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1 – 10 of over 2000Nodirbek Bakhromzhon Ugli Anvarjonov, Ki-Hyun Um, DeYu Zhong and Eun-Kyu Shine
The principal research objective entails examining the nexus between green supplier selection and green performance while scrutinizing the moderating role of governance…
Abstract
Purpose
The principal research objective entails examining the nexus between green supplier selection and green performance while scrutinizing the moderating role of governance mechanisms, specifically process control and outcome control, in shaping this association.
Design/methodology/approach
To assess our hypotheses, this study obtained data from Chinese manufacturing sectors and utilized regression analysis on a dataset consisting of 295 samples.
Findings
This study enriches the sustainable supply chain management literature by emphasizing the influence of green supplier selection on a firm’s green performance and the moderating effects of outcome and process control, offering practical insights for industry professionals.
Originality/value
This study enriches the sustainable supply chain management literature by emphasizing the influence of supplier selection on a firm’s environmental performance and the moderating effects of outcome and process control, offering practical insights for industry professionals.
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Ellis L.C. Osabutey, P.K. Senyo and Bernard F. Bempong
With the outbreak of the COVID-19 pandemic, online assessment has become the dominant mode of examination in higher education institutions. However, there are contradictory…
Abstract
Purpose
With the outbreak of the COVID-19 pandemic, online assessment has become the dominant mode of examination in higher education institutions. However, there are contradictory findings on how students perceive online assessment and its impact on their academic performance. Thus, the purpose of this study is to evaluate the potential impact of online assessment on students' academic performance.
Design/methodology/approach
This study proposes a research model based on the task–technology fit theory and empirically validates the model using a survey from students in the UK. In addition, the study conducted four experiments based on paper-based and online assessments and analysed the data using paired sample t test and structural equation modelling.
Findings
The findings show that the use of online assessment has a positive impact on students' academic performance. Similarly, the results from the experiment also indicate that students perform better using online assessments than paper-based assessments.
Practical implications
The findings provide crucial evidence needed to shape policy towards institutionalising online assessment. In addition, the findings provide assurance to students, academics, administrators and policymakers that carefully designed online assessments can improve students' academic performance. Moreover, the study also provides important insights for curriculum redesign towards transitioning to online assessment in higher education institutions.
Originality/value
This study advances research by offering a more nuanced understanding of online assessment on students' academic performance since the majority of previous studies have offered contradictory findings. In addition, the study moves beyond existing research by complementing assessment results with the views of students in evaluating the impact of online assessment on their academic performance. Second, the study develops and validates a research model that explains how the fits between technology and assessment tasks influence students' academic performance. Lastly, the study provides evidence to support the wide use of online assessment in higher education.
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Yuting Cui, Fanghui Huang, Zhiqun Zhao and Fan Gao
Firstly, this study diagnosed professional competence amongst Chinese vocational students within a broad range of the manufacturing sectors; then, the authors examined how…
Abstract
Purpose
Firstly, this study diagnosed professional competence amongst Chinese vocational students within a broad range of the manufacturing sectors; then, the authors examined how different types of P-E fit (job, organisation and vocation) and internship quality jointly shape the newly acquired professional competences of interns.
Design/methodology/approach
This study utilised the COMET methodology to conduct a large-scale assessment of professional competence amongst 961 graduates from vocational colleges who had successfully completed internships. Participants actively engaged in the data collection process by responding to questionnaires that sought contextual information concurrently.
Findings
The majority of students have attained fundamental functional competencies, indicating their fulfillment of basic requirements. However, there is a tendency to overlook the cultivation of shaping competence. Three types of P-E fit and task characteristics are positively correlated with professional competence. The indirect relationship between P-E fit and professional competence mediated by task characteristics was verified through P-V fit and P-J fit except for P-O fit. Overall, the model explains 39.2% of the variance in professional competence.
