Search results
1 – 10 of 792Sarah A. Courchesne, Dave Stynen, Judith H. Semeijn and Marjolein C.J. Caniëls
Organizations are increasingly joining inter-organizational networks to foster sustainable employability for their employees. The purpose of this study is to identify the factors…
Abstract
Purpose
Organizations are increasingly joining inter-organizational networks to foster sustainable employability for their employees. The purpose of this study is to identify the factors and mechanisms central to their success as experienced by key stakeholders.
Design/methodology/approach
An explorative, qualitative approach was adopted, using four focus groups with network coordinators (N = 18) and HR professionals (N = 14). Fourteen Dutch inter-organizational networks were represented. Respondents were recruited through purposive and snowballing sampling techniques. Thematic analysis was applied using open coding to generate themes.
Findings
The results of this study outline environmental, structural, and inter-personal factors and mechanisms that contribute to the success of inter-organizational networks that aim to foster sustainable employability for their employees. The environmental factors and mechanisms consist of challenges stemming from the labor market. The structural factors and mechanisms include: a network’s flat structure, flat fee, lack of informal rules, the allocation of roles and expectations for stakeholders and shared network activities. Lastly, the inter-personal factors and mechanisms are: communication among stakeholders, establishing reciprocity, interaction and collaboration between stakeholders, the valuation of trust, a convivial culture and shared vision among stakeholders. The dynamics between these factors and mechanisms are compared to other forms of inter-organizational networks. Furthermore, several recommendations for network coordinators and practitioners regarding the development of networks are presented.
Originality/value
This study provides insights into the factors and mechanisms that are regarded by stakeholders as influencing the success of inter-organizational networks in their ability to foster sustainable employability for workers. We have identified a unique model that captures this new way of inter-organizational collaboration and builds on insights from literature on collaborative governance regimes, institutional fields and entrepreneurial ecosystems. Specifically, the model provides a framework that consists of environmental, structural and interpersonal factors and mechanisms for network success. This study increases our understanding of how collaborative efforts can be fostered beyond organizational boundaries and existing Human Resource Management practices.
Details
Keywords
Ourania Maria Ventista, Stavroula Kaldi, Magdalini Kolokitha, Christos Govaris and Chris Brown
Professional learning networks (PLNs) involve teachers’ collaboration with others outside of their school to improve teaching and learning. PLNs can facilitate teachers’…
Abstract
Purpose
Professional learning networks (PLNs) involve teachers’ collaboration with others outside of their school to improve teaching and learning. PLNs can facilitate teachers’ professional growth and school improvement. This study aims to explore the drivers for participation within PLNs, the enactment process and the impact of PLN participation on teachers, students and schools in Greece.
Design/methodology/approach
A descriptive phenomenological study was conducted to explore the lived experience of primary school teachers participating in PLNs.
Findings
The findings showed that individuals who were open to change were driving innovation to address a need or a lack in their daily practice that was not satisfied within their usual community of practice. The key element of the participation was peer collaboration with openness of communication without attendant accountability pressures. The change was mainly identified in teacher skills and the school climate. An individual could bring change only if the school is already open to change. In some cases, resistance to change in schools was identified before enactment or during enactment. The transformation of teachers’ and leaders’ stances is discussed, enabling the opportunity to maximise school improvement.
Originality/value
The study examines PLNs as European Union-funded initiatives that are developed by teachers in centralised education systems under the phenomenological research paradigm. It explores the PLNs in a different setting compared to the existing conceptual theory of change for PLNs.
Details
Keywords
Maria João Cunha, Carla Cruz and Célia Belim
This research aims to explore perceptions of subjective well-being (SWB) in public relations (PR) practitioners, focusing on dimensions of job satisfaction, networking…
Abstract
Purpose
This research aims to explore perceptions of subjective well-being (SWB) in public relations (PR) practitioners, focusing on dimensions of job satisfaction, networking, relationships and work–life balance, while addressing the under-researched area of gender and age – related to stages of life – disparities in SWB within the PR industry.
Design/methodology/approach
Employing a mixed-methods sequential explanatory design, this study utilised a survey, followed by semi-structured interviews to investigate SWB among PR professionals in Portugal, considering gender and stages of life differences.
Findings
Using a gendered and stages of life lens, this study found nuanced perceptions of SWB among Portuguese PR professionals. Older women showed higher emotional well-being but lower work evaluations than men, while young professionals exhibited less gender disparities in SWB. Men reported greater job satisfaction, emphasising passion, while women faced challenges like work overload and valued recognition. Gender differences were seen in networking, with men favouring teamwork and women valuing friendships for career advancement. Work–life balance issues, especially among older women, related to mental health.
Originality/value
This study contributes to filling the research gap regarding SWB in the PR industry, particularly in Portugal, offering insights into gender and stages of life dynamics that influence SWB perceptions, thereby informing strategies for enhancing well-being and productivity in PR workplaces.
Details
Keywords
David De Coninck and Laure Verhulst
The context of a long-standing research tradition, discrimination has emerged as a critical factor contributing to inequalities within the labor market. While existing studies…
Abstract
Purpose
The context of a long-standing research tradition, discrimination has emerged as a critical factor contributing to inequalities within the labor market. While existing studies have primarily focused on overt discrimination during the recruitment and selection process, influenced by biases, attitudes, or stereotypes, there remains a significant knowledge gap regarding discrimination within the workplace and its underlying structural dimensions. This article aims to address this gap by examining the impact of organizational culture, structure and policies on workplace discrimination, with a particular emphasis on women and ethnic minorities.
Design/methodology/approach
Utilizing a case study strategy centered around a Belgian branch of a multinational professional service agency, data was gathered through ten semi-structured in-depth interviews conducted with employees representing various organizational levels.
Findings
The findings reveal that organizational culture, structure and policies may pose inherent risks in perpetuating discrimination throughout individuals' professional trajectories. Furthermore, it becomes apparent that, albeit often unconscious, these elements exhibit biases against women and ethnic minorities.
Social implications
Given the unintentional nature of structural discrimination, it is crucial to foster increased awareness and understanding of these dynamics.
Originality/value
The originality of this research article lies in its focus on addressing a critical knowledge gap in the existing research tradition on discrimination in the labor market. While previous studies have primarily concentrated on overt discrimination during recruitment and selection, this article delves into the often overlooked area of discrimination within the workplace itself. It explores the intricate interplay of organizational culture, structure and policies in perpetuating discrimination, particularly against women and ethnic minorities. By utilizing a case study approach within a multinational professional service agency in Belgium, the research uncovers hidden biases and unconscious elements contributing to structural discrimination. This emphasis on understanding unintentional discrimination adds a novel dimension to the discourse on workplace inequalities.
Details
Keywords
Darren A. Bryant, Chun Sing Maxwell Ho, Jiafang Lu and Yiu Lun Leo Wong
This study addresses a gap in the knowledge on how longitudinal engagement in a school improvement initiative influences change in middle leaders’ (MLs') interactions and assesses…
Abstract
Purpose
This study addresses a gap in the knowledge on how longitudinal engagement in a school improvement initiative influences change in middle leaders’ (MLs') interactions and assesses how school–university partnerships around school improvement can support teachers with formal leadership roles (i.e. MLs’) leadership development.
Design/methodology/approach
Using a two-year longitudinal research design, university staff facilitated middle leadership training in a school-defined improvement initiative on lesson study. Results from a pre-test followed by two post-tests administered at one-year intervals were collected on social networks. Analyses examined changes in indegree and brokerage patterns among groupings of senior leaders (SL), subject leaders, cross-school specialists and teachers.
Findings
Accounting for staffing changes, 27 of 67 staff members participated in each survey, yielding 1,623 distinct ties connecting school members. Over the first year, advice-seeking increased by 225%. SLs’ initial propensity to consult peers shifted towards MLs and teachers. Subject leaders advising other leaders and teachers increased tenfold. Teachers’ peer-to-peer consultation increased by 2,000%. Specialists with school-wide responsibilities became the dominant group for advising other leaders, such as SLs and subject leaders. These shifts were sustained over the second year.
Originality/value
The study demonstrates that engagement in the school–university partnership support and the corresponding structural changes stimulated robust cross-school dialogue among teachers and various leaders. Brokerage patterns indicated an enhanced role for MLs in driving the school-defined improvement initiative which corresponded to university-designed development activities.
Details
Keywords
Nora Denner, Thomas Koch, Benno Viererbl and Alicia Ernst
This study examines the functions of informal communication in organizations. Informal communication can be characterized as any interaction within an organization in which two or…
Abstract
Purpose
This study examines the functions of informal communication in organizations. Informal communication can be characterized as any interaction within an organization in which two or more individuals assume personal roles rather than their professional roles and in which employees do not intend to solve work-related problems. Despite its central role in organizations, a comprehensive understanding of the specific functions of informal communication within workplace dynamics is lacking.
Design/methodology/approach
We reviewed existing literature to identify the functions of informal communication and then surveyed employees (N = 1,380). We asked them to indicate their agreement with statements measuring the functions of informal communication that we derived from the literature.
Findings
Using exploratory factor analysis, we identified four core functions: stress management and recreation, nurturing private relationships, fostering a sense of belonging and connectedness and facilitating information exchange and coordination. We then examined how these core functions related to job-related and sociodemographic characteristics. Our findings underscore the importance of informal communication in organizations, particularly in facilitating the development and maintenance of social relationships as well as information exchange and coordination, both of which play critical roles in organizational success.
Originality/value
This study is among the first to systematize the functions of informal communication in organizations and to empirically extract core functions that can be used for further research. It is also highly relevant to practitioners of organizational management and organizational communication.
Details
Keywords
Chiara Ancillai, Sara Bartoloni and Federica Pascucci
The purpose of this study is to provide an in-depth understanding of the B2B customers’ perspective regarding salespeople’s social media use.
Abstract
Purpose
The purpose of this study is to provide an in-depth understanding of the B2B customers’ perspective regarding salespeople’s social media use.
Design/methodology/approach
The study adopts a qualitative approach based on semi-structured interviews with 26 key informants performing their job in customer role in various industries.
