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1 – 10 of over 58000
Article
Publication date: 28 March 2023

Kurstyn Loeffler and Jenell Lynn-Senter Wittmer

Peer groups have been established as one of the best tools for leadership learning for family business leaders. However, these groups remain underutilized because business leaders…

Abstract

Purpose

Peer groups have been established as one of the best tools for leadership learning for family business leaders. However, these groups remain underutilized because business leaders disengage and voluntarily create turnover from these groups. This study explores the perceptions of family business leaders concerning the usefulness, growth opportunities, and equity within peer learning groups to determine what factors impact retention in these groups.

Design/methodology/approach

Two surveys were administered to 321 family business owners and leaders through three large family business centers in different regions of the United States. Leaders were grouped into those who left versus those who remained in a peer learning group. Data were collected about their learning experiences and why they remained or voluntarily left a group.

Findings

Lack of equity was found to be the main determinant of turnover in peer learning groups. Peer learning groups need to consist of business owners along the same trajectory, career stage, and in similar stages of growing a family business in order to equally contribute to the group’s learning. Business leaders who are in peer learning groups they report as being equal also report that their groups are more helpful, trustworthy and create better-quality learning experiences.

Originality/value

Peer groups are important for peer-to-peer learning and continued education for family business leaders. Having a group of peers whom have dealt with similar issues can help business leaders overcome problems successfully. However, little research exists that examines what factors make these peer groups successful.

Details

Development and Learning in Organizations: An International Journal, vol. 37 no. 6
Type: Research Article
ISSN: 1477-7282

Keywords

Article
Publication date: 2 February 2023

Megan Graewingholt, Jonathan Cornforth and Sarah Parramore

Implementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer

Abstract

Purpose

Implementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer-assisted learning in research services and considers the impact on those providing support and those seeking assistance. A more comprehensive understanding of peer education approaches in research support services will benefit academic libraries interested in incorporating this model.

Design/methodology/approach

This article showcases case study data from the reference and instruction peer-led learning programs at California State University Fullerton's Pollak Library, incorporating library interns and student assistants trained to provide front line research support to fellow students from 2019 to 2022. Feedback was collected across the learning experience from student facilitators, patrons assisted and participating library supervisors.

Findings

Project data demonstrates that incorporating students in traditional academic library research services nurtures experiential learning and serves as an effective high-impact practice. Additionally, peer-led programs contribute to a helpful, welcoming atmosphere for library users and help connect libraries to the communities they serve.

Originality/value

Exploring survey data and student reflections, this combined study highlights advantages and implications of incorporating peer learning programs in research services in both formal and informal instruction environments. Results also reveal promising methods for recruitment, training and sustainable program development for libraries considering this approach.

Details

Reference Services Review, vol. 51 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 4 January 2023

Brett B. Bodemer

This article conceptualizes essential keys to the future of peer reference in academic libraries as extrapolated through the dual lenses of academic library history in the United…

Abstract

Purpose

This article conceptualizes essential keys to the future of peer reference in academic libraries as extrapolated through the dual lenses of academic library history in the United States of America and recent experiences of a peer program with prospective and actual out-of-the-building experiences.

Design/methodology/approach

A 30,000-foot historical view of the dispositions of space in academic library buildings, collections, spaces, technology and reference provision is integrated with a description of the responses and insights of a peer reference program during the program's prospective and actual out-of-the-building experiences. These components are then analyzed to extrapolate keys to peer reference provision in any learning environment.

Findings

Peer reference is a natural extension of the Learning Commons model as developed in many academic libraries. To find optimal success in leveraging the benefits of peer-to-peer learning, program coordinators should keep in mind the social aspects of peer learning and intentionally articulate a framework for service delivery that best matches the modalities of providers, patrons and the information environment. In reviewing training and service practices, coordinators should be particularly on guard for any bias due to traditional reliance on the affordances of a library building and/or physical service point.

Originality/value

This article founds its conclusions in regard to the future of peer reference by contextualizing the evolution and future of such programs in the wider historical context of academic library dispositions of space in support of learning. It proposes a conceptual framework for intentionally matching the modalities of providers, patrons and the information environment.

