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1 – 10 of over 2000
Article
Publication date: 10 August 2023

Ella Taylor-Smith, Sally Smith, Khristin Fabian and Andrew Bratton

The partnership which underpins degree apprenticeships is a tripartite collaboration between apprentices, employers and universities. This study aims to investigate the lived…

Abstract

Purpose

The partnership which underpins degree apprenticeships is a tripartite collaboration between apprentices, employers and universities. This study aims to investigate the lived experiences and reflections of the apprentices at the centre, to inform effective collaboration.

Design/methodology/approach

A qualitative, longitudinal study, spanning four years, in which 13 apprentices studying apprenticeship degrees at a Scottish University were interviewed in their first and final years about their experiences of the apprenticeship (26 interviews). Data was analysed via a framework matrix, which focussed on the collaborations between the apprentice, employer and university, also surfacing changes between the apprentices’ first and final year.

Findings

The tripartite collaboration is not only logistical but also, like learning, social. Apprentices require interest and support from their employers and colleagues to promote meaningful integration between their work and studies. Further, collaboration between apprentices extends from peer support into meaningful friendships and feeds into their work, as well as their studies. The university plays a key role in facilitating these essential connections.

Practical implications

Apprenticeships can be highly effective in upskilling the workforce and sharing knowledge and skills between academia and the workplace in both directions, while specifically enabling workers to gain degree qualifications relevant to their roles. Recommendations for future work practices, including collaborations, are made.

Originality/value

While the tripartite collaboration has been discussed theoretically in the literature, to the best of the authors’ knowledge, this is the first longitudinal investigation based on the lived experience of cohorts of apprentices, from the start of their degree to the final six months.

Details

Journal of Workplace Learning, vol. 35 no. 8
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 29 December 2023

Joonkil Ahn and Alex J. Bowers

Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is…

Abstract

Purpose

Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice.

Design/methodology/approach

Drawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach.

Findings

Results suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy.

Research limitations/implications

School-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement.

Originality/value

This study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.

Details

Journal of Educational Administration, vol. 62 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 12 February 2024

Yuanlu Niu

When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching…

Abstract

Purpose

When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching, regardless of their level of preparation. The distance and remote learning environments and contexts were different from traditional classrooms, which significantly changed the way teachers communicated and engaged with students in learning. The purpose of this study was to explore the workplace learning experience of K-12 educators during their work transition due to the COVID-19 pandemic in the USA.

Design/methodology/approach

In total, 30 qualitative, in-depth, semi-structured, one-on-one interviews were conducted with K-12 educators in Arkansas in the USA and synthesized their experiences.

Findings

This study identified four major themes in the workplace learning experiences of K-12 teachers during the COVID-19 pandemic: major challenges in workplace learning, including limited time, information overload, lack of relevance and customization and balancing priorities; challenges specific to different subgroups, such as age differences, prior experience and access to technology; strategies of workplace learning, notably collaborative learning, on-the-job training and professional development; and support for workplace learning, encompassing both formal support from schools and districts and informal support from family, friends and peers.

Originality/value

The paper provides original insights into K-12 teachers’ workplace learning during the COVID-19 pandemic by understanding their adaptation strategies. It fills a research gap by highlighting both the challenges and support mechanisms in educational transitions during a crisis.

Details

Journal of Workplace Learning, vol. 36 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 2 June 2023

Ryan Drake and Wendy D. Chen

Research has long lauded collaboration at work as one of the best management strategies to increase employee engagement, raise productivity and enhance innovation. In real life…

565

Abstract

Purpose

Research has long lauded collaboration at work as one of the best management strategies to increase employee engagement, raise productivity and enhance innovation. In real life, many businesses also strongly encourage and enforce workplace collaboration. However, the purpose of this paper was to examine workplace collaboration from a practitioners' perspective who experienced collaborations firsthand.

Design/methodology/approach

This paper takes a practical and ethnographic view and examines collaboration in three different organizations which varied in mission and size.

Findings

The findings identify three major drawbacks of collaboration including repetitive meetings, slowed business process and a reduction of recognition and accountability.

Practical implications

Three practical suggestions for leaders and managers to improve their collaboration strategies are discussed.

Originality/value

This article is one of the first to examine collaboration from a practitioner's point of view while providing detailed examples. It is also amongst the first to provide actionable suggestions to practitioners that can be implemented immediately.

