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Article
Publication date: 22 September 2023

Sarah Alves and Edouard Thiebaut

If building and nurturing a learning organization is not a random chance, the question of where organizations should start is patent. Because learning culture is one of the core…

Abstract

Purpose

If building and nurturing a learning organization is not a random chance, the question of where organizations should start is patent. Because learning culture is one of the core components of learning organizations, it is wondered how individuals and organizations contribute to this phenomenon. Under an interactional perspective, the authors explore the cross-dynamics between learning resources, structure and support (organizational level), and self-directed learning (individual level).

Design/methodology/approach

The authors conducted qualitative and exploratory research in Spring 2021 in France. They used semi-structured interviews with HRMs and a Delphi panel as the main instruments. This dual approach brings a reflexive and complementary dialogue to the research question.

Findings

The results show that non-learning organizations took advantage of the Covid-19 period. They created a learning biotope and fostered learning dynamics. Although this biotope acted as a learning marketplace and lacked guidance, individuals interacted with this learning biotope. They took learning initiatives and developed their self-directed learning. This understanding argues for constant interaction and co-influence between organizations and individuals to build and nurture a learning culture.

Originality/value

There is little discussion on how individuals and organizations contribute to building and nurturing a learning culture from an interactional perspective. Furthermore, literature on learning organizations considers self-directedness as a whole, considering self-directed learning as a characteristic and a process sharpens thinking. On methodological concerns, the authors used a dual qualitative approach with interviews and Delphi for the first time in research on learning organizations.

Details

The Learning Organization, vol. 31 no. 1
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 9 November 2022

Eliza Rossiter, T.J. Thomson and Rachel Fitzgerald

The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning…

Abstract

Purpose

The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning challenges within the tertiary education context. These include those related to the number and type of learning activities that can be offered, class pacing, subject-specific content considerations and the availability and quality of off-the-shelf learning resources. Educators have to potentially contend with all of these amidst mounting institutional constraints and external pressures. Yet, a supplemental, from-scratch online learning resource can help mitigate some of these challenges.

Design/methodology/approach

This study presents the successes and challenges of introducing a mobile learning resource, Pocket Tutor, to bolster autonomous learning in a supported university learning environment. Pocket Tutor was designed and developed in 2019 and integrated in 2020 and 2021 into a multimedia design class offered at a large university in the Asia-Pacific. The resource’s effectiveness is measured against common technology acceptance factors – including self-efficacy, enthusiasm and enjoyment in relation to contextual purpose and class learning outcomes – through a multi-pronged approach consisting of a class-wide survey, developed specifically for this purpose and analysis of usage data. Deeper context was also provided through a small pool of follow-up interviews.

Findings

Evidence from this study’s data suggests that a bespoke, mobile-learning resource can provide greater consistency, more relevance, more flexibility for when and where students learn and more efficiency with limited opportunities for synchronous interaction. At the same time, a bespoke mobile-learning resource represents a significant investment of skill and time to develop and maintain.

Originality/value

This study responds to calls from scholars who argue that more research (especially that is qualitative and discipline-specific) is needed to investigate students’ willingness to use learning apps on their mobile devices. This study pairs such research about student willingness with actual usage data and student reflections to more concretely address the role of mobile learning resources in higher education contexts. This study also, importantly, does not just assess perceptions and attitudes about mobile learning resources in the abstract but assesses attitudes and usage patterns for specific generic and bespoke mobile learning resources available for students in a specific university class (thereby providing discipline-specific insights). This study also provides a unique contribution by including multiple years of data and, thus, offers a longitudinal view on how mobile-learning resources are perceived and used in a particular higher education context.

Details

Interactive Technology and Smart Education, vol. 21 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 20 March 2024

Ayesha Khatun, Vishal Singh and Akashdeep Joshi

Studies have so far focused on learning in organizations, factors affecting learning, learning effectiveness and so on but the concept of learning in a hybrid work arrangement is…

Abstract

Purpose

Studies have so far focused on learning in organizations, factors affecting learning, learning effectiveness and so on but the concept of learning in a hybrid work arrangement is yet unexplored. The purpose of this study is to measure the perception of faculty members in higher education institutions towards learning in a hybrid work arrangement and also to measure the differences of perception towards hybrid work arrangement based on employees’ gender and organization type.

