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1 – 10 of over 1000Rosemond Desir, Patricia A. Ryan and Lumina Albert
The study aims to investigate market reactions associated with the JUST 100 rankings published by JUST Capital, a non-profit organization, as well as differences in financial…
Abstract
Purpose
The study aims to investigate market reactions associated with the JUST 100 rankings published by JUST Capital, a non-profit organization, as well as differences in financial reporting quality and performance between selected firms and their industry peers.
Design/methodology/approach
This study uses a sample of 431 firms selected as the 100 America’s Most Just Companies between 2016 and 2020 by JUST Capital. This study performs both an event study to determine whether the rankings are useful to investors and cross-sectional regression analyses on the characteristics of selected firms compared to their peers.
Findings
This study finds that investors react positively to selected firms around the time of the release of the JUST 100 rankings, suggesting that the rankings are decision-useful. This study also finds that selected firms exhibit higher accounting quality and financial performance than their peers.
Research limitations/implications
Rankings may not be free from bias because of JUST Capital’s ownership of an exchange-traded fund.
Social implications
The findings validate the rankings as well as the methodology used by JUST Capital, as they show market participants value firms that engage in socially responsible actions through their commitment to positively impact five key stakeholder groups: employees, customers, communities, environment and shareholders.
Originality/value
To the best of the authors’ knowledge, this is the first study that shows the importance of the JUST 100 rankings for investment decisions. Considering the growing push for companies to disclose environmental, social and governance (ESG) activities, this study provides evidence to support ESG disclosure regulations.
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Emma Sadera, Elina E.K. Suonio, Joseph Chih-Chien Chen, Rowan Herbert, Dennis Hsu, Branka Bogdan and Bridget Kool
The aim of this scoping review was to identify key characteristics related to strategies and approaches for delivering sustainable training and professional development (PD) of…
Abstract
Purpose
The aim of this scoping review was to identify key characteristics related to strategies and approaches for delivering sustainable training and professional development (PD) of graduate teaching assistants (GTAs), teaching assistants (TAs), and tutors. While the continuous, coherent and responsive programmes for such training and PD may address needs that are congruent with the needs of other sessional teachers, the literature has not focussed on GTA training and PD that support the longer-term retention of GTAs as sessional teachers.
Design/methodology/approach
In this scoping review, we devised a search strategy to identify literature relating to the key characteristics of strategies and approaches for delivering sustainable GTA training and professional development in higher education settings. We were guided by the frameworks for such reviews developed by Arksey and O’Malley (2005), Levac et al. (2010) and Westphaln et al. (2021). We used PRISMA guidelines to guide our reporting processes, and used thematic analysis practice (Braun and Clarke, 2022) as our analytical approach in order to identify and discuss the key themes.
Findings
We identified that strategies and approaches for delivering sustainable GTA training and PD frame GTAs as future academics and leaders in teaching; provide institutional support and investment in teaching; deliver departmental training; facilitate peer support; provide pedagogical training; implement training strategies; and support the teacher identity of GTAs.
Originality/value
These findings add to the body of research that explores how strategies and approaches for delivering sustainable GTA training and PD address and meet the needs common to all sessional teachers constrained by the precarity of the part-time faculty/academia. While our findings indicate such training and PD enhance the quality of teaching available to university students, this effect is dependent on institutional support and facilitation of peer and faculty networks.
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Bridget Flanagan, Mairéad Hourigan and Aisling Leavy
This research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to…
Abstract
Purpose
This research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to design and implement integrated STEM (Science, Technology, Engineering and Mathematics) lessons with young children (ages 4–7 years).
Design/methodology/approach
Three teachers were introduced to and participated in four cycles of Lesson Study over the course of one school year. Qualitative data were generated from interviews, collaborative weekly meetings and observation sheets.
Findings
Analysis suggests that Lesson Study supported the development of a culture of collaboration and provided an opportunity for teachers to share their knowledge. Findings also reveal that Lesson Study motivated teachers to reflect on their role within the classroom and enabled them to move away from teacher-led approaches. Although teachers perceived Lesson Study to be a beneficial form of PD, factors constrained their engagement, including practical, cultural and sustainability challenges.
Practical implications
The study explores the adaptability of Lesson Study in first level education in the context of STEM education. It reveals teachers’ first experience of Lesson Study, given its stark contrast to more “traditional” PD experiences they are accustomed to. This article will, therefore, be of interest to teachers, school leaders and policy makers.
