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Open Access
Article
Publication date: 29 June 2021

Thi Hong Le Vo

This paper aims to provide evidence that online well-designed educational tasks can provide more relevant and richer active learning environment for business English learners. The…

2009

Abstract

Purpose

This paper aims to provide evidence that online well-designed educational tasks can provide more relevant and richer active learning environment for business English learners. The benefits of online tasks, as an education tool, became more apparent and gained more importance during the events related to the Covid-19 pandemic. The task design is based on task-based interactions and in a sequence of tasks with the support of an online learning management system (LMS). The findings suggest that online task-based learning (and would-be blended learning in the future) enables meaningful and authentic activities promoting interactions and communicative competences to prepare for learners of business English to enter the workplace.

Design/methodology/approach

The overarching aim of the study is to explore how task-design-utilizing online LMS could contribute to enhancing the learning process and to the development of the learner's communicative competences. The study included two aspects, namely: (1) the design of online tasks and (2) pilot evaluation. The task design involved tasks that required interactions between the learners. The pilot evaluation relied on data collection via questionnaires.

Findings

Two aspects relating to the findings: (1) a description of the teaching initiatives which was designed to see how blended learning and online tasks can enhance learning and develop the skills of the learners: with questioning techniques targeting communication skills, simulated workplace situations and timely feedback and peer influence; (2) the findings of the pilot study evaluation to see the actual implementation of online tasks. The students' responses corroborate the teachers' comments. The findings of this research showed that LMS tasks, which were designed for this study, helped the learners to enhance their competence in business English. Such competences included communicative skills needed for learners to enter the workplace such as interpersonal skills, presentation skills and negotiation skills in contexts. These findings lead to significant recommendations regarding the way forward for developing active blended learning.

Research limitations/implications

Firstly, teachers need to be trained and involved in designing such online tasks and materials to be used in active blended learning. More training in language teaching methodologies should be investigated to adapt the transition from a traditional to a computer-assisted language learning teacher. This helps teachers to design and implement online simulated workplace tasks. Secondly, time for the use of online tasks should be allocated satisfactorily. This can be achieved by building online learning sessions into class schedule or developing active blended courses. The time for the use of online simulated tasks should be allocated satisfactorily with lab or simulation room, in which students would be shown how to access the online tasks designed on the university LMS and the way to practice with different kinds of tasks.

Originality/value

In this study context, the online tasks design can initiate at activity-level blending to support face-to-face (F2F) activities, for example, online activities to support tasks for the topic Make a request or Offer for help. This can be extended to course-level blending when more online activities are designed to use with F2F activities such as online comparing and contrasting tasks to develop skills in connections with the awareness of cultures. The findings of the research suggest to develop and to implement online tasks alongside with classroom learning and teaching to enable the objectives of business English programme at university for preparing learners to enter the workplace. The recent pandemic highlighted the need for effective methodologies for active blended learning. It is now required that professionals in higher education to collect evidence base to inform future practice of such methodologies. Further significant research efforts should be directed towards collecting such evidence of the effectiveness and improvements of such methods. The support of higher education management professionals in securing funding for such research will be essential.

Details

Journal of Asian Business and Economic Studies, vol. 29 no. 3
Type: Research Article
ISSN: 2515-964X

Keywords

Open Access
Article
Publication date: 10 May 2022

Stefan Cronholm and Hannes Göbel

Action design research (ADR) has become widely accepted as a prominent research method within information systems when managing design-oriented research projects. One purpose of…

3856

Abstract

Purpose

Action design research (ADR) has become widely accepted as a prominent research method within information systems when managing design-oriented research projects. One purpose of the ADR method is to provide methodological guidance for the building of IT artefacts. However, several scholars have reported a lack of guidance of method support at the micro level. This article aims to complement the macro level of the ADR method by integrating prescriptive method support at the micro level.

Design/methodology/approach

A qualitative approach including direct content analysis. An empirical ADR project was analysed in order to identify method support that could be integrated into the ADR method.

Findings

Method support at the micro level was identified for all the stages of the ADR method. The method support consists of procedural support, guiding concepts, and various techniques for the documentation of project tasks stated in the ADR method.

Research limitations/implications

The contribution to theory consists of aspects concerning the integration of macro and micro levels: relationships between normative and prescriptive support, continuous focus shifts, and method completeness.

