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Article
Publication date: 26 March 2024

Philangani Thembinkosi Sibiya

The library and information science (LIS) profession experienced drastic changes in its job requirements due to emerging digital scholarship trends, especially the growth of the…

Abstract

Purpose

The library and information science (LIS) profession experienced drastic changes in its job requirements due to emerging digital scholarship trends, especially the growth of the Fourth Industrial Revolution (4IR). As a result, there is a discrepancy between the job market and the LIS curriculum. This study addresses this gap by looking into incorporating digital scholarship into the LIS school curricula in South Africa. This may have implications for other contexts as well, because digital scholarship is becoming pervasive.

Design/methodology/approach

The study adopted a constructivist paradigm using a qualitative approach and a multiple case study design. Primary data using semi-structured interviews were collected from 10 academics at LIS schools and 10 librarians from both academic and special research council libraries in South Africa.

Findings

The study revealed that LIS schools did not have content on digital scholarship such as research data management (RDM), digitisation, metadata standards, open access, institutional repositories and other related content. Stakeholders who needed to be consulted included librarians, information technology (IT) and information and communication technology (ICT) specialists, computer scientists, humanists, the South Africa Qualifications Authority (SAQA) and Department of Higher Education and Training (DHET) and LIS professional bodies. There were gaps and redundancies in the curriculum as far as digital scholarship was concerned. Digital scholarship presented opportunities for librarians and academics to acquire emerging jobs and to collaborate more in the digital space.

Originality/value

The article advances knowledge on the importance of incorporating digital scholarship in the LIS curriculum in South Africa. Furthermore, it provides guidance regarding stakeholders to be consulted when incorporating content into the LIS curriculum with the intention of closing the gaps and curbing or removing discrepancies between job requirements and graduates’ skills and competencies.

Details

Library Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0143-5124

Keywords

Article
Publication date: 13 September 2023

Jessica Ostrow Michel, Peter Siciliano, Michaela Zint and Sarah Collins

One of the rapidly growing bodies of literature on sustainability in higher education focuses on the competencies students should master to bring about the necessary…

Abstract

Purpose

One of the rapidly growing bodies of literature on sustainability in higher education focuses on the competencies students should master to bring about the necessary transformation toward a sustainable future. Given the influential nature of this particular scholarship on curricula and programs, this study aims to assess its trajectory based on bibliometric analyses.

Design/methodology/approach

More specifically, authors conducted coauthorship, direct citations of articles and journals and bibliographic coupling analyses to identify the scholars and publications that have shaped the subfield of higher education sustainability competency research.

Findings

Findings show that despite the growth in higher education sustainability competency scholarship, this important subfield in higher education for sustainable development (HESD) has been a relatively narrow one. Contributing scholars, coauthor publications mainly with each other, cite each other and draw from a shared pool of research primarily by individuals from the Global North.

Research limitations/implications

Scholars seeking to advance sustainability competency scholarship are encouraged to engage with individuals who can bring more diverse perspective on the knowledge, skills and mindsets higher education students need to master, to ensure that they can transform their communities toward a sustainable future in just ways. Integrating environmental/social justice, traditional knowledge and decolonizing perspectives from academics and sustainability leaders from minoritized groups and the Global South have the potential to result in important, new contributions.

Originality/value

Although prior scholars have examined HESD, including higher education sustainability education through bibliometric analysis, none have focused on assessing the higher education sustainability competency literature specifically. Given the influence this particular body of scholarship has already had, and will increasingly have, on preparing students for leading a just transition toward sustainability, this finding of this subfield’s limited diversity is important to highlight and address moving forward.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 16 December 2022

Zohre Mohammadi, Abhishek Bhati and Eddy Ng

This paper charts the development of diversity research in hospitality and tourism (H&T) as a field of study. The authors are interested in how diversity has been studied, where…

Abstract

Purpose

This paper charts the development of diversity research in hospitality and tourism (H&T) as a field of study. The authors are interested in how diversity has been studied, where diversity scholarship has been published, who are the leading diversity scholars and whether the scholars work has been influential. In addition, the authors identified the institutions and countries that contribute significantly to diversity scholarship in H&T.

