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Article
Publication date: 10 January 2024

Ayesha Nousheen and Farkhanda Tabassum

This study aims to asses students’ sustainability consciousness (SC) in relation to their perceived teaching styles in seven public sector institutions in Pakistan.

Abstract

Purpose

This study aims to asses students’ sustainability consciousness (SC) in relation to their perceived teaching styles in seven public sector institutions in Pakistan.

Design/methodology/approach

A survey technique was used to collect data from respondents. Grasha’s (1996) Teaching Styles Inventory and Gericke et al.’s (2019) Sustainability Consciousness Questionnaire were used to collect data pertinent to teachers’ teaching styles and students’ SC, respectively. This study’s population was 1,986 students studying in seven educational institutions. A sample of 993 students was selected for the study. Out of the 993 questionnaires distributed, only 753 respondents returned the questionnaire completely filled, resulting in a response rate of 75.83%. Descriptive statistics and structural equation modeling (SEM) were used to analyze the data.

Findings

The results show that students’ mean scores on environmental and social dimensions were higher compared with the economic dimension. Similarly, students’ scores were relatively higher on the knowledge and attitude dimension while lower on the behavior dimension. Moreover, the expert and formal authority teaching styles were the most prevalent teaching styles. Furthermore, SEM results show that various teaching styles affected students’ knowledge and attitude; however, only the delegator teaching style affects all three dimensions of SC.

Research limitations/implications

This research has implications for educational institutions and policymakers to ensure dedicated efforts to promote and integrate education for sustainable development into the educational system and achieve sustainability goals by 2030.

Practical implications

The study findings will help future teachers to effectively integrate sustainability education into their classrooms.

Originality/value

This research expands the discussion on the effectiveness of various teaching styles on SC in teacher education programs.

Article
Publication date: 14 March 2024

Pengkun Liu, Zhewen Yang, Jing Huang and Ting-Kwei Wang

The purpose of this study is to scrutinize the influence of individual learning styles on the effectiveness of augmented reality (AR)-based learning in structural engineering…

Abstract

Purpose

The purpose of this study is to scrutinize the influence of individual learning styles on the effectiveness of augmented reality (AR)-based learning in structural engineering. There has been a lack of research examining the correlation between learning efficiency and learning style, particularly in the context of quantitatively assessing the efficacy of AR in structural engineering education.

Design/methodology/approach

Using Kolb’s experiential learning theory (ELT), a model that emphasizes learning through experience, students from the construction management department are assigned four learning styles (converging, assimilating, diverging and accommodating). Performance data were gathered, appraised, and compared through the three dimensions from the Knowledge, Attitude and Practices (KAP) survey model across four categories of Kolb’s learning styles in both text-graph (TG)-based and AR-based learning settings.

Findings

The findings indicate that AR-based materials positively impact structural engineering education by enhancing overall learning performance more than TG-based materials. It is also found that the learning style has a profound influence on learning effectiveness, with AR technology markedly improving the information retrieval processes, particularly for converging and assimilating learners, then diverging learners, with a less significant impact on accommodating learners.

Originality/value

These results corroborate prior research analyzing learners' outcomes with hypermedia and informational learning systems. It was found that learners with an “abstract” approach (convergers and assimilators) outperform those with a “concrete” approach (divergers and accommodators). This research emphasizes the importance of considering learning styles before integrating technologies into civil engineering education, thereby assisting software developers and educational institutions in creating more effective teaching materials tailored to specific learning styles.

Details

Engineering, Construction and Architectural Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-9988

Keywords

Article
Publication date: 7 March 2023

Omkar Dastane, Juan Carlos Fandos-Roig and Javier Sánchez-García

This study aims to explore customer perceived value (CPV) dimensions in the context of free mobile educational applications (EduApps) which are paramount in learning-based digital…

Abstract

Purpose

This study aims to explore customer perceived value (CPV) dimensions in the context of free mobile educational applications (EduApps) which are paramount in learning-based digital start-ups and are essential for the implementation of circular economy (CE). The purpose of the present study is to identify dimensions of CPV specifically for EduApps and propose a conceptual model that would assist the digital start-up decisions which in turn can be a catalyst in navigating to a CE.

