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1 – 10 of over 2000This chapter aims to provide the recent developments on the supplementary education system in Turkey. The national examinations for advancing to higher levels of schooling are…
Abstract
Purpose
This chapter aims to provide the recent developments on the supplementary education system in Turkey. The national examinations for advancing to higher levels of schooling are believed to fuel the demand for Supplementary Education Centers (SECs). Further, we aim to understand the distribution of the SECs and of the secondary schools across the provinces of Turkey in order to evaluate the spacial equity considerations.
Design/methodology/approach
The evolution of the SECs and of the secondary schools over time are described and compared. The provincial distribution of the SECs, secondary schools, and the high school age population are compared. The characteristics of these distributions are evaluated to inform about spatial equity issues. The distribution of high school age population that attend secondary schools and the distribution of the secondary school students that attend SECs across the provinces are compared.
Findings
The evidence points out to significant provincial variations in various characteristics of SECs and the secondary schools. The distribution of the SECs is more unequal than that of the secondary schools. The provinces located mostly in the east and south east of the country have lower quality SECs and secondary schools. Further, the SEC participation among the secondary school students and the secondary school participation among the relevant age group are lower in some of the provinces indicating major disadvantages.
Originality/value
The review of the most recent developments about the SECs, examination and comparison of provincial distributions of the SECs and of the secondary schools are novelties in this chapter.
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Nurdan Çolakoğlu and Esra Atabay
This study aims to highlight the differences between the public and foundation universities determining the level of job satisfaction of academic personnel working at vocational…
Abstract
Purpose
This study aims to highlight the differences between the public and foundation universities determining the level of job satisfaction of academic personnel working at vocational schools within the body of public and foundation universities in Turkey.
Design/methodology/approach
In the present study, the questionnaire developed by Ardic and Bas and used in a similar study is taken as the basis for this study. Some amendments have been made to the instrument. The reliability of the questionnaire was evaluated using the Cronbach alpha coefficient and some statistical methods such as independent samples t test and chi-square test depending on the data. Differences of opinion based on demographic characteristics are presented giving the frequencies and percentages of demographic characteristics of the data.
Findings
Three questions were focused on in the present study: the first is to present the most important factor affecting the job satisfaction or dissatisfaction of the academic personnel working at the public and foundation universities; the second is to determine whether there is a difference between public and foundation universities and the third is to set forth the reasons of these differences, if any.
Research limitations/implications
The current study selected 12,160 academic personnel throughout Turkey and the questionnaire was used as a data collection instrument. The instrument could not be delivered to all the personnel. This is because it was not possible to have access to the e-mail addresses of some of the academic personnel, some of the e-mail addresses were not in use or out of date while some personnel do not use the internet.
Originality/value
The aim of this study is to determine job satisfaction level of academic personnel working in vocational high schools operating under the umbrella of state and foundation universities, which offer educational services in Turkey. Since no study is encountered as a result of the literature survey made, that addressed especially the level of the job satisfaction of the academic staff working in the vocational schools in Turkey in a way to cover all public and foundation universities, such a study was made for the purpose of removing the deficiency in this subject.
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Philippe Orsini, Toru Uchida, Remy Magnier-Watanabe, Caroline Benton and Kimihiko Nagata
We empirically assessed the antecedents of subjective well-being at work for French permanent employees.
Abstract
Purpose
We empirically assessed the antecedents of subjective well-being at work for French permanent employees.
Design/methodology/approach
The methodology includes qualitative and quantitative data analyses. In the first phase, interviews elicited the antecedents of subjective well-being at work among permanent French employees. In the second phase, a questionnaire survey was used to confirm the relevance of the antecedents uncovered in the first phase.
Findings
We found 14 distinct elements that influence French employees’ subjective well-being at work: corporate culture, job dissonance, relationships with colleagues, achievement, professional development, relationships with superiors, status, workload, perks, feedback, workspace, diversity and pay. Moreover, we identified discrete antecedents for the three components of subjective well-being at work: work achievement and relationships with superiors and colleagues for positive emotions at work, job dissonance and workload for negative emotions at work and organizational culture and professional development for satisfaction with one’s work.