Design/methodology/approach

The authors draw from the Web of Science (WoS) Core Collection, Scopus and Australian Business Dean's Council (ABDC) Journal Quality List covering 109 journals to identify the relevant articles on workplace diversity in H&T. The authors conducted evaluative and relational bibliometric techniques to assess the prominence of diversity scholarship in the field.

Findings

Diversity research in H&T did not gain traction until 2005. Using Equality, Diversity and Inclusion: An International Journal as a benchmark, the authors found that diversity research in H&T closely tracked the diversity topics in general organization and management literature. However, H&T lagged in race and ethnic, as well as gender identity research. A majority of diversity research is published in leading (top-ranked) journals, signifying the value of diversity scholarship in H&T. Hospitality journals published the most articles, while tourism journals reported the highest impact. Scholars based in the USA, China and the United Kingdom (UK) contributed the most diversity articles, but one researcher, Osman M. Karatepe (Turkey), stood out as the most productive and influential diversity scholar in H&T.

Practical implications

The insights from this study aid H&T scholars in identifying trends and opportunities in diversity research, assessing the productivity and impact of various journals and databases, locating collaborative opportunities (through co-citations and highly productive and influential institutions and scholars) and benchmarking the scholars’ own work.

Originality/value

Given an absence of prior review and diversity research has only gained ground in the H&T literature since 2005, this bibliometric study offers a fossil record and documents the trajectory of diversity scholarship in H&T, identifies the scholars who are active in this area of research and highlights institutions and countries where diversity research is conducted.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 42 no. 4
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 9 January 2024

Sanobar Siddiqui and Camillo Lento

This paper explores who among the AACSB categorization of academics conducts the scholarship of teaching and learning (SoTL) research within business schools and how…

Abstract

Purpose

This paper explores who among the AACSB categorization of academics conducts the scholarship of teaching and learning (SoTL) research within business schools and how AACSB-accredited business schools capture SoTL research as part of their portfolio of intellectual contributions.

Design/methodology/approach

This study adopts a qualitative-method research design by collecting primary data through surveys, semi-structured interviews and secondary data in policy documents focused on AACSB-accredited business schools in Canada and the United States.

Findings

The findings establish that scholarly and practice academics who possess rigorously acquired research skills due to their terminal degrees are most likely to conduct SoTL research. The results also reveal an even split among respondents regarding whether their AACSB-accredited business school captures SoTL with their journal ranking frameworks.

Practical implications

Based on the findings, two recommendations are offered to foster more SoTL research at AACSB-accredited schools. First, higher education leaders (e.g. business school deans) can further inculcate a culture of SoTL research at the department and institutional levels by creating communities of practice (CoPs). Second, AACSB-accredited business schools could adopt more inclusive journal ranking frameworks to capture better and incentivize SoTL research.

Originality/value

This is the first known study to explore how AACSB Standards 3 and 8 are implemented and operationalized regarding SoTL research. Understanding how these standards are adopted and implemented could help institutional leaders, standard setters and administrators better facilitate SoTL research.

Details

International Journal of Educational Management, vol. 38 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 11 August 2023

Thi Kim Thoa Ninh, Thi Huyen Ngo and Hong Sinh Nguyen

The aim of this paper is to investigate the needs of lecturers and learners for digital scholarship services (DSS) and to suggest recommendations for the development of DSS at…

Abstract

Purpose

The aim of this paper is to investigate the needs of lecturers and learners for digital scholarship services (DSS) and to suggest recommendations for the development of DSS at Vietnam National University Ho Chi Minh City (VNU-HCM).

