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Open Access
Book part
Publication date: 1 May 2019

Stina Månsson

This paper aims to explore what is known in the body of literature on sustainability professionals in the architecture, engineering and construction (AEC) industry to…

Abstract

Purpose

This paper aims to explore what is known in the body of literature on sustainability professionals in the architecture, engineering and construction (AEC) industry to support the formulation of research questions for future studies.

Design/Methodology/Approach

This was done through a systematic literature review in Scopus and Web of Science. In the literature search, 22 journal papers were selected to be included in the review because of their relevance to sustainability professionals, professional roles and environmental practices in the AEC industry.

Findings

Key characteristics of the papers such as methodology and theory are mapped, followed by main findings on how the sustainability profession and sustainability professionals’ roles are studied within the body of literature. The review shows that the topic of sustainability professionals in the AEC industry is currently under-researched and under-theorised. Specifically, there is a lack of in-depth studies on sustainability professionals’ roles and agency.

Research Limitations/Implications

By providing an overview of the current literature on sustainability professionals in the AEC industry, it is possible to identify research gaps to formulate research questions for future studies.

Practical Implications

This is important as collaboration between professions, including sustainability professionals, is believed to be the key for a successful shift towards sustainability; furthering the understanding of sustainability professionals’ role is, therefore, central.

Originality/Value

This paper is the first systematic literature review on sustainability professionals in the AEC industry.

Details

10th Nordic Conference on Construction Economics and Organization
Type: Book
ISBN: 978-1-83867-051-1

Keywords

Article
Publication date: 18 November 2022

Christian Ott

The purpose of this study is to investigate to what extent the professional identity of accountants, as manifested in a set of advanced cognitive, emotional and social…

Abstract

Purpose

The purpose of this study is to investigate to what extent the professional identity of accountants, as manifested in a set of advanced cognitive, emotional and social intelligence competencies relevant to their professional activities, varies with the respective accounting position.

Design/methodology/approach

The systematically developed, formally clearly structured job advertisements for accounting positions provide content-rich representations of those holding the advertised position and thus contribute to revealing the professional identity. This study conducts a content analysis of 600 profiles of accountants presented in job advertisements of German organizations to identify the characteristic set of advanced cognitive, emotional and social intelligence competencies, juxtaposing different accounting positions at various stages of professional life. German organizations were targeted because they traditionally clearly differentiate between financial accounting and management accounting.

Findings

The job advertisements suggest that accountants develop a multifaceted professional identity reflecting their area of specialization and their level of entry. Financial accountants are more likely to be team-oriented than management accountants, and non-executive accountants are more likely than executive accountants. Analytical thinking seems to characterize management accountants rather than financial accountants. An independent way of working appears to be more pronounced among financial accountants than among management accountants.

Originality/value

This study refines the understanding of the professional identity of accountants by exploring the recruitment of accountants, the initial step of professional socialization. It identifies the most relevant advanced cognitive, emotional and social intelligence competencies based on a broad sample of job advertisements for accounting positions in organizations of different sizes and industries. By contrasting the competencies relevant to different positions and at different stages of their professional lives, it becomes evident that distinct professional identities of accountants coexist. The relevant competencies may be developed during higher education and continuing professional education. They may also be incorporated into individual performance evaluations and used as the basis for promotion decisions.

Details

Accounting, Auditing & Accountability Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-3574

Keywords

Article
Publication date: 22 November 2022

Maryam Salari and Majid Farahian

A significant research base has increasingly shown that one of the most important factors affecting student achievement in second language classrooms is the teacher…

Abstract

Purpose

A significant research base has increasingly shown that one of the most important factors affecting student achievement in second language classrooms is the teacher. Consequently, over the recent decades, much attention has been paid to teacher-related variables in research. Nevertheless, few studies have dealt with the relationship between teachers' self-efficacy, metacognitive awareness and their professional development in the context of English as a foreign language (EFL). As such, the objective of this study is to test a path analysis model of the variables and specifically to examine the hypothesis that metacognitive awareness mediates the relationship between self-efficacy and professional development.