Details

Reference Services Review, vol. 51 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 5 April 2021

Hafiz Muhammad Basit Feroz, Salman Zulfiqar, Sadaf Noor and Chunhui Huo

Knowledge acquisition is a pivotal concern for the students and many sources help them to obtain knowledge. In this paper, the authors theoretically examine three engagements such…

Abstract

Purpose

Knowledge acquisition is a pivotal concern for the students and many sources help them to obtain knowledge. In this paper, the authors theoretically examine three engagements such as social media, peer and academic engagement by the theoretical foundation of engagement theory which tells that students interact and collaborate, sharing information for the acquisition of knowledge that enhances their academic performance. But due to the abundance of information, knowledge and resources available to students for the acquisition of knowledge, it becomes difficult for them to comprehend the most relevant information. In this vein, this study examined the impact of information overload on the relationship between social media, peer and academic engagement and knowledge acquisition of students.

Design/methodology/approach

The proposed model and structural relationships were validated using the structural equation modeling (SEM) technique through AMOS, version 24.0. To empirically test the hypothesized model, data are collected from the universities of the Sahiwal region (Sahiwal, Okara, Pakpattan) using structured questionnaires.

Findings

The findings revealed that social media engagement and academic engagement are positively associated with knowledge acquisition, whereas peer engagement is negatively associated with knowledge acquisition. Moreover, the results of the study further suggested that information overload dampens the positive relationship between social media, peer and academic engagement and knowledge acquisition, which causes negative consequences on students' knowledge acquisition and learning outcomes.

Research limitations/implications

Researchers can use this study as the literature as many of the previous studies focused on the positive side of social networking sites and technologies for knowledge purposes, but this study extends the research and focused on the other side of the picture which has been ignored earlier by researchers. The authors theoretically explained the adverse effects of information overload on students' academic progress caused by social media and the abundance of irrelevant information these advanced technologies offer daily. The current research focused on identifying the critical role of social media, peer and academic institutions providing a lot of information to students which caused stress, anxiety and other psychological issues in them. So, this study adds to the literature by highlighting the adverse effects of unnecessary information provided by multiple resources to students.

Practical implications

Educationalists can adopt this study as a tool in academic institutions for promoting learning and to actively engage students in collaborative learning activities. As the findings of the study confirm that information overload is caused by the imbalanced use of information technology (IT) and social media sites, so teachers can help students in developing creativity and maintaining the balance between using technology and innovation in their studies pattern. Universities and institutions can play a vital role by exploring further opportunities for students and by making such policies that can help students in their learning progress. For this purpose, the authors developed a model based on the literature and theories that could change the academic system of Pakistan and enhance students’ practical knowledge by motivating students in taking part in learning activities by making the higher education system of Pakistan more engaging.

Social implications

The authors are presenting simulation games-based learning as an alternate approach to learning and teaching that can positively influence students' engagement with learning activities in Pakistan. By adopting this model, the education system of Pakistan could improve as it can lead to better academic performance of students, which ultimately leads to a better education system. Thus, games if correctly designed and implemented in the education system of Pakistan, it can make a great difference in students' value of learning experience. The enjoyment, interactive and realistic nature of the simulation games appears to produce this value, and students tend to engage more toward these types of games rather than traditional learning methods. Simulation games provide students with an opportunity to engage in both hard (financial management, strategy making, decision-making) and soft skills (negotiation, collaboration) in business by challenging their thinking and decision-making power in a safe learning environment.

Originality/value

The phenomena of overload have become increasingly viable due to abundance of resources providing unnecessary information to students as they can get information from peers, teachers, social media platforms, blogs, wikis and many other platforms, which ultimately exhaust their capacity and leading them toward poor academic performance and other negative consequences (Yu, 2019; Bosch, 2016). This study focuses on students of higher education in Pakistan (Sahiwal region) and discusses the major challenges and opportunities that they had to face with the advancement of technology and the current social state of the knowledge in society.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 26 July 2021

M. Amparo Núñez-Andrés, Antonio Martinez-Molina, Núria Casquero-Modrego and Jae Yong Suk

The importance of sustainability in architecture currently necessitates the integration of innovative teaching strategies on the subject into architecture programs. This study…

Abstract

Purpose

The importance of sustainability in architecture currently necessitates the integration of innovative teaching strategies on the subject into architecture programs. This study aims to introduce and examine peer learning pedagogy by peer tutoring to educate architecture students in sustainable design.

Design/methodology/approach

Based on class assignments proposed in two different architecture sustainability-focused courses in the second and fourth years of the Bachelor of Science in architecture program, a total of 103 students assessed the proposed peer learning experience and its impact on their sustainability mindsets and education. Subjective surveys for evaluating the peer learning experience were designed and delivered at different stages of the course sequences. A total of 502 survey responses were obtained in the study.