Design/methodology/approach

The study uses the Netnography approach by analyzing online user-generated content. A total of 13,147 reviews posted on the Google play store after using top free education apps were coded using ATLAS.ti 9 software.

Findings

Major dimensions of context-specific CPV are identified as technical value, content value, pedagogical value, gamification value and learning value. Subdimensions and items are extracted for each of these dimensions.

Practical implications

The larger subscriber base drives sponsorships, advertisements and donations which underpin the business model of free EduApps. This can be obtained through an attractive value proposition. Identifying context-specific value dimensions would aid entrepreneurs in optimal value mix development decisions. The proposed framework can be utilized by both researchers (for scale creation, comparative studies and quantitative studies) and practitioners (for entrepreneurial decisions on better value propositions).

Originality/value

CPV successfully describes consumer decision-making, but less attention is paid to linking the theory to the setting of mobile learning apps, where the bulk of research is focused on techniques like TAM, UTAUT, etc. In addition, studies identifying CPV from mobile apps with a specific focus on EduApps are sparse. Extant literature in this context is either based on a foundation of in-store business value dimensions or dominated by technical aspects when focused on the context of mobile apps. The current study bridges this gap.

Details

Management Decision, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0025-1747

Keywords

Article
Publication date: 13 June 2023

Lindsey M. Harper, Soohyung Joo and Youngseek Kim

There are a variety of benefits associated with the use of YouTube for learning purposes, such as YouTube is a free open-access tool students can use to facilitate their learning…

Abstract

Purpose

There are a variety of benefits associated with the use of YouTube for learning purposes, such as YouTube is a free open-access tool students can use to facilitate their learning. This study investigates whether an attitudinal factor (i.e. perceived usefulness) and the factor's antecedents, resource quality factors (i.e. credibility, currency, coverage and relevance), normative factor (i.e. subjective norm) and control factor (i.e. perceived ease of use) all affect college freshmen's behavioral intentions to use YouTube for academic learning purposes.

Design/methodology/approach

This research employs the theory of planned behavior (TPB) to explore the attitudinal, normative and control factors associated with college freshmen's behavioral intentions to use YouTube for academic learning. After developing a quantitative survey given to 182 college freshmen in a Southeastern institution in the United States of America, structural equation modeling (SEM) was used to examine the seven hypotheses and the research constructs.

Findings

The results indicate that attitudinal factor (i.e. perceived usefulness) and its antecedents, resource quality factors (i.e. currency, coverage and relevance) and normative factor (i.e. subjective norm) have a statistically significant effect on college freshmen's intentions to use YouTube for academic learning purposes.

Research limitations/implications

This study suggests that individual motivations (i.e. perceived usefulness and subjective norm) and resource quality factors (i.e. currency, coverage and relevance) play into college freshmen's decisions to use YouTube for learning purposes, while other research indicates that the system or application itself factors into students' decisions to use technology for learning.

Practical implications

This study suggests that college freshmen are more likely to use YouTube for academic learning purposes when the freshmen hold favorable attitudes about the platform and when the freshmen believe the freshmen's peers are also using YouTube to supplement in-class learning.

Originality/value

This is an initial study that focuses on college freshmen's behavioral intentions to use YouTube for academic learning purposes. This research demonstrates the roles that peers as well as resource quality factors play in students' decisions to use specific technology to enhance the students' learning.

Details

Aslib Journal of Information Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-3806

Keywords

Article
Publication date: 9 November 2023

Mei Yuan Law

This research aims to investigate the leadership strategies employed by two higher education institutions in Malaysia as they navigated the shift to online delivery of their…

Abstract

Purpose

This research aims to investigate the leadership strategies employed by two higher education institutions in Malaysia as they navigated the shift to online delivery of their computer science programs in response to the demands of Education 4.0.

Design/methodology/approach

A phenomenological, comparative case study approach was used to delve into the leadership and management practices of these institutions during the transition to online learning. Data were collected through interviews and document analysis.

