Dejana Zlatanović, Jelena Nikolić, Vojko Potočan and Jelena Erić Nielsen
Prosperity and growth of emerging economies rely heavily on the innovativeness of higher education institutions (HEIs) and their ability to provide employable graduates with…
Abstract
Purpose
Prosperity and growth of emerging economies rely heavily on the innovativeness of higher education institutions (HEIs) and their ability to provide employable graduates with entrepreneurial competencies and flexibility in the assessment of their progress in gaining knowledge. The innovativeness of the higher education system is not always reflected through optimal educational content, innovative study programs, skills improvement, assessment methods, etc. The study aims to analyze and evaluate how selected internal factors, reflected in organizational support for innovativeness of HEIs, and external factors reflected in government support for innovativeness of HEIs determine the innovativeness of HEIs, as one of the key determinants of economic prosperity.
Design/methodology/approach
The authors analyzed three facets of higher education innovativeness, i.e. graduates' employability, entrepreneurial competencies and new ways of assessment. The sample included 664 students from the University of Kragujevac, Serbia, and the University of Maribor, Slovenia. The authors applied structural equation modeling (SEM) to examine relations.
Findings
The results clearly show that in order to become the driver of development in emerging economies, universities must act in different directions, focusing on different organizational drivers of innovativeness, such as academic autonomy of teachers, student participation in curricula design, enhancing new ideas and compensation system, provide resources etc. Organizational support and government for innovativeness of HEIs affect students' entrepreneurial and social skills, creative thinking, leadership, interactive competencies and knowledge-skill-attitude. Assessment tasks and associated learning should be redesigned to enable students to be involved in the evaluation of their work.
Originality/value
The study strives to reduce the research gap identified in the field of researching the drivers of innovativeness in higher education and offers implications for emerging markets regarding various factors that determine the innovativeness of HEIs and consequently contribute to fostering innovation and entrepreneurship in emerging markets. Originality derives from the fact that even though the authors have explored HEIs in Serbia and Slovenia, the results are fully transferrable to other former socialist states, considering their similar socio-economic and educational background. Results of this research complement the understanding and provide new knowledge for further development of innovativeness in HE.
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Justin Shay Easler and Kaitlyn Michelle Samons
The modern fairy tale hero identity falls into a general spectrum of tropes that spans from the charming prince who seals the fate of the beautiful princess with a kiss to…
Abstract
The modern fairy tale hero identity falls into a general spectrum of tropes that spans from the charming prince who seals the fate of the beautiful princess with a kiss to borderline villains with little break in this spectrum. The Witcher's Geralt of Rivia brings to light an often overlooked hero's identity by representing neither ends of this heroic spectrum but rather a different breed of hero entirely. We argue that Geralt of Rivia differs from the typical representation of the fairy tale hero by embodying the spirit of the Huntsman archetype as depicted in stories such as Snow White and Little Red Riding Hood.
This creates a new means of exploring fairy tales as genres by giving perspective to the bloodier, messier sides of these tales which have since deviated from their darker origins. Geralt exists as neither hero nor antihero, but rather a sword-for-hire who cleans up messes that ‘heroes’ otherwise cannot or will not handle themselves. Across his depictions in the books, games, and show, Geralt involves himself as a witcher; hunter of monsters. Geralt's method in overcoming this style of quest is unlike the usual hero. Standing in for the Huntsman, Geralt understands the nature and balance of man and beast and carries this responsibility while looking to accomplish his goals. In this chapter, we seek to document and bring to light this underrepresented style of hero that the witcher has to offer to show that such a hero needs not be black nor white.
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Jean-Eric Pelet, Bonnie Canziani and Nic Terblanche
Teaching wine tasting online is challenging, even given the curated digital tools of the Wine and Spirit Education Trust, a highly renowned online wine certification system is…
Abstract
Purpose
Teaching wine tasting online is challenging, even given the curated digital tools of the Wine and Spirit Education Trust, a highly renowned online wine certification system is used. This paper aims to initially explore wine experts’ opinions about online wine education and subsequently examine the feasibility of customizing wine appreciation lexicons for Chinese learners.