Details

Management Decision, vol. 61 no. 12
Type: Research Article
ISSN: 0025-1747

Keywords

Article
Publication date: 2 February 2022

Kenneth Lawani, Luis Alfredo Arias Abad, Nigel Craig, Billy Hare and Iain Cameron

Emotional intelligence (EI) and conflict management (CM) are essential skills for construction managers towards achieving organisational effectiveness. It is believed that an…

Abstract

Purpose

Emotional intelligence (EI) and conflict management (CM) are essential skills for construction managers towards achieving organisational effectiveness. It is believed that an individual’s EI level (EIL) is a predictor of the preferred CM styles (CMS). This study aims to explore the relationships between EIL, preferred CMS and demographic factors in the construction sector of the Dominican Republic (DR).

Design/methodology/approach

The EIL and CMS of a sample of civil engineers in managerial positions were evaluated using the emotional intelligence appraisal and Rahim Organizational Conflict Inventory-II self-assessment tools.

Findings

There was a strong positive correlation between the rated EIL and the scores of collaboration and compromise styles, i.e. participants with higher EIL have stronger fit within the collaboration and compromise styles of managing conflicts. For participants with lower EIL, collaboration and compromise styles were also top preferences, but with no statistical significance. Significant relationships existed between gender, collaboration and compromise styles and between work experience and collaboration style. No significant relationship between demographics and EIL.

Practical implications

The construction industry needs innovative construction managers whose CMS and EIL are compatible with the culture and overall organisational objectives.

Originality/value

To the best of the authors’ knowledge, this is the first study appraising the EI and CMS of civil engineers working in DR construction industry.

Details

Journal of Engineering, Design and Technology , vol. 22 no. 1
Type: Research Article
ISSN: 1726-0531

Keywords

Article
Publication date: 14 December 2023

Elizabeth Ries, Erica Steinitz Holyoke, Heather Dunham, Murphy K. Young, Melissa Mosley Wetzel, Criselda Garcia, Katherina Payne, Annie Garrison Wilhelm, Veronica L. Estrada, Alycia Maurer and Katie Trautman

There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an…

Abstract

Purpose

There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines.

Design/methodology/approach

This multicase study examines cross-institutional programmatic innovations for coaching teacher candidates (TCs) and centering equity using improvement science and equity coaching. The authors explore the networked improvement community’s (NIC’s) examination of problems of practice through plan–do–study–act cycles in three coaching contexts within and across seven institutions.

Findings

Qualitative methods revealed that adapting coaching protocols can center equity and build equity-focused practices. This work highlights revisions to coaching within and across teacher preparation programs (TPPs), which the authors hope inspires extending equity-centered coaching and improvement science to new contexts. This cross-case analysis revealed program innovations for coaches, digital technologies and alignment.

Practical implications

This study addresses ongoing challenges faced by TPPs in the United States, including TCs' understandings of equity in teaching and decentralized teacher preparation that results in varied and incongruent understandings about quality teaching. This study builds on previous scholarship that examines shifts in coaching practices by disrupting silos in TPPs as examined innovations.

Originality/value

The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.

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: 19 June 2023

Nidhi Singh and Surender Kumar

The purpose of this study is to conduct a systematic review of the literature of the studies that have examined several theoretical perspectives on corporate social performance…

274

Abstract

Purpose

The purpose of this study is to conduct a systematic review of the literature of the studies that have examined several theoretical perspectives on corporate social performance (CSP) and identify possible future research questions based on various theoretical viewpoints.

Design/methodology/approach

The study used systematic literature review analysis on a sample of 667 studies published in top A* and A category journals listed in the Australian Business Dean Council list. The present study derived articles between 1975 and 2023 from the SCOPUS database by using relevant keywords to identify research activities in CSP.

Findings

The findings suggest that many studies on CSP have been undertaken globally. But there is a lack of studies on various theoretical perspectives, including peer uncertainty evaluation, buyer–supplier sustainability links, the role of primary stakeholders (especially consumers, employees, suppliers and secondary stakeholders), the use of technology, firm-related heterogeneities, and the role of demographic and socio-economic factors. Future research areas are recommended.

Research limitations/implications

The study investigates existing research gaps to identify possible future research questions and frameworks that can be explored to advance the research on CSP.

Practical implications

The research also provides implications for firms in terms of understanding diverse theoretical perspectives to develop strategies to improve a firm’s social performance.

Originality/value

The findings are derived from a systematic review of the literature in top-category studies that examined existing theories and frameworks in the CSP domain. This highlights the importance of other understudied complementary theories, such as complexity theory, spillover theory, critical mass theory, slack theory and so on, and related variables that can improve a firm’s social performance. Evaluation of existing theoretical perspectives is not included in other review studies.