Findings

This study explores the leadership strategies employed by two higher education institutions in Malaysia during their transition to online learning due to the COVID-19 pandemic. Five key themes emerged from the data: leadership and team coordination, training and skill development, adaptation to new assessment methods, resource management and work culture and environment. Both institutions demonstrated effective leadership, continuous training and adaptability in assessment methods. However, differences were noted in resource management and work culture. Institution A's leader had to liaise with various departments and personally invest in equipment, while Institution B was already well-equipped. The work culture at Institution A demonstrated flexibility and mutual understanding, while Institution B used key performance indicators to measure progress. Despite these differences, both leaders successfully managed the shift to online teaching, underscoring the importance of effective leadership, continuous training, flexibility, resource management and a supportive work culture in managing change. The study also highlighted the distinct roles of curriculum leaders in both institutions, with Institution A's leader focusing on multiple activities, while Institution B's leader was able to focus solely on curriculum change due to their institution's preparedness.

Research limitations/implications

This study provides a rich, qualitative exploration of the strategies and challenges faced by program leaders in managing the shift to online teaching during the COVID-19 pandemic. Future research could build on these findings by conducting similar studies in other educational contexts or countries to compare and contrast the strategies and challenges faced by program leaders. Additionally, future research could also employ quantitative methods to measure the effectiveness of different strategies in managing the shift to online teaching. This could provide a more comprehensive understanding of the factors that contribute to successful change management in educational institutions.

Practical implications

This study provides valuable insights for program leaders, educators and policymakers in managing change in educational institutions. The themes identified in this study – effective leadership, continuous training and skill development, flexibility in adapting to new assessment methods, effective resource management and a supportive work culture and environment – can serve as a guide for program leaders in managing future changes in their institutions. Moreover, the strategies employed by the program leaders in this study, such as forming a powerful coalition, providing training on online tools and prioritizing student welfare, can be adopted or adapted by other program leaders in managing change.

Originality/value

This study presents a unique contribution to the existing literature by offering a comparative analysis of change management strategies in two distinct educational institutions during the shift to online teaching due to the COVID-19 pandemic. It uncovers the nuanced differences in leadership styles, resource management and pedagogical adaptations, providing a rich, context-specific understanding of the change process. The study fills a research gap by examining the practical application of Kotter's 8-Step Change Model and the McKinsey 7S Model in real-world educational settings. The findings offer valuable insights for other institutions navigating similar changes, thereby extending the practical and theoretical understanding of change management in higher education.

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: 28 February 2023

Behzad Abbasnejad, Sahar Soltani and Peter Wong

Most educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues…

Abstract

Purpose

Most educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues, particularly in delivering the construction management (CM) courses which require site visits, interpreting technical drawings and developing 3D building models. This paper aims to identify the key strategies for online learning and teaching adopted during the COVID-19 pandemic and to investigate the implications for construction management education.

Design/methodology/approach

The research approach is twofold. First, the study presents a systematic literature review (SLR) through a synthesis of the existing literature to identify the key strategies and lessons learned about online education during the COVID-19 pandemic in tertiary programs. It also discusses their implications in the context of the construction management (CM) sector in particular. Secondly, the authors shared their hands-on experience as construction management course facilitators – using the autoethnography approach – during the COVID-19 crisis.

Findings

In addition to identifying the key strategies such as online course delivery and assessments, the paper critically discusses the barriers to online learning and teaching, including (1) the technological and infrastructure barriers; (2) required online teaching skills and competencies; (3) issues surrounding mental health and wellbeing; (4) lack of consistency in the online delivery of various courses in a given program (5) difficulties around students' engagement and (6) the course characteristics and requirements.

Originality/value

The study offers some implications and recommendations not only for educational institutions and staff but also for vendors of online course delivery software. To prepare educational institutions for future online course delivery, the paper proposes several strategies. These include developing a set of guidelines for online course delivery, incorporating online teaching training modules into the recruitment process for academic staff, applying agile and resilience teaching and learning methods, wellbeing and mental health support and continuously improving course features to adapt to the online environment.

