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1 – 10 of over 133000Maaike Kleinsmann and Rianne Valkenburg
In an empirical study learning opportunities were identified. Learning opportunities are enablers or disablers for the achievement of shared understanding.
Abstract
Purpose
In an empirical study learning opportunities were identified. Learning opportunities are enablers or disablers for the achievement of shared understanding.
Design/methodology/approach
Actors were interviewed about their communication process. The learning history method was used to analyze and structure the data. From the learning histories learning opportunities were derived. Finally, the learning opportunities were categorized.
Findings
Learning opportunities were found on three levels: the actor, project and company level. They were also joined in six themes. Combining these two patterns showed that learning opportunities are interrelated.
Research limitations/implications
The case study done was retrospective for the actors involved. Therefore, only conclusions could be drawn on the achievement of shared understanding. To be able to say more about the creation of shared understanding, following a NPD project real time would be desirable, in future research.
Practical implications
This study shows the importance for managers of looking across boundaries. Only solving problems integrally within the organization will help to solve problems successfully. Knowing the learning opportunities of a NPD project finished, will help them to improve future projects. The explicit use of storytelling during a NPD project may help to create a learning organization with shared understanding between the actors.
Originality/value
Previous research showed, shared understanding is important, to be able to manage the integration of different knowledge domains. However, these studies do not describe learning opportunities for the achievement of shared understanding, which was done in this study.
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This paper describes an approach called opportunity centred learning that has been developed by the author and applied in the field of enterprise education. The relationship…
Abstract
This paper describes an approach called opportunity centred learning that has been developed by the author and applied in the field of enterprise education. The relationship between opportunity centred learning and existing theory and practice in learning and education is outlined in comparison with problem‐based learning and action learning, and the process for using it is described. An example of the type of mind‐maps adopted and a short case study illustrate the approach. The conclusions and implications for educational practice including the benefits and limitations of opportunity centred learning are outlined, together with proposed recommendations for further development in emerging areas of enterprise education.
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Shingairai Grace Masango and Paul Lassalle
There is a growing interest in exploring the interface between international marketing and entrepreneurial opportunities. This paper contributes by defining and elucidating…
Abstract
Purpose
There is a growing interest in exploring the interface between international marketing and entrepreneurial opportunities. This paper contributes by defining and elucidating entrepreneurial action in early internationalising software firms and the corresponding emergent international marketing activities. Entrepreneurial action in early internationalising software firms is explored through the operationalisation of a reconceptualised entrepreneurial opportunity construct and the associated entrepreneurial learning processes.
Design/methodology/approach
The paper adopts an inductive approach, which traces the evolution of five early internationalising propriety software South African firms; from the new venture idea to the establishment of the international entrepreneurial opportunity.
Findings
The findings provide support for entrepreneurial action guided by: prior industry experience, entrepreneurial alertness, opportunity confidence and two levels of entrepreneurial learning; experiential and double-loop learning. Learning by doing allows for the continuous evaluation of the new venture idea leading to the international entrepreneurial opportunity. Market responsiveness and continuous product development resulting in the emergence of the firm's inward international marketing activities constitute the key outcomes of entrepreneurial action.
Research limitations/implications
The study is limited to a specific technology context, which is young software firms whose inward directed internationalisation activities coalesce around the development of their proprietary software technology.
Originality/value
Based on an original dataset of early internationalising software firms from South Africa, this paper inductively operationalises and conceptualises entrepreneurial action as the combined interaction of four key constructs: contingent effects, attitudes to opportunities, learning by doing and entrepreneurial activities leading to the firm's inward international marketing activities and a diversified international client and end-user base.
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Ghaleb Awad El Refae, Abdoulaye Kaba and Shorouq Eletter
This study aims to investigate and assess the first experience of faculty members and students with distance learning implemented at Al Ain University (AAU) to contain the spread…
Abstract
Purpose
This study aims to investigate and assess the first experience of faculty members and students with distance learning implemented at Al Ain University (AAU) to contain the spread of Coronavirus or COVID-19. The paper attempted to understand faculty and students’ satisfaction with institutional readiness for distance learning and perception towards opportunities and challenges of distance learning.
Design/methodology/approach
The study is based on data collected in March 2020 through an online survey questionnaire from the participants (students = 445, faculty members = 139). The unified theory of acceptance and use of technology (UTAUT) was used in formulating a conceptual framework. The collected data were analysed using several statistical techniques and partial least square structural equation modelling, to test and verify hypotheses.
