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1 – 10 of 82
Article
Publication date: 28 October 1996

Ramon A. Avila, Stephen M. Avila, Scott A. Inks and Michael R. Williams

This manuscript compares active with passive learning models. It supports active learning as more appropriate for professional sales education. The conceptual support is explained…

Abstract

This manuscript compares active with passive learning models. It supports active learning as more appropriate for professional sales education. The conceptual support is explained and justified within the context of behavioral modeling and social learning theory. Further, interactive video, an active learning pedagogy that utilizes behavioral modeling, is described and discussed as a viable alternative for business schools seeking active learning tools for professional selling courses. Following this general discussion of interactive video, two specific interactive video systems currently being utilized in college selling classes are described and compared.

Details

American Journal of Business, vol. 11 no. 2
Type: Research Article
ISSN: 1935-5181

Keywords

Article
Publication date: 10 July 2017

Daniel Martínez-Ávila and John M. Budd

The purpose of this paper is to update and review the concept of warrant in Library and Information Science (LIS) and to introduce the concept of epistemic warrant from…

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Abstract

Purpose

The purpose of this paper is to update and review the concept of warrant in Library and Information Science (LIS) and to introduce the concept of epistemic warrant from philosophy. Epistemic warrant can be used to assess the content of a work; and therefore, it can be a complement to existing warrants, such as literary warrant, in the development of controlled vocabularies. In this proposal, the authors aim to activate a theoretical discussion on warrant in order to revise and improve the validity of the concept of warrant from the user and classifier context to the classificationist context.

Design/methodology/approach

The authors have conducted an extensive literary review and close reading of the concept of warrant in LIS and knowledge organization in order to detect the different stances and gaps in which the concept of epistemic warrant might apply. The authors adopted an epistemological approach, in the vein of some of the previous commenters on warrant, such as Hope Olson and Birger Hjørland, and built upon the theoretical framework of different authors working with the concept of warrant outside knowledge organization, such as Alvin Plantinga and Alvin Goldman.

Findings

There are some authors and critics in the literature that have voiced for a more epistemological approach to warrant (in opposition to a predominantly ontological approach). In this sense, epistemic warrant would be an epistemological warrant and also a step forward toward pragmatism in a prominently empiricist context such as the justification of the inclusion of terms in a controlled vocabulary. Epistemic warrant can be used to complement literary warrant in the development of controlled vocabularies as well as in the classification of works.

Originality/value

This paper presents an exhaustive update and revision of the concept of warrant, analyzing, systematizing, and reviewing the different warrants discussed in the LIS literary warrant in a critical way. The concept of epistemic warrant for categorizational activities is introduced to the LIS field for the first time. This paper, and the proposal of epistemic warrant, has the potential to contribute to the theoretical and practical discussions on the development of controlled vocabularies and assessment of the content of works.

Details

Journal of Documentation, vol. 73 no. 4
Type: Research Article
ISSN: 0022-0418

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Article
Publication date: 20 September 2013

Simon Stephens

As people again consider what the future holds for higher education, this paper aims to provide a review of the futures documented for higher education. Authors including McNay;

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Abstract

Purpose

As people again consider what the future holds for higher education, this paper aims to provide a review of the futures documented for higher education. Authors including McNay; Schuller; Bourner et al.; Abeles; Avila and Ledger; Tynan and Lee; and Melville‐Ross, have scoped the future for higher education. This paper aims to consider the structure of these predictions and to explore the changes that have been proposed.

Design/methodology/approach

The analysis of literature in this paper refers to documents produced by: governments and their agencies; books; and academic articles. This categorisation is based on the framework used by Tight. Two additional constraints are placed on the literature to keep it focused and manageable. First, the literature is restricted to publications in the English language. Second, the literature is limited to material published in the last 20 years. The rationale for this restriction is that the majority of futures research is produced with a 20 year horizon.

