Helen Abdali Soosan Fagan, Brooke Wells, Samantha Guenther and Gina S. Matkin
The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive…
Abstract
The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive leadership. Our literature review revealed inclusive leadership has historically not been viewed with a diversity perspective. To better understand the link between diversity and inclusive leadership, we reviewed how leadership scholars, researchers, and authors have described the attributes and impacts of inclusive leaders. Through inductive coding, we identified seven attributes (i.e., characteristics and actions) of inclusive leaders. When these attributes are acted upon, inclusive leaders create various impacts on followers. These impacts are applied to Shore et al.’s (2011) inclusion framework. Both the attributes and impacts are presented to provide information and tools to better equip leadership educators with the knowledge to foster classroom inclusion in diverse classroom environments.
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Doris Entner, Thorsten Prante, Thomas Vosgien, Alexandru-Ciprian Zăvoianu, Susanne Saminger-Platz, Martin Schwarz and Klara Fink
The paper aims to raise awareness in the industry of design automation tools, especially in early design phases, by demonstrating along a case study the seamless integration of a…
Abstract
Purpose
The paper aims to raise awareness in the industry of design automation tools, especially in early design phases, by demonstrating along a case study the seamless integration of a prototypically implemented optimization, supporting design space exploration in the early design phase and an in operational use product configurator, supporting the drafting and detailing of the solution predominantly in the later design phase.
Design/methodology/approach
Based on the comparison of modeled as-is and to-be processes of ascent assembly designs with and without design automation tools, an automation roadmap is developed. Using qualitative and quantitative assessments, the potentials and benefits, as well as acceptance and usage aspects, are evaluated.
Findings
Engineers tend to consider design automation for routine tasks. Yet, prototypical implementations support the communication and identification of the potential for the early stages of the design process to explore solution spaces. In this context, choosing from and interactively working with automatically generated alternative solutions emerged as a particular focus. Translators, enabling automatic downstream propagation of changes and thus ensuring consistency as to change management were also evaluated to be of major value.
Research limitations/implications
A systematic validation of design automation in design practice is presented. For generalization, more case studies are needed. Further, the derivation of appropriate metrics needs to be investigated to normalize validation of design automation in future research.
Practical implications
Integration of design automation in early design phases has great potential for reducing costs in the market launch. Prototypical implementations are an important ingredient for potential evaluation of actual usage and acceptance before implementing a live system.
Originality/value
There is a lack of systematic validation of design automation tools supporting early design phases. In this context, this work contributes a systematically validated industrial case study. Early design-phases-support technology transfer is important because of high leverage potential.
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Abstract
Purpose
Question-answering (QA) systems are being increasingly applied in learning contexts. However, the authors’ understanding of the relationship between such tools and traditional QA channels remains limited. Focusing on question-answering learning activities, the current research investigates the effect of QA systems on students' learning processes and outcomes, as well as the interplay between two QA channels, that is, QA systems and communication with instructors.
Design/methodology/approach
The authors designed and implemented a QA system for two university courses, and collected data from questionnaires and system logs that recorded the interaction between students and the system throughout a semester.
Findings
The results show that using a QA system alone does not improve students' learning processes or outcomes. However, the use of a QA system significantly improves the positive effect of instructor communication.
Originality/value
This study contributes to the literature on learning and education technology, and provides practical guidance on how to incorporate QA tools in learning.
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Nic S. Terblanche and Barry J. Babin
There is a paucity of published research regarding service employees’ side of gloomy consequences emanating from value co-creation (VCC). The purpose of this paper is to provide a…
Abstract
Purpose
There is a paucity of published research regarding service employees’ side of gloomy consequences emanating from value co-creation (VCC). The purpose of this paper is to provide a comprehensive overview of the activities and interactions of VCC that can result in negative well-being for service employees.
Design/methodology/approach
This paper is a theory synthesis paper and, as such, seeks to accomplish conceptual integration of multiple theories and literature streams.
Findings
The origins of negative outcomes of VCC are infinite, and for the purpose of this study, the potential triggers of negative outcomes are limited to typical processes and behaviours initiated by VCC of services. For the purposes of this paper, dysfunctional customer behaviour, customer incivility, value co-destruction, boundary-spanning activities, organisational structure and policies and resource integration are investigated as sources of negative well-being for service employees.
Research limitations/implications
The first limitation is the focus on offline transactions. Although the accepted definition of a service ecosystem provides for it to be a “self-adjusting system” a need could emerge for some formal management structure to cope with the increasing complexity of service transactions. A theoretical implication of this paper is that it includes a few lesser researched elements in the context of VCC. A starting point to deal with undesