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1 – 10 of over 189000
Article
Publication date: 20 June 2008

Valerie Anderson

This paper aims to outline important lessons for HR professionals who seek to ensure that investment in learning delivers strategic value to the organization.

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Abstract

Purpose

This paper aims to outline important lessons for HR professionals who seek to ensure that investment in learning delivers strategic value to the organization.

Design/methodology/approach

Making use of data from semi‐structured interviews, the paper explores the extent to which perceptions of the strategic value of learning held by senior HR professionals are aligned with those of senior operational managers.

Findings

The data indicate what executives expect learning to deliver at an organizational level, the challenges of aligning learning to strategic priorities and the ways in which HR professionals are measuring and reporting on the value of learning. A trend away from “return on investment” approaches to “return on expectation” assessments of the value of learning is identified.

Research limitations/implications

In addition to the views of senior managers, further research into the value expectations of line managers and other stakeholder groups is now required.

Practical implications

The article highlights the importance of identifying and communicating the alignment of learning strategy with organizational priorities, the need for proactive dialogue between HR professionals and senior decision makers to develop management trust in the learning value contribution and the development of a balanced range of value measures and assessments that are significant for the organization in its specific context.

Originality/value

Traditional measures of training effectiveness have focused on the functional interests of learners and trainers. This research shifts attention to expectations at a strategic level and the consequences of this for measuring and reporting on the value of learning.

Details

Strategic HR Review, vol. 7 no. 4
Type: Research Article
ISSN: 1475-4398

Keywords

Book part
Publication date: 10 October 2006

Karen V. Mann

Fostering the development of professional character in student physicians remains the most essential, yet challenging and sometimes elusive goal of those in medical…

Abstract

Fostering the development of professional character in student physicians remains the most essential, yet challenging and sometimes elusive goal of those in medical education. Current understandings and contemporary approaches to learning and teaching can provide perspectives that may inform our thinking. In this chapter, learning with and from others is explored along with approaches that form the foundation for the development of professional character that integrates moral conduct into professional practice. The implications for both teaching and learning and the importance of the learning environment are discussed. Education as a moral endeavor and values-based practice is emphasized.

Details

Lost Virtue
Type: Book
ISBN: 978-1-84950-339-6

Article
Publication date: 11 March 2022

Roche Tumlad Magsayo

This study aims to investigate the factors affecting (i.e. determinants) the continuance of mobile learning adoption in an informal setting among higher education learners…

Abstract

Purpose

This study aims to investigate the factors affecting (i.e. determinants) the continuance of mobile learning adoption in an informal setting among higher education learners from a rural region in the Philippines. It assesses the extent of the determinants of mobile learning adoption continuance and their interrelationships and the role of a personality trait (e.g. locus of control) on its determinants.

Design/methodology/approach

This study used a rigorous literature review method that led to a mobile learning adoption continuance model. This proposed model analyzed the perceptions of higher education learners’ experiences on mobile learning adoption during the COVID-19 pandemic (i.e. informal setting). The data collection was self-administered using an online survey from a convenience sample size of 434 using adapted questionnaire instruments. The study used factor analysis by using a structural package for social sciences (SPSS) and analysis of the moment of the structure. The effect sizes of the direct effect, simple and serial mediation and interaction effects in a path model were analyzed by using user-defined estimand and orthogonalized approaches.

Findings

The findings indicate that the effect of perceived security risks along with perceived functional benefit and learner value affect the mobile learning adoption continuance. The perceived learner value mediates the perceived functional benefit relationship on mobile learning adoption continuance. Perceived security risk indirectly affects mobile learning adoption continuance through perceived functional benefit and learner value. In addition to this, the internal locus of control strengthens the positive relationship between perceived functional benefit and mobile learning adoption continuance. However, it dampens the positive relationship of perceived learner value.

Originality/value

The study provides an essential foundation on the mobile learning adoption model that focuses on its continuance. This model integrated perceived security risks, functional benefits and learner value aspects of continuance intention that higher education institutions may consider in their mobile learning initiative. It further provides evidence to intensify the important moderating role of locus of control that intervenes on the determinants of mobile learning adoption continuance.

Article
Publication date: 19 September 2016

Boonlert Watjatrakul

Individual differences and perceived values of technology have received much attention in technology adoption literature. However, there is a lack of understanding of

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Abstract

Purpose

Individual differences and perceived values of technology have received much attention in technology adoption literature. However, there is a lack of understanding of their relationships and effects on online learning adoption. The study aims to investigate the effects of two important personality traits (i.e. openness to experience and neuroticism) and five perceived values (i.e. functional value, emotional value, social value, epistemic value and conditional value) on students’ intentions to adopt online learning.

