helps students embrace their cultural identities, especially ethnic minorities, capitalize on their distinctive values, and appreciate and empathize with other languages and cultures. The instructors advocate for localizing intercultural communicative competence (ICC) educational content into Vietnamese culture, using real multimedia resources. However, the LHIOL curriculum faced systemic constraints regarding competitions between linguistic and cultural instruction, teachers’ refusal to recognize ICC’s importance and recognition of an explicit link between virtual cultural learning and their lives.
Originality/value
LHIOL is a preliminary practical effort to suggest how a cultural education from one’s native tongue can be integrated into a culture-focused English/Western language environment. By incorporating fundamental concepts that underpin the integration of language and culture as well as CALL, improving ICC offers a framework that can be applied to elucidate cultural learning.
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Shubhi Gupta, Govind Swaroop Pathak and Baidyanath Biswas
This paper aims to determine the impact of perceived virtuality on team dynamics and outcomes by adopting the Input-Mediators-Outcome (IMO) framework. Further, it also…
Abstract
Purpose
This paper aims to determine the impact of perceived virtuality on team dynamics and outcomes by adopting the Input-Mediators-Outcome (IMO) framework. Further, it also investigates the mediating role of team processes and emergent states.
Design/methodology/approach
The authors collected survey data from 315 individuals working in virtual teams (VTs) in the information technology sector in India using both offline and online questionnaires. They performed the analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM).
Findings
The authors investigated two sets of hypotheses – both direct and indirect (or mediation interactions). Results show that psychological empowerment and conflict management are significant in managing VTs. Also, perceived virtuality impacts team outcomes, i.e. perceived team performance, team satisfaction and subjective well-being.
Research limitations/implications
The interplay between the behavioural team process (conflict management) and the emergent state (psychological empowerment) was examined. The study also helps broaden our understanding of the various psychological variables associated with teamwork in the context of VTs.
Practical implications
Findings from this study will aid in assessing the consequences of virtual teamwork at both individual and organisational levels, such as guiding the design and sustainability of VT arrangements, achieving higher productivity in VTs, and designing effective and interactive solutions in the virtual space.
Social implications
The study examined the interplay between behavioural team processes (such as conflict management) and emergent states (such as psychological empowerment). The study also theorises and empirically tests the relationships between perceived virtuality and team outcomes (i.e. both affective and effectiveness). It may serve as a guide to understanding team dynamics in VTs better.
Originality/value
This exploratory study attempts to enhance the current understanding of the research and practice of VTs within a developing economy.
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Omaima Hajjami and Oliver S. Crocco
The purpose of this study is to investigate the factors that influenced employee engagement in the context of remote work as a result of the COVID-19 pandemic and compare them…
Abstract
Purpose
The purpose of this study is to investigate the factors that influenced employee engagement in the context of remote work as a result of the COVID-19 pandemic and compare them with antecedents of employee engagement in traditional workplaces.
Design/methodology/approach
This study adopted an integrative literature review design of 27 empirical and conceptual peer-reviewed journal articles from a host of academic databases. Data were analyzed via a matrix and mapped onto individual and organizational antecedents of employee engagement.
Findings
This study identified 18 antecedents of remote work, which were categorized into individual antecedents, for example, mindfulness and digital literacy, as well as organizational antecedents, for example, job autonomy and supportive leadership. These findings were compared with antecedents of employee engagement in traditional workplaces to generate new knowledge about the impact of remote work on employee engagement as a result of the large shift to remote work in 2020.
Originality/value
This study synthesizes the most recent literature on antecedents of employee engagement in remote work settings as the result of the pandemic and contrasts these new approaches with previously identified antecedents of employee engagement in traditional workplaces.
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Yaxi Liu, Chunxiu Qin, Yulong Wang and XuBu Ma
Exploratory search activities are ubiquitous in various information systems. Much potentially useful or even serendipitous information is discovered during the exploratory search…
Abstract
Purpose
Exploratory search activities are ubiquitous in various information systems. Much potentially useful or even serendipitous information is discovered during the exploratory search process. Given its irreplaceable role in information systems, exploratory search has attracted growing attention from the information system community. Since few studies have methodically reviewed current publications, researchers and practitioners are unable to take full advantage of existing achievements, which, in turn, limits their progress in this field. Through a literature review, this study aims to recapitulate important research topics of exploratory search in information systems, providing a research landscape of exploratory search.
