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1 – 10 of over 62000Kurstyn Loeffler and Jenell Lynn-Senter Wittmer
Peer groups have been established as one of the best tools for leadership learning for family business leaders. However, these groups remain underutilized because business leaders…
Abstract
Purpose
Peer groups have been established as one of the best tools for leadership learning for family business leaders. However, these groups remain underutilized because business leaders disengage and voluntarily create turnover from these groups. This study explores the perceptions of family business leaders concerning the usefulness, growth opportunities, and equity within peer learning groups to determine what factors impact retention in these groups.
Design/methodology/approach
Two surveys were administered to 321 family business owners and leaders through three large family business centers in different regions of the United States. Leaders were grouped into those who left versus those who remained in a peer learning group. Data were collected about their learning experiences and why they remained or voluntarily left a group.
Findings
Lack of equity was found to be the main determinant of turnover in peer learning groups. Peer learning groups need to consist of business owners along the same trajectory, career stage, and in similar stages of growing a family business in order to equally contribute to the group’s learning. Business leaders who are in peer learning groups they report as being equal also report that their groups are more helpful, trustworthy and create better-quality learning experiences.
Originality/value
Peer groups are important for peer-to-peer learning and continued education for family business leaders. Having a group of peers whom have dealt with similar issues can help business leaders overcome problems successfully. However, little research exists that examines what factors make these peer groups successful.
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Megan Graewingholt, Jonathan Cornforth and Sarah Parramore
Implementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer…
Abstract
Purpose
Implementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer-assisted learning in research services and considers the impact on those providing support and those seeking assistance. A more comprehensive understanding of peer education approaches in research support services will benefit academic libraries interested in incorporating this model.
Design/methodology/approach
This article showcases case study data from the reference and instruction peer-led learning programs at California State University Fullerton's Pollak Library, incorporating library interns and student assistants trained to provide front line research support to fellow students from 2019 to 2022. Feedback was collected across the learning experience from student facilitators, patrons assisted and participating library supervisors.
Findings
Project data demonstrates that incorporating students in traditional academic library research services nurtures experiential learning and serves as an effective high-impact practice. Additionally, peer-led programs contribute to a helpful, welcoming atmosphere for library users and help connect libraries to the communities they serve.
Originality/value
Exploring survey data and student reflections, this combined study highlights advantages and implications of incorporating peer learning programs in research services in both formal and informal instruction environments. Results also reveal promising methods for recruitment, training and sustainable program development for libraries considering this approach.
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M. Amparo Núñez-Andrés, Antonio Martinez-Molina, Núria Casquero-Modrego and Jae Yong Suk
The importance of sustainability in architecture currently necessitates the integration of innovative teaching strategies on the subject into architecture programs. This study…
Abstract
Purpose
The importance of sustainability in architecture currently necessitates the integration of innovative teaching strategies on the subject into architecture programs. This study aims to introduce and examine peer learning pedagogy by peer tutoring to educate architecture students in sustainable design.
Design/methodology/approach
Based on class assignments proposed in two different architecture sustainability-focused courses in the second and fourth years of the Bachelor of Science in architecture program, a total of 103 students assessed the proposed peer learning experience and its impact on their sustainability mindsets and education. Subjective surveys for evaluating the peer learning experience were designed and delivered at different stages of the course sequences. A total of 502 survey responses were obtained in the study.
Findings
The qualitative and quantitative data analysis confirms that the proposed peer learning by peer tutoring increased students’ knowledge, motivation and commitment to sustainable design. In addition, participants became more confident in applying sustainable design skills and their academic grades improved more than 25% compared to previous courses using traditional teaching methods.
Originality/value
Traditional architecture education has long been criticized for their pedagogical methodologies based primarily on passive learning. Recently, these programs have begun to prepare students to become active learners and communicators in collaborative and multidisciplinary environments. A mixed-method approach of combining pre-/post-experience surveys and analysis of final grades was used to determine the level of success and the quantifiable behavior change delivered by students involved in this peer learning experience.
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Elin Kubberød, Siw M. Fosstenløkken and Per Olav Erstad
The purpose of this paper is to explore the contributions of peer mentoring as a learning support for mentee students in higher entrepreneurship education.
Abstract
Purpose
The purpose of this paper is to explore the contributions of peer mentoring as a learning support for mentee students in higher entrepreneurship education.
Design/methodology/approach
This paper presents a single embedded case study focussing on mentee students’ perceptions of peer mentors’ support of their entrepreneurial learning during an experiential master’s course. Employing an abductive approach, the researchers conducted cross-sectional, thematic analyses of individual mentee interviews complemented by data from joint reflection sessions, reflection reports and observations during the course timeline.
Findings
The peer mentors contributed to the mentee students’ learning through various forms of support, which were categorised into mentor roles, mentor functions and intervention styles. The analysis found that peer mentors fulfil three coexisting roles: learning facilitator, supportive coach and familiar role model. These roles constitute the pillars of a typology of entrepreneurial peer mentoring.
Research limitations/implications
This study contributes theoretical and empirical insights on peer mentoring in entrepreneurship education. It represents a first benchmark of best practices for future studies.