Design/methodology/approach
A two-study multimethod approach was adopted. Study 1, a two-stage Delphi study, was conducted with 17 wine experts representing a number of countries, using a mix of closed/open-ended questions in an online survey. Data was collected in a market study in Study 2, conducted at agricultural markets in Thailand (pilot test) and China. Dialogues with market sellers were undertaken, evoking mental imagery of wine descriptors to explore the relevance of traditional versus local aromas and flavors in describing wine.
Findings
Findings concentrate on three main areas: general advantages/disadvantages of online wine education, reactions toward asynchronous/synchronous methods of wine tasting and, finally, the feasibility of customizing a wine appreciation lexicon for Chinese learners.
Originality/value
The study presents novel insights into the role of online wine education in China.
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Badar Latif, James Gaskin, Nuwan Gunarathne, Robert Sroufe, Arshian Sharif and Abdul Hanan
Debates regarding climate change risk perception (CCRP), particularly its scale and impact on social and environmental sustainability, have continued for decades. CCRP is…
Abstract
Purpose
Debates regarding climate change risk perception (CCRP), particularly its scale and impact on social and environmental sustainability, have continued for decades. CCRP is experiencing a renaissance with an increased focus on environmentally relevant behaviors to mitigate the effects of climate change. However, CCRP lacks investigation from the employee perspective. Supported by the social exchange and value–belief–norm theories, this study aims to address the impact of employees’ CCRP on their proenvironmental behavior (PEB) via the moderating roles of environmental values and psychological contract breach.
Design/methodology/approach
The nonprobability convenience sampling technique was used to collect survey data from a sample of 299 employees across 138 manufacturing firms in Pakistan.
Findings
The results show that employees’ CCRP positively impacts their PEB and that this relationship is moderated by their environmental values and psychological contract breach. Specifically, environmental values strengthen the CCRP–PEB relationship, while psychological contract breach weakens it.
Practical implications
The findings of the study emphasize useful guidance for managers and practitioners as a future avenue to restructure the climate change framework by emphasizing the conditions (i.e. environmental values and psychological contract breach). In doing so, the study is beneficial for managers and practitioners in helping to increase employees’ PEB through the development of climate change action plans.
Originality/value
To the best of the authors’ knowledge, this study is one of the first investigations into CCRP–employees’ PEB nexus in the developing country context. The study incorporates social exchange and value–belief–norm theory, which serve as the CCRP’s theoretical underpinnings. The findings advance the new knowledge about a firm’s social responsibility to achieve the sustainable development goals outlined in the UN’s 2030 Agenda.
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Sridhar Chakravarthi Mulakaluri
Access to education has been globalized and democratized to a certain extent through massive open online courses (MOOCs) and other open-access platforms and content databases. In…
Abstract
Access to education has been globalized and democratized to a certain extent through massive open online courses (MOOCs) and other open-access platforms and content databases. In a recent study by Inayatullah and Milojević (2014), the recommendations were to establish a pilot project, enhance digital pedagogy and learning, customize degrees, create a culture of change in higher education, enhance collaboration, support research activities, redefine frames of reference, and anticipate and prepare for futures trends. The need for democratization of education has been increasing to meet the need of individuals and groups to assert and highlight their identity and role in society. Education is the means to facilitate this through a practical and active approach through wider stakeholder participation. Religious belief was identified as the main cause of conflicts among multi-ethnic cohorts. Adding socio-cultural differences to the mix and uncontrolled access to various opinions through social media makes the task much more complex. Educational policies must consider mother-tongue learning to improve learning outcomes. However, making the vast learning content accessible in multiple languages could be daunting. This chapter explores these emerging challenges and changing stakeholder expectations from the formal education system. The policy implications, possible technology-driven solutions, and their effectiveness in addressing the growing challenges of a global learning village have been explored.
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The 50th anniversary of Fox's Beyond Contract and Man Mismanagement coincides with another vital contribution to the sociology of work from 1974: Braverman's Labor and Monopoly…
Abstract
Purpose
The 50th anniversary of Fox's Beyond Contract and Man Mismanagement coincides with another vital contribution to the sociology of work from 1974: Braverman's Labor and Monopoly Capital. This article analyses these two scholars' complementary approaches to job design and the extent to which Fox's ideas influenced subsequent labour process thought.