Originality/value
This paper contributes initial findings to a currently under-researched area, Lesson Study in a rural context. This study also combines Lesson Study with STEM education, which has not been widely explored.
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Chathuri Gunarathna, Rebecca Yang, Pabasara Wijeratne Mudiyanselage, Gayashan Amarasinghe, Tharushi Samarasinghalage, R.P. Nilmini Weerasinghe, Hongying Zhao, Chaoxiang Zhang, Chengyang Liu, Kaige Wang and Sujan Dev Sureshkumar Jayakumari
Project-based learning is one of the most effective methods of transferring academic knowledge and skills to real-world situations in higher education. However, its effectiveness…
Abstract
Purpose
Project-based learning is one of the most effective methods of transferring academic knowledge and skills to real-world situations in higher education. However, its effectiveness is not much investigated focusing on the students' narrative. This study aims at evaluating the students' experience and perspective on adopting project-based learning in master by research and doctoral programmes for proactive skills development.
Design/methodology/approach
This study evaluates the self-reflection of 10 postgraduate students and their supervisor who have participated in developing a software tool for solar photovoltaics (PV) integrated building envelope design, management and the related education.
Findings
Findings reveal that the students have effectively improved their knowledge on the subject via collaborating with the industry, self-learning/observation, peer learning, problem-solving and teamwork. Dividing the project into student-led tasks has improved the decision-making and leadership skills, risks identification, planning and time management skills. The overall experience has (1) built up confidence in students, (2) enhanced their creativity and critical thinking and (3) improved their proactive skills and context knowledge.
Originality/value
A clear research gap can be seen in exploring the effectiveness of project-based learning for master by research and doctoral programmes, which mainly focus on extensive research. These programmes do not necessarily focus on developing students' proactive skills, which is the main requirement if they intend to work in the construction industry. This paper addresses the above research gap by demonstrating the effectiveness of project-based learning for developing the proactive skills in a research-intensive learning environment.
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Nihar Gonsalves, Adedeji Afolabi and Abiola Abosede Akanmu
Low back disorder is one of the most prevalent and costly injuries in the construction industry. Back-support exoskeletons are increasingly perceived as promising solutions…
Abstract
Purpose
Low back disorder is one of the most prevalent and costly injuries in the construction industry. Back-support exoskeletons are increasingly perceived as promising solutions. However, the intended benefits of exoskeletons may not be realized if intention-to-use the device is low. Social influence could increase intention-to-use exoskeletons. This study aims to evaluate the impact of social influence on construction workers' intention-to-use back-support exoskeletons.
Design/methodology/approach
A field study involving 37 construction workers was conducted, with workers who used exoskeleton for one week, and their peers and supervisors. Data were collected using questionnaires and semi-structured interviews, and analyzed using descriptive statistics and thematic analysis, respectively.
Findings
The workers felt that the exoskeleton is easy to use and the functions are well integrated. Workers' intention-to-use exoskeleton was mainly influenced by employers providing and requiring the use of the device. The attitude of the workers and the perception of peers and supervisors did not have a significant impact on workers' intention-to-use exoskeleton, whereas the subjective norm of construction workers had a positive impact on the intention-to-use exoskeletons.
Research limitations/implications
The study involved only 37 workers, including 15 workers who used the exoskeleton, and 14 peers and 8 supervisors of the workers.
Originality/value
This study contributes to existing knowledge on the influence of social influence on intention-to-use exoskeletons. The study also highlights how exoskeleton designs and the construction workplace can influence behavioral intention-to-use exoskeletons.
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Yaqi Zhao, Shengyue Hao, Zhen Chen, Xia Zhou, Lin Zhang and Zhaoyang Guo
Limited use of Internet of Things (IoT) technology on construction sites has restricted its value in the construction industry. To propel its widespread application, this paper…
Abstract
Purpose
Limited use of Internet of Things (IoT) technology on construction sites has restricted its value in the construction industry. To propel its widespread application, this paper explores the influencing factors and action paths of construction companies' IoT technology adoption behavior.
Design/methodology/approach
First, literature research, technology adoption theories, and semi-structured expert interviews were employed to build the adoption model. Second, a questionnaire survey was conducted among Chinese construction contractors to collect empirical data. Third, the structural equation model method and regression analysis were used to test the adoption model. Finally, the findings were further validated with interviews, case studies, and field observations.