Findings

The qualitative and quantitative data analysis confirms that the proposed peer learning by peer tutoring increased students’ knowledge, motivation and commitment to sustainable design. In addition, participants became more confident in applying sustainable design skills and their academic grades improved more than 25% compared to previous courses using traditional teaching methods.

Originality/value

Traditional architecture education has long been criticized for their pedagogical methodologies based primarily on passive learning. Recently, these programs have begun to prepare students to become active learners and communicators in collaborative and multidisciplinary environments. A mixed-method approach of combining pre-/post-experience surveys and analysis of final grades was used to determine the level of success and the quantifiable behavior change delivered by students involved in this peer learning experience.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 28 June 2011

Anders D. Olofsson, J. Ola Lindberg and Trond Eiliv Hauge

The purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peertopeer learning can be designed and provided in…

2537

Abstract

Purpose

The purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peertopeer learning can be designed and provided in online higher education.

Design/methodology/approach

The research relies on a qualitative approach. The empirical setting comprised an online higher education course in which 23 students were enrolled. All students wrote individual blogs, and the analysis was done using all postings and comments from the blogs. For the analysis the ICE (Ideas, Connections, and Extension) three level classification model was used.

Findings

The designed blog exercise turned into an informal and formative type of assessment that scaffolds the students' learning, providing a reflective peertopeer technology‐enhanced learning design.

Research limitations/implications

The study is limited to one online higher education course. Additional research on educational technology and e‐assessment is needed. In particular, research on the informed design of technology‐enhanced learning practices characterized by formative e‐assessment and the role of the designed use of blogs in the facilitating and enhancement of the students' peertopeer learning.

Practical implications

The paper demonstrates that the design and use of blogs embrace a formative assessment approach that cultivates the students' reflective peertopeer learning.

Originality/value

The paper provides insight into the designed use of blogs in online higher education together with the potential in formative assessment for learning. The ICE three‐level classification model provides a dynamic possibility to analyze online higher educational practices.

Details

Campus-Wide Information Systems, vol. 28 no. 3
Type: Research Article
ISSN: 1065-0741

Keywords

Open Access
Article
Publication date: 24 October 2023

Ammar Kabli, Sarah Eltouny and Enas Gouda

This study aims to measure the perception of the residents regarding peer assisted learning in emergency medicine residency program as well as assessing the psychometric…

Abstract

Purpose

This study aims to measure the perception of the residents regarding peer assisted learning in emergency medicine residency program as well as assessing the psychometric properties of the questionnaire used as the research tool.

Design/methodology/approach

A descriptive cross-sectional study was conducted at King Abdullah Medical City, Saudi Arabia, Makkah on a Convenience sample of Emergency Medicine residents who completed peer assisted learning sessions. Data were collected through a questionnaire evaluating the residents’ perception of Peer Assisted Learning. Descriptive statistics were used and statistical significance was set at p < 0.05. The Peer Assisted Learning (PAL) satisfaction questionnaire was tested for construct validity and reliability. Exploratory Factor Analysis (EFA) was conducted. The reliability of the used questionnaire was assessed using Cronbach’s coefficient alpha.

Findings

The study showed that the PAL questionnaire yielded four factors. The four factors are labeled as the following: Factor 1: Cognitive congruence, Factor 2: Social congruence; Factor 3: Teaching skills in Peer Assisted Learning (PAL) session; and Factor 4: Professional development. These results indicated that questionnaire has a good structure validity. In addition, the study showed high internal consistency of the questionnaire. Cronbach’s alpha coefficient value for the total scale was 0.88. The perception of residents was assessed and results revealed residents’ satisfaction regarding Peer Assisted Learning.

Originality/value

Up to the authors’ knowledge, this is the first study which assessed the psychometric properties of a questionnaire measuring the residents’ perceptions regarding Peer Assisted Learning. The study contributed to improving information regarding the psychometric properties and usefulness of PAL questionnaire.

Details

Arab Gulf Journal of Scientific Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1985-9899

Keywords

Article
Publication date: 20 November 2009

Jing Zhang and Eleanor Hamilton

The purpose of this study is to explore how owner‐managers of small businesses can learn in peer networks to improve their management skills. It aims to offer a new way of…

1470

Abstract

Purpose

The purpose of this study is to explore how owner‐managers of small businesses can learn in peer networks to improve their management skills. It aims to offer a new way of understanding owner‐managers' learning as part of a social process, by highlighting the complex, interactive relationship that exists between the owner‐manager, his or her peers, and the wider environment.

