Search results
1 – 10 of 598Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Ban Heng Choy, Yew-Jin Lee and Hiroaki Ozawa
This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson…
Abstract
Purpose
This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson observation (MLO). In MLO, it is important to understand the lesson plan in advance to clarify observation points, and we aim to develop a scale including these points.
Design/methodology/approach
Based on the pre-questionnaire survey, nine perspectives and two situations for MLO were extracted. From these, a questionnaire for MLO was created. The results obtained from 161 teachers were examined, and exploratory factor analysis was conducted. ANOVA was conducted to analyze the effect of differences across the duration of teaching experience on the identified factors.
Findings
We developed a self-reflection scale consisting of 14 items with three factors: [B1] focus on instructional techniques and evaluation, [B2] focus on proactive problem-solving lesson development and [B3] focus on the mathematical background of the learning content. While duration of teaching experience showed no effect, three factors of the self-reflection scale for MLO showed a significant effect. Further multiple comparisons revealed the degree of focus was [B2]>[B1]>[B3].
Originality/value
Teachers who use this developed scale may grasp the strengths and weaknesses of their own MLO, which leads to self-improvement. The perspectives emphasized in lesson observation are the same when creating lesson plans and implementing lessons, leading to lesson improvement. Furthermore, based on the characteristics of teachers revealed, new training programs regarding MLO can lead to higher-quality lesson studies.
Details
Keywords
Zhining Wang, Chunjie Guan and Shaohan Cai
Based on social cognitive theory, this study aims to explore the effect of authentic leadership on employee green creativity by studying the mediating role of reflection and…
Abstract
Purpose
Based on social cognitive theory, this study aims to explore the effect of authentic leadership on employee green creativity by studying the mediating role of reflection and rumination and the moderating role of psychological capital.
Design/methodology/approach
This study used experience sampling methodology to test hypothesis. Specifically, this study applied two-level path analysis to analyze 1,290 observations from 129 employees.
Findings
The results show that authentic leadership positively influences reflection but negatively influences rumination, which in turn impact employees’ green creativity. Psychological capital positively moderates the effects of authentic leadership on reflection and negatively moderates the effects of authentic leadership on rumination. Furthermore, psychological capital moderates the linkages between authentic leadership, self-reflection and employee green creativity.
Practical implications
Organizations should make efforts in promoting authentic leadership and recruiting employees who possess high psychological capital. Moreover, managers can make effective efforts to stimulate employees’ reflection and mitigate rumination, thereby facilitating organizational sustainable development.
Originality/value
In investigating green issues related to employees’ daily cognitive processes, this study focuses on within-personal reaction mechanism to authentic leadership, concerning the moderating effect of individual psychological capital.
Details
Keywords
The purpose of this Real Impact Research Article is to empirically explore one of the most controversial and elusive concepts in knowledge management research – practical wisdom…
Abstract
Purpose
The purpose of this Real Impact Research Article is to empirically explore one of the most controversial and elusive concepts in knowledge management research – practical wisdom. It develops a 10-dimensional practical wisdom construct and tests it within the nomological network of counterproductive and productive knowledge behavior.
Design/methodology/approach
A survey instrument was created based on the extant literature. A model was developed and tested by means of Partial Least Squares with data obtained from 200 experienced employees recruited from CloudResearch Connect crowdsourcing platform.
Findings
Practical wisdom is a multidimensional construct that may be operationalized and measured like other well-established knowledge management concepts. Practical wisdom guides employee counterproductive and productive knowledge behavior: it suppresses knowledge sabotage and knowledge hiding (whether general, evasive, playing dumb, rationalized or bullying) and promotes knowledge sharing. While all proposed dimensions contribute to employee practical wisdom, particularly salient are subject matter expertise, moral purpose in decision-making, self-reflection in the workplace and external reflection in the workplace. Unexpectedly, practical wisdom facilitates knowledge hoarding instead of reducing it.
Practical implications
Managers should realize that possessing practical wisdom is not limited to a group of select, high-level executives. Organizations may administer the practical wisdom questionnaire presented in this study to their workers to identify those who score the lowest, and invest in employee training programs that focus on the development of those attributes pertaining to the practical wisdom dimensions.
