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1 – 10 of 75Fahri Karakas and Alperen Manisaligil
The purpose of this paper is to identify the new role that human resource developers play in the globally connected workplace. Towards that end, this paper explores the changing…
Abstract
Purpose
The purpose of this paper is to identify the new role that human resource developers play in the globally connected workplace. Towards that end, this paper explores the changing landscape of self‐directed learning (SDL) within the digital ecosystem based on the concept of World 2.0.
Design/methodology/approach
This paper reviews and builds on the literatures of self‐directed learning and Web 2.0 technologies to explore how self‐directed learning is being transformed in the creative digital era.
Findings
The paper outlines five transformations that change the landscape of workplace learning in the creative digital era: virtual collaboration, technological convergence, global connectivity, online communities, and digital creativity.
Practical implications
This paper gives extensive guidance on how HRD specialists and practitioners can transform their strategies to adapt to the training needs of employees in the creative digital era. The paper provides new ideas and vision for industrial trainers and human resource development practitioners on self‐directed learning.
Research limitations/implications
This article provides some future research areas and limitations.
Originality/value
This paper opens up new possibilities for self‐directed learning and discusses how self‐directed learning might be transformed in the light of technological and workplace changes. In particular, self‐directed learning might decrease the HRD/training costs significantly while providing employees with just‐in time training.
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Thomas Howard Morris and Pascal D. König
Policy makers have called for more entrepreneurship throughout societies as a response to the digital transformation. This paper argues that the rapidly changing conditions of the…
Abstract
Purpose
Policy makers have called for more entrepreneurship throughout societies as a response to the digital transformation. This paper argues that the rapidly changing conditions of the digital age indeed mark a change in the bases of entrepreneurship. Specifically, as adaptivity becomes key, a learning capacity and general ability to adapt becomes a critical factor in entrepreneurial activity. The paper identifies self-directed learning (SDL) as a fundamental competence in this regard and examines its role for entrepreneurship and entrepreneurial competence.
Design/methodology/approach
The paper develops a theoretical framework for the role of SDL in entrepreneurship through a process of systematic review of previous studies that have linked SDL to entrepreneurship.
Findings
The formulated theoretical framework shows how SDL competence combines with experiential learning in supporting the kind of adaptivity needed for entrepreneurial competence, especially under more rapidly changing conditions. SDL competence also gains wider importance through enabling individuals to meet the demands of organizational changes in our highly volatile world.
Practical implications
SDL competence prepares individuals for entrepreneurship and resilience in face of rapid changes as well as for being more entrepreneurial in the conduct of their lives more generally. Fostering SDL competence can thus be regarded as an important objective of entrepreneurship education.
Originality/value
The described self-directed experiential learning cycle offers a novel perspective that clarifies how both self-directed and experiential learning competences are integral for understanding the basis of adaptiveness in entrepreneurial activity.
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Sowath Rana, Alexandre Ardichvili and Daiane Polesello
The purpose of this paper is to examine a set of practices that can help promote self-directed learning (SDL) in congruence with the goals of developing and maintaining a learning…
Abstract
Purpose
The purpose of this paper is to examine a set of practices that can help promote self-directed learning (SDL) in congruence with the goals of developing and maintaining a learning organization.
Design/methodology/approach
Findings from this study were derived from an extensive review of the SDL and the learning organization literature, as well as the body of research that examines the connections between the two constructs.
Findings
This paper identifies the following set of practices as integral to promoting SDL in a learning organization: building and communicating a shared vision to employees at all levels; fostering collaboration, interaction and teamwork; empowering employees through participatory work practices; encouraging and providing opportunities for continuous learning; and using relevant technologies in the workplace.
Originality/value
This paper addresses the paucity of research that investigates the connections between SDL and the learning organization and that specifically examines important practices vis-à-vis the two concepts.
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Chei Sian Lee, Hamzah Osop, Dion Hoe-Lian Goh and Gani Kelni
Through the lens of self-directed theory, the purpose of this paper is to investigate if social technologies such as YouTube will be viable to disseminate educational instructions…
Abstract
Purpose
Through the lens of self-directed theory, the purpose of this paper is to investigate if social technologies such as YouTube will be viable to disseminate educational instructions and in the process empowering learners to take charge of their learning.
Design/methodology/approach
A total of 150 educational videos on YouTube were selected and 29,386 comments extracted using the authors’ customized extraction software application. Sentiment and qualitative content analyses were performed.
Findings
Results indicate that YouTube can play important roles in facilitating online self-directed learning (SDL) as the findings uncovered a variety of learning and social affordances of YouTube. However, caution should be exercised as high views and well-commented videos might not imply quality and credibility. This study concludes that YouTube generally provides a conducive a learning environment that affords learners the resources to meet their SDL objectives.
Research limitations/implications
To the best of knowledge, this is the first study that investigates SDL in social media by combining both qualitative content and sentiment analyses. The study shows that such a hybrid approach of combining two diverse analytical techniques provides an innovative means to make sense of comments expressed in social media.
