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Open Access
Article
Publication date: 25 March 2024

Divya Surendran Nair and Seema Bhandare

The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those…

Abstract

Purpose

The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course.

Design/methodology/approach

This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis.

Findings

Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect.

Originality/value

Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.

Open Access
Article
Publication date: 8 August 2023

José M. Fernández-Batanero, Marta Montenegro-Rueda, José Fernández-Cerero and Eloy López Menéses

The purpose of this study is to determine the characteristics of the studies in terms of country, participant profile and methodology, as well as to determine what the Internet of…

1403

Abstract

Purpose

The purpose of this study is to determine the characteristics of the studies in terms of country, participant profile and methodology, as well as to determine what the Internet of Things (IoT) is currently contributing to higher education.

Design/methodology/approach

The study was developed following the methodology supported by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and the PICOS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and Google Scholar. Of the 237 studies that the search yielded, 11 were included.

Findings

The results showed that among the opportunities offered by IoT is that it not only brings the introduction of information and communication technology into the classroom, but also enhances student interest, thus, improving the quality of teaching in higher education. On the other hand, one of the challenges it faces is the attitude of teachers towards its adoption, as well as the level of digital competence of teachers.

Originality/value

This study presents how higher education institutions are including the IoT in their educational activities. The IoT refers to a network of digital interconnectivity between devices, people and the internet itself that enables the exchange of data between them, allowing key information about the use and performance of devices and objects to be captured to detect patterns, make recommendations, improve efficiency and create better user experiences.

Details

Interactive Technology and Smart Education, vol. 21 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Abstract

Purpose

Competency frameworks can support public procurement capacity development and performance. However, literature on connecting professionalisation with national procurement contexts is limited. This paper aims to explain and conceptualise recent Romanian experience with developing bespoke competency frameworks at national level for public procurement that reflect the features of the Romanian public procurement system. The approach used could guide in broad-brush, mutatis mutandis, other (national) public procurement systems with comparable features, mainly those seeking a shift from a rather administrative function of public procurement towards a strategic function.

Design/methodology/approach

This case study reflects on the methodology used for analysing the Romanian public procurement environment in EU context to develop bespoke professionalisation instruments, and on ways to integrate competency management approaches in Romanian public procurement culture. That methodological mix has been mainly qualitative and constructionist, within an applied research approach. It combined desk research with empirical research and included legal research in this context.

Findings

A principled, methodological and pragmatic approach tailored to the procurement environment in question is essential for developing competency frameworks capable to resonate to and address the specific practical needs of that procurement system.

Social implications

Competency frameworks can uphold societal objectives through public procurement.

Originality/value

Using valuable insights into the development of the Romanian public procurement competency frameworks, the paper provides a conceptual framework for instilling competency management approaches to public procurement professional development where the latter is governed by a rather distinct, public administration, paradigm. This conceptual framework can guide other public procurement systems and stimulate further research.

Content available
Book part
Publication date: 26 April 2024

Abstract

Details

Critical Reflections on the Internationalisation of Higher Education in the Global South
Type: Book
ISBN: 978-1-80455-779-2

Open Access
Article
Publication date: 9 August 2023

Jonathan Passmore, Claudia Day and Qing Wang

The use of “homework”, activities outside of the classroom or session, is widely applied in a range of disciplines including teaching, therapy and training. The argument advanced…

Abstract

Purpose

The use of “homework”, activities outside of the classroom or session, is widely applied in a range of disciplines including teaching, therapy and training. The argument advanced by advocates is that it provides an opportunity to consolidate knowledge learnt in the classroom and develop mastery in an applied environment. However, the use of homework has not been widely discussed or researched within business coaching, which is a form of personal development. This exploratory study aims to examine whether homework, as a coaching intervention, may enhance the clients' learning experience.

Design/methodology/approach

Data were collected from eight early career coaches and eight coaching clients. Not all clients were related to the coaches. Each client had experienced a minimum of three coaching sessions. Interviews were recorded and analysed using thematic analysis. The study explored the use of (1) client-led, (2) coach-led and (3) collaboratively developed homework during the engagements.

Findings

The findings indicated that homework is widely used and was perceived to have mixed effects. The positioning of the homework by the coach, including the terminology used to describe the activity, and the type of work can affect the level of engagement and thus the perceived value generated.

Originality/value

This is the first study to explore the nature of “homework” in coaching. More work is needed to better inform the use of “homework” in coaching practice, including the type of work and how this is agreed with different types of clients, for example, should homework be coach, collaborative or client led?

Details

Journal of Work-Applied Management, vol. 16 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Content available
Book part
Publication date: 6 May 2024

Abstract

Details

The Emerald Handbook of Ethical Finance and Corporate Social Responsibility
Type: Book
ISBN: 978-1-80455-406-7

Open Access
Article
Publication date: 3 May 2024

Shingo Ashizawa, Christopher Ziguras and Akiyoshi Yonezawa

This paper explores the development of microcredentials (MCs) through a regional lens, considering their implications for lifelong learning and skilled labour mobility in Asia and…

Abstract

Purpose

This paper explores the development of microcredentials (MCs) through a regional lens, considering their implications for lifelong learning and skilled labour mobility in Asia and the Pacific. It also examines recent global initiatives led by the United Nations Educational, Scientific and Cultural Organization (UNESCO).