Design/methodology/approach
The article's methodological approach is a historiographical reading of Fox and Braverman's thought in the context of their times and later scholarship.
Findings
The article demonstrates that despite some noteworthy overlap with Braverman concerning scientific management, Fox's insights were marginal to later iterations of labour process analysis. It delves into the reasons for this relative neglect, providing an understanding of the dynamics at play.
Originality/value
This paper's value lies in its combined industrial relations and labour process historiography. It offers a fresh perspective on Alan Fox's relationship to the latter field of study.
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Sílvia Monteiro, Sandra Santos, José Nuno Teixeira, Leonor Torres and José Palhares
Graduates’ employability has been recognised as a complex and multidimensional phenomenon in the theoretical literature. However, some critics have emerged around the lack of…
Abstract
Purpose
Graduates’ employability has been recognised as a complex and multidimensional phenomenon in the theoretical literature. However, some critics have emerged around the lack of relation between structural, contextual and individual dimensions that have been acknowledged as relevant for the understanding of graduates’ employability. This study aims to map empirical research, grounded on a scoping and integrative review of the research published to date on the determinants of graduates’ employability and offer a wider perspective of the knowledge produced across different disciplinary fields, and theoretical and methodological approaches.
Design/methodology/approach
Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol for Scoping Reviews, a systematic and extensive search of the literature was carried out and 74 studies focusing on the determinants of graduates’ employability were selected through inclusion and exclusion criteria. Then, data were extracted, analysed and interpreted with quantitative and qualitative techniques.
Findings
The results evidence that multiple factors mainly related to higher education attributes, educational arrangement, personal and interpersonal attributes, and socioeconomic conditions predict the odds of obtaining a job after graduation. This review also demonstrates some fragmentation of knowledge produced in this field and identifies a lack of an integrative approach, calling for more multidisciplinary research that might favour a more comprehensive knowledge of graduates’ employability.
Originality/value
By considering the different factors together, from individual and contextual levels, the present review offers an original and clearer overall picture of what is currently known and what is still unresearched about the determinants of graduates’ employability.
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There has been limited work to solicit feedback and recommendations from international students concerning how their most significant problems might have been solved in a manner…
Abstract
There has been limited work to solicit feedback and recommendations from international students concerning how their most significant problems might have been solved in a manner that adequately addressed the challenges they have faced. Drawing from research on select African international graduate students’ educational backgrounds, adjustment needs and challenges, and the host institution’s support programs and efforts, the author outlines ways to foster international students’ wellbeing and success using appropriate institutional support programs and strategies. This chapter offers recommendations regarding the institutional support programs and strategies to promote the wellbeing and success of international students.
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Phuong Minh Luong, Ly Thi Tran, Huyen Thanh Nguyen, Yen Thi Hai Tran, Giang Hoang Dang and Toan Van Vu
This article reviews the intercultural adaptability (IA) development models for students in South Korea and China in response to the growing internationalisation of higher…
Abstract
Purpose
This article reviews the intercultural adaptability (IA) development models for students in South Korea and China in response to the growing internationalisation of higher education. The article provides significant implications for Confucian heritage culture (CHC) countries and others that wish to enhance in higher education.
Design/methodology/approach
This scoping review systematically investigates the literature on different IA development strategies for students in higher education across these two Asian countries.
Findings
South Korea has promoted the self-growth model reflected in internationalised programmes such as English as a Medium of Instruction (EMI), an international learning environment with an increasing number of international students and student exchange programmes. Through these initiatives, domestic students’ identity and intercultural learning dynamics are enriched in an intercultural learning environment. Meanwhile, China has adopted the “Outward-oriented” higher education internationalisation model to attract international students to study in Chinese universities and entice Chinese returnees through its International Talent Training Programmes. In this strategy, international students are exposed to Chinese language and cultural knowledge development programmes, and Chinese students are motivated to learn the English language and cultures through interactions with their international peers.
Originality/value
Student IA development models in CHC countries remain underexplored. This article responds to the need of higher education institutions in Asian countries that wish to access and learn from effective IA models from other CHC countries. The study makes a valuable contribution by putting forward significant recommendations for developing students’ IA in CHC countries.