Originality/value
“How to promote professional competence” has been highlighted as an important topic in vocational education. This paper contributes to identify the characteristics of a quality internship program for vocational colleges and firms. These insights are important in considering a student-centred approach, design internships programmes that better fit their own abilities, needs and vocations, avoiding a one-size-fits-all approach to implement internships and thus, enhance students' professional development.
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Zhiyu Dong, Ruize Qin, Ping Zou, Xin Yao, Peng Cui, Fan Zhang and Yizhou Yang
The occupational health risk associated with the production of prefabricated concrete components is often overlooked. This paper will use a damage assessment and cyclic mitigation…
Abstract
Purpose
The occupational health risk associated with the production of prefabricated concrete components is often overlooked. This paper will use a damage assessment and cyclic mitigation (DACM) model to provide individualized exposure risk assessment and corresponding mitigation management measures for workers who are being exposed.
Design/methodology/approach
The DACM model is proposed based on the concept of life cycle assessment (LCA). The model uses Monte-Carlo simulation for uncertainty risk assessment, followed by quantitative damage assessment using disability-adjusted life year (DALY). Lastly, sensitivity analysis is used to identify the parameters with the greatest impact on health risks.
Findings
The results show that the dust concentration is centered around the mean, and the fitting results are close to normal distribution, so the mean value can be used to carry out the calculation of risk. However, calculations using the DACM model revealed that there are still some work areas at risk. DALY damage is most severe in concrete production area. Meanwhile, the inhalation rate (IR), exposure duration (ED), exposure frequency (EF) and average exposure time (AT) showed greater impacts based on the sensitivity analysis.
Originality/value
Based on the comparison, the DACM model can determine that the potential occupational health risk of prefabricated concrete component (PC) factory and the risk is less than that of on-site construction. It synthesizes field research and simulation to form the entire assessment process into a case-base system with the depth of the cycle, which allows the model to be continuously adjusted to reduce the occupational health damage caused by production pollution exposure.
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This study evaluated the impact of a faculty training program on student assessment using the Kirkpatrick model.
Abstract
Purpose
This study evaluated the impact of a faculty training program on student assessment using the Kirkpatrick model.
Design/methodology/approach
A self-reported survey assessed 111 Saudi and non-Saudi participants' satisfaction. Subjective and objective measures (self-reported measures, assessment literacy inventory and performance-based assessment tasks) gauged participants' learning level. Pre- and post-training data were collected from 2020 to 2022.
Findings
A highly significant effect on satisfaction (>80%) and learning levels was observed, as manifested by workplace practices of student assessment (>70%, the cut-off score). Pre- and post-training comparisons of participants' satisfaction and assessment literacy scores showed significant improvements following training. Multiple regression analyses showed no significant effects for gender and educational attainment but a substantial impact of academic cluster on participants' student assessment skills.
Research limitations/implications
Long-term effects of training faculty on assessment practices and student achievement will be studied at the institutional level in future research.
Practical implications
The current study contributes to human capital investment via faculty training on student assessment, helping them comply with assessment best practices. This assures the quality, fairness and consistency of assessment processes across disciplines in higher education institutions, enhances assessment validity and trust in educational services and may support institutional accreditation.
Social implications
This study provides opportunities for sharing best practices and helps establish a community of practice. It enhances learning outcomes achievement and empowers higher education graduates with attributes necessary to succeed in the labor market. The human capital investment may have a long-term impact on overall higher education quality.
Originality/value
This study contributes to the scarce literature investigating the impact of training faculty from different clusters on student assessment using subjective and objective measures. It provides developing and evaluating a long-term student assessment program following the Kirkpatrick model.
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Orcun Kepez and Selin Üst
The aim of this study is to understand the effect of class configurations in an active learning classroom (ALC) on students' self-perception of experiences and learning outcomes…
Abstract
Purpose
The aim of this study is to understand the effect of class configurations in an active learning classroom (ALC) on students' self-perception of experiences and learning outcomes, namely participation, performance, motivation and creativity.