Originality/value
The original contribution of this study is to have unpacked the black box of the antecedents of subjective well-being in the French workplace and to have uncovered discriminant predictors for each of the three components of subjective well-being at work. Furthermore, we specifically linked each of these three components with their most significant antecedents.
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Using opto‐electronic industries as the example, the purpose of this paper is to include: designing reliable performance perspectives and indicators for evaluating ISO‐certified…
Abstract
Purpose
Using opto‐electronic industries as the example, the purpose of this paper is to include: designing reliable performance perspectives and indicators for evaluating ISO‐certified industries; and constructing a performance relationship model of those ISO‐certified industries.
Design/methodology/approach
This paper introduces the concept of the balanced scorecard as the performance measurement for ISO‐certified industries, and adopts structural equation modelling to verify the causal relationship amongst the performance perspectives. The paper takes three opto‐electronic companies in Taiwan as evidence cases. The valid response numbers to the survey are 177.
Findings
The research results indicate that the performance measurement indicators developed by this paper are effective in the ISO‐certified opto‐electronic industries. The evaluation indicators are comprised of five perspectives: finance, customer, internal process, learning and growing, and corporate mission. A causal relationship is found to exist among the five perspectives.
Research limitations/implications
This paper uses only the opto‐electronic industry as the research case. However, different industry types can have different research findings and this will lead to different results.
Practical implications
Applying the proposed measurement indicators and model would aid enterprises to effectively measure the effect of being ISO‐certified, and understanding the causal relationships amongst performance perspectives. Thus, enterprises could identify all determining items of performance and use these results as a basis for further improvement.
Originality/value
This paper aims to establish performance measurement indicators and a relationship model for the manufacturing industry certified by ISO. A set of performance measurement indicators and a relationship model are derived. This paper has made a contribution to the academic and practical areas.
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Drawing on basic psychological needs theory, this paper aims to delineate how an indigenous Chinese concept guanxi HRM would undermine employee well-being in China.
Abstract
Purpose
Drawing on basic psychological needs theory, this paper aims to delineate how an indigenous Chinese concept guanxi HRM would undermine employee well-being in China.
Design/methodology/approach
The authors tested this moderated mediation model based on a survey of 321 Chinese employees.
Findings
The results are consistent with the hypotheses except for the moderating effect when employee well-being is operationalised as emotional exhaustion.
Originality/value
This study contributes to the literature by investigating the dark side of guanxi via basic psychological needs theory and acknowledging the multidimensionality of employee well-being in the Chinese workplace.
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Yuanyuan Liu, Fan Zhang, Bin Li, Pingqing Liu, Shuzhen Liu and Qiong Sun
This study reveals the trigger of innovative behavior from the perspective of intrinsic and extrinsic spiritual inspiration and provides a new research idea for the formation…
Abstract
Purpose
This study reveals the trigger of innovative behavior from the perspective of intrinsic and extrinsic spiritual inspiration and provides a new research idea for the formation mechanism of innovative behavior. The purpose of this study is to provide certain guidance and implications for enterprises to cultivate and enhance employees’ innovative behavior.
Design/methodology/approach
We conducted three studies, collected multi-source data (N = 1,175) from different countries longitudinally, as well as used hierarchical regression analysis and fuzzy-set quantitative comparative analysis to verify the theoretical model.
Findings
According to the findings, both spiritual leadership and career calling have a positive impact on employees’ innovative behavior through the mediating effect of autonomous motivation and the moderating effect of person-vocation fit.
Originality/value
Innovative behavior is the positive professional pursuit of employees, which is difficult to form without the motivation of spiritual factors. Spirituality is a complex concept that contains intrinsic and extrinsic spiritual factors, both of which could stimulate employees’ innovative behavior. Although many discussions have been held on this topic in recent years, little attention has been paid simultaneously to the motivating effects of the two perspectives. Drawn from self-determination theory, this study explores the mechanisms of two spiritual motivation paths (i.e. the intrinsic and extrinsic spiritual motivation paths) in the improvement of employees’ innovative behavior.
