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21 – 30 of over 164000Yang-Joong Yun and Kyoung-Joo Lee
Research and development (R&D) personnel are an organization’s ultimate source of creative knowledge. Thus, their job performance ensures an organization’s innovative capability…
Abstract
Purpose
Research and development (R&D) personnel are an organization’s ultimate source of creative knowledge. Thus, their job performance ensures an organization’s innovative capability. Focusing on the process nature of creativity and innovation in organizations, the purpose of this paper is to analyze the influence of R&D personnel’s active knowledge sharing on their job performance and highlight the significance of social skills by examining their moderation effect.
Design/methodology/approach
This study conducted a survey of 252 R&D personnel in 60 R&D organizations in large South Korean firms. Data reliability and validity were confirmed, and regression analysis was performed to test the hypotheses.
Findings
The authors found that R&D personnel’s knowledge sharing has a significant effect on their job performance. Furthermore, social skills significantly moderate the relationship between knowledge sharing and job performance.
Originality/value
This study addresses the existing literature’s limited understanding of the process nature of creativity and innovation by examining knowledge sharing as a personal engagement in the innovation process, which has a positive effect on job performance. The study also casts new light on the importance of social skills in fortifying personal engagement in the innovation process. The overall results will prove valuable in the selection of effective R&D personnel and the design of competency development programs for R&D organizations.
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Kuldip Singh Sangwan and Rajni Singh
Problem solving skills (PSS), an important component of learning outcomes, is one of the desirable skills in engineering graduates as stated by many employers, researchers and…
Abstract
Purpose
Problem solving skills (PSS), an important component of learning outcomes, is one of the desirable skills in engineering graduates as stated by many employers, researchers and government bodies in India for a strong foothold in professional world. There is a need to develop comprehensive understanding and integration of theory (concept) and practice (process) of PSS in the context of experiential learning (EL).
Design/methodology/approach
The present study is qualitative in nature using a conceptual research design focussing on synthesis and model building framework. The key elements of the study are PSS, EL and their integration. The study seeks to develop conceptual integration of PSS across multiple theories and perspectives. It offers an enhanced view of a concept of PSS by summarising and integrating extant knowledge. It presents the complete and comprehensive meaning/definition of PSS. Subsequently, it also explores EL and synthesises the different variants of EL that can be used to develop PSS. Finally, the study builds a theoretical framework that proposes integration and interplay between PSS and EL.
Findings
Problem-solving operates at three levels: problem concept (nature and context), process (stages with strategies) and solution (open-ended). EL can be used as a tool to develop PSS in an integrated manner. It is found that EL and problem-solving interplay with each other as both are cyclic in nature and have commonalities strengthening each other.
Practical implications
The proposed framework can be adopted in engineering education for making the engineering graduates job ready.
Originality/value
The study proposes a framework based on integration of EL and problem-solving focusing on specific aims and goals of the course, learning approaches, learning strategies and authentic learning (learning environment). This integration would bridge the gap between engineering education and industry requirements. EL integrated problem-solving focus on pedagogical knowledge (knowing how to facilitate discussion among learners and curricular knowledge) and instructional knowledge (knowing how to introduce, organise different methods and assess).
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Dragana Nikolic, Fadi Castronovo and Robert Leicht
This study explores a pedagogical approach to teaching students a collaborative information delivery process in the context of BIM. The objectives were to understand how students…
Abstract
Purpose
This study explores a pedagogical approach to teaching students a collaborative information delivery process in the context of BIM. The objectives were to understand how students approach this complex, open-ended problem of planning their collaborative process and then identify strategies for improving their process through a plan-do-check-act cycle and reflecting on the applicability of industry standards.
Design/methodology/approach
The authors present a longitudinal case study based on qualitative data from the 3 consecutive years of teaching a senior undergraduate course in a construction engineering program.
Findings
The findings offer a rich picture of how students approached this collaborative process and emphasize the complex nature of teaching BIM as information management process. The authors present instances of how students made sense of BIM standards through applied experience. The findings also demonstrate the value of an outcome-based approach whereby knowledge is gained through an iterative plan-do-check-act cycle. Here, the BEP and model deliverables served only as vehicles to test and apply a range of skills by making them more explicit.
Practical implications
The research contributes to the literature on mechanisms that support students in planning, managing and improving collaborative information strategies in a BIM context. Specifically, the authors illustrate a tension in how to pedagogically deploy industry-oriented process planning methods to establish relevance for students in order to effectively engage in interdisciplinary teams.
Originality/value
In this paper, the authors argue that teaching students how to plan, design and enact effective BIM collaboration information delivery is firmly nested within pedagogical management and communication skills. The authors illustrate with examples how students make sense of BIM approaches by making them concrete and meaningful to their own experience.