Design/methodology/approach

A quantitative correlational design was utilized to validate the research hypothesis. Then, data from 200 EFL teachers who were selected through available sampling was obtained using three questionnaires, namely metacognitive inventory by Cem Balcikanli, self-efficacy scale by Tschannen-Moran and Hoy and teachers' professional development inventory by Soodmand Afshar et al. The Pearson correlation coefficient of self-efficacy (r = 757, p < 0.000) revealed a significant positive relationship with metacognitive awareness, and the Pearson correlation coefficient of metacognitive awareness (r = 0.848, p < 0.000) showed a significant positive relationship with professional development.

Findings

The results showed the hypothetical model of the relationship among the research variables as well as verifying the mediator role of metacognitive awareness by multiple regression and path analysis. Then, the implications of metacognitive awareness, self-efficacy and professional development were put forward.

Originality/value

The majority of research on teacher professional development has focused appropriately on its relationship with components such as management training, teacher practice, reflective practice and academic achievement. In this line of research, the investigation of the potential links among self-efficacy, professional development and metacognitive awareness as interacting variables is scarce. More substantially, no prior exploration has been conducted concerning the mediating effect of metacognitive awareness in association with English teachers' self-efficacy and professional development.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Abstract

Purpose

To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education.

Design/methodology/approach

This study outlines the ideas of core practices in two important fields of higher education, namely, teacher and medical education. To facilitate future professionals’ learning of relevant practices, using digital simulations for the approximation of practice offers multiple options for selecting and adjusting representations of practice situations. Adjusting the demands of the learning task in simulations by selecting and modifying representations of practice to match relevant learner characteristics can be characterized as representational scaffolding. Building on research on problem-solving and scientific reasoning, this article identifies leverage points for employing representational scaffolding.

Findings

The four suggested sets of representational scaffolds that target relevant features of practice situations in simulations are: informational complexity, typicality, required agency and situation dynamics. Representational scaffolds might be implemented in a strategy for approximating practice that involves the media design, sequencing and adaptation of representational scaffolding.

Originality/value

The outlined conceptualization of representational scaffolding can systematize the design and adaptation of digital simulations in higher education and might contribute to the advancement of future professionals’ learning to further engage in professional practices. This conceptual paper offers a necessary foundation and terminology for approaching related future research.

Article
Publication date: 11 October 2022

Rinat Arviv Elyashiv and Michal Levi-Keren

The present study focused on an incubator model for the absorption of beginning teachers into the education system. This new model is based on the cooperative approach…

Abstract

Purpose

The present study focused on an incubator model for the absorption of beginning teachers into the education system. This new model is based on the cooperative approach. The study examined mentoring perceptions among mentors. More specifically, the study investigated how mentors perceive the incubator and how mentors view the support provided to beginning teachers, as well as the contribution mentoring makes to fostering mentors' own sense of efficacy and professional development. These aspects were examined in comparison to the traditional dyadic model.

Design/methodology/approach

The study is based on quantitative and qualitative methods. In the quantitative study, 92 mentors working in incubators and 382 mentors working in a traditional dyadic setting responded to a self-report questionnaire. In the qualitative study, 28 mentors who were part of an incubator were interviewed.

Findings

The research findings indicate that the incubators create a dual effect of development and constitute a mantle of support that impacts the mentoring process, positions that as a dialogic–communal process and at the same time contributes to the professional development of both the beginning teachers and mentors.

Originality/value

The paper discusses the theoretical and practical contribution of the incubators as a new model for inducting beginning teachers into the profession.