Design/methodology/approach
Automatic and manual searches were performed on seven reputable databases to collect relevant literature published between January 2005 and July 2023. The literature pool contains 146 primary studies on exploratory search in information system research.
Findings
This study recapitulated five important topics of exploratory search, namely, conceptual frameworks, theoretical frameworks, influencing factors, design features and evaluation metrics. Moreover, this review revealed research gaps in current studies and proposed a knowledge framework and a research agenda for future studies.
Originality/value
This study has important implications for beginners to quickly get a snapshot of exploratory search studies, for researchers to re-align current research or discover new interesting issues, and for practitioners to design information systems that support exploratory search.
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Margaret P. Weiss, Lisa Goran, Michael Faggella-Luby and David F. Bateman
In this chapter, we focus on specially designed instruction (SDI) as a core value for the field of specific learning disabilities (SLD). SDI is at the heart of special education…
Abstract
In this chapter, we focus on specially designed instruction (SDI) as a core value for the field of specific learning disabilities (SLD). SDI is at the heart of special education, and the field of LD has been built on the core value that effective instruction improves student outcomes. We describe a two-step test and an extended example of what is and is not SDI for Matt, a student with an SLD. Finally, we discuss some of the confusion surrounding SDI and the need for the field to return to its core value of individualized, intentional, targeted, evidence- or high leverage practice–based, and systematic instruction for students with SLD.
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Pilar Rodríguez-Arancón, María Bobadilla-Pérez and Alberto Fernández-Costales
This study aims to delve into the interplay between didactic audiovisual translation (DAT) and computer-assisted language learning (CALL), exploring their combined impact on the…
Abstract
Purpose
This study aims to delve into the interplay between didactic audiovisual translation (DAT) and computer-assisted language learning (CALL), exploring their combined impact on the development of intercultural competence (IC) among learners of English as a foreign language (EFL).
Design/methodology/approach
Using a quasi-experimental approach with a quantitative research design, the study analyses the outcomes of a questionnaire answered by 147 students across 15 language centres in Spanish Universities. These participants actively engaged in completing the lesson plans of the Traducción audiovisual como recurso didáctico en el aprendizaje de lenguas extranjeras project, a Spanish-Government funded research initiative aimed at assessing the effects of DAT on language learning.
Findings
The current study confirms the reliability of the instrument developed to measure students’ perceived improvement. Beyond validating the research tool, the findings of the current study confirm the significant improvement in intercultural learning achieved through DAT, effectively enhancing students’ motivation to engage in language learning.
Research limitations/implications
The current research solely examines students enrolled in higher education language centres. This paper closes with a CALL for additional research, including participants from other educational stages, such as primary or secondary education. In the broader context of CALL research, this study serves as a valuable contribution by exploring the potential of DAT in fostering IC in EFL settings.
Originality/value
This research confirms the potential of DAT and CALL to promote students’ learning process, as the combination of these approaches not only yields linguistic benefits but also intercultural learning.
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Rosemarie Santa González, Marilène Cherkesly, Teodor Gabriel Crainic and Marie-Eve Rancourt
This study aims to deepen the understanding of the challenges and implications entailed by deploying mobile clinics in conflict zones to reach populations affected by violence and…
Abstract
Purpose
This study aims to deepen the understanding of the challenges and implications entailed by deploying mobile clinics in conflict zones to reach populations affected by violence and cut off from health-care services.
Design/methodology/approach
This research combines an integrated literature review and an instrumental case study. The literature review comprises two targeted reviews to provide insights: one on conflict zones and one on mobile clinics. The case study describes the process and challenges faced throughout a mobile clinic deployment during and after the Iraq War. The data was gathered using mixed methods over a two-year period (2017–2018).
Findings
Armed conflicts directly impact the populations’ health and access to health care. Mobile clinic deployments are often used and recommended to provide health-care access to vulnerable populations cut off from health-care services. However, there is a dearth of peer-reviewed literature documenting decision support tools for mobile clinic deployments.
Originality/value
This study highlights the gaps in the literature and provides direction for future research to support the development of valuable insights and decision support tools for practitioners.
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