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1 – 10 of 167Course credentialing essentially involves the implementation of digital badges. A number of studies have recently been conducted that clarify this philosophy and promote their…
Abstract
Course credentialing essentially involves the implementation of digital badges. A number of studies have recently been conducted that clarify this philosophy and promote their adoption in learning programmes. The research presented in this chapter contributes to the body of knowledge on learning and teaching regarding the comparative analyses of learning outcomes, multidimensional credentialing and digital badges relevant to the pedagogy of construction management. The aim of this research was to determine the maturity of multidimensional credentialing within its online pedagogy in particular. A review of literature pertaining to course multi-disciplining, accreditation, credentialing and digital badges had been conducted. Comparative analyses were performed to allocate learning outcomes of the tertiary institution and two accrediting bodies onto each unit in the online delivery mode of a Construction Management Bachelor Degree course. These analyses had yielded three matrices that could assist decision-making on how to assess learning in each unit. The results revealed that almost all units in this course had implemented at least one tertiary institution and accrediting body learning outcome.
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Ding Liu and Chenglin Li
Safety training can effectively facilitate workers’ safety awareness and prevent injuries and fatalities on construction sites. Traditional training methods are time-consuming…
Abstract
Purpose
Safety training can effectively facilitate workers’ safety awareness and prevent injuries and fatalities on construction sites. Traditional training methods are time-consuming, low participation, and less interaction, which is not suitable for students who are born in Generation Z (Gen Z) and expect to be positively engaged in the learning process. With the characteristic of immersive, interaction, and imagination, virtual reality (VR) has become a promising training method. The purpose of this study is to explore Gen Z students’ learning differences under VR and traditional conditions and determine whether VR technology is more suitable for Gen Z students.
Design/methodology/approach
This paper designed a comparison experiment that includes three training conditions: VR-based, classroom lecturing, and on-site practice. 32 sophomore students were divided into four groups and received different training methods. The eye movement data and hazard-identification index (HII) scores from four groups were collected to measure their hazard-identification ability. The differences between the participants before and after the test were tested by paired sample t-test, and the differences between the groups after the test were analyzed by one-way Welch’s analysis of variance (ANOVA) test.
Findings
The statistical findings showed that participants under VR technology condition spent less time finding and arriving at the Areas of Interest (AOIs). Both the eye movement data and HII scores indicated that VR-based safety training is an alternative approach for Gen Z students to traditional safety training methods.
Originality/value
These findings contribute to the theoretical implications by proving the applicability of VR technology to Gen Z students and empirical implications by guiding colleges and universities to design attractive safety training lessons.
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Ernesto William De Luca, Francesca Fallucchi, Bouchra Ghattas and Riem Spielhaus
This article aims to explore how the mapping strategies between user requirements expressed by the humanities researchers lead to a better customization of user-driven digital…
Abstract
Purpose
This article aims to explore how the mapping strategies between user requirements expressed by the humanities researchers lead to a better customization of user-driven digital humanities tools and to the creation of innovative functionalities, which can directly affect the way of doing research in a digital context.
Design/methodology/approach
It describes the user-driven development of a tool that helps researchers in the quantitative and qualitative analysis of large textbook collections.
Findings
This article presents an exemplary user journey map, which shows the different steps of the digital transformation process and how the humanities researchers are involved for (1) producing innovative research solutions, comprehensive and personalized reports, and (2) customizing access to content data used for the analysis of digital documents. The article is based on a case study on a German textbooks collection and content analysis functionalities.
Originality/value
The focus of this article is the reiterative research process, in which humanists (from the human centred point of view) starts from an initial research question, using quantitative and qualitative data and develops both the research question and the answers to it by with the aim to find patterns in the content and structure of educational media. Thus, from the viewpoint of digital transformation the humanist is part of the interaction between digitization and digitalization processes, where he/she uses digital data, metadata, reports and findings created and supported by the digital tools for research analysis.
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Sunil Kumar Jauhar, Hossein Zolfagharinia and Saman Hassanzadeh Amin
This research is about embedding service-based supply chain management (SCM) concepts in the education sector. Due to Canada's competitive education sector, the authors focus on…
Abstract
Purpose
This research is about embedding service-based supply chain management (SCM) concepts in the education sector. Due to Canada's competitive education sector, the authors focus on Canadian universities.