Design/methodology/approach

A survey research method was used to collect information from university students. A sample size of 285 was used for data analysis. Structural equation modeling analysis using analysis of moment structure software was used to examine the construct reliability and validity, the model-fit indices and the causal relationships between latent constructs in the proposed framework.

Findings

The results show that neuroticism and openness to experience affect students’ intentions to adopt online learning through five perceived values of online learning. Particularly, students who are open to experience pay more attention to the quality of online learning. Students who are more neurotic avoid stress from learning in a situation that they are not familiar with. In addition, students tend to adopt online learning when they perceive online learning fulfills their emotional and social needs. Further discussions of the findings and implications for theory and practice are provided.

Originality/value

The study extends knowledge and understanding of online learning adoption associated with individual personality and perception of online learning’s values. It proposed a new framework to examine the effects of neuroticism, openness to experience and perceived values on online learning adoption. Universities might use the study results to plan and implement their online learning programs that will be considered valuable for students who have different personality traits.

Details

Interactive Technology and Smart Education, vol. 13 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 5 March 2020

Boonlert Watjatrakul

Personality traits and perceived value have been the focus for research in online learning adoption. However, there is a lack of understanding of how the effects of

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Abstract

Purpose

Personality traits and perceived value have been the focus for research in online learning adoption. However, there is a lack of understanding of how the effects of perceived value on online learning adoption vary according to the different personality traits and the levels of a personality trait. This study explores the moderating roles of the Big Five personality traits (i.e. neuroticism, extraversion, conscientiousness, openness to experience, and agreeableness) in the relationships between the perceived value (i.e. value for money, quality, emotional value, and social value) and intention to study online courses.

Design/methodology/approach

A survey questionnaire was used to collect data from university students. This study used the partial least squares structural equation modeling (PLS-SEM) method to measure the quality of the formative and reflective constructs and examine the moderating effects of the five personality traits in four models. The regression of intention to study online courses on the perceived value at the different levels of a personality trait was analyzed by the simple slope analysis approach.

Findings

The study found that particular personality traits moderate the relationships between the perceived value and intention to study online courses. Neuroticism and openness to experience have the moderating effects on the relationship between perceived value for money and intention to study online courses. Neuroticism is the only personality trait that moderates the effect of perceived emotional value on intention to study online courses. In addition, the different levels of a personality trait differentially moderate the effects of the perceived value on intention to study online courses.

Originality/value

This study is considered among the first research attempting to explore the moderating roles of the Big Five personality traits in the context of online learning adoption. It bridges the research gap in online learning literature and generalizes the impacts of perceived value on online learning adoption to the different personality traits and the levels of a personality trait. The results provide guidance for educational institutions to develop an effective online learning strategy by creating and communicating the right value propositions to the right group of students based on their personality traits.

Details

The International Journal of Information and Learning Technology, vol. 37 no. 1/2
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 10 July 2017

Therese Grohnert, Roger H.G. Meuwissen and Wim H. Gijselaers

This study aims to investigate how organisations can discourage covering up and instead encourage learning from errors through a supportive learning from error climate. In…

Abstract

Purpose

This study aims to investigate how organisations can discourage covering up and instead encourage learning from errors through a supportive learning from error climate. In explaining professionals’ learning from error behaviour, this study distinguishes between espoused (verbally expressed) and enacted (behaviourally expressed) values with respect to learning from errors.

Design/methodology/approach

As part of mandatory training sessions, 150 early-career auditors completed an online questionnaire measuring error orientation and help-seeking behavior after making an error as attitude- and behavior-based measures, next to measuring perceived organizational learning from error climate. Multiple mediation analysis is used to explore direct and indirect effects.

Findings

Covering up errors was negatively and learning from errors positively related to an organisation’s learning from error climate. For covering up, this relationship is an indirect one – espoused and enacted values need to match. For learning from errors, this relationship is direct: espoused values positively relate to learning behaviour after errors.

Practical implications

By designing a supportive learning from error climate in which members at all hierarchical levels role-model learning from errors behaviour, organisations can actively discourage covering up and encourage learning from errors.

Originality/value

This study applies the theory of espoused versus enacted values to learning from error using a triangulation of measures in an understudied research setting: auditing.

Details

Journal of Workplace Learning, vol. 29 no. 5
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 9 September 2014

Mei-yung Leung, Chen Dongyu and Anita M.M. Liu

The purpose of this paper is to explore the influence of personal values on students’ learning behaviours. Hong Kong construction students are often criticized, by both…

Abstract

Purpose

The purpose of this paper is to explore the influence of personal values on students’ learning behaviours. Hong Kong construction students are often criticized, by both practitioners and educators, as rote learners. To improve students’ learning processes, extensive research on a variety of aspects of construction education has been conducted. However, limited attention has been paid to the influence of personal values on students’ learning behaviours. The impact of personal value factors on the learning approaches of Chinese construction students in Hong Kong is investigated.