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Stylianos Karagiannis and Emmanouil Magkos
This paper aims to highlight the potential of using capture the flag (CTF) challenges, as part of an engaging cybersecurity learning experience for enhancing skills and knowledge…
Abstract
Purpose
This paper aims to highlight the potential of using capture the flag (CTF) challenges, as part of an engaging cybersecurity learning experience for enhancing skills and knowledge acquirement of undergraduate students in academic programs.
Design/methodology/approach
The approach involves integrating interactivity, gamification, self-directed and collaborative learning attributes using a CTF hosting platform for cybersecurity education. The proposed methodology includes the deployment of a pre-engagement survey for selecting the appropriate CTF challenges in accordance with the skills and preferences of the participants. During the learning phase, storytelling elements were presented, while a behavior rubric was constructed to observe the participants’ behavior and responses during a five-week lab. Finally, a survey was created for getting feedback from the students and for extracting quantitative results based on the attention, relevance, confidence and satisfaction (ARCS) model of motivational design.
Findings
Students felt more confident about their skills and were highly engaged to the learning process. The outcomes in terms of technical skills and knowledge acquisition were shown to be positive.
Research limitations/implications
As the number of participants was small, the results and information retrieved from applying the ARCS model only have an indicative value; however, specific challenges to overcome are highlighted which are important for the future deployments.
Practical implications
Educators could use the proposed approach for deploying an engaging cybersecurity learning experience in an academic program, emphasizing on providing hands-on practice labs and featuring topics from real-world cybersecurity cases. Using the proposed approach, an educator could also monitor the progress of the participants and get qualitative and quantitative statistics regarding the learning impact for each exercise.
Social implications
Educators could demonstrate modern cybersecurity topics in the classroom, closing further the gap between theory and practice. As a result, students from academia will benefit from the proposed approach by acquiring technical skills, knowledge and experience through hands-on practice in real-world cases.
Originality/value
This paper intends to bridge the existing gap between theory and practice in the topics of cybersecurity by using CTF challenges for learning purposes and not only for testing the participants’ skills. This paper offers important knowledge for enhancing cybersecurity education programs and for educators to use CTF challenges for conducting cybersecurity exercises in academia, extracting meaningful statistics regarding the learning impact.
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Ojedokun A Ayoku and Victoria Nwamaka Okafor
The purpose of this paper is an audit of information technology (IT) skills set of librarians in some Nigerian university libraries with the aim of examining their relevance and…
Abstract
Purpose
The purpose of this paper is an audit of information technology (IT) skills set of librarians in some Nigerian university libraries with the aim of examining their relevance and adequacy to the digital environment. Nigerian universities as knowledge creators and their libraries as gatekeepers of knowledge are rapidly witnessing the introduction of various IT. One of the challenges facing IT/digital library projects in Nigeria has been the readiness of the university libraries in terms of knowledge and skills to implement the digital and electronic library services.
Design/methodology/approach
This paper used the survey approach. The sampling technique for the selection of the universities was stratified and for the librarians (respondents), census. The sampling frame was the approved list of universities released by the National Universities Commission as of the time of this study. The data were analysed using the Statistical Package for the Social Sciences.
Findings
The findings of this paper revealed that many of the respondents do have knowledge and skills of email use and word processing tasks but lack knowledge of search engines and directories other than Google and Yahoo, respectively. Many of them do not know how to evaluate and catalogue e-resources; have no knowledge of subject gateways, specialised databases and some open-access library databases; have no knowledge of database management; are not skilled in Web design; and are equally not familiar with Web design applications.
Originality/value
The study recommends management support for IT skills training and/or continuous professional development to improve the librarians. Librarians are also challenged and encouraged to explore the range of training resources available over the Internet for self-development.
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Maryam Emami, Sajad Rezaei, Naser Valaei and John Gardener
The objective of this study is to examine the structural relationship between creativity-relevant processes, domain-relevant skills, intrinsic task motivation, creativity and the…
Abstract
Purpose
The objective of this study is to examine the structural relationship between creativity-relevant processes, domain-relevant skills, intrinsic task motivation, creativity and the moderating effect of social environment (sufficient resources, workgroup support, realistic work pressure and lack of organizational impediments).
Design/methodology/approach
A total of 289 valid questionnaires were collected from engineering students in Malaysian universities to test the measurement as well as the structural model using partial least squares (PLS) path modelling.