Findings
The study found that, although faculty members and students expressed high satisfaction with the institutional readiness for distance learning and believed in its opportunities and advantages, they expressed concerns about the challenges facing distance learning. Findings of the study indicated a relationship between the status or college of the participant and perceived opportunities and advantages of distance learning. Hypotheses testing supported the study framework and UTAUT theory by identifying and confirming the impact of perceived opportunities of distance learning on satisfaction with the institutional readiness for distance learning.
Originality/value
The study suggested that non-distance learning institutions should keep offering courses through distance learning to prevent any shortcomings in the future.
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Kasun Gomis, Mandeep Saini, Chaminda Pathirage and Mohammed Arif
This study aims to assess “learning opportunities” provided to undergraduate students, from level three to six, in higher education (HE). A knowledge gap was identified within the…
Abstract
Purpose
This study aims to assess “learning opportunities” provided to undergraduate students, from level three to six, in higher education (HE). A knowledge gap was identified within the current practice relating to learning opportunities for built environment (BE) students in HE. The study focussed on the themes under section two of the national student survey (NSS): how students explore ideas or concepts in-depth, bring information and ideas together from different topics and apply the learned content in a real-life context. The study aimed to provide recommendations for enhancing “learning opportunities” to the BE students within HE.
Design/methodology/approach
Data collection focussed on section two of NSS “learning opportunities” and documentary analysis, and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews was carried out. The qualitative data was collected from level three to level six students and academics from architecture, construction management, civil engineering and quantity surveying disciplines representing BE context. A sample of 40 students and 15 academics, including a Head of school, a Principal lecturer, Subject leads and lecturers, participated in interviews as part of a qualitative survey. In total, 12 drivers were developed using the data obtained through literature, documental analysis and interviews. These drivers were analysed using manual content analysis to identify their influence on the specified themes under NSS section two and circulated amongst academics to be ranked by identifying its influence to promote learning opportunities to BE students in HE.
Findings
This study highlighted 12 drivers which promote learning opportunities in HE within BE curriculum. Findings established that topics should be explained with more real-life or industry-orientated concepts such as simplification integrated into module delivery. Contrary to the literature, the use of physical materials (i.e. handouts and whiteboard) in addition to a virtual learning environment for detailed explanations were considered effective in exploring concepts. During the current COVID-19 pandemic, context-based learning needs to be promoted by integrating videos of practical implementation for better understanding. The study recognised that lab, fieldwork and tutorials were essential to apply what students have learned in BE curricula to a real-life context.
Originality/value
This study identified current learning approaches and provided recommendations to improve the BE students learning experience in HE. They identified 12 drivers that would significantly help academics and academic institutions to understand how learning opportunities should be facilitated in the BE curriculum to enhance student performances in HE.
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Chantal Boomaars, Lyle Yorks and Rajna Shetty
This paper aims to examine whether employability activities are driven by employee learning motives and their perception of learning opportunities.
Abstract
Purpose
This paper aims to examine whether employability activities are driven by employee learning motives and their perception of learning opportunities.
Design/methodology/approach
Data were collected using a closed questionnaire survey from three different profit organizations (N = 405). Hypotheses were tested through hierarchical multiple regression analysis.
Findings
Hierarchical regressions showed that the learning motive “personal development” had a positive relationship with “perceived learning opportunities” and “employability activities,” as hypothesized. “Perceived learning opportunities” did not mediate the relationship between the learning motive “personal development” and “employability activities.” No relationships were found among the learning motives “social pressure,” “perceived learning opportunities” and “employability activities”.
Originality Value
This study is among the first to investigate the motives that employees must engage in individual learning paths. It attempts to predict their self-reported employability activities based on these motives and on the learning opportunities that employees perceive.
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Andrea Valéria Steil, Denise de Cuffa, Gabriel Horn Iwaya and Roberto Carlos dos Santos Pacheco
This study aims to identify the relation between perceived learning opportunities, behavioral intentions to voluntarily stay or leave technology organizations and employee…
Abstract
Purpose
This study aims to identify the relation between perceived learning opportunities, behavioral intentions to voluntarily stay or leave technology organizations and employee retention within these organizations.
Design/methodology/approach
This is a survey of 440 employees of a technology organization.
Findings
Learning opportunities perceived by managers and technicians presented significant positive correlations with the intention to stay and significant negative correlations with the intention to leave the organization. No relation was identified between perceived learning opportunities and manager retention. Among technicians, the correlation between perceived learning opportunities and retention was near zero.
Practical implications
If the organization wants to guarantee the intention of professionals to stay in the organization, the “perceived learning opportunities” indicator should have a similar level of importance as other objective indicators, such as performance and achievement.
Originality/value
To the best of the authors’ knowledge, this is the first study to identify relations between perceived learning opportunities and behavioral intention to stay and leave of professionals that work in technology organizations.
