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1 – 10 of 176Nicole C. Miller and Rebecca L. Kellum
This paper seeks to demonstrate the pedagogical potential of incorporating virtual reality (VR) and primary sources in social studies education. It seeks to highlight how VR can…
Abstract
Purpose
This paper seeks to demonstrate the pedagogical potential of incorporating virtual reality (VR) and primary sources in social studies education. It seeks to highlight how VR can enhance student engagement, foster critical thinking and provide immersive contextualization for historical events. Despite acknowledging challenges, this paper advocates for the purposeful adoption of VR technology in the classroom to enrich the teaching and learning of history.
Design/methodology/approach
This paper explores the integration of virtual reality and primary sources in social studies education by providing a detailed lesson plan that could be used as a model for this type of teaching, as well as other resources and opportunities to do so. It highlights the potential of VR to enhance engagement, historical thinking and historical empathy.
Findings
Integrating virtual reality and primary sources can support student engagement, critical thinking and historical empathy. There are also challenges that can be mitigated through careful planning.
Practical implications
This paper provides teachers with a pedagogical model and resources for integrating VR and primary sources, along with challenges and methods for mitigating those, in their secondary social studies classroom.
Originality/value
This paper offers a unique model for combining virtual reality and primary sources for secondary social studies educators. It provides an example lesson plan exemplifying its application and emphasizing VR’s potential to support teaching and learning.
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Achuthy Kottangal and Deepika Purohit
This study aims to analyze how conventional Bedouin weaving techniques have changed through the history of Israel, offering knowledge on the craft’s cultural relevance and…
Abstract
Purpose
This study aims to analyze how conventional Bedouin weaving techniques have changed through the history of Israel, offering knowledge on the craft’s cultural relevance and historical development among the Bedouin people and how their weaving and embroidery differ based on the three main geographic characteristics. It tries to comprehend the causes of the transition from organic to synthetic materials and the part played by the Lakiya Negev Bedouin Weaving women’s cooperative in maintaining this legacy.
Design/methodology/approach
The main goal of this study is to trace the emergence of Bedouin weaving traditions in the Negev Desert using a qualitative research methodology that combines historical analysis and ethnographic investigation. A thorough grasp of the subject’s significance is provided through the data gathering, which consists of interviews, archival research and field observations.
Findings
Through the years, Bedouin weaving techniques have significantly shifted away from using traditional organic materials in favor of synthetic replacements, according to the research. It emphasizes the crucial part played by the Lakiya Negev Bedouin Weaving women’s organization in safeguarding this traditional legacy and giving Bedouin women access to economic prospects.
Research limitations/implications
The limitation of the study includes its emphasis on the Negev region and the Israeli Bedouin community, which may not accurately reflect all Bedouin weaving techniques. Greater regional settings may be explored in future studies.
Practical implications
The investigation emphasizes the value of investing in initiatives for cultural preservation and the empowerment of underprivileged groups through economic possibilities.
Social implications
By preserving ancient weaving techniques, this research enables Bedouin women in the Negev Desert to maintain their cultural identity and socioeconomic well-being.
Originality/value
By emphasizing the socio-cultural dimensions and the organization’s role in preserving traditional craftsmanship in a changing socio-economic environment, this research presents a unique investigation of the evolution of Bedouin weaving techniques in Israel.
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Rahaf Ibrahim Alkhalaileh, Hashem Alshurafat and Huthaifa Al-Hazaima
This research study aims to identify barriers to incorporating forensic accounting into accounting curricula in Jordanian universities. The study examines the differences in…
Abstract
Purpose
This research study aims to identify barriers to incorporating forensic accounting into accounting curricula in Jordanian universities. The study examines the differences in perspectives among various accounting education stakeholders, including students, educators and accounting and auditing employees/managers, on forensic accounting education.
Design/methodology/approach
The research methodology is quantitative and involves administering a survey questionnaire. The data obtained are analyzed using techniques including t-test analysis, one-way ANOVA and post-hoc.
Findings
The study reveals that educators have a more favorable view toward incorporating forensic accounting into university accounting curricula in Jordan, while accountants and auditors (employees/managers) are more strongly convinced of its importance. Furthermore, the biggest challenge to integrating forensic accounting, as perceived by stakeholders, is the lack of related job opportunities.
Practical implications
The study significantly contributes to accounting education research by providing valuable information on barriers to incorporating forensic accounting into the accounting curricula of Jordanian educational institutions from the perceptive of various stakeholders. Therefore, this study may assist educators in overcoming obstacles in offering forensic accounting education.
Originality/value
The study carries important implications for the inclusion of forensic accounting in the accounting curricula of Jordanian educational institutions. By comprehending the different viewpoints of various stakeholders, educators and policymakers can address recognized challenges and strive for the effective integration of forensic accounting in accounting curricula. As a result, accounting students will receive a more comprehensive education, and graduates will be better equipped for successful careers in the field.