Design/methodology/approach

The data was collected from a sample of 390 faculty members composing of Assistant Professors, Associate Professors and Professors, purposely chosen from two of the premier higher education institutions (one private and one public) located in Punjab, India. A self-structured questionnaire was administered to the faculty members who are working on a regular basis and have minimum of two years of work experience with the chosen university. For analysing the collected data exploratory factor analysis and other descriptive statistics have been applied.

Findings

The findings of the survey show that in terms of gender differences, it is the female employees who are more satisfied with different aspects of hybrid/remote work arrangement as compared to male employees. In regard to organizational differences in the perception towards learning in a hybrid work arrangement it is found that public university employees have a more positive attitude so far as individual factors are concerned, but in terms of organizational factors, it is the private university that is scoring better than the public university.

Research limitations/implications

The study is limited to only two higher education institutions, and its findings to be applicable in all higher education institutions, further studies may be required on a larger canvas. Future studies may be undertaken using advanced statistical tools like structural equation modelling to explore various variables associated with learning in a hybrid work arrangement.

Originality/value

Applicability of hybrid work arrangement is very high in higher education institutions and to the best of the authors’ knowledge, this is the first study which adds to the literature on perception of employees towards organizational learning in a hybrid work arrangement.

Details

The Learning Organization, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 21 March 2024

Vijaya Lakshmi Dara and Chitra Kesavan

The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional…

Abstract

Purpose

The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional contributions, highlighting the global reach of participatory learning discourse. The study also reaches into the most cited papers, emphasizing their pivotal role in shaping the field’s trajectory.

Design/methodology/approach

The research design of our study involves a retrospective analysis focused on the topic of participatory learning in education. A retrospective analysis is a methodological approach that entails examining existing literature, data, and publications within a specific field to identify trends, patterns, and insights over a defined period. In the context of participatory learning in education, this research design allows us to gain a comprehensive understanding of the evolution, contributions, and emerging directions within this pedagogical approach.

Findings

The culmination of this study lies in formulating 75 thought-provoking future research questions. These questions are designed to guide the future trajectory of participatory learning research, addressing existing gaps and propelling the field toward new horizons. The findings of the study contribute to a panoramic view of participatory learning’s evolution, global impact, and potential for reshaping education. It is a compass for researchers, educators, and policymakers navigating the intricate landscape of participatory learning in education.

Research limitations/implications

Themes and topics are thoroughly explored, unrevealed the multidimensional nature of participatory learning research. The investigation spans time, revealing enduring themes while unveiling emerging areas of inquiry that capture the attention of researchers and practitioners. Current trends and focus areas are scrutinized, offering insights into the ever-evolving scholarly pursuits within participatory learning.

Practical implications

This comprehensive study investigates the evolution and impact of research on participatory learning in education from 1995 to 2023. The research objectives encompass a broad spectrum, including trend analysis, geographical distribution assessment and identification of influential papers, thematic exploration, and the formulation of future research questions. Through a meticulous examination of published literature, this study aims to shed light on the development of participatory learning as a transformative educational approach.

Originality/value

This study’s originality lies in its comprehensive analysis of participatory learning in education from 1995 to 2023, revealing temporal trends, global contributions, influential papers, thematic nuances, and emerging trends. By amalgamating these dimensions, it offers a holistic view of participatory learning’s evolution, impact, and future directions, enriching the understanding of this transformative educational approach and guiding further research and practice.

Details

Kybernetes, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0368-492X

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: 30 January 2024

Louise Suckley and Marko Orel

This paper aims to examine the learning gained from the evolving adjustment experiences of co-workers in moving to home-based working during the COVID-19 pandemic and the…

Abstract

Purpose

This paper aims to examine the learning gained from the evolving adjustment experiences of co-workers in moving to home-based working during the COVID-19 pandemic and the influence of these experiences on re-adjusting to return to co-working.