Design/methodology/approach

The research employed a mixed method approach, comprising a paper questionnaire with 360 respondents to collect quantitative data and in-depth interviews with 18 participants, including lecturers (L), postgraduate students (P), and undergraduate students (U), to gather qualitative data.

Findings

The findings indicate that lecturers and students have diverse needs for various DSS services, with digital information resources and institutional repositories being the most common, followed by new and workable digital technology infrastructure, training courses in using digital tools and methods, and ongoing advice and support at different stages of the research process.

Research limitations/implications

The limitations of this study indicate that further research is necessary to obtain a more comprehensive understanding of the DSS needs in higher education institutions in Vietnam of various sizes and characteristics.

Practical implications

This research provides a practical basis for the development and provision of appropriate support to the development of DSS at VNU-HCM.

Originality/value

The originality of this paper and its value lies in the contribution to the understanding of the needs of DSS in a context of the digital transformation and the improvement of the quality of education and research in the higher education sector in Vietnam.

Details

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

Keywords

Article
Publication date: 24 April 2023

Nicole Sankofa

LeftTube – a loosely connected community of left-leaning content creators on YouTube – includes a subsection of video essayists that conduct scholarly work seemingly adjacent to…

Abstract

Purpose

LeftTube – a loosely connected community of left-leaning content creators on YouTube – includes a subsection of video essayists that conduct scholarly work seemingly adjacent to critical research. Exploring this digital community of critical scholars may precipate opportunities for collaboration and reciprocal learning to better academic qualitative research approaches. Therefore, the purpose of this exploratory study is to (1) examine if and how this digital community engages in critical scholarship, and (2) initiate a call for academic qualitative scholars to watch this digital space as a potential source of collaboration, an opportunity for co-learning and consideration for inclusion in the qualitative “big tent”.

Design/methodology/approach

Using an algorithm-based sampling procedure, 143 videos were sampled across 23 Black women content creators. Videos were analyzed for characteristics of critical research using multimodal-ethnographic semiotic analysis.

Findings

Findings suggest that 11 strategies of critical scholarship were used with themes of knowledge production and ethical framework. Such results indicate that this subsection of LeftTube video essayists are conducting critical scholarship.

Originality/value

The most significant implication is the expansion of the qualitative “big tent” to include international social media content creators who conduct social science research. This would have many benefits to academic qualitative researchers, including learning how the studied community (1) makes critical scholarship impactful and influential in civil discourse, (2) mobilizes critical language, and (3) resists neoliberal and capitalist systems attempting to marginalize critical research.

Details

Qualitative Research Journal, vol. 23 no. 4
Type: Research Article
ISSN: 1443-9883

Keywords

Article
Publication date: 22 March 2024

Mai Thi Kim Khanh and Chau Huy Ngoc

Cambodian and Laotian students (CLS) are among the largest groups of international students in intra-ASEAN student mobility as well as in Vietnamese higher education institutions…

Abstract

Purpose

Cambodian and Laotian students (CLS) are among the largest groups of international students in intra-ASEAN student mobility as well as in Vietnamese higher education institutions (HEIs). However, little has been researched on the factors influencing CLS’s decision to choose Vietnam as destination country. The purpose of this study is to investigate why CLS decide to go overseas and choose Vietnam as their host country among other opportunities as well as their perceptions of the decision.

Design/methodology/approach

Using qualitative methods and employing purposive sampling, data were collected by semi-structured interviews from CLS studying in a HEI in the Mekong Delta of Vietnam. The data were analysed against the push–pull framework to understand factors influencing the participants’ decision.

Findings

The findings show that CLS in the study were “pushed” by the perceived higher value of a foreign qualification and family encouragements. In terms of pull factors, they were attracted to choose Vietnam as the host country most observably due to scholarship opportunities. However other pull factors were also significant, especially the lack of certain skills in home countries and its congruence with Vietnam’s competitive strength in offering courses for those skills. In retrospect, the participants expressed a sense of optimism, though there was also certain reservation.