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This study aims to delve into the transformative potential of metaverse-driven sustainable tourism (MDST) to envision a sustainable and inclusive future for the tourism industry.
Abstract
Purpose
This study aims to delve into the transformative potential of metaverse-driven sustainable tourism (MDST) to envision a sustainable and inclusive future for the tourism industry.
Design/methodology/approach
The author uses a forward-looking approach by drawing insights from existing literature, visionary articles and an analysis of technological developments to project the MDST trajectory to 2050, aligning with sustainable development goals (SDGs).
Findings
The study highlights the profound potential of MDST as a crucial force in sustainable tourism, identifying key components – immersive experiences, artificial intelligence integration, blockchain and collaborative platforms – that will drive MDST’s evolution. The alignment with SDGs demonstrates MDST’s capacity to facilitate global collaboration, cultural exchange and community engagement, especially in uncertain situations (e.g. pandemic).
Research limitations/implications
While presenting an exploration of MDST, there is a need for empirical evidence in response to the dynamic tourism environment.
Practical implications
Tourism policymakers, businesses and technology developers can leverage MDST to drive sustainable practices, enhance user experiences and contribute to economic growth. The findings offer actionable insights for the practical implementation of MDST initiatives, aligning with the importance of SDGs.
Originality/value
The value of this study lies in its forward-looking perspective, envisioning the role of MDST in the year 2050. The author proposes ten foci for MDST development, contributing to the discourse on sustainable tourism.
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Annisa Ummihusna, Mohd Zairul, Habibah Ab Jalil and Puteri Suhaiza Sulaiman
Challenges of conducting site visit activities, a vital component of architecture learning during the recent pandemic have proved our unreadiness in facing the digital future. The…
Abstract
Purpose
Challenges of conducting site visit activities, a vital component of architecture learning during the recent pandemic have proved our unreadiness in facing the digital future. The lack of understanding of learning technology has affected the education experience. Thus, there is a need to investigate immersive learning technology such as immersive virtual reality (IVR) to replace students’ concrete experience in the current learning setting. This study aims to answer: (1) What is the influence of IVR in experiential learning (EL) in enhancing the personal spatial experience? (2) Does IVR in EL influence students' approach to learning during the architecture design process?
Design/methodology/approach
The research was conducted as an action research design approach. Action research was employed in the first-year architecture design studio by the lecturer as a practitioner-researcher. The personal spatial experience survey was performed in the earlier phase to identify the students’ prior spatial experience. Architectural Spatial Experience Simulation (ASES) a learning tool was implemented and assessed with Architecture Design Learning Assessment (ADLA) rubric, which was developed to evaluate EL and student’s approach to learning during the architecture design learning process.
Findings
The outcomes revealed that ASES as a learning tool in EL could improve the participants’ spatial experience, particularly those with minimal prior personal spatial experience. ASES was recognized to enhance the participants’ EL experience and encourage changes in student’s approach to learning from surface to deep learning.
Originality/value
This research benefits the architecture design learning process by offering a learning tool and a framework to resolve challenges in performing site visit activities and digital learning. It also contributes by expanding the EL theory and students’ approach to learning knowledge in the architecture education field.
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Political Corporate Social Responsibility (CSR), based on ideas about deliberative democracy, have been criticised for increasing corporate power and democratic deficits. Yet…
Abstract
Purpose
Political Corporate Social Responsibility (CSR), based on ideas about deliberative democracy, have been criticised for increasing corporate power and democratic deficits. Yet, deliberative ideals are flourishing in the corporate world in the form of dialogues with a broad set of stakeholders and engagement in wider societal issues. Extractive industry areas, with extensive corporate interventions in weak regulatory environments, are particularly vulnerable to asymmetrical power relations when businesses engage with society. This paper aims to illustrate in what way deliberative CSR practices in such contexts risk enhancing corporate power at the expense of community interests.
Design/methodology/approach
This paper is based on a retrospective qualitative study of a Canadian oil company, operating in an Albanian oilfield between 2009 and 2016. Through a study of three different deliberative CSR practices – market-based land acquisition, a grievance redress mechanism and dialogue groups – it highlights how these practices in various ways enforced corporate interests and prevented further community mobilisation.
Findings
By applying Laclau and Mouffe’s theory of hegemony, the analysis highlights how deliberative CSR activities isolated and silenced community demands, moved some community members into the corporate alliance and prevented alternative visions of the area to be articulated. In particular, the close connection between deliberative practices and monetary compensation flows is underlined in this dynamic.