Practical implications
The results will help educational institutions and policy-makers to craft better programs for public education and create policies to help self-directed learners in evaluating online video resources.
Originality/value
Despite a wealth of literature on the use of technologies to support learning, the majority of work done to date has dealt in the classroom context. Studies on SDL using educational content on YouTube are limited. Hence, this research contributes by providing insights on how educational institutions can move toward the direction of building collaborative digital learning platforms with relevant educational instruction and resources to enable users to participate in lifelong self-learning and education.
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Hasnan Baber, V. Deepa, Hamzah Elrehail, Marc Poulin and Faizan Ashraf Mir
As learning at the workplace is predominantly self-motivated, this study is aimed to identify and categorize the motivational drivers for working professionals to pursue…
Abstract
Purpose
As learning at the workplace is predominantly self-motivated, this study is aimed to identify and categorize the motivational drivers for working professionals to pursue self-directed learning (SDL) at the workplace.
Design/methodology/approach
A total of 23 variables were identified as drivers for working professionals to initiate, pursue and sustain self-directed learning at the workplace through literature review, interviews and focused group discussions with senior leaders from the industry. The participants were a mix of senior professionals responsible for leading large teams in their organizations and those appointed as people development leaders in their respective organizations. A questionnaire was developed based on the identified drivers and administered online. Around 315 working professionals were surveyed. Structural equation modelling and confirmatory factor analysis (CFA) methods were used to verify the scale and assess its validity and reliability.
Findings
The results suggested that SDL motivational drivers for working professionals can be categorized into two broad categories, namely extrinsic (14 drivers) and intrinsic (9 drivers). Further, extrinsic drivers were subdivided into three categories: job expectations (6 drivers), negative consequence (2 drivers) and positive reinforcement (6 drivers) based on the initial exploratory and subsequent confirmatory analysis. The results suggest that job expectations and positive reinforcement positively influence the intrinsic motivation of an individual to pursue SDL and negative consequences negatively impact the intrinsic motivation.
Practical implications
The findings from the study will be useful for human resource practitioners, managers and e-Learning companies to draw strategies for building an SDL culture. It also supports the advancement of research in adult education and learning in the workplace.
Originality/value
A new scale to measure motivation for SDL by employees at the workplace is proposed. There are no scales available to measure employee motivation for pursuing SDL at the workplace to the best of our knowledge.
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Claire Youngnyo Joa, Mohammad Abuljadail and Louisa S. Ha
To facilitate the use of YouTube as an important global video portal for self-directed learning (SDL), it is important to understand YouTube users' distinctive learning…
Abstract
Purpose
To facilitate the use of YouTube as an important global video portal for self-directed learning (SDL), it is important to understand YouTube users' distinctive learning experiences across cultures. This study examines factors influencing YouTube SDL based on the personal responsibility orientation (PRO) model. In addition, the two markets, US and Taiwan, were chosen to explore if national cultural differences affect YouTube users' SDL frequency and goals along with PRO variables.
Design/methodology/approach
A self-administered online survey of 372 college aged-YouTube users in the US and Taiwan was conducted to obtain the self-reported SDL behavior on YouTube and other demographic and video usage variable information.
Findings
Frequent video sharing and information seeking motives likely facilitate general YouTube SDL, while initiating online video search leads to specific goal-oriented SDL such as problem-solving and skill-improvement. Although American students use YouTube more frequently for SDL than Taiwanese students, Taiwanese students use YouTube more for specific skill improvement.
Social implications
YouTube's social affordance enables YouTube users' informal and SDL across different national cultures and thus the role such social media play in encouraging lifelong learning needs further attention.
Originality/value
This study contributes to understanding how YouTube fosters the informal learning process through functions enabling YouTube users' self-directed information seeking, sharing and engaging with online videos with a cross-national comparison. This study is also expected to offer insights to promote the use of YouTube for SDL as a first cross-national study applying the PRO model in the context of YouTube SDL.
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Qian Wang, Chang Xiong and Jiajun Liu
The foundations of internally driven discipline are similar to self-directed learning (SDL). This study examines the effect of cultural orientation and SDL on the online…
Abstract
Purpose
The foundations of internally driven discipline are similar to self-directed learning (SDL). This study examines the effect of cultural orientation and SDL on the online performance of college students. It investigates how college students pursue SDL while maintaining a collectivist cultural orientation in their learning experience. It explains why students prefer SDL to learning constrained by an externally enforced discipline.
Design/methodology/approach
The explanatory sequential mixed-method design uses a quantitative method, followed by qualitative enquiry. The research was conducted in an undergraduate non-credit online course in China.
Findings
The findings show that cultural orientation has no impact on students' online performance, while SDL abilities are positively related to it. When fully mediated by SDL, a horizontal-collectivist culture has a positive effect on students' online performance.