Practical implications

The contribution to practice consists of explicit suggestions for method support that could be integrated into the ADR method.

Originality/value

This study extends previously provided knowledge by offering empirical evidence concerning theoretical constructions consisting of explicit relationships between ADR tasks and integrated method support, and elaboration on the integration of macro and micro levels.

Details

International Journal of Managing Projects in Business, vol. 15 no. 8
Type: Research Article
ISSN: 1753-8378

Keywords

Open Access
Article
Publication date: 30 April 2021

Samuel Ogbeibu, Charbel Jose Chiappetta Jabbour, John Burgess, James Gaskin and Douglas W.S. Renwick

Congruent with the world-wide call to combat global warming concerns within the context of advancements in smart technology, artificial intelligence, robotics, algorithms (STARA)…

9501

Abstract

Purpose

Congruent with the world-wide call to combat global warming concerns within the context of advancements in smart technology, artificial intelligence, robotics, algorithms (STARA), and digitalisation, organisational leaders are being pressured to ensure that talented employees are effectively managed (nurtured and retained) to curb the potential risk of staff turnover. By managing such talent(s), organisations may be able to not only retain them, but consequently foster environmental sustainability too. Equally, recent debates encourage the need for teams to work digitally and interdependently on set tasks, and for leaders to cultivate competencies fundamental to STARA, as this may further help reduce staff turnover intention and catalyse green initiatives. However, it is unclear how such turnover intention may be impacted by these actions. This paper therefore, seeks to investigate the predictive roles of green hard and soft talent management (TM), leader STARA competence (LSC) and digital task interdependence (DTI) on turnover intention.

Design/methodology/approach

The authors used a cross-sectional data collection technique to obtain 372 useable samples from 49 manufacturing organisations in Nigeria.

Findings

Findings indicate that green hard and soft TM and LSC positively predict turnover intention. While LSC amplifies the negative influence of green soft TM on turnover intention, LSC and DTI dampen the positive influence of green hard TM on turnover intention.

Originality/value

Our study offers novel insights into how emerging concepts like LSC, DTI, and green hard and soft TM simultaneously act to predict turnover intention.

Open Access
Article
Publication date: 23 March 2021

Iris A.G.M. Geerts, Joyce J.P.A. Bierbooms and Stefan W.M.G. Cloudt

This two-part study aims to contribute to the body of knowledge on team development by examining the development of self-managing teams (SMTs) in healthcare. Based on an…

3278

Abstract

Purpose

This two-part study aims to contribute to the body of knowledge on team development by examining the development of self-managing teams (SMTs) in healthcare. Based on an exploration of the team development literature, a perspective on SMT development was created, which suggested that SMTs develop along a non-sequential pattern of three processes–team management, task management and boundary management and improvement–that is largely the result of individual, team, organizational and environmental-level factors.

Design/methodology/approach

The perspective on SMT development was assessed in a Dutch mental healthcare organization by conducting 13 observations of primary mental healthcare SMTs as well as 14 retrospective interviews with the self-management process facilitator and advisors of all 100 primary mental healthcare SMTs.

Findings

Empirical results supported the perspective on SMT development. SMTs were found to develop along each of the three defined processes in a variety or possible patterns or simultaneously over time, depending on many of the identified factors and three others. These factors included individual human capital, team member attitudes and perceived workload at the individual level, psychological safety, team turnover, team size, nature of the task and bureaucratic history at the team level, and management style and material and social support at the organizational level.

Practical implications

This study provides a non-sequential model of SMT development in healthcare, which healthcare providers could use to understand and foster SMTs development. To foster SMT development, it is suggested that cultural change need to be secured alongside with structural change.

Originality/value

Even though various team development models have been described in the literature, this study is the first to indicate how SMTs in the healthcare context develop toward effective functioning.

Details

Journal of Health Organization and Management, vol. 35 no. 9
Type: Research Article
ISSN: 1477-7266

Keywords

Open Access
Article
Publication date: 17 July 2019

Doris Entner, Thorsten Prante, Thomas Vosgien, Alexandru-Ciprian Zăvoianu, Susanne Saminger-Platz, Martin Schwarz and Klara Fink

The paper aims to raise awareness in the industry of design automation tools, especially in early design phases, by demonstrating along a case study the seamless integration of a…

1671

Abstract

Purpose

The paper aims to raise awareness in the industry of design automation tools, especially in early design phases, by demonstrating along a case study the seamless integration of a prototypically implemented optimization, supporting design space exploration in the early design phase and an in operational use product configurator, supporting the drafting and detailing of the solution predominantly in the later design phase.