Design/methodology/approach

Results of a longitudinal qualitative study are reported where a group of co-workers were interviewed on three occasions between 2019 and 2022. Experiences are analysed alongside the adjustment to the remote work model using a boundary management lens.

Findings

The main adjustment experiences were in work location, temporal structures, professional and social interactions, and a new adjustment area was identified around family role commitment that emerged in the home-based setting. Boundary management practices were temporal, behavioural, spatial and object-related and evolved with the unfolding of adjustment experiences. A return to using co-working spaces was driven by the need for social interaction and spatial boundaries but affected by the requirement for increased privacy.

Practical implications

This paper will help workplace managers to understand adjustment experiences and develop facilities that will support a positive shared working environment not fulfilled through home-based working.

Originality/value

Although many workers abruptly transitioned to home-based working during the pandemic, this research considers those who would normally choose to work in a community-centred working environment rather than being home-based. As such, their experience of adjustment is of greater interest, particularly in terms of their expectations for shared working spaces.

Details

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

Keywords

Article
Publication date: 9 February 2024

Irene Lopatovska and Celia Coan

The study explored how information institutions can support the resilience of parents of adolescents affected by the Russia–Ukraine war. Ukrainian parents are facing major…

Abstract

Purpose

The study explored how information institutions can support the resilience of parents of adolescents affected by the Russia–Ukraine war. Ukrainian parents are facing major challenges of supporting their teenagers through a difficult developmental phase while also “buffering” their war-related hardships. By supporting parents, information institutions can also support children.

Design/methodology/approach

Fifteen parents were interviewed about mental health challenges and resources that are helpful and/or missing from their support systems. Recordings of participant narratives were analyzed using the qualitative thematic analysis technique.

Findings

The findings indicate that both teens and parents rely on internal resilience skills, family, friends and community resources to support themselves. However, a number of additional resources could be offered by information institutions, including content for (1) teens on developing skills in communication, interpersonal relationships, problem solving and academic pursuits; (2) parents on child development and opportunities in their host countries; both groups on (3) both groups on mental health first aid and safe spaces to meet peers. The study recommendations will be of interest to information professionals working with families, especially families affected by disasters.

Research limitations/implications

The study relied on a small convenience sample of participants.

Practical implications

Study recommendations would be of interest to information professionals who develop and provide services to families affected by natural and manmade disasters.

Social implications

Study recommendations improve understanding of the (potential) role of information institutions and libraries in strengthening family and community resilience.

Originality/value

The study offers a rare insight into experiences of war-affect families and provides evidence-driven recommendations for information institutions to support family and community resilience.

Details

Journal of Documentation, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0022-0418

Keywords

Article
Publication date: 19 March 2024

Jasneet Kaur Kohli, Rahul Raj, Navneet Rawat and Ashulekha Gupta

Due to the growing complexity involved in leveraging the endless possibilities of ICT on all levels, the technical competence of faculties of higher education institutions (HEI…

Abstract

Purpose

Due to the growing complexity involved in leveraging the endless possibilities of ICT on all levels, the technical competence of faculties of higher education institutions (HEI) and effective methods for fostering e-readiness has become questionable.

Design/methodology/approach

This research has developed and validated an empirically supported e-readiness scale, which can be used by HEIs to assess faculty members’ preparedness toward online teaching. The measurement model and the structural model were developed as the results of exploratory factor analysis and confirmatory factor analysis (n = 245). The previously identified components and their indicators were validated using the structural models and the final scale was developed with five dimensions (“online technological readiness, pedagogical readiness, institutional readiness, learning and delivery readiness and content readiness”).

Findings

The faculties’ e-readiness assessment tool, as a useful tool, could aid institutions in identifying problems that affect the implementation of e-learning or digitalization in the institutions and developing strategies in response.