Originality/value
The paper contributes to critical scholarship on political CSR by highlighting in what way deliberative practices, linked to monetary compensation schemes, enforce corporate hegemony by moving community members over to the corporate alliance.
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Long Thang Van Nguyen, Donna Cleveland, Chi Tran Mai Nguyen and Corinna Joyce
This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and…
Abstract
Purpose
This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and relevant assessments, supporting learning at scale for HE institutions.
Design/methodology/approach
Employing SDGs and their indicators as the coding framework, our two-phase study evaluates the curriculum and teaching materials of seven PBL programs at a leading higher education institution (HEI). The first phase involved a content analysis to assess the degree of sustainability integration in 156 relevant courses. The second phase applied a semi-automated mapping protocol to analyze learning and teaching materials in 120 relevant courses.
Findings
The school aligns with 17 SDGs (100%), covering 94 indicators (55.62%). On average, each program within the school addresses over ten of these goals and incorporates more than 24 associated indicators. However, the study reveals an imbalance in the incorporation of SDGs, with some goals not yet deeply and comprehensively embedded in the curriculum. While there is a substantial focus on sustainability theories, the practical implications of SDGs in emerging countries, particularly through case studies and assessments, require significant enhancement.
Practical implications
Mapping SDGs allows HEIs to identify strengths and gaps in SDG integration, thereby improving the PBL approach to enhance student work readiness in sustainability-focused careers.
Originality/value
Through the lens of transformative learning theory, this study provides evidence of SDG integration into PBL curricula. It highlights a mapping methodology that enables HEIs to evaluate their sustainability readiness in curriculum, teaching materials and relevant assessments.
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Khalil Idrissi Gartoumi, Mohamed Aboussaleh and Smail Zaki
This paper aims to explore a framework for implementing Lean Construction (LC) to provide corrective actions for quality defects, customer dissatisfaction and value creation…
Abstract
Purpose
This paper aims to explore a framework for implementing Lean Construction (LC) to provide corrective actions for quality defects, customer dissatisfaction and value creation during the construction of megaprojects.
Design/methodology/approach
This paper presents a case study involving the construction of the Mohamed VI Tower in Morocco. It is the tallest tower in Africa, with 55 floors and a total height of 250 m. This study of the quality of the work and the involvement of the LC was carried out using the Define–Measure–Analysis–Improve–Control approach from Lean six sigma. It describes the Critical to Quality and analyses the root causes of quality defects, customer dissatisfaction and variation in the quality process.
Findings
Firstly, the results of this study map the causal factors of lack of quality as established in the literature. Secondly, the LC tools have reduced non-value-added sources of quality waste and, consequently, improved critical quality indicators.
Research limitations/implications
This document focuses on one part of the tower’s construction and is limited to a project case in a country where LC is rarely used.
Originality/value
This study reinforces the literature reviews, surveys and the small number of case studies that have validated the potential of LC and further clarifies future directions for the practical emergence of this quality improvement approach, especially for large-scale projects.
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L. Jean Harrison-Walker and James A. Mead
Most research has investigated the fear of missing out (FOMO) in the context of online activities, often associated with negative personal outcomes such as fatigue and stress…
Abstract
Purpose
Most research has investigated the fear of missing out (FOMO) in the context of online activities, often associated with negative personal outcomes such as fatigue and stress. However, given the increased desire to be informed and included associated with FOMO, organizations that can effectively meet these needs may develop or strengthen social and structural bonds, thereby turning short-term customers with FOMO into lifelong patrons. This study aims to examine the relationship between FOMO and favorable organizational outcomes as mediated by several constructs associated with the desire for information and inclusion.
Design/methodology/approach
This research was conducted within the higher education sector of the service industry. FOMO served as the IV. The mediators represented context-specific aspects of campus involvement and inclusion. Organizational outcomes related to the long-term services relationship served as the DVs. The sample consisted of 435 students recruited from research pools at two southern universities in the USA. Exploratory factor analysis, OLS regression and the Hayes–Macro were used to examine the data.
Findings
The results demonstrate that FOMO is positively associated with students’ desires for information and inclusion (informal peer interaction, campus involvement, informal faculty interaction, campus information media use and a preference for in-person course scheduling), which are associated with the desirable university outcomes of satisfaction, connection and alumni donation/activity intentions.
Practical implications
If a university fosters unstructured time spent with faculty and peers, and promotes campus information media involvement, students with higher levels of FOMO are more likely to be satisfied, feel connected to the university and report intentions to donate time and money as alumni.
Originality/value
Prior research on FOMO is generally focused on internet and social media use; this study takes a broader perspective and identifies the effect of FOMO on a desire for information and inclusion within a novel context (a service environment). It also associates FOMO with favorable long-term service relationship outcomes that fortify social and structural bonds.
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