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Philip Baron and Anne Catherine Baron
When comparing pre-school teachers with university lecturers, society generally acknowledges the latter as a highly skilled professional, while the former does not achieve such…
Abstract
Purpose
When comparing pre-school teachers with university lecturers, society generally acknowledges the latter as a highly skilled professional, while the former does not achieve such admiration or financial reward. Upon studying this status quo, the authors introduce ethically resilient teaching as a set of seven + one common qualities that are shared by both levels of educators. The purpose of this paper is to present these qualities, describing how they relate to the function of teaching and learning with the aim of bridging the perceived gap between these two levels of educators.
Design/methodology/approach
Over several years, the authors observed patterns in the ideas and comments surrounding ethically resilient teaching that have arisen in teacher training sessions in both the pre-school and university domains. Through these reflexive communal conversational training sessions, attributes that are commonly associated with ethics and resilience in teaching and learning were identified. These attributes were then clustered into seven groups or qualities which represent the authors (and their participants’) compilation of ethically resilient teachers.
Findings
Ethically resilient teachers are not specific to a single educational level with there being considerable overlap in the qualities that describe ethically resilient teaching in both the pre-school and university levels.
Research limitations/implications
The study considers two educational contexts: pre-schooling and tertiary education only. The outcomes arise from an urbanised South African multicultural context.
Practical implications
The qualities (seven + one) that describe ethically resilient teachers may be used as predictors for ethical resilience in teaching in both the pre-school and university levels.
Social implications
There are many ethical teachers who leave the vocation as they are not resilient. There are many resilient teachers who would not be labelled as ethical. It is proposed that ethics should be a qualifier to the term resilience in terms of teaching and learning for highly effective sustainable pedagogy.
Originality/value
The topic of ethically resilient teaching has not been found in the literature. The authors have proposed that an ethically resilient teacher is one who for various reasons, has found a strategy for continuing in a self-fulfilling vocation as a teacher in which his or her students achieve their goals in a sustainable manner. These teachers are steadfast, hardy and committed, even in the face of turbulence and are deeply concerned with their students’ results and experiences within the classroom.
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Edgar Krau and Liora Ziv
Traditionally, the process of choosing a vocation has been presented as the matching of a person's interests and aptitudes with occupational requirements. Maintaining the…
Abstract
Traditionally, the process of choosing a vocation has been presented as the matching of a person's interests and aptitudes with occupational requirements. Maintaining the individual's role as an agent in the process of “self‐selection into an occupation” (Krech, Crutchfield and Ballachey, 1962), one ought to give attention not only to the push‐ but also to the pull‐ factors, i.e. to the occupational appeal which embodies the occupation's motivational “valence” (to use the term coined for a social context by Lewin, Dembo, Festinger and Sears, 1944).
The purpose of this paper is to demonstrate how the Triple-V model of experiential learning, when applied to Higher Education (HE), can transform the student-learning experience…
Abstract
Purpose
The purpose of this paper is to demonstrate how the Triple-V model of experiential learning, when applied to Higher Education (HE), can transform the student-learning experience by integrating the model’s three elements of Vision, Value and Vocation into delivery, assessment and beyond.
Design/methodology/approach
The paper sets out how the Triple-V model was introduced in three case studies. Feedback data were gathered through formal and informal surveys with students and other respondents.
Findings
The Triple-V model expounds the virtues of integrating Vision, Value and Vocation into HE to engage students in deep learning and to provide an external employability reference framework, which is particularly vital for students leaving HE with concerns about securing suitable employment to service soaring levels of student debt. The implementation of the model, based on measured outcomes, met with positive feedback from respondents.
Research limitations/implications
The Triple-V model was tested across three scenarios, using different respondents, within a School of Management. A Twitter account has been established (#triple_v_model) to invite wider participation and feedback to hone the model further, in particular its suitability for more esoteric, and less exoteric, subjects.
Originality/value
The Triple-V model is entirely original, devised by the present author, and is intended to enhance the HE student learning experience, contextualising for students their studies within a wider employability framework.
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