Details

International Journal of Mentoring and Coaching in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 3 November 2022

Suhaib Hussain Shah, Naimat Ullah Shah and Akira Jbeen

The purpose of this qualitative study is to investigate/review the skills required for library and information science (LIS) professionals in the 21st century and to…

Abstract

Purpose

The purpose of this qualitative study is to investigate/review the skills required for library and information science (LIS) professionals in the 21st century and to propose an alternative approach as the suggested key skills.

Design/methodology/approach

Twenty-two LIS professionals from Pakistan were interviewed, and 10 LIS professionals were from abroad, including two from the USA; six respondents were from Saudi Arabia; one from Canada; and one from Malaysia. In-depth interviews with faculty members were conducted to ascertain their perceptions of the knowledge and skills necessary to be competent in delivering quality education to the future information breed.

Findings

The findings emphasise the importance of a variety of competencies for librarians and information educators, including subject knowledge and skills; information technology knowledge and skills; instructional skills; research skills; and managerial, leadership and social skills. Additionally, it was noted that LIS professionals require a diverse set of skills that should be fostered by educators and employers. By promoting these in the broader community, the author can encourage the next generation of LIS professionals to consider LIS as a viable career option.

Originality/value

The findings presented in this paper provide a unique window into the country’s workforce needs. Though the study was conducted from a Pakistani perspective, the findings may have implications for other countries with comparable circumstances, including social impact. It also provides a new analysis of the selected generic and LIS skills that can be communicated in an innovative manner to prospective LIS employees, employers and educators.

Details

Global Knowledge, Memory and Communication, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2514-9342

Keywords

Open Access
Article
Publication date: 18 October 2022

Eseta Tualaulelei and Nicole Catherine Green

In the research literature relevant to open educational practices (OEP), the terms “students” or “learners” often refer to individuals engaging in formal study. This study…

Abstract

Purpose

In the research literature relevant to open educational practices (OEP), the terms “students” or “learners” often refer to individuals engaging in formal study. This study aims to broaden the conception of learners to include those who engage with continuing professional development or professional learning. The study focussed on one intersection of OEP with equity pedagogy for these learners.

Design/methodology/approach

Guided by transformative approaches to knowledge, the research is qualitative and draws upon nine focus group interviews about multicultural education professional learning needs conducted in November 2019 and July 2020 with 74 early years educators and staff. Data were analysed with theoretical thematic analysis to provide a rich overall description of the data set.

Findings

Early years educators and teachers aim to centre equity pedagogy in their practices but are constrained by a lack of opportunity to engage in professional development, and fragmented approaches to professional learning, issues which may potentially be addressed through OEP.

Originality/value

This paper extends understandings of OEP as a means of helping learners, broadly interpreted, to promote equity pedagogy. Specifically, it highlights the promise of OEP for addressing early years educators’ professional development and learning about reconciliation and multicultural education.

Details

Journal for Multicultural Education, vol. 16 no. 5
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 31 October 2022

Maartje Clercx, Robert Didden, Leam A. Craig and Marije Keulen-de Vos

Forensic vigilance is a central competency that forensic professionals need to meet the complex demands of working in forensic settings. Until recently, no instrument for…

Abstract

Purpose

Forensic vigilance is a central competency that forensic professionals need to meet the complex demands of working in forensic settings. Until recently, no instrument for forensic vigilance was available. This study aims to develop a self-assessment tool of forensic vigilance for individuals and teams working in forensic settings, and investigated its psychometric properties.

Design/methodology/approach

The Forensic Vigilance Estimate (FVE) was presented to 367 forensic psychiatric professionals and 94 non-forensic psychiatric professionals by means of an online survey. Professionals rated themselves on 15 aspects of forensic vigilance.

Findings

The results indicated that the FVE had good psychometric properties, reflected by a good to excellent internal consistency (Cronbach’s α of 0.903), a good split-half reliability (0.884) and good test–retest reliability (0.809). The factor structure of the FVE was captured by a one-factor model (RMSEA 0.09, SRMR 0.05, TLI 0.91 and CFI 0.92). Proportion of explained variance was 52%. Forensic professionals scored significantly higher than non-forensic professionals on the FVE (t(459) = 3.848, p = 0.002).

