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1 – 10 of over 138000Maaike 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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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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This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.
Abstract
Purpose
This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.
Design/methodology/approach
This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.
Findings
Employees are increasingly becoming facilitators of their own professional career path and development. A highly motivated employee wanting to learn and train for their own personal development will be more aware of potential learning opportunities available to them, and will be more inclined to engage in them. For improved productivity and success, organizations need both engaged and committed employees and to offer a range of learning opportunities.
Practical implications
The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.
Originality/value
The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.
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Katja Brundiers, Arnim Wiek and Charles L. Redman
Academic sustainability programs aim to develop key competencies in sustainability, including problem‐solving skills and the ability to collaborate successfully with experts and…
Abstract
Purpose
Academic sustainability programs aim to develop key competencies in sustainability, including problem‐solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real‐world learning opportunities.
Design/methodology/approach
The paper summarizes key competencies in sustainability, identifies criteria for real‐world learning opportunities in sustainability programs, and draws on dominant real‐world learning models including project‐ and problem‐based learning, service learning, and internships in communities, businesses, and governments. These components are integrated into a framework to design real‐world learning opportunities.
Findings
A “functional and progressive” model of real‐world learning opportunities seems most conducive to introduce students (as well as faculty and community partners) to collaborative research between academic researchers and practitioners. The stepwise process combined with additional principles allows building competencies such as problem solving, linking knowledge to action, and collaborative work, while applying concepts and methods from the field of sustainability.
Practical implications
The paper offers examples of real‐world learning opportunities at the School of Sustainability at Arizona State University, discusses general challenges of implementation and organizational learning, and draws attention to critical success factors such as collaborative design, coordination, and integration in general introductory courses for undergraduate students.
Originality/value
The paper contributes to sustainability education by clarifying how real‐world learning opportunities contribute to the acquisition of key competencies in sustainability. It proposes a functional and progressive model to be integrated into the (undergraduate) curriculum and suggests strategies for its implementation.
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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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Rebecca Lowenhaupt and Todd D. Reeves
Changing immigration patterns in the USA have led to a growing number of “new immigrant destinations.” In these contexts, opportunities for teacher learning are crucial for…
Abstract
Purpose
Changing immigration patterns in the USA have led to a growing number of “new immigrant destinations.” In these contexts, opportunities for teacher learning are crucial for developing the school capacity to serve the academic, linguistic and socio-cultural needs of immigrant students. In response, the purpose of this paper is to examine how schools in Wisconsin provided both formal and informal teacher learning opportunities to develop the instructional capacity to support recent immigrants, specifically Spanish-speaking English language learners (ELLs).
Design/methodology/approach
Using descriptive analyses of teacher and administrator survey and interview data, this study examined the focus and within-school distribution of formal professional development, as well as teacher collaboration as a mechanism for informal learning.
Findings
Most commonly, professional development focused on concrete strategies teachers might enact in their classrooms, rather than developing broader understandings of the needs of immigrant students. In addition, formal professional development commonly targeted particular groups of teachers, rather than faculty as a whole. Finally, general education-ELL teacher collaboration was most often deployed “as needed” and focused on particular student needs, rather than systematically.
Research limitations/implications
Future work might address the limitations of this study by examining teacher learning opportunities in new immigrant destinations in other locales, the quality and effectiveness of such opportunities, and other mechanisms for the distribution of expertise.
Originality/value
Findings suggest the need for more systematic and integrated approaches to teacher learning in new immigrant destinations, with an emphasis on pushing beyond the short-term need for instructional strategies to develop more holistic, collaborative approaches to integrating ELLs into schools and classrooms.
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