Findings
External environmental pressure (EEP), perceived benefit (PB), top management support (TMS), company resource readiness (CRR), adoption intention (AI), and perceived compatibility (PCA) have a direct positive impact on adoption behavior (AB). In contrast, perceived cost (PC) and perceived complexity (PCL) exert a direct negative impact on AB. The EEP, PB, and PC are critical factors affecting AB, whereas AI is strongly affected by CRR and TMS. Besides, AI plays a part mediating role in the relationship between seven factors and AB. Company size and nature positively moderate AI's positive effect on AB.
Originality/value
This paper contributes to the knowledge of IoT technology adoption behavior in the construction sector by applying the technology adoption theories. Exploring the implementation barriers and drivers of IoT technology in construction sites from the perspective of organizational technology adoption behavior and introducing moderating variables to explain adoption behavior are innovations of this paper. The findings can help professionals better understand the IoT technology adoption barriers and enhance construction companies' adoption awareness, demand, and ability. This work also provides a reference for understanding the impact mechanism of the adoption behavior of other innovative technologies in construction.
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Jiangang Xia and Cailen O'Shea
This study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1…
Abstract
Purpose
This study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1) innovation-related teacher preparedness, (2) innovation-related teacher professional development, (3) teacher professional practices, (4) teacher empowerment and (5) innovation-related teacher self-efficacy.
Design/methodology/approach
The data source is the 2018 Teaching and Learning International Survey (TALIS) US data. The samples include about 165 schools and 2,560 teachers. We applied the structural equation model to analyze the data and the unit of analysis is set at the individual teacher-level.
Findings
We found that all factors matter except professional development and that they matter differently for different innovativeness outcomes.
Originality/value
This study is significant in several aspects: first, it is among the first that examined the factors that could make a difference in teacher innovativeness. Second, we differentiated between individual and team teacher innovativeness. Third, the findings highlight the importance of several factors including teacher preparation, teacher collaboration, teacher participation in school decisions and teacher self-efficacy.
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This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.
Abstract
Purpose
This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.
Design/methodology/approach
This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data.
Findings
Four categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style.
Research limitations/implications
This study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture.
Practical implications
This study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives.
Social implications
Due to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact.
Originality/value
This study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.
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Stella Y. Kim and Florence Martin
The current study examined several aspects of validity evidence for the Faculty Readiness to Teaching Online (FRTO) scale.
Abstract
Purpose
The current study examined several aspects of validity evidence for the Faculty Readiness to Teaching Online (FRTO) scale.
Design/methodology/approach
Data were collected from 307 faculty in higher education. Construct validity was evidenced through an exploratory factor analysis and a reliability coefficient. Differential validity was explored using the differential item functioning analysis to explore potential bias in items due to gender and age. In addition, convergent validity was tested by correlating FRTO with years of teaching online, the primary modality of instruction and whether there is required training in online teaching by the institution.
Findings
The findings from validation showed that new factors emerged and also demonstrated differences based on instructors gender and age, as well as based on teaching experience and primary modality of teaching.
Originality/value
The findings confirmed the previous study's results (Martin et al., 2019) and provided some modifications to the instrument. The factor structure did not conform to the original four factors proposed in the instrument; instead, the newly loaded factors were course design and facilitation, course technologies, course expectations and resources and time management. The revised instrument can be presented and discussed at online teaching professional development programs to help faculty understand the core competencies they need to better instruct students.
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Justin Paul, Parul Manchanda, Nupur Arora and Aanchal Aggarwal
Smartphones have become a vital element of daily life and because of this ongoing reliance, consumer' attention is drawn to online platforms, which may harm societal…
Abstract
Purpose
Smartphones have become a vital element of daily life and because of this ongoing reliance, consumer' attention is drawn to online platforms, which may harm societal communications. Therefore, this paper investigates a behavioral addiction known as “fear of missing out” (FoMO), which causes anxiety and leads to more problematic smartphone usage and phubbing behavior (PB). In addition, this paper examines the multidimensional perspective of smartphone addiction (SMA) and the moderating role of Big 5 personality types in the aforesaid relationship.
Design/methodology/approach
An online questionnaire was administered, to collect data from 468 smartphone users from universities across India. Partial least squares structural equation modeling and Hayes' PROCESS macros were employed as statistical tools for analysis.
Findings
Results highlight that there is a significant association between FoMO and PB with SMA as a significant mediator with partial mediation effect.
Originality/value
Conscientiousness, neuroticism and extroversion were found to be significant moderators in the model. Further, the findings raise awareness regarding smartphone etiquette and additional technology literacy required in this field.
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