Practical implications

These results suggest that the FVE may reliably be used for research purposes, e.g. to study the effects of targeted training or intervention or increasing work experience on forensic vigilance or to study which factors influence forensic vigilance.

Originality/value

This study represents the first attempt to capture forensic vigilance with a measuring instrument.

Details

The Journal of Forensic Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-8794

Keywords

Article
Publication date: 31 October 2022

Irene Mok, Lynette Mackenzie and Kate Thomson

The purpose of this paper is to understand the experience of human resource (HR) professionals in managing career development for older workers. It focuses on the…

Abstract

Purpose

The purpose of this paper is to understand the experience of human resource (HR) professionals in managing career development for older workers. It focuses on the influence of personal, social and organisational experiences of HR professionals on (1) their approach to career development of older workers and (2) their organisation's career development practices for older workers.

Design/methodology/approach

Data were collected through individual semi-structured interviews with 14 HR professionals from large organisations with at least half of their workforce aged 45 and above. The transcripts were analysed thematically, with the coding process informed by Ricoeur's theory of interpretation.

Findings

Three main themes emerged within the HR professionals' narratives. They identified with (1) the protagonist mindset in career development stories, (2) the enabling enforcer of individualised career development practices and (3) the agent for change in career development practices.

Practical implications

This study shows that a narrative thematic analysis can be used to explore how the experiences of HR professionals can affect the design and implementation of career development strategies for this cohort of workers. Further, recruiting HR professionals with a protagonist mindset can generate organisational practices inclusive of older workers.

Originality/value

This study is one of the first to focus on the role of HR professionals in managing career development practices for older workers and the influence of supportive managers on their attitudes and actions with older workers.

Details

Qualitative Research in Organizations and Management: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1746-5648

Keywords

Article
Publication date: 13 October 2022

Neil Govender, Samuel Laryea and Ron Watermeyer

Construction projects require a range of documents (e.g. drawings and specifications) prepared by built environment professionals. In recent years, there has been a…

Abstract

Purpose

Construction projects require a range of documents (e.g. drawings and specifications) prepared by built environment professionals. In recent years, there has been a perception amongst professionals that quality of documentation has declined. “Low” professional fees were cited as one of the reasons for poor quality documentation. However, most studies on the topic contained inappropriate methodologies. Therefore, the purpose of this paper was to develop a conceptual methodology to comprehensively examine the relationship between fees and professional service output quality.

Design/methodology/approach

A systematic literature review (SLR) was conducted to evaluate the limitations of previous methodologies and identify variables in the relationship between fees and quality of professional service outputs. Findings from the SLR were used to develop a conceptual methodology to investigate the relationship between fees and quality of professional service outputs.

Findings

Based on a frequency analysis of factors in the construction literature, the three main variables influencing professional service output quality were fees, coordination and amount of time available for project tasks. The SLR and shortcomings in previous studies informed the development of a conceptual methodology to examine the relationship between fees and professional service output quality.

Practical implications

The conceptual methodology will assist in comprehensively investigating the effect of fees on the quality of professional service outputs. This is particularly relevant in countries where clients procure built environment professional services based on the lowest fee tendered but are concerned about quality. The methodology can establish how and to what extent “low” fees impact on professional service output quality. Industry professionals can also use variables identified in this paper to mitigate quality-related risks when producing professional service outputs.

Originality/value

This paper adds to the body of knowledge by identifying variables in the relationship between fees and professional service output quality. The identified variables can be monitored and controlled by researchers during future investigations. Additionally, a conceptual methodology was proposed to assist researchers to determine the effect of fees on professional service output quality. The flexibility of the conceptual methodology enables it to comprehensively investigate other key variables (apart from fees) impacting on professional service output quality.

Details

Journal of Engineering, Design and Technology , vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1726-0531

Keywords

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