Design/methodology/approach
The authors develop a framework for evaluating and forecasting university performance using data envelopment analysis (DEA) and artificial neural networks (ANNs) to assist education policymakers. The application of the proposed framework is illustrated based on information from 16 Canadian universities and by investigating their teaching and research performance.
Findings
The major findings are (1) applying the service SCM concept to develop a performance evaluation and prediction framework, (2) demonstrating the application of DEA-ANN for computing and predicting the efficiency of service SCM in Canadian universities, and (3) generating insights to enable universities to improve their research and teaching performances considering critical inputs and outputs.
Research limitations/implications
This paper presents a new framework for universities' performance assessment and performance prediction. DEA and ANN are integrated to aid decision-makers in evaluating the performances of universities.
Practical implications
The findings suggest that higher education policymakers should monitor attrition rates at graduate and undergraduate levels and provide financial support to facilitate research and concentrate on Ph.D. programs. Additionally, the sensitivity analysis indicates that selecting inputs and outputs is critical in determining university rankings.
Originality/value
This research proposes a new integrated DEA and ANN framework to assess and forecast future teaching and research efficiencies applying the service supply chain concept. The findings offer policymakers insights such as paying close attention to the attrition rates of undergraduate and postgraduate programs. In addition, prioritizing internal research support and concentrating on Ph.D. programs is recommended.
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Leslie Rogers, Megan Burke, Leslie Laud and Rebecca Herricks
This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in…
Abstract
Purpose
This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.
Design/methodology/approach
The case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.
Findings
Through a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.
Originality/value
Our case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.
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Erin Leif, Kirsten McLean, Pearl Subban and Christine Grove
Higher education institutions (HEIs) in Australia shape the country's economic, social, and political landscape and equip students with the skills they need to succeed in…
Abstract
Higher education institutions (HEIs) in Australia shape the country's economic, social, and political landscape and equip students with the skills they need to succeed in ever-changing work environments. Embedded within Australian HEIs are sets of values that reflect and reinforce collective Australian values, which describe the shared beliefs of the leadership, academic staff, students, and the local community. These shared values then direct all members of the university community. Using a top-tier university in Melbourne, Australia, as a case study, this chapter explores how the values of accessibility, inclusion, and collaboration are embedded into the curriculum, teaching, and assessment practices. Relationship-building and positive student interaction within learning contexts are also crucial to learning contexts in higher education (HE) and are essentially driven by values in HE. Furthermore, values identified in this chapter align with broader Australian values relating to fairness, equity, cooperation, and support. Utilizing the experience and reflection of four contributing academics in HE, this chapter offers ideas and strategies on how these values can be fundamentally rooted within learning and teaching programs, thereby increasing student engagement, interaction, and success. This chapter acknowledges that the needs of contemporary education have changed, as the HE sector now accommodates students from all walks of life. Additionally, a fundamental premise of the discourse is that learner diversity can be accommodated more effectively if it is spurred by values that respect and appreciate learner diversity.
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Ashti Yaseen Hussein and Faris Ali Mustafa
Spaciousness is defined as “the feeling of openness or room to wander” that has been affected by various physical factors. The purpose of this paper is to assess the spaciousness…
Abstract
Purpose
Spaciousness is defined as “the feeling of openness or room to wander” that has been affected by various physical factors. The purpose of this paper is to assess the spaciousness of space to determine how spacious the space is. Furthermore, the study intends to propose a fuzzy-based model to assess the degree of spaciousness in terms of physical parameters such as area, proportion, the ratio of window area to floor area and color value.
Design/methodology/approach
Fuzzy logic is the most appropriate mathematical model to assess uncertainty using nonhomogeneous variables. In contrast to conventional methods, fuzzy logic depends on partial truth theory. MATLAB Fuzzy Logic Toolbox was used as a computational model including a fuzzy inference system (FIS) using linguistic variables called membership functions to define parameters. As a result, fuzzy logic was used in this study to assess the spaciousness degree of design studios in universities in the Iraqi Kurdistan region.
Findings
The findings of the presented fuzzy model show the degree to which the input variables affect a space perceived as larger and more spacious. The relationship between parameters has been represented in three-dimensional surface diagrams. The positive relationship of spaciousness with the area, window-to-floor area ratio and color value has been determined. In contrast, the negative relationship between spaciousness and space proportion is described. Moreover, the three-dimensional surface diagram illustrates how the changes in the input values affect the spaciousness degree. Besides, the improvement in the spaciousness degree of the design studio increases the quality learning environment.