Design/methodology/approach

Based on the comparison of modeled as-is and to-be processes of ascent assembly designs with and without design automation tools, an automation roadmap is developed. Using qualitative and quantitative assessments, the potentials and benefits, as well as acceptance and usage aspects, are evaluated.

Findings

Engineers tend to consider design automation for routine tasks. Yet, prototypical implementations support the communication and identification of the potential for the early stages of the design process to explore solution spaces. In this context, choosing from and interactively working with automatically generated alternative solutions emerged as a particular focus. Translators, enabling automatic downstream propagation of changes and thus ensuring consistency as to change management were also evaluated to be of major value.

Research limitations/implications

A systematic validation of design automation in design practice is presented. For generalization, more case studies are needed. Further, the derivation of appropriate metrics needs to be investigated to normalize validation of design automation in future research.

Practical implications

Integration of design automation in early design phases has great potential for reducing costs in the market launch. Prototypical implementations are an important ingredient for potential evaluation of actual usage and acceptance before implementing a live system.

Originality/value

There is a lack of systematic validation of design automation tools supporting early design phases. In this context, this work contributes a systematically validated industrial case study. Early design-phases-support technology transfer is important because of high leverage potential.

Details

Journal of Engineering, Design and Technology , vol. 17 no. 6
Type: Research Article
ISSN: 1726-0531

Keywords

Open Access
Article
Publication date: 20 December 2019

Johanna Bunner, Roman Prem and Christian Korunka

Non-technical skills are of increasing importance for safety engineers to perform their job. In their position as expert consultants, they work closely with managers. Thus…

3539

Abstract

Purpose

Non-technical skills are of increasing importance for safety engineers to perform their job. In their position as expert consultants, they work closely with managers. Thus, gaining management support is oftentimes crucial for safety engineers to successfully improve occupational health and safety. Drawing on organizational support theory (OST), this study investigates how safety engineers’ non-technical skills in communication and persuasion (i.e. rational and hard influence tactics) are related with their management support, and how management support is related with their individual task proficiency (ITP). The purpose of this paper is to examine the moderating role of safety engineers’ expert power in this context.

Design/methodology/approach

Using an online questionnaire, survey data were collected from 251 safety engineers working in Austria.

Findings

Rational influence tactics are positively related to ITP via management support, whereas hard influence tactics are not. Safety engineers’ expert power moderates the relationship between influence tactics and management support and, consequently ITP. High (vs low) expert status strengthens the positive relationship of rational influence tactics on ITP via management support. For hard influence tactics, high (vs low) expert power buffered the negative relationship of upward appeal and pressure on ITP via management support.

Practical implications

Safety engineers should rely on rational persuasion when cooperating with management to obtain support and improve their own performance.

Originality/value

This study connects the effect of influence tactics in the context of safety engineers’ work performance with OST. It demonstrates that safety engineers’ influence tactics are related to work role performance through management support and that these relationships are moderated by expert power.

Details

Employee Relations: The International Journal, vol. 42 no. 2
Type: Research Article
ISSN: 0142-5455

Keywords

Open Access
Article
Publication date: 28 February 2023

Sara Aquino, Mario Rapaccini, Federico Adrodegari and Giuditta Pezzotta

This paper presents a model aiming to identify the factors influencing the adoption of augmented reality (AR) for industrial services.

1885

Abstract

Purpose

This paper presents a model aiming to identify the factors influencing the adoption of augmented reality (AR) for industrial services.

Design/methodology/approach

The study combines a literature analysis with an empirical study conducted exploring how five large industrial companies are introducing AR for supporting the provision of technical assistance and industrial services to their installed base.

Findings

The authors identify four categories (task, workforce, context and technology) that combine 18 factors that manufacturing companies should consider when introducing AR technology to support industrial services.

Originality/value

This paper systematises the fragmented literature on technology adoption and in particular those works related to the factors affecting the adoption of AR in industrial services. Based on literature and empirical evidence, the authors propose a novel framework that can help companies in the selection of AR solution based on their specific applications and situations. This study therefore contributes also to the existing literature on the adoption of I4.0 and digital technologies in industrial services.