Details

Smart and Sustainable Built Environment, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6099

Keywords

Article
Publication date: 12 March 2024

Hiroshi Ito, Shinichi Takeuchi, Kenji Yokoyama, Yukihiro Makita and Masamichi Ishii

This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of…

Abstract

Purpose

This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of AACSB, focusing on shifts in teaching methods and content and assessment procedures.

Design/methodology/approach

Using a case study approach, in-depth interviews are conducted with a Japanese-accredited business school’s faculty members to understand their perceptions of the school’s education-quality issues. The data were thematically analyzed.

Findings

Respondents acknowledged that AACSB accreditation has positively influenced teaching, encouraging active learning and the case method. However, they also indicated that accreditation had a restrictive effect on assessment activities, pushing toward compliance rather than genuine learning evaluation. This dichotomy suggests a need for balancing standard adherence with the flexibility to maintain educational depth and assessment integrity.

Research limitations/implications

Convenience sampling may introduce self-selection bias. Furthermore, the qualitative case study approach does not allow for statistical generalization. However, when combined with existing literature, the findings can be analytically generalized and transferred to other contexts.

Originality/value

We provide insights regarding AACSB accreditation’s impact on business education, encompassing shifts in teaching methods and content and faculty perceptions of assessment. This study enhances the scholarly understanding of business school accreditation and offers guidance to accredited or accreditation-seeking academic institutions.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 28 February 2024

Nedal Sawan, Krayyem Al-Hajaya, Mohammad Alshhadat and Rami Ibrahim A. Salem

Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the…

Abstract

Purpose

Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development.

Design/methodology/approach

A questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development.

Findings

Students value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development.

Practical implications

The study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes.

Originality/value

This study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses.

Details

Journal of International Education in Business, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 22 March 2024

Lei Wen, Danya Mi and Daehyun Moon

This study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020.

Abstract

Purpose

This study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020.

Design/methodology/approach

Due to the COVID-19 pandemic, numerous universities and colleges worldwide transitioned from face-to-face instruction to online delivery during spring 2020. We find some evidence in line with prior literature that COVID-19 affected student learning experience from various aspects.

Findings

Thanks in part to effective teaching techniques implemented by the instructor during the transition, including online lecture videos recorded by the instructor, online class materials, early posting of answer keys, frequent communication through emails and bonus points for watching lecture videos, students still perceived their learning outcomes positively in general.

Originality/value

These teaching techniques can be used to enhance student learning experience and satisfaction during class modality transitions in unforeseen circumstances, for both hybrid and online business courses.

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: 30 June 2023

Chandan Maheshkar and Jayant Sonwalkar

This paper aims to explore the key factors through which an optimum pedagogy mix can be determined towards effective teaching practice and enhanced student learning outcomes in…

Abstract

Purpose

This paper aims to explore the key factors through which an optimum pedagogy mix can be determined towards effective teaching practice and enhanced student learning outcomes in business/management education.

Design/methodology/approach

An exploratory research design has been used. A sample of 310 was analyzed using exploratory factor analysis. A structured questionnaire was developed to collect data. It was pre-tested, and essential modifications were made before its final implementation.

Findings

The study has presented the idea of pedagogy mix, which refers to a set of most obvious teaching methods/tools suitable to deliver marketing education in a context-bound manner. Eight factors have been identified that help to decide and/or maintain an optimum mix of pedagogies for effective teaching. An adequate “pedagogy mix” would help achieve educational objectives and equip students with the essential competencies.

Practical implications

The study is particularly significant to educators who are in the initial years of their careers. The identified factors help educators decide and/or maintain an optimum mix of pedagogies by offering an understanding of different pedagogies, their strategic relevance and student needs.

Originality/value

An institution's academic philosophy and commitment to the learning outcomes make it excellent or poor. Present institutions have and retain a main focus on preparation for professional careers, and without a perfect blend of pedagogies, it cannot be achieved. An optimum pedagogy mix would facilitate the key learning process and proffer the intricacies of the concerned profession. In this sense, this paper is a significant attempt, particularly in management education and higher education in general, that enables the educators of higher academics to decide and utilize an idyllic blend of pedagogies towards the successful execution of an educational process of higher order and ensuring the holistic student development.

Details

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

Keywords

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