Details

Journal of Advances in Management Research, vol. 20 no. 5
Type: Research Article
ISSN: 0972-7981

Keywords

Article
Publication date: 26 March 2024

Fatemeh Abbaspour, Rezvan Hosseingholizadeh and Mehmet Şükrü Bellibaş

Current school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap…

Abstract

Purpose

Current school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially in centralized educational settings. This study aims to address this gap by examining the role of school leadership in enhancing teacher professional learning within a highly centralized education system.

Design/methodology/approach

This qualitative case study delves into the lived experiences of 15 teachers and eight school leaders in eight primary schools in Mashhad, Iran. Through semistructured interviews, researchers employed open and axial coding to systematically explore and categorize qualitative data. The study focuses on understanding the role of principal leadership in facilitating teacher professional learning by connecting themes and sub-themes across transcripts.

Findings

Effective principals worked on the cultivation of a culture that champions perpetual personal growth and development, the nurturing of a collaborative learning community, and the provision of essential resources and support. Findings showed the pivotal role of principals in promoting teachers' self-development, facilitating idea exchange and acknowledging their efforts. Principals appeared as key to encouraging information sharing, fostering collective learning, promoting professional development, overseeing teaching practices and ensuring the availability of resources to cultivate a supportive climate in a centralized education context.

Originality/value

We concluded that in centralized education, leadership practices for promoting teacher learning share similarities and differences with decentralized settings. The findings offer guidance for principals in centralized systems, supporting them in facilitating teacher professional learning in their schools.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 13 October 2023

Clement Ola Adekoya

The necessity for continuous advancement in library education and practice requires research collaboration among library professionals. This study aims to investigate research…

Abstract

Purpose

The necessity for continuous advancement in library education and practice requires research collaboration among library professionals. This study aims to investigate research collaboration among lecturers in the department of library and information science (LIS) and librarians in university libraries in Nigeria.

Design/methodology/approach

A descriptive survey research design was used for the study. The quantitative study employed a close-ended questionnaire for data collection. The study covered all the librarians in academic libraries and lecturers in the department of LIS (LIS professionals) in public universities in Ekiti, Ondo and Osun States, Nigeria. Descriptive and inferential statistics were used for data analysis. The criterion mean of 2.50–2.99 was used for the research questions.

Findings

It was found that librarians in academic libraries and lecturers in Nigeria rarely engage in research collaboration. The reasons for the research collaboration are to increase the quality of research in the library profession, make research in the library profession more in-depth and cross-fertilize ideas for generating novel insights.

Practical implications

It is the engagement of librarians in academic libraries and the lecturers in the LIS department in the exchange of knowledge at national and international levels through research collaboration that can enhance the quality of research that emanates from the library profession.

Social implications

Promotion of the library profession requires the integrated effort of library professionals in academic libraries and lecturers in the department of LIS through research collaboration.

Originality/value

Promotion of the library profession requires the integrated effort of library professionals in academic libraries and lecturers in the department of LIS through research collaboration.

Details

Library Management, vol. 44 no. 8/9
Type: Research Article
ISSN: 0143-5124

Keywords

Article
Publication date: 12 January 2024

Dian Arief Pradana, I. Nyoman Sudana Degeng, Dedi Kuswandi and Made Duananda Kartika Degeng

This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.

Abstract

Purpose

This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.

Design/methodology/approach

The participants of this study had different cultural backgrounds and spoke different indigenous languages. Situated in diverse classroom settings, the participants were interviewed using online platforms to examine their learning experience when learning to integrate technology into teaching. Furthermore, observational data were collected through photographs taken during the learning process to triangulate the findings.

Findings

Grounded in case study analysis, the study reveals three emerging themes indicating the development of the preservice teachers' confidence in multilingual classrooms: (1) designing technology-mediated learning activities, (2) using learning technology to foster students' autonomy in learning and (3) promoting peer engagement in diverse classrooms through technology-based learning. Furthermore, the participants demonstrated their ability to develop self-efficacy in overcoming the challenges associated with technology use in education by adapting, innovating, and collaborating.

Research limitations/implications

The study has three limitations. First, the limited number of participants involved in the study restricts the generalizability of the findings and does not allow for testing the potential influence of variables such as age, gender or experience on preservice teachers' beliefs. Second, limitation pertains to the reliability of self-report data provided by the preservice teachers. Given that self-efficacy can fluctuate over time, a longitudinal study is needed to investigate whether preservice teachers' self-efficacy in utilizing technology for learning evolves over time. Third, while the study was conducted in diverse classroom settings, it lacks an in-depth exploration of how cultural diversity impacts the learning outcomes of these preservice teachers.

Originality/value

The findings suggest that nurturing the technological self-efficacy of preservice teachers enhances their competence in technology-mediated pedagogy, both during the pandemic of COVID-19 and in the future.

Details

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

Keywords

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