Research limitations/implications
Data were collected in a non-credit online college course, where the final assessment used a peer-rating approach and team members shared the same final score. This scoring method may not fully reflect each student's online performance.
Practical implications
The findings suggest that, when considering cultural influence on student performance, researchers should consider learning contexts, including educational level and learning mode. This study validates that colleges should focus on ability and skill development that enhance internal motivation to improve students' online performance, rather than focussing on their beliefs.
Originality/value
This paper introduces evidence to support the impact of culture on college students' online performance, showing that SDL abilities can drive performance.
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David E. Fleming, Andrew B. Artis and Jon M. Hawes
Service firms can improve their adaptability in turbulent environments with knowledgeable employees. Self-directed learning (SDL) is one way that employees can improve knowledge…
Abstract
Purpose
Service firms can improve their adaptability in turbulent environments with knowledgeable employees. Self-directed learning (SDL) is one way that employees can improve knowledge, but this research area has not examined the role of technology in employee learning. This paper aims to discuss these points.
Design/methodology/approach
This paper uses nested regression to test hypotheses about the relationships between employee affinity for technology (AFT) and perceived corporate affinity for technology (PCAFT) on SDL project use in financial services employees, and extends Artis and Harris' conceptual SDL model.
Findings
The relationship between the antecedents and SDL project use depends on the type of project: induced, synergistic, voluntary or scanning. The main effect of AFT impacts all except induced projects. The main effect of PCAFT only influences synergistic projects. The interaction term influences induced and scanning projects.
Research limitations/implications
This paper provides the first empirical test of antecedents of SDL project use in the marketing literature. Limitations include that only employees from financial services were used; future research is needed to determine generalizability.
Practical implications
These findings show that what motivates employees to engage in SDL project can be a selection or an internal communication issue depending on project type. This should help managers to determine what steps can be taken to encourage employee use of SDL projects.
Originality/value
Academically, this is the first paper in marketing to empirically test antecedents of SDL projects use and provides empirical support of Clardy's SDLP typology. Managerially, this is the first empirical guidance on how firms can increase employee SDL project use to enhance knowledge.
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Douglas Sanford and Filiz Tabak
This paper aims to improve the understanding of student readiness for universal design for learning (UDL), thereby reducing a barrier to its adoption by management faculty. It…
Abstract
Purpose
This paper aims to improve the understanding of student readiness for universal design for learning (UDL), thereby reducing a barrier to its adoption by management faculty. It explores how students’ personality (conscientiousness and openness to experience) affects their readiness to embrace UDL and investigate how that relationship is mediated by self-directed learning (SDL).
Design/methodology/approach
Analysis uses survey data from students in management courses. From these data are created multi-item constructs and control variables. A mediated regression model that uses bootstrapping to estimate parameters and standard errors generates the results.
Findings
The findings were that SDL is strongly related to student readiness for UDL and that SDL fully mediates the relationship between conscientiousness and UDL. Openness to experience, however, directly relates to UDL without any mediation.
Research limitations/implications
This research applies only to one institution and two management courses. The methodology used in this study is limited to one part of the UDL model, which is a measure of student readiness to engage in choice. Future research can extend this model to other courses and institutions and other parts of the UDL model.
Practical implications
These findings provide insight into the student characteristics that enable them to gain empowerment and motivation from the UDL approach. Implementation of UDL in management education may require learning management strategies that accommodate student readiness for UDL. This study makes progress in identifying student characteristics that explain this readiness.
Social implications
UDL can improve management education by making it more accessible to students with different personalities and learning styles.
Originality/value
This study developed a method for analyzing the applicability of UDL in management education. It also devised and implemented a new survey measure for student readiness for UDL.
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The purpose of this paper is to propose a conceptual structural equation model to investigate the relationships among self‐directed learning (SDL), organizational learning (OL)…
Abstract
Purpose
The purpose of this paper is to propose a conceptual structural equation model to investigate the relationships among self‐directed learning (SDL), organizational learning (OL), knowledge management capability (KMC) and organizational performance (OP) and to demonstrate the direct and indirect effect of SDL on OP from the perspectives of KMC and OL.
Design/methodology/approach
An empirical study is conducted in 21 technological companies (N=236) in Taiwan and the collected survey data are used to test the relationships among the four dimensions expressed in the proposed structural equation model.
Findings
The results show that SDL has a direct and significant impact on OL and KMC. SDL influences OP indirectly through OL and KMC. In addition, OL and KMC have direct and significant influences on OP.
Research limitations/implications
The source of data collected is Taiwan, hence, the results may not be easily generalized to other areas or countries. However, the findings are valuable for managers' reference, especially for those whose circumstances are similar to those in Taiwan.
Practical implications
The conceptual structural equation model provides useful information for managers to enhance OP through the adoption of appropriate SDL, OL and KMC strategies.
Originality/value
The study demonstrates how SDL indirectly impacts OP and illustrates the paths of influence through either OL or KMC.
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