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Jae Young Lee and Michele C. Welliver
The purpose of this study was to examine the indirect effects of strategic leadership for learning between sales employees’ perceived learning opportunities and organizational…
Abstract
Purpose
The purpose of this study was to examine the indirect effects of strategic leadership for learning between sales employees’ perceived learning opportunities and organizational commitment and job performance.
Design/methodology/approach
A total of 204 responses from sales employees in a South Korean company were analyzed using path analysis to test the hypothesized model and hypotheses.
Findings
Results of the analysis showed that strategic leadership has a significant indirect effect on the relationship between perceived learning opportunities and job performance and organizational commitment.
Originality/value
The results of this study challenge the belief that providing learning opportunities improves salesperson performance and organizational commitment. The results indicate that the relationship between continuous learning opportunities and performance, as well as between opportunities and organizational commitment, is statistically nonsignificant. However, the authors did find that providing continuous learning opportunities via strategic leadership because learning increases performance and organizational commitment.
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Ali Hajizadeh and Mohammadreza Zali
In order to answer why and how some individuals identify opportunities, the purpose of this paper is to offer a comprehensive framework of key effective factors that investigates…
Abstract
Purpose
In order to answer why and how some individuals identify opportunities, the purpose of this paper is to offer a comprehensive framework of key effective factors that investigates the role of prior knowledge and cognitive characteristics of entrepreneurial alertness and learning in the entrepreneurial opportunities recognition process.
Design/methodology/approach
First, the authors identified key effective factors and developed research hypotheses and conceptual model. Second, the authors considered research methodology including sampling and data collection, measurement model. The third section presents a report of the results from the analysis of the structural model and the hypotheses tests.
Findings
The findings show that all the three factors had positive impact on opportunity recognition. It is also confirmed that prior knowledge has significant impact on entrepreneurial alertness and learning. Finally, the results demonstrate that both entrepreneurial alertness and learning partially mediated the relationship between prior knowledge and opportunity recognition.
Research limitations/implications
Possible effects of other cognitive characteristics such as creativity and innovation can be considered in the model to increase accuracy of the findings. Also, comparative studies with the proposed framework in different industrial domains can be conducted in order to compare the possible differences concerning the role of the factors in opportunity recognition.
Practical implications
By using this model, entrepreneurs will be able to identify and enhance the factors that influence opportunity recognition, thus honing this entrepreneurial ability. Also, this framework can be employed in the field of education to identify opportunity recognition problems in individuals and to foster entrepreneurs.
Originality/value
This paper presents a new integrated model that would examine the impact of key effective factors of entrepreneurial opportunity recognition simultaneously while taking into account the interactions among them.
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Dixie Ching, Rafi Santo, Christopher Hoadley and Kylie Peppler
This article makes a case for the importance of brokering future learning opportunities to youth as a programmatic goal for informal learning organizations. Such brokering entails…
Abstract
Purpose
This article makes a case for the importance of brokering future learning opportunities to youth as a programmatic goal for informal learning organizations. Such brokering entails engaging in practices that connect youth to events, programs, internships, individuals and institutions related to their interests to support them beyond the window of a specific program or event. Brokering is especially critical for youth who are new to an area of interest: it helps them develop both a baseline understanding of the information landscape and a social network that will respond to their needs as they pursue various goals. The paper aims to describe three critical levers for brokering well in informal settings: creating learning environments that allow trust to form between youth and educators and enable educators to develop an understanding of a young person’s interests, needs and goals; attending to a young person’s tendency (or not) to reach out to educators after a program is over to solicit assistance; and enabling potential brokers to efficiently locate appropriate future learning opportunities for each young person who approaches them. The authors also include a set of program practices for providers who wish to increase their brokering impact, as well as recommendations geared primarily toward organization leaders. The authors hope that this paper brings clarity and enhanced significance to the practice of brokering as a strategy to support youth pathways toward meaningful futures.
Design/methodology/approach
Insights presented here are the result of a participatory knowledge building and sharing process with a community of after-school providers known as the Mozilla Hive NYC Learning Network. The topic of discussion was how these providers might continue to support young people in their intensive project-based programs after the program was over. The authors of this article, acting as embedded research partners to Hive NYC, contributed insights to these discussions based on ethnographic fieldwork and case studies of high-school-age youth in the Hive NYC context.
Findings
The authors articulate a set of brokering practices and a conceptual model that communicates how brokering might lead to valued long-term outcomes for youth, including increased social capital.
Originality/value
The intent is that information and perspectives from this article will inform youth-serving practice and serve as a catalyst for further conversations and activities geared toward promoting youth pathways of learning and identity development.
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