Practical implications
The case study suggests that adding peer mentoring represents more efficient support for entrepreneurial learning than a teacher alone is able to provide. The typology can also be used for training peer mentors.
Originality/value
The researchers construct a new typology for entrepreneurial learning support, which contributes to theory development within the field of entrepreneurship education.
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Rajashi Ghosh, Jamie Callahan and Penny Hammrich
The purpose of this paper is to explore how peer coaching in action learning meetings stimulates teachers to experience transformational learning through critically reflecting on…
Abstract
Purpose
The purpose of this paper is to explore how peer coaching in action learning meetings stimulates teachers to experience transformational learning through critically reflecting on the perceptions that shape their beliefs about student bullying.
Design/methodology/approach
The authors used interpretative phenomenological analysis to understand how participating teachers were using peer coaching in the action learning meetings to make sense of their subjective experiences with student bullying.
Findings
The authors report three themes (power, categories/labels and diversity/differences) explaining the perceptions that guided participants’ understanding of student bullying, and for each theme, describe how peer coaching enabled the participants to re-shape their interpretation of experiences with student bullying.
Research limitations/implications
This study showed how peer coaching has the potential to empower teachers to devise meaningful action plans to address bullying. Future research using longitudinal quantitative research design could shed more light on the sustainability of those action plans.
Practical implications
Knowledge of teacher perceptions identified in the study can enrich anti-bullying interventions in schools. Furthermore, building a peer coaching action learning community can provide a form of systemic support to help teachers gain resilience in acting against student bullying in schools.
Originality/value
The study reveals the potential of peer coaching as a transformational learning tool to support teachers when dealing with student bullying.
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Shuai Qian and Yipeng Wen
The purpose of this paper is to form propositions about the relationship between top management team (TMT) heterogeneity and peer effects in investment decision-making and explore…
Abstract
Purpose
The purpose of this paper is to form propositions about the relationship between top management team (TMT) heterogeneity and peer effects in investment decision-making and explore the mediating role of social learning processes.
Design/methodology/approach
To investigate the correlations between TMT heterogeneity and investment peer effects, we considered the TMT heterogeneity category, team process and contextual factors. With a sample of 8,467 firm-year observations from Chinese listed companies, we used the mean linear model and instrumental variable method to empirically examine their relationships. To identify the mediating role of social learning processes, we introduced a social learning model to find out the contextual factors influencing corporate social learning demands from three aspects and subsequently used comparative statics analysis to explore the variations in the main effect under these contextual factors.
Findings
For task-oriented heterogeneity (e.g. functional background, education and tenure heterogeneity), the opposite effects of information elaboration and social categorization processes make it a nonlinear multiplex correlation with investment peer effects. For relation-oriented heterogeneity (e.g. age and gender heterogeneity), the sole effect of social categorization processes leads to a negative linear correlation. Further, we identify the mediating role of social learning processes. In summary, we established a connection from the TMT heterogeneity, to information elaboration theory or social categorization theory, to social learning processes and ultimately to investment peer effects.
Originality/value
The results of this study provide a comprehensive perspective to predict the decision-making outcomes of team heterogeneity and contribute to heterogeneity research and practice.
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Jennifer Charteris and Dianne Smardon
Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role…
Abstract
Purpose
Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role associated with the designated title of leader to the purpose and relevance of teacher leadership in the context of dialogic peer coaching.
Design/methodology/approach
The research was undertaken as a small qualitative case study embedded in a school-based, teacher professional development project. Nine groups of peer coaches from five unrelated schools engaged in a formal process of collaborative inquiry over two years. Interview data from 13 volunteer teacher participants were analysed using the constant comparison method and themes determined.
Findings
The study revealed that there was growth in teacher leadership capabilities as they become dialogic peer coaches to each other.
Practical implications
Through their collaborative peer coaching dialogue teachers have the transformative space to articulate their thinking. They can engage in dialogic feedback where they are positioned as experts in their own practice.
Social implications
The teachers in this study are positioned within communities of practice as co-constructers of knowledge and co-learners. On the basis of the findings the authors suggest that this can support the development of high capacity leadership in schools. This stance contrasts with a technicist approach to teacher professional learning in which teachers are situated as absorbers or recipients of knowledge constructed elsewhere.
Originality/value
The research reported in this paper addresses three key elements of leadership: individual development; collaboration or team development; and organisational development. It outlines a means by which teacher leadership can be strengthened to address these elements in schools.
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Hafiz Muhammad Basit Feroz, Salman Zulfiqar, Sadaf Noor and Chunhui Huo
Knowledge acquisition is a pivotal concern for the students and many sources help them to obtain knowledge. In this paper, the authors theoretically examine three engagements such…
Abstract
Purpose
Knowledge acquisition is a pivotal concern for the students and many sources help them to obtain knowledge. In this paper, the authors theoretically examine three engagements such as social media, peer and academic engagement by the theoretical foundation of engagement theory which tells that students interact and collaborate, sharing information for the acquisition of knowledge that enhances their academic performance. But due to the abundance of information, knowledge and resources available to students for the acquisition of knowledge, it becomes difficult for them to comprehend the most relevant information. In this vein, this study examined the impact of information overload on the relationship between social media, peer and academic engagement and knowledge acquisition of students.