Design/methodology/approach

A peer learning environment was created for 67 owner‐managers by providing a one‐year management training programme, and interviewing participants in the entry‐, mid‐ and post‐stages of the programme. Drawing upon the cases of six sample participants, a theoretical framework for understanding how owner‐managers learn in peer networks is proposed.

Findings

First, this paper compares the value of peer networks and other types of networks such as families and customers/suppliers, and second, highlights the role of peer networks in facilitating critical reflection in the learning process. Theoretically, it provides a conceptual platform for further research in the learning of owner‐managers as a social process. It concludes that higher education institutions (HEIs) can create an environment to support peer networks and to provoke reflective thinking, in so doing they can improve owner‐managers’ management skills.

Originality/value

This study will assist HEIs in shaping how, and what, is provided in terms of management education for small business.

Details

Education + Training, vol. 51 no. 8/9
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 15 August 2019

Bronwen K. Maxson, Michelle E. Neely, Lindsay M. Roberts, Sean M. Stone, M. Sara Lowe, Katharine V. Macy and Willie Miller

The purpose of this paper is to discuss different strategies for implementing peer teaching as well as different roles for peer teachers in both academic libraries and…

Abstract

Purpose

The purpose of this paper is to discuss different strategies for implementing peer teaching as well as different roles for peer teachers in both academic libraries and writing-intensive courses. It explores connections to critical pedagogy, sociocultural theory, open educational practices and high-impact practices.

Design/methodology/approach

The methodology for implementing the three scenarios discussed in the paper differs widely. All approaches include some form of student feedback through focus groups, exit surveys or end-of-class assessments.

Findings

In both library and writing program settings, students have experience with and a favorable opinion of peer-assisted learning strategies.

Practical implications

These case studies provide concrete examples of how to develop different types of peer teaching interventions. The cases also detail benefits as well as challenges to implementation.

Social implications

Providing opportunities for peers to lead through teaching others has the potential to boost an individual’s sense of confidence, leadership and improve their own learning, as well as give students’ experiences to build upon and apply to their everyday lives and future careers.

Originality/value

While peer teaching is widely implemented in many disciplines, such as science, technology, engineering and medicine, its adoption in academic libraries has sometimes been viewed as controversial. This case study adds to the body of literature demonstrating that peer teaching is possible and desirable.

Details

Reference Services Review, vol. 47 no. 3
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 17 May 2021

Kai Zeng, Duanxu Wang, Qingyan Ye, Zhengwei Li and Xianwei Zheng

Because unethical behaviour pervades in organisations, how to inhibit the interpersonal influence of unethical behaviour has become increasingly important. This study aims to

Abstract

Purpose

Because unethical behaviour pervades in organisations, how to inhibit the interpersonal influence of unethical behaviour has become increasingly important. This study aims to integrate the deontic justice theory and affective events theory to examine the relationship between an individual’s unethical behaviour and his or her peers’ vicarious learning by highlighting the mediating effect of peers’ moral anger and the moderating effect of task interdependence on this relationship.

Design/methodology/approach

Data were collected in two waves from 254 employees of a large manufacturing company in the People’s Republic of China.

Findings

The hypothesised moderated mediation model was supported. Specifically, as expected, peers’ moral anger mediated the negative relationship between an individual’s unethical behaviour and peers’ vicarious learning. Task interdependence moderated the direct relationship between the individual’s unethical behaviour and his or her peers’ moral anger and the indirect relationship between an individual’s unethical behaviour and his or her peers’ vicarious learning via the peers’ moral anger such that these relationships were stronger when the level of task interdependence was higher.

Originality/value

This study argues that the deontic justice theory is a supplement for the social learning theory in explaining the interpersonal influence of unethical behaviour. Drawing on the deontic justice theory, this study demonstrates that an individual’s unethical behaviours are unlikely to be rewarded or accepted, and by integrating the theories of deontic justice and affective events, offers a rationale for the emotional mechanism that underlies the interpersonal influence of unethical behaviour.

Details

Chinese Management Studies, vol. 15 no. 3
Type: Research Article
ISSN: 1750-614X

Keywords

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