Research limitations/implications

The small sample restrict the generalisability of the findings.

Practical implications

As an exploratory study, the findings can lay the ground for largerscale studies investigating CLS mobility in Vietnam and be employed for inbound student mobility policymaking reference for HEIs in Vietnam as well as in other developing countries.

Originality/value

This study investigates why Cambodian and Laotian international students decide to go to Vietnam, a developing country in the lesser-known part of international student mobility landscape. This is a topic that remains under-researched in the Asia-bound student mobility literature. Insights from the study can not only contribute to the scholarly gap but also offer implications for HEIs in Vietnam and other Asian countries.

Details

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

Keywords

Abstract

Details

Decolonizing Educational Relationships: Practical Approaches for Higher and Teacher Education
Type: Book
ISBN: 978-1-80071-529-5

Open Access
Article
Publication date: 22 November 2023

Alexandra Krämer and Peter Winkler

The climate crisis presents a global threat. Research shows the necessity of joint communication efforts across different arenas—media, politics, business, academia and protest—to…

Abstract

Purpose

The climate crisis presents a global threat. Research shows the necessity of joint communication efforts across different arenas—media, politics, business, academia and protest—to address this threat. However, communication about social change in response to the climate crisis comes with challenges. These challenges manifest, among others, in public accusations of inconsistency in terms of hypocrisy and incapability against self-declared change agents in different arenas. This increasingly turns public climate communication into a “blame game”.

Design/methodology/approach

Strategic communication scholarship has started to engage in this debate, thereby acknowledging climate communication as an arena-spanning, necessarily contested issue. Still, a systematic overview of specific inconsistency accusations in different public arenas is lacking. This conceptual article provides an overview based on a macro-focused public arena approach and decoupling scholarship.

Findings

Drawing on a systematic literature review of climate-related strategic communication scholarship and key debates from climate communication research in neighboring domains, the authors develop a framework mapping how inconsistency accusations of hypocrisy and incapacity, that is, policy–practice and means–ends decoupling, manifest in different climate communication arenas.

Originality/value

This framework creates awareness for the shared challenge of decoupling accusations across different climate communication arenas, underscoring the necessity of an arena-spanning strategic communication agenda. This agenda requires a communicative shift from downplaying to embracing decoupling accusations, from mutual blaming to approval of accountable ways of working through accusations and from confrontation to cooperation of agents across arenas.

Details

Journal of Communication Management, vol. 28 no. 1
Type: Research Article
ISSN: 1363-254X

Keywords

Article
Publication date: 29 December 2023

Chang-kyu Kwon and Matthew Archer

The complex world in which we reside is calling for more critical approaches to address the precarity experienced by the most marginalized in social systems. However, human…

Abstract

Purpose

The complex world in which we reside is calling for more critical approaches to address the precarity experienced by the most marginalized in social systems. However, human resource development (HRD) lacks empirical data to describe, define and project the objectives and future directions of Critical HRD in today’s turbulent and volatile times. Therefore, the purpose of this study is to examine the historical and contemporary progression of Critical HRD, as described by nine of its most well-known scholars.

Design/methodology/approach

Data were collected through semistructured interviews, and a constructivist grounded theory coding approach was applied during analysis to identify themes and patterns.

Findings

The findings of this study highlight the persistent scholarship versus practice divide among Critical HRD scholars, suggesting that Critical HRD may merely be an academic undertaking and something not practiced within the public domain. The authors call for an evolution of Critical HRD toward more practice- and action-oriented approaches to scholarship and teaching so that meaningful changes can take place in actual organizations and workplaces.

Originality/value

To the best of the authors’ knowledge, this study was the first to empirically show that there is a real research–practice gap, particularly among Critical HRD scholars. Critical HRD scholars need to take these findings seriously as an opportunity to reflect on how they can take Critical HRD to the next level beyond academic discourse.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

Keywords

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