Details

Journal of Manufacturing Technology Management, vol. 34 no. 4
Type: Research Article
ISSN: 1741-038X

Keywords

Open Access
Article
Publication date: 1 August 2016

S.P. Karunanayaka, J.C.N. Rajendra, H.U.W. Ratnayake and Som Naidu

The Open University of Sri Lanka implemented a fully online professional development course on open educational resources-based e-learning (OEReL), which adopted a scenario-based…

1451

Abstract

Purpose

The Open University of Sri Lanka implemented a fully online professional development course on open educational resources-based e-learning (OEReL), which adopted a scenario-based learning (SBL) design within the constructivist pedagogy. It was designed to facilitate knowledge construction in a collaborative manner with the support of open educational resource (OER), mainly through peer-facilitated discussion forum activities. The purpose of this paper is to present a case study on how peer-facilitated discussions affected the OEReL process, what factors supported and hindered peer-facilitated discussions, and what challenges were faced during the process.

Design/methodology/approach

The OEReL course consisted of five modules with 14 discussion forum activities. Content analysis of the threaded forum discussions was the key data collection and analysis strategy based on the community of inquiry (CoI) framework (Garrison and Arbaugh, 2007). It was supplemented with participants’ reflections and focus group discussions.

Findings

The three elements of CoI – cognitive presence, social presence and teaching presence played a major role in knowledge construction in the OEReL process. A complementary relationship between cognitive presence, social presence and teaching presence was observed, where the three elements have interacted in supporting knowledge construction. Overall, the findings reaffirm the significant of role of instructors in cultivating the three presences within a peer-facilitated environment, by enabling learners to engage with the content in a meaningful manner through appropriate course design, structure and leadership.

Practical implications

Forum discussions created an opportunity for participants to engage in meaning making through social negotiation, where facilitation became a shared responsibility among instructors and learners. Peer-facilitation was the key strength that promoted critical, analytical and reflective thinking, as well as self-regulated learning. The SBL design, learning tasks with OER integration, and instructor guidance were the most supportive factors, while time constraints due to the participants’ workload was challenging.

Originality/value

Through carefully orchestrated, well-structured and pedagogically sound OEReL environments, peer-facilitated forum discussions can be designed creatively and implemented in a meaningful manner to enhance knowledge construction.

Details

Asian Association of Open Universities Journal, vol. 11 no. 1
Type: Research Article
ISSN: 1858-3431

Keywords

Open Access
Article
Publication date: 6 February 2024

Pallavi Srivastava, Trishna Sehgal, Ritika Jain, Puneet Kaur and Anushree Luukela-Tandon

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with…

Abstract

Purpose

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Design/methodology/approach

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Findings

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

Originality/value

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

Details

Journal of Knowledge Management, vol. 28 no. 11
Type: Research Article
ISSN: 1367-3270

Keywords

Open Access
Article
Publication date: 10 November 2023

Helen Poltimäe, Kärt Rõigas and Anneli Lorenz

The purpose of this paper is to identify how different factors of antecedents and processes affect the outcomes of an internship, measured in terms of competency development.

Abstract

Purpose

The purpose of this paper is to identify how different factors of antecedents and processes affect the outcomes of an internship, measured in terms of competency development.

Design/methodology/approach

The authors used an internship questionnaire designed for the University of Tartu in Estonia. Responses were obtained from 178 students across different disciplines – humanities and the arts, social sciences, natural sciences and medicine – who had recently taken an internship. Based on current academic literature, the authors create a three-level model: antecedents-processes-outcomes. The antecedents and processes were both differentiated into three factors and tested with a structural equation model.

Findings

The model demonstrates that there are different antecedents that have an effect on internship outcomes, but these only work through internship processes. For example, the objective of the internship and clarity of instructions will only have a positive effect if there is relevant support from the supervisor at the employing company and if the student can use the knowledge and skills gained at university.

Research limitations/implications

The study is based on survey data filled in by students, i.e. based on self-perception. Based on the results of the study, the authors claim that an active role and initiative-taking by students in finding suitable internships should be further encouraged.

Originality/value

Whilst previous studies have used a two-level model of internship (or a three-level model for students satisfaction as an outcome) the authors create and test a three-level model measuring competency development as the outcome of an internship.

Details

Education + Training, vol. 65 no. 10
Type: Research Article
ISSN: 0040-0912

Keywords

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