Design/methodology/approach

A questionnaire survey was conducted to ethically Chinese construction students in four universities in Hong Kong. A total of 820 questionnaires were distributed and 431 valid returns were collected.

Findings

The survey identified six influential values (namely, personal integrity, conservatism, determination, discipline, interpersonal relationships, and achievement), and shows that students who emphasize the virtues of personal integrity, determination, and a positive attitude toward achievement are better able to handle their interpersonal relationships, which will eventually lead them to engage in deep learning.

Originality/value

Work to develop appropriate value systems is thus recommended in freshmen courses, as is the use of cooperative learning approaches. Such value systems will have a long-term influence on the learning approaches of construction students.

Details

Engineering, Construction and Architectural Management, vol. 21 no. 5
Type: Research Article
ISSN: 0969-9988

Keywords

Article
Publication date: 1 June 2004

Ian Roffe

E‐learning is such an attractive opportunity for training providers to reconfigure delivery and support that it presents compelling reasons to engage with the practice. A…

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Abstract

E‐learning is such an attractive opportunity for training providers to reconfigure delivery and support that it presents compelling reasons to engage with the practice. A broad range of provision is therefore available for every type of market segment, including small firms. Sustaining a competitive advantage from a host of offers is a practical challenge for providers. In many industries, competitive advantage lies in the value of intangibles presented by an enterprise. In this paper, dimensions of perceived value are examined in the context of delivery to SMEs. Competences for a training provider can be grouped into specific operational and system competences of value assurance, enhancement and innovation.

Details

Journal of European Industrial Training, vol. 28 no. 5
Type: Research Article
ISSN: 0309-0590

Keywords

Open Access
Article
Publication date: 23 April 2019

Beatrice Van der Heijden and Daniel Spurk

Building upon a competence-based employability model and a social exchange and proactive perspective, the purpose of this paper is to investigate the relationship between…

2671

Abstract

Purpose

Building upon a competence-based employability model and a social exchange and proactive perspective, the purpose of this paper is to investigate the relationship between learning value of the job and employability among academic staff employees. Moreover, this study also examined whether this relationship was moderated by leader–member exchange (LMX) and a proactive coping style.

Design/methodology/approach

An online self-report questionnaire with thoroughly validated measures was distributed among academic staff employees (n=139).

Findings

The results partially supported the specific study assumptions. Concrete, learning value of the job was positively related to anticipation and optimization, corporate sense and balance. LMX moderated the relationship between learning value of the job, on the one hand, and all employability dimensions, on the other hand. However, proactive coping only moderated the relationship with anticipation and optimization, flexibility and balance. In all cases, under the condition of high moderator variable levels, the relationship became stronger.

Originality/value

This study extends past employability research by applying an interactionist perspective (person: proactive coping style, context: LMX and learning value of the job) approach for explaining employability enhancement. The results of this scholarly work provide useful insights for stimulating future career development and growth, which is of upmost importance in nowadays’ labor markets.

Details

Career Development International, vol. 24 no. 2
Type: Research Article
ISSN: 1362-0436

Keywords

Article
Publication date: 1 December 2006

Masudul Alam Choudhury and S.I. Zaman

This is an exploratory analytical paper. It aims to show how systemic learning is explained formally by evolutionary sets and topologies of ordinal values of

Abstract

Purpose

This is an exploratory analytical paper. It aims to show how systemic learning is explained formally by evolutionary sets and topologies of ordinal values of knowledge‐flows, the knowledge‐induced socio‐scientific variables and the relational mappings in terms of knowledge‐flows and their induced socio‐scientific variables.

Design/methodology/approach

Mathematical theory of sets and topology is used to study the evolutionary impact of learning on social problems, whereby the impact can be transmitted into sets and topology for measurement.

Findings

The properties are of interaction, integration and creative evolution of the knowledge‐flows and their knowledge‐induced socio‐scientific variables and relations that are realized by circular causation interrelations. Such systemic learning emanating by circular causation relations is defined by measurable mappings over sets and topologies.

Research limitations/implications

The cybernetic nature of the paper points toward potential machine interface with cognitive measurement of learning values that are causally linked with social interaction.

Originality/value

This paper contributes a revolutionary way of measuring consciousness and learning parameters in the framework of evolutionary understanding of unity of knowledge in social systems. Evolutionary equilibrium implications of such learning are formalized by means of the method of sets and topology.

Details

Kybernetes, vol. 35 no. 10
Type: Research Article
ISSN: 0368-492X

Keywords

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