Findings

Numerous ideas on the future of higher education have been proposed over the last 20 years. Authors have proposed ideas under a range of themes. Although no significant pattern emerges, repeatedly authors have proposed change in relation to: access, teaching, institutional design, funding, ICT/virtual delivery, the student experience and the needs of the economy/labour market.

Originality/value

The value of this article is to help create some order, providing an overview of previous writing on the future of higher education.

Details

On the Horizon, vol. 21 no. 4
Type: Research Article
ISSN: 1074-8121

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Article
Publication date: 10 September 2024

Steffany N. Cerda-Avila and Hugo I. Medellín-Castillo

This study aims to present and evaluate a novel analytical model to predict the structural properties of parts fabricated by fused filament fabrication (FFF) along any…

Abstract

Purpose

This study aims to present and evaluate a novel analytical model to predict the structural properties of parts fabricated by fused filament fabrication (FFF) along any non-orthogonal direction.

Design/methodology/approach

A new analytical model to estimate the ultimate tensile stress (UTS) and elastic modulus (E) of polylactic acid (PLA)-FFF parts fabricated in any non-orthogonal build orientation, is proposed. The new model is based on an ellipsoid, two angles that define the orientation with respect to the build axes, the infill value and the structural properties along the build axes. The proposed model is evaluated by comparing the UTS and E properties predicted by this model, with the results obtained from experimental tensile tests on PLA-FFF specimens manufactured using variable infill values and non-orthogonal build orientations.

Findings

The proposed model is able to predict with good precision the structural properties of PLA-FFF parts along any direction and infill value.

Research limitations/implications

Although the study and results are limited to the UTS and E tensile properties of PLA-FFF components, the model may be extended to other materials or similar additive manufacturing processes.

Practical implications

The new proposed model is able to determine the structural properties of FFF components in any direction, so it can be used during the design process of FFF parts, reducing the need for experimental tests and speeding up the product development process.

Originality/value

Existing models to predict the structural properties of FFF components are limited to orthogonal build orientations (X, Y and Z); however, the new proposed model is able to predict the tensile properties in any direction and infill value. In addition, a new set of experimental data about the structural behaviour of PLA-FFF parts along non-orthogonal build orientations is provided, extending the existing results in the literature.

Details

Rapid Prototyping Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1355-2546

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Article
Publication date: 1 April 2003

Georgios I. Zekos

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some…

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Abstract

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Details

Managerial Law, vol. 45 no. 1/2
Type: Research Article
ISSN: 0309-0558

Keywords

Article
Publication date: 28 June 2019

Lucas Veiga Ávila, Thiago Antonio Beuron, Luciana Londero Brandli, Luana Inês Damke, Rudiney Soares Pereira and Leander Luiz Klein

Sustainability has become a global concern to deal with complex and unprecedent survival, social, political and peace issues. Higher education institutions play a key role in this…

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Abstract

Purpose

Sustainability has become a global concern to deal with complex and unprecedent survival, social, political and peace issues. Higher education institutions play a key role in this transformation. This paper aims to conduct a comparative analysis by continents of innovation and sustainability barriers in universities. The document also offers opportunities and potential actions for universities to create initiatives to minimize barriers and move towards a sustainable future.

Design/methodology/approach

To carry out the study, 25 closed questions, composed of a five-point Likert scale, were applied to 283 university representatives (rectors, managers or specialists in the area of innovation and sustainability), to check the degree of application of the questionnaire.

Findings

From an exploratory statistical analysis, it was found that the main barriers were lacking of planning and focus, lacking of environmental committee, lacking of applicability and continuity of actions and resistance to changes. Among continents, Africa and Oceania presented the best innovation and sustainability indicators in universities. The main approach of this exploratory study on barriers in universities is as an international research, whose findings showed that several barriers currently prevent universities from getting involved in sustainable development efforts. However, as we debate sustainable development, which is gaining momentum, universities are supposed to move forward to overcome barriers for the sake of implementing goals and initiatives. In addition, universities must seize opportunities to contribute through innovation in teaching, research and initiatives to achieve the 17 sustainable development goals.