Findings
The authors inductively identify five themes regarding the B2B customers’ perspective of social media use in B2B selling. These themes allow for valuable implications for social selling activities and expected outcomes.
Originality/value
Against a growing body of literature on drivers, best practices and outcomes of social media use by B2B salespeople, less attention has been paid to the customer’s side. The authors extend current research by providing a more complete picture of social selling activities and expected outcomes.
Details
Keywords
Marian Mahat and Chris Bradbeer
Teacher-led inquiry in school learning environments is the critical and systematic analysis of pedagogical practice in flexible and agile learning environments that teachers…
Abstract
Teacher-led inquiry in school learning environments is the critical and systematic analysis of pedagogical practice in flexible and agile learning environments that teachers undertake as researchers of their own practice. It is an iterative approach, combining theory and practice, operates over reasonably short time spans and involves substantial collaboration and participation amongst peers. Akin to action research, it works most effectively when it is combined with evidence on what works (and what works well) and what does not, specifically as it relates to student learning outcomes. In this introductory chapter, the authors synthesize scholarly research to set the context for teacher-led inquiry in school learning environments. The authors discuss the challenges and opportunities for schools and educators embarking on evidence-based teacher-led inquiry as a powerful form of professional learning for contemporary teachers.
Details
Keywords
Adeel Tariq, Muhammad Saleem Ullah Khan Sumbal, Marina Dabic, Muhammad Mustafa Raziq and Marko Torkkeli
As sustainable performance has a central role in the small and medium enterprises (SMEs) performance literature, this study aims to examine the influence of networking…
Abstract
Purpose
As sustainable performance has a central role in the small and medium enterprises (SMEs) performance literature, this study aims to examine the influence of networking capabilities in enhancing sustainable performance through knowledge workers’ productivity and digital innovation. It also examines the sequential mediating role of knowledge workers’ productivity and digital innovation on networking capabilities and SMEs’ sustainable performance relationship.
Design/methodology/approach
Data were collected from 308 knowledge workers in the information technology sector and analyzed using the Hayes Process Macro bootstrapping method to test the proposed hypotheses.
Findings
Results indicate that knowledge workers’ productivity and digital innovation individually and sequentially mediate the relationship between networking capabilities and SME’s sustainable (economic and environmental) performance, surprisingly, they do not act as a mediator between networking capability and SME’s social performance. SMEs should prioritize investments in the professional development of their knowledge workers through training and skill enhancement programs. This investment equips knowledge workers with the tools to effectively use the knowledge and resources acquired through networking. Thus, knowledge workers may improve performance by using these resources to tackle challenges.
Research limitations/implications
Although this research focused on this specific context, it is prudent to acknowledge that additional factors may also exert influence on sustainable performance within SMEs, factors that managers may consider when making decisions. Methodologically, the cross-sectional design of this research poses a potential limitation, as it does not allow for the complete elimination of endogeneity concerns. However, it is worth noting that scholars have endorsed the use of cross-sectional data in cases where management researchers aim to expand beyond well-documented and longitudinal data sets.
Practical implications
This research offers practical recommendations for SMEs to improve their sustainable performance through networking. SMEs should seek partnerships with complementary knowledge to improve operations and for other performance-oriented benefits.
Originality/value
This study adds significantly to the literature on sustainable SME performance by studying the interdependent effects of networking capabilities. It also represents the individual and sequential mediation mechanism that links networking capabilities to SME success through knowledge worker productivity and digital innovation.
Details
Keywords
Rickard Enstroem and Rodney Schmaltz
This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands…
Abstract
Purpose
This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands, the expansion of higher education and the application of high-impact teaching strategies. It synthesizes perspectives on employer work readiness, the challenges and opportunities of large-scale teaching and strategies for fostering a dynamic academia-industry feedback loop. This multifaceted approach ensures the relevance of curricula and graduates’ preparedness while addressing the skills gap through practical recommendations for aligning teaching methodologies with employer expectations.
Design/methodology/approach
The research methodically examines the multifaceted challenges and opportunities inherent in large-scale teaching. It focuses on sustaining student engagement, maintaining educational quality, personalizing learning experiences and cultivating essential soft skills in extensive student cohorts.
Findings
This study highlights the critical role of transversal skills in work readiness. It also uncovers that despite its challenges, large-scale teaching presents unique opportunities. The diversity of large student groups mirrors modern workplace complexities, and technological tools aid in personalizing learning experiences. Approaches like peer networking, innovative teaching methods, real-world simulations and collaborative resource utilization enrich education. The importance of experiential learning for augmenting large-scale teaching in honing soft skills is emphasized.
Originality/value
This manuscript contributes to the discourse on large-scale teaching, aligning it with employer expectations and the dynamic requirements of the job market. It offers a nuanced perspective on the challenges and opportunities this educational approach presents, providing insights for crafting engaging and effective learning experiences in large cohorts. The study uniquely integrates experiential learning, co-creation in education and industry-academia feedback loops, underscoring their importance in enhancing student work readiness in large-scale teaching.
Details