Design/methodology/approach
The proposed model and structural relationships were validated using the structural equation modeling (SEM) technique through AMOS, version 24.0. To empirically test the hypothesized model, data are collected from the universities of the Sahiwal region (Sahiwal, Okara, Pakpattan) using structured questionnaires.
Findings
The findings revealed that social media engagement and academic engagement are positively associated with knowledge acquisition, whereas peer engagement is negatively associated with knowledge acquisition. Moreover, the results of the study further suggested that information overload dampens the positive relationship between social media, peer and academic engagement and knowledge acquisition, which causes negative consequences on students' knowledge acquisition and learning outcomes.
Research limitations/implications
Researchers can use this study as the literature as many of the previous studies focused on the positive side of social networking sites and technologies for knowledge purposes, but this study extends the research and focused on the other side of the picture which has been ignored earlier by researchers. The authors theoretically explained the adverse effects of information overload on students' academic progress caused by social media and the abundance of irrelevant information these advanced technologies offer daily. The current research focused on identifying the critical role of social media, peer and academic institutions providing a lot of information to students which caused stress, anxiety and other psychological issues in them. So, this study adds to the literature by highlighting the adverse effects of unnecessary information provided by multiple resources to students.
Practical implications
Educationalists can adopt this study as a tool in academic institutions for promoting learning and to actively engage students in collaborative learning activities. As the findings of the study confirm that information overload is caused by the imbalanced use of information technology (IT) and social media sites, so teachers can help students in developing creativity and maintaining the balance between using technology and innovation in their studies pattern. Universities and institutions can play a vital role by exploring further opportunities for students and by making such policies that can help students in their learning progress. For this purpose, the authors developed a model based on the literature and theories that could change the academic system of Pakistan and enhance students’ practical knowledge by motivating students in taking part in learning activities by making the higher education system of Pakistan more engaging.
Social implications
The authors are presenting simulation games-based learning as an alternate approach to learning and teaching that can positively influence students' engagement with learning activities in Pakistan. By adopting this model, the education system of Pakistan could improve as it can lead to better academic performance of students, which ultimately leads to a better education system. Thus, games if correctly designed and implemented in the education system of Pakistan, it can make a great difference in students' value of learning experience. The enjoyment, interactive and realistic nature of the simulation games appears to produce this value, and students tend to engage more toward these types of games rather than traditional learning methods. Simulation games provide students with an opportunity to engage in both hard (financial management, strategy making, decision-making) and soft skills (negotiation, collaboration) in business by challenging their thinking and decision-making power in a safe learning environment.
Originality/value
The phenomena of overload have become increasingly viable due to abundance of resources providing unnecessary information to students as they can get information from peers, teachers, social media platforms, blogs, wikis and many other platforms, which ultimately exhaust their capacity and leading them toward poor academic performance and other negative consequences (Yu, 2019; Bosch, 2016). This study focuses on students of higher education in Pakistan (Sahiwal region) and discusses the major challenges and opportunities that they had to face with the advancement of technology and the current social state of the knowledge in society.
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Kerry L. Priest and Ana Luiza de Campos Paula
The use of high-impact practices is well documented in higher education literature. This brief describes the integrative practice of undergraduate peer-led leadership learning…
Abstract
The use of high-impact practices is well documented in higher education literature. This brief describes the integrative practice of undergraduate peer-led leadership learning communities as a model of delivery within a large introductory leadership education course for first-year students. Utilizing open-ended questions embedded within end-of-semester teaching evaluation surveys, we analyzed students’ perceptions of the learning community experience and the peer leader’s role. Our findings illustrate how peer leaders play a critical role in fostering a vibrant leadership learning community, which contributes to students’ positive perceptions of their own leadership learning and development.
Jing Zhang and Eleanor Hamilton
The purpose of this study is to explore how owner‐managers of small businesses can learn in peer networks to improve their management skills. It aims to offer a new way of…
Abstract
Purpose
The purpose of this study is to explore how owner‐managers of small businesses can learn in peer networks to improve their management skills. It aims to offer a new way of understanding owner‐managers' learning as part of a social process, by highlighting the complex, interactive relationship that exists between the owner‐manager, his or her peers, and the wider environment.
Design/methodology/approach
A peer learning environment was created for 67 owner‐managers by providing a one‐year management training programme, and interviewing participants in the entry‐, mid‐ and post‐stages of the programme. Drawing upon the cases of six sample participants, a theoretical framework for understanding how owner‐managers learn in peer networks is proposed.
Findings
First, this paper compares the value of peer networks and other types of networks such as families and customers/suppliers, and second, highlights the role of peer networks in facilitating critical reflection in the learning process. Theoretically, it provides a conceptual platform for further research in the learning of owner‐managers as a social process. It concludes that higher education institutions (HEIs) can create an environment to support peer networks and to provoke reflective thinking, in so doing they can improve owner‐managers’ management skills.
Originality/value
This study will assist HEIs in shaping how, and what, is provided in terms of management education for small business.
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