Research limitations/implications

Like any research this research also has some limitations and can be considered as future research probability like the responses for this research were collected from HEI in India; however, a cross-cultural study can be conducted to understand the parameters across the globe. Although the psychometric qualities of the e-readiness scale are acceptable, additional research in various higher educational environments, both nationally and internationally, is required to further establish the scale’s relevance, validation and generalizability.

Originality/value

Although many scales have been developed to assess the readiness level in the education sector, a scale, that holistically measures, the readiness level of faculties from an overall perspective was required. This scale can be used to recognize the e-readiness level of teachers in HEIs. This scale can also help the institutions assess the readiness level of their faculty members and address any improvements required in their teaching and learning pedagogy, further acknowledging training needs.

Details

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

Keywords

Article
Publication date: 31 July 2023

Wejdan Farhan, Iffat Sabir Chaudhry, Jamil Razmak and Ghaleb A. El Refae

The importance of modeling digital leadership in quickly digitizing countries, like the United Arab Emirates (UAE), is inevitable for building leadership capabilities to lead…

Abstract

Purpose

The importance of modeling digital leadership in quickly digitizing countries, like the United Arab Emirates (UAE), is inevitable for building leadership capabilities to lead, engage and motivate remote employees in the digital environment. Using Blake and Mouton Grid, the current study examines the behavioral approach used by the leaders from both public and private sectors while managing their workforce digitally in the period of the pandemic, when 70% of the workforce worked remotely for the first-time in the region.

Design/methodology/approach

An online survey was conducted by the managerial employees working in different firms using self-administered questionnaires and adopting the snowball sampling technique. In total, 476 respondents participated in the study from both the Emirates of Abu Dhabi and Dubai.

Findings

The analysis using IBM SPSS and Smart PLS software reported that 9 out of 10 leaders positioned their digital leadership style well above the middle-of-the-road management style (5,5) oriented towards team management (9,9); with 7 out of 9 displaying high team management leadership style, while managing remote workers. However, millennials displayed higher task orientation when compared to generation-x leaders, who concentrated more on their relations with the workers.

Practical implications

The findings have implications for practitioners in technology driven regions. Also the results highlighting the task-oriented approach of millennials digital leaders have implication for owners and board of directors of the firms that seniority is not the only credible approach for leadership positions.

Originality/value

The study reveals the behavioral styles beneficial for digital leaders to develop their leadership capabilities and increase their effectiveness while managing the workforce digitally. Black Mountain Grid and its two-dimensional leadership matrix has been found to be a useful conceptual approach for understanding digital leadership behaviors, and based on study findings, recommendations have been provided to effectively improve its utilization for leading teams. The findings have implications for practitioners in technology driven regions as well as digital leadership field scholars.

Details

Journal of Organizational Effectiveness: People and Performance, vol. 11 no. 1
Type: Research Article
ISSN: 2051-6614

Keywords

Article
Publication date: 20 June 2023

Laís Viera Trevisan, Luis Felipe Machado do Nascimento, Walter Leal Filho and Eugênio Ávila Pedrozo

The purpose of this study is to present an innovative and transformative online approach to sustainable development in management education.

Abstract

Purpose

The purpose of this study is to present an innovative and transformative online approach to sustainable development in management education.

Design/methodology/approach

A case study and action research were carried out in a Brazilian business school during an academic semester. Specifically, in the context of a discipline entitled “Socio-environmental Management in Companies”, several pedagogical strategies were designed and implemented to ensure undergraduate students’ learning. This study involved the collection and analysis of both quantitative and qualitative data from multiple sources, which were analysed using descriptive statistics, thematic and content analysis techniques.

Findings

By assessing the strategies, tools and resources used during the course, the findings of this study show that the discipline supported the students' transformative learning towards sustainability.

Research limitations/implications

This study has both theoretical and practical implications by describing and evaluating an innovative and engaging pedagogical approach to sustainable development in management education.

Originality/value

The approach developed through this research provides educators and higher education institutions with innovative strategies for transformative learning towards sustainability in management education. Moreover, the approach can be adapted and implemented in other fields of knowledge.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

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