Research limitations/implications

This study has two main limitations: first, online research has involved professionals working in the field of sustainable development in higher education. Second, there were no interviews conducted to gather personal information with students and servers. However, the broad scope of the study and its strong international base provide important results that enable the design of an adequate profile of sustainability and innovation challenges that are currently found in universities.

Practical implications

The study showed that there is lack of knowledge management to connect science, technology, innovation and sustainability, to improve management conditions, innovate, make decisions, support initiatives, create incentives and control mechanisms. Trends suggest that future professional activities involve skills in dealing with complex problems, sometimes in careers and jobs yet to be created. Traditional teaching methods are generally only prepared for routine tasks and for existing jobs, thus requiring the creation of new approaches capable of stimulating creativity and autonomy, which are essential for the present and future demands of innovation and sustainability.

Social implications

The exploratory study on barriers in universities brings international research as main approach, which made it possible to check that several barriers currently prevent universities from getting involved in sustainable development efforts. However, as we debate sustainable development, which is gaining momentum, it is important that universities should move forward to overcome the barriers to implementation of goals and initiatives. In addition, universities should take advantage of opportunities to contribute through innovation in teaching, research and action to achieve the 17 sustainable development goals.

Originality/value

Developed countries are leaders in promoting sustainability, while developing or underdeveloped countries are laggards. In this approach, the study sought to verify the differences through a comparative analysis across continents. As for originality and innovation, this paper presents an international study in the view of specialists who respond based on the experience of their university.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Content available
Book part
Publication date: 3 September 2020

Abstract

Details

Cultural Competence in Higher Education
Type: Book
ISBN: 978-1-78769-772-0

Book part
Publication date: 16 August 2023

Julia M. Puaschunder

Abstract

Details

Responsible Investment Around the World: Finance after the Great Reset
Type: Book
ISBN: 978-1-80382-851-0

Article
Publication date: 1 November 2016

Aja LaDuke, Mary Lindner and Elizabeth Yanoff

The Common Core Standards (CCS) for English Language Arts and College, Career, and Civic Life Framework (C3) require social studies educators to reconsider connections between…

Abstract

The Common Core Standards (CCS) for English Language Arts and College, Career, and Civic Life Framework (C3) require social studies educators to reconsider connections between literacy and history teaching. In this article we examine three perspectives on literacy teaching: content area literacy, disciplinary literacy, and critical literacy. While some scholars see these perspectives as contradictory or in competition, we demonstrate how content, disciplinary, and critical literacy teaching can complement each other and facilitate teaching to and beyond the CCS standards and C3 framework in intermediate, middle school, and high school history instruction. Our article includes teaching examples as well as appendices of teacher resources.

Details

Social Studies Research and Practice, vol. 11 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 22 August 2023

Ndiweteko Jennifer Nghishitende

Some women who left situations of exploitation falling under the umbrella term of modern slavery in the United Kingdom (UK) are mothers whom I calls survivor mothers in this…

Abstract

Some women who left situations of exploitation falling under the umbrella term of modern slavery in the United Kingdom (UK) are mothers whom I calls survivor mothers in this chapter. Some are determined agents driven to provide better lives for their children. In their journeys after exploitation, they may draw resilience from various resources such as children and survivor communities. The findings in this chapter are based on data collected as part of a broader research project focussing on women’s journeys after exiting exploitation in the UK. Through decolonial feminist methods using a narrative analysis of semi-structured interviews with survivor mothers, I have examined children and survivor communities as resources of resilience in tandem with the structural violence that harms survivor mothers’ capabilities of remodelling life after exploitation. At the same time, I recognise that vulnerability caused by structural violence can drive resistance. By way of resistance, some survivor mothers assert agency. Additionally, I criticise the reductive use of resilience as it often ignores complex structural factors. I conclude that it is impossible to employ resilience uncritically in life after exploitation.

Details

Gendered Perspectives of Restorative Justice, Violence and Resilience: An International Framework
Type: Book
ISBN: 978-1-80382-383-6

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