Design/methodology/approach
A self-administered survey (N = 131) was conducted in seven classes from the varied disciplines of communication, interior design and architecture. During the first half of the semester, all selected courses were conducted in traditional classrooms, whereas those in the second half were conducted in an ALC. ALC was designed to be used with several furniture configurations which could be easily set up by members of the learning community themselves. The survey was conducted at the end of semester before final exams, when students have a clear idea of the experiences in both the traditional and the new (ALC) classrooms, having spent equal time in each of these learning environments.
Findings
The main finding of the study is that students were eager to have future classes in the ALC rather than in traditional settings since the students experienced better learning outcomes in the ALC. During the second half of the semester, students who were in classes conducted following active learning (AL) pedagogies, with its supportive spatial configurations, were more aware of the learning outcomes facilitated by the physical environment. Further, the authors found that the increase in the number of furniture configurations has a statistically significant positive impact on learning outcomes.
Originality/value
AL pedagogy is often studied as a way of teaching and rarely with its associated classroom environments. In most of the existing studies, the configuration of furniture has often been overlooked within an AL environment by a learning community. This study fills the gap in emphasising the spatial aspects of the ALC by focusing on the specific pedagogy being followed.
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Mauro Sciarelli, Giovanni Landi, Lorenzo Turriziani and Anna Prisco
This study aims to explore the impact of controversial firms’ corporate sustainability assessments on their risk exposure according to the environmental, social and governance…
Abstract
Purpose
This study aims to explore the impact of controversial firms’ corporate sustainability assessments on their risk exposure according to the environmental, social and governance (ESG) paradigm.
Design/methodology/approach
This study conducts a cross-sectional study using the ordinary least squares approach to test how corporate social responsibility practices affect firms’ risk exposure, testing the three single impacts of ESG components and the impact of an overall ESG assessment. This study considers the largest Standard & Poor’s (S&P) 500 stock market index companies and focus on a double-risk measurement – systematic and idiosyncratic – developing an empirical study on 132 controversial companies listed on the S&P index.
Findings
Empirical findings indicate that the overall ESG assessment and the environmental and social sub-dimensions decrease idiosyncratic firm risk. At the same time, no significant results are found according to the systematic risk component.
Originality/value
This study fits into the domain of risk management research, investigating whether additional and non-financial disclosures regarding sustainability issues decrease information asymmetries, improving investors’ decision-making and stakeholders’ relations. Prior literature has shown limited evidence on the relationship between corporate social performance (CSP) and firm risk based on controversial companies. The main contribution is to consider the controversy as an independent factor from the industry sector, given that the implications of CSP actions and practices are mainly firm-specific.
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The purpose of the article was to identify the core dimensions of strategic thinking and create a measure that provides a comprehensive operationalization of the construct.
Abstract
Purpose
The purpose of the article was to identify the core dimensions of strategic thinking and create a measure that provides a comprehensive operationalization of the construct.
Design/methodology/approach
The construct validity of the measure was assessed in two studies using four samples with a total of 985 participants. The measure was created using a multi-step process that included item development and content validation, exploratory and confirmatory factor analysis, convergent and discriminant validity, criterion validity and test-retest validity.
Findings
The exploratory factor analysis (EFA) supported the existence of the three dimensions of strategic thinking (visionary, synthetic and creative thinking) as conceptually proposed. The measure was reduced to nine items. The confirmatory factor analysis (CFA) confirmed the three dimensions and revealed acceptable factor loadings and model fit. Convergent, discriminant and criterion validity were established, and the measure demonstrated acceptable test-retest reliability.
Originality/value
An individual's ability to think strategically is vital for making strategic decisions and relevant to upper echelon theory and strategic management. The definition and core dimensions of strategic thinking are unclear in the literature, creating confusion. This study added to the literature by defining the core dimensions of strategic thinking and developing the strategic thinking assessment (STA) to measure the construct.
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