Originality/value
This study attempted to assess the degree of spaciousness in design studios. There has been no attempt carried out to combine educational space learning environments and computational methods. This study focused on the assessment of spaciousness using the MATLAB Fuzzy Logic toolbox that has not been integrated so far.
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Heather Bailie Schock, Yvonne Franco and Madelon McCall
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to…
Abstract
Purpose
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to provide empirical support for including a self-care unit in teacher preparation curricula to address the secondary trauma and stressors inherent to the teaching profession (Essential 2; NAPDS, 2021; Sutcher et al., 2019).
Design/methodology/approach
This investigation occurred in an elementary TPP at a private southeastern US university and spanned two years, utilizing a mixed methods approach.
Findings
Findings suggest that after experiencing a 5-week self-care unit, preservice teachers exhibited a statistically significant increase in well-being and a newfound recognition of the need to prioritize self-care for effective teaching, suggesting its potential effectiveness in reducing burnout and attrition.
Research limitations/implications
While this study provided valuable insights into the implementation and impact of a self-care unit within the context of elementary education majors at a mid-sized private university in the USA, it is essential to acknowledge its limitations. One notable limitation is the relatively homogenous sample, primarily consisting of White female participants.
Practical implications
The implications of this study are critical for teacher education policy and practice, advocating for including self-care curricula to enhance teacher well-being and, by extension, prepare teachers with a skillset to support their career trajectory (Essential 3; NAPDS, 2021).
Originality/value
This recommendation underscores the collaborative efforts between TPPs and partnership schools to implement such initiatives effectively, representing a pivotal step toward better-preparing teachers to manage the demands of their profession while prioritizing their mental health (Essentials 4 & 5; NAPDS, 2021).
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Shanu Jain, Sarita Devi and Vibhash Kumar
In the wake of the COVID-19 pandemic, remote working (RW) has emerged as a viable alternative to working employees in general and knowledge workers in particular. However…
Abstract
Purpose
In the wake of the COVID-19 pandemic, remote working (RW) has emerged as a viable alternative to working employees in general and knowledge workers in particular. However, previous researchers have worked on the concept, development and facilitation of RW since the 1970s. Therefore, this study aims to review the existing literature on RW to ascertain the evolution of the concept in the business and management domain and provide for requisite arguments to extend the settings for future research agendas.
Design/methodology/approach
The authors based this study on a bibliometric analysis of articles (n = 349) retrieved from the Web of Science database published between January 1990 and October 2021. The authors have used a bibliometric toolbox comprising performance analysis, science mapping and network analysis in various software namely, VOSviewer, Gephi and Biblioshiny package in R.
Findings
The study’s results accentuated important themes like work–life balance, strengthening digital infrastructure, performance and productivity, hybrid work models and well-being and clustered them under four heads with proposed future research questions.
Research limitations/implications
The study is based on a single database; the authors have used an extensive but not exhaustive list of keywords to retrieve the articles. The analysis employs certain threshold limits while using the science mapping technique.
Practical implications
This study would enable managers and academics to comprehensively understand remote work and offer logical implications to appreciate its nuances.
Originality/value
This study is unique as it recognizes the intellectual structure in the existing literature on RW and traces the advancements and exponential growth post-COVID-19. The authors recapitulated the literature as network analysis of the RW facilitation model comprising the antecedents, outcomes, mediators and moderators.
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This chapter is focused on what we can learn from oppressive governance, in this case specifically relating to university governance in terms of vice chancellors and presidents…
Abstract
This chapter is focused on what we can learn from oppressive governance, in this case specifically relating to university governance in terms of vice chancellors and presidents, to the deputy vice chancellor and deputy president and down the ever-growing university hierarchy to deans and heads of schools and their deputies, from a Freirean perspective. Freire wrote at length about how leaders ‘controlled’ education and why they did so, but he also wrote at length about how governments control populations – himself being both a political prisoner and a person in exile to escape persecution. This chapter subsequently examines Freire's ideas around what techniques people employ to control populations and applies them to a higher education setting because the similarities are numerous and the tactics familiar.