Findings
This study reveals that while a high level of domain-relevant skills, intrinsic task motivation and creativity-relevant processes influence creativity among the sample of engineering students, social environment acts as an insignificant moderator to the creativity perception. While the statistical results support the structural relationships (direct effects), the social environment shows the insignificant moderating effect (except creativity relevant process to sufficient resource to creativity). Work-group support, sufficient resources and lack of organizational impediments, as the three factors of the social environment, will not have any effect on creativity of upcoming engineers.
Originality/value
While businesses in the emerging markets mostly neglect the concept of developing creative mindsets among engineering students, in the competitive world of business that is extremely fast-paced, being creative within a business setting will act as a paramount criterion to differentiate. Practical and theoretical implications are discussed.
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Françoise Le Deist and Vidmantas Tūtlys
This paper aims to explore structural and systemic influences in the development of competence models and qualifications systems at sectoral and national levels across Europe…
Abstract
Purpose
This paper aims to explore structural and systemic influences in the development of competence models and qualifications systems at sectoral and national levels across Europe, considering the influences of different socio‐economic models of skill formation on the processes of design and provision of qualifications.
Design/methodology/approach
The paper is based on a meta analysis of three European projects that used literature review, documentary analysis and interviews with practitioners and policy makers.
Findings
The main methodological and practical challenges posed by varieties of competence and qualifications to inter‐country comparability of qualifications are shown to be related to different socio‐economic models of skill formation.
Research limitations/implications
The research is limited to 13 countries and four sectors but these were carefully selected to maximise coverage of European diversity with respect to competence models, training regimes and approaches to qualifications. There is clearly a need for further research involving more countries and sectors.
Practical implications
The paper offers recommendations for improving the potential of the European Qualifications Framework to promote comparability of qualifications and hence mobility of labour. These recommendations will be of interest to policy makers and practitioners involved in using the EQF and similar instruments.
Originality/value
This is the first systematic attempt to explore the methodological and practical difficulties of establishing comparability between qualifications.
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Posits that every enterprise must institutionalize its workplacelearning systems and opportunities in such a way that it radiates whatit has already achieved and from this moves…
Abstract
Posits that every enterprise must institutionalize its workplace learning systems and opportunities in such a way that it radiates what it has already achieved and from this moves on to realize its full potential – in short, the enterprise itself is the key. Examines in successive chapters: the individual manager and questioning insights (Q); the major systems which the enterprise uses to capture and structure its learning; a SWOT analysis of the enterprise′s total learning; action learning, its contribution to the achievement of enterprise growth, and the role of programmed knowledge (P); the Enterprise School of Management (ESM) as a phoenix of enlightenment and effectiveness rising from the ashes of traditional, less effective management training initiatives; and, finally, the practical realization of the action learning dream, as evidenced by emerging examples of successful and profitable implementation worldwide. Concludes with a selection of pertinent abstracts.
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Marty Stuebs, William Miller and Steven Mintz
This chapter explores practical wisdom’s role in managing the application and use of soft skills. The authors explore how practical wisdom can connect technical and soft skills by…
Abstract
This chapter explores practical wisdom’s role in managing the application and use of soft skills. The authors explore how practical wisdom can connect technical and soft skills by developing moral skill and moral will to enhance ethical decision-making. Given practical wisdom’s importance, the authors further examine its role in the experiential learning process and how experiential learning activities like the Giving Voice to Values (GVV) curricular offering can bring practical wisdom and soft skills into the classroom with modest effort and investment. Through the application of the GVV methodology to a case study, the authors demonstrate how practical wisdom can be used in accounting education to support and advance accounting students’ moral and skill development, and accounting educators looking to do so can use this chapter as a starting point.
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The purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender…
Abstract
Purpose
The purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender inequalities in the scientific learning process.
Design/methodology/approach
Based on interviews with 87 doctoral students in the biological sciences, this study explores how doctoral students describe development of their research skills. More specifically, a constructivist grounded theory approach is employed to understand how doctoral students make meaning of their research skill development process and how that may vary by gender and race/ethnicity.
Findings
The findings reveal two emergent groups, “technicians” who focus on discrete tasks and data collection, and “interpreters” who combine technical expertise with attention to the larger scientific field. Although both groups are developing important skills, “interpreters” have a broader range of skills that support successful scholarly careers in science. Notably, white men are overrepresented among the “interpreters,” whereas white women and students from minoritized racial/ethnic groups are concentrated among the “technicians.”
Originality/value
While prior literature provides valuable insights into the inequalities across various aspects of doctoral socialization, scholars have rarely attended to examining inequalities in research skill development. This study provides new insights into the process of scientific learning in graduate school. Findings reveal that research skill development is not a uniform experience, and that doctoral education fosters different kinds of learning that vary by gender and race/ethnicity.
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