Originality/value
The concept of practical wisdom is a controversial topic that has both detractors and supporters. To the best of the author’s knowledge, this is the first large-scale empirical study of practical wisdom in the knowledge management domain.
Details
Keywords
Laura Vaughn, Cameron C. Beatty and Emily Ostermeyer
This qualitative study aims to provide insights and reflections of how the pandemic affected the identity and a sense of self of students, who completed undergraduate leadership…
Abstract
Purpose
This qualitative study aims to provide insights and reflections of how the pandemic affected the identity and a sense of self of students, who completed undergraduate leadership learning academic program.
Design/methodology/approach
Interviews.
Findings
Findings of this study showed three major themes throughout the interviews. During the COVID-19 pandemic, participants identified experiences with self-reflection, building community and navigating issues of social justice.
Originality/value
These findings highlight how leadership learning enabled certain participants to navigate and seek to resolve these problems and how their leadership learning aided their own self-discovery.
Details
Keywords
James Hunt, Lucy Turner, Scott N. Taylor and Danna Greenberg
Higher education has begun to attend to the importance of collaboration and self-awareness for educating sustainability leaders. However, there has been limited discussion on how…
Abstract
Higher education has begun to attend to the importance of collaboration and self-awareness for educating sustainability leaders. However, there has been limited discussion on how to design a pedagogy that supports the development of these competencies, particularly the development of self-awareness. In this chapter, we introduce an experiential pedagogy in which students and faculty work together to develop self-awareness as the basis for sustainability leadership. We present three pedagogical principles that support the emotional learning that is foundational for sustainability leadership: student self-discovery, faculty as co-learners, and a developmentally focused learning environment. We demonstrate how these three principles work together to enable students and faculty to grow their self-awareness, providing the foundation for sustainable leadership. We conclude with a discussion on how management educators can learn from this case to develop sustainability leaders who have the self-awareness and relational competency to lead positive, inclusive organizations that are committed to sustainable business practices.
Details
Keywords
The purpose of this study is to seek answers to how receiving his PhD at the University of Alabama influenced the author’s ongoing academic discourse socialization as an…
Abstract
Purpose
The purpose of this study is to seek answers to how receiving his PhD at the University of Alabama influenced the author’s ongoing academic discourse socialization as an international graduate student coming from Turkey. To that end, the author incorporates second language and academic discourse socialization theories with the concept of “desire” in TESOL.
Design/methodology/approach
In this autoethnographic paper, the author discusses his academic discourse socialization as an international graduate student in the form of an evocative autoethnography of socialization. The author uses data gathered through his personal memory in the form of self-reflections. Using Chang’s “chronicling the past strategy” (2008, p. 72), the author prepared a data chart, which included information regarding the data source, its mode, time, venue and stories gleaned. The author used this data chart as a self-generated document to guide him through the selection process of his personal memories in an organized way while writing mystory.
Findings
The findings show that his academic discourse socialization was mainly influenced by the attitudes of local US citizens’ and existing members of international communities in both on- and off-campus settings. Over time, his academic discourse socialization turned out to be a complex process where the author oftentimes found himself struggling to find an entry point in extracurricular conversations and interactions.
Research limitations/implications
The author recommends further research to focus on the inner worlds of both old(er) timers and newcomers to understand the challenges, emotions and nuances that are at play in both L2 socialization and academic discourse socialization of international students.
Originality/value
In this autoethnographic study, the author offers a unique example of an international PhD student’s transnational socialization experiences. Future international students, higher education administrators, faculty members and local graduate students may learn from his autoethnography and approach their future academic relationships in a more informed way.
Details
Keywords
Nguyen M Trang, Brad McKenna, Wenjie Cai and Alastair Maclean Morrison
This research aims to explore generation (Gen) Z's personal branding on social media when job seeking.
Abstract
Purpose
This research aims to explore generation (Gen) Z's personal branding on social media when job seeking.
Design/methodology/approach
Gen Z students, in their final year of university, were interviewed about personal branding, as well as recruiters and career advisors to gain insights into the recruitment process and expectations of online personal brands. Before interviewing, Gen Z students' LinkedIn profiles were examined, and then fed into the interview process.
