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1 – 2 of 2Fun at workplace is considered an important initiative to build co-working communities, and this study aims to study its role in promoting the innovative behaviour of co-workers…
Abstract
Purpose
Fun at workplace is considered an important initiative to build co-working communities, and this study aims to study its role in promoting the innovative behaviour of co-workers [members of co-working spaces (CWS)] and the mechanism of its influence.
Design/methodology/approach
Based on the theory of social exchange and resource conservation, the authors conducted a qualitative study to explore the four dimensions of workplace fun and a quantitative study to empirically analyse the relationship between community embeddedness, organisational embeddedness, workplace fun and creativity of co-workers, taking K-space as an example.
Findings
Workplace fun is positively correlated with co-workers' creativity. Community embeddedness plays a complete mediating role between workplace fun and organisational embeddedness. Community embeddedness and organisational embeddedness play a chain-mediating role between workplace fun and creativity.
Originality/value
This study explores the process and impact of fun on employee creativity in a shared office environment by clarifying the composition of fun in CWS workplaces and the transmission mechanism of fun through informal community embeddedness and formal organisational embeddedness, expanding the research perspective on the factors influencing employee creativity in the new office model and enriching the research findings on the impact of fun at work on job performance.
Details
Keywords
Sihang Zhang, Xiaojun Ma, Huifen Xu and Jijian Lu
This paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD…
Abstract
Purpose
This paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD of teachers and conducted a meta-analysis of pertinent empirical data.
Design/methodology/approach
Using data from over 2,900 individuals, 66 experiments and 12 countries, the authors presented a meta-analysis of the association between workplace mentorship and TPD.
Findings
The authors concluded that mentoring activities could boost the TPD to some extent. It contributes positively to the discipline of science and language, kindergarten, individual mentoring and curriculum research. In addition, the periodicity should not exceed 1 year.
Research limitations/implications
The results of the meta-analysis are restricted to short-term mentorship activities, and the sample size is modest. Building upon the findings from the literature review and meta-analysis, the authors delineated a research agenda for prospective investigations. This includes an imperative for further exploration into the nexus between mentoring and the PD of educators.
Practical implications
Based on the available literature and meta-analysis findings, the authors developed a framework for the “Experts in the classroom” TPD pattern.
Originality/value
This is the first meta-analysis evaluating the association between mentorship and TPD.
Details