Design/methodology/approach

The study reviews recent global initiatives aimed at developing shared definitions and principles for MCs, as led by UNESCO, taking into account the importance of existing initiatives such as the pilot project launched by the Australian government in 2022. The formalization of MCs within national education systems is also examined, with reference to frameworks developed by organizations like the European Union (EU), Australia and the Malaysia Qualifications Agency (MQA, 2020).

Findings

The paper underscores the increasing attention from international organizations and governments to the development and recognition of MCs, with significant efforts in countries like Australia and pilot initiatives in New Zealand and Malaysia. However, it also highlights that many MC projects in Asia are still in their early developmental stages, emphasizing the need for further progress and formalization.

Originality/value

This paper offers a unique perspective on the development of MCs in the Asia–Pacific region and their potential role in international education. It explores the prospects for MCs in international education, including student mobility and cross-border online courses. The challenge of integrating MCs into existing systems for recognizing international qualifications is discussed. Overall, the paper contributes to the understanding of MC frameworks as essential tools in the formalization of lifelong learning in the region, supported by the provided citations (OECD, 2021).

Details

Journal of International Cooperation in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2755-029X

Keywords

Content available
Book part
Publication date: 13 May 2024

Abstract

Details

VUCA and Other Analytics in Business Resilience, Part A
Type: Book
ISBN: 978-1-83753-902-4

Open Access
Article
Publication date: 6 February 2024

Huiwen Shi and Lok Ming Eric Cheung

While most language departments of the university offer service-learning (SL) subjects based on language teaching, such as “Teaching Chinese as a Second Language in Local Schools”…

Abstract

Purpose

While most language departments of the university offer service-learning (SL) subjects based on language teaching, such as “Teaching Chinese as a Second Language in Local Schools” and “Serving the Community through Teaching English,” this paper aims to argue that teaching students to teach language(s) is yet to be the best strategy to serve the service recipients.

Design/methodology/approach

SL is widely understood as an experiential learning pedagogy that integrates academic focus, reflection and community service and is shown to be impactful. In Hong Kong, the first university that has made SL a graduation requirement is the Hong Kong Polytechnic University (the University). Considering this, new SL courses have proliferated over the past decade. Adopting a narrative inquiry approach, this paper examines personal narratives from a new SL subject aiming to raise awareness of refugees in Hong Kong. The data includes students’ reflective journals, co-created personal narratives and podcasts and semi-structured interviews.

Findings

This paper finds that crafting and recording narratives of shared experiences deepens cultural understanding, cultivates empathy and facilitates language learning in a genuine setting.

Social implications

Ultimately, this paper advocates a well-designed SL that combines language, content and technology as a powerful, transformational experience for both college students and service recipients.

Originality/value

This paper focuses on a brand new SL course, “Storytelling for Understanding: Refugee Children in Hong Kong,” offered in Semester 1, 2022–2023. The subject was developed by the two authors from a language division affiliated to the University. The deliverables were podcast recordings, co-authored and co-edited by the students and the children.

Details

Journal for Multicultural Education, vol. 18 no. 1/2
Type: Research Article
ISSN: 2053-535X

Keywords

Open Access
Article
Publication date: 11 April 2024

Anna Chwiłkowska-Kubala, Małgorzata Spychała and Tomasz Stachurski

We aimed to identify factors that influence student engagement in distance learning.

Abstract

Purpose

We aimed to identify factors that influence student engagement in distance learning.

Design/methodology/approach

The research involved a group of 671 students from economic and technical higher education institutions in Poland. We collected the data with the CAWI technique and an original survey. Next, we processed the data using principal component analysis and then used the extracted components as predictors in the induced smoothing LASSO regression model.

Findings

The components of the students’ attitude toward remote classes learning conditions are: satisfaction with teachers’ approach, attitude to distance learning, the system of students’ values and motivation, IT infrastructure of the university, building a network of contacts and communication skills. The final model consisted of seven statistically significant variables, encompassing the student’s sex, level of studies and the first five extracted PCs. Student’s system of values and motivation as well as attitude toward distance learning, were those variables that had the biggest influence on student engagement.

Practical implications

The research result suggests that in addition to students’ system of values and motivation and their attitude toward distance learning, the satisfaction level of teachers’ attitude is one of the three most important factors that influence student engagement during the distance learning process.

Originality/value

The main value of this article is the statistical model of student engagement during distance learning. The article fills the research gap in identifying and evaluating the impact of various factors determining student engagement in the distance learning process.

Details

Central European Management Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2658-0845

Keywords

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