Findings
Using impression management theory, the findings show that Gen Z perceive online personal brands as a crucial tool to gain more advantage in job markets. A gap was found between desired and perceived selves in Gen Z's online personal brands. Strategies such as effective self-reflection, authentic communication, self-promotion processes, awareness of risks and constantly controlling digital footprints were suggested to build stronger and more coherent personal brands. Gen Z are in favour of a more dynamic, interactive, work-in-process of authentic personal brands.
Originality/value
This research demonstrates the importance of authentically building online personal branding strategies and tactics to bridge the divide between Gen Z's desired and perceived images in personal branding on social media when job seeking.
Details
Keywords
Elin K. Funck, Kirsi-Mari Kallio and Tomi J. Kallio
This paper aims to investigate the process by which performative technologies (PTs), in this case accreditation work in a business school, take form and how humans engage in…
Abstract
Purpose
This paper aims to investigate the process by which performative technologies (PTs), in this case accreditation work in a business school, take form and how humans engage in making up such practices. It studies how academics come to accept and even identify with the quantitative representations of themselves in a translation process.
Design/methodology/approach
The research involved a longitudinal, self-ethnographic case study that followed the accreditation process of one Nordic business school from 2015 to 2021.
Findings
The findings show how the PT pushed for different engagements in various phases of the translation process. Early in the translation process, the PT promoted engagement because of self-realization and the ability for academics to proactively influence the prospective competitive milieu. However, as academic qualities became fabricated into numbers, the PT was able to request compliance, but also to induce self-reflection and self-discipline by forcing academics to compare themselves to set qualities and measures.
Originality/value
The paper advances the field by linking five phases of the translation process, problematization, fabrication, materialization, commensuration and stabilization, to a discussion of why academics come to accept and identify with the quantitative representations of themselves. The results highlight that the materialization phase appears to be the critical point at which calculative practices become persuasive and start influencing academics’ thoughts and actions.
Details
Keywords
This chapter explores the concept of allyship in social justice struggles. It provides a road map for self-reflection as well as acquisition of skills necessary for effective…
Abstract
This chapter explores the concept of allyship in social justice struggles. It provides a road map for self-reflection as well as acquisition of skills necessary for effective allyship. It describes appropriate roles for allies in dismantling systems and structures that protect the privilege of the majority in various contexts – privilege often unseen, unacknowledged and/or actively denied. This chapter will examine unique roles of allies in exposing, challenging, and dismantling privilege and white supremacy. Concrete examples of benefits that have accrued to white Americans through privilege – both conscious and unconscious, are assessed. The reader will be encouraged to explore personal areas of privilege and marginalization and acknowledge multidimensional identities (race, ethnicity, gender, class, ability, etc.) of individuals and unique lived experiences. Those seeking authentic positions of allyship are challenged to root out embedded privilege/white supremacy through direct action.
Details
Keywords
Sue Rodway-Dyer and Stewart Barr
The purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and…
Abstract
Purpose
The purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and practices in relation to environmental awareness within two research-intensive universities in the UK.
Design/methodology/approach
A case study involved online surveys to measure environmental attitudes, behaviours and practices at the start and end of four taught geography postgraduate programmes.
Findings
There was widespread attitudinal change and an increasing prioritisation of environmental issues reported among participants after they had completed their programme. However, behavioural change was limited, and there was little evidence of greater awareness being translated into changed practices. The learning benefits included a greater focus on interdisciplinarity, holistic thinking and critical self-reflection.
Practical implications
The findings demonstrate that postgraduate taught (PGT) programmes in sustainability improve student awareness and concern about environmental issues but do not necessarily lead to widespread behavioural change. This raises questions for programme convenors about how education for sustainability can be truly transformational and avoid leading students to develop eco-anxieties over the scale of change required.
Originality/value
There is a lack of research engaging with students on PGT programmes, especially in understanding their impacts on environmental attitudes, behaviours and practices. The research provides an evidence base for understanding the effects of PGT programmes in challenging student values, attitudes and practices and by implication knowledge transfer post-graduation, with the potential to help protect the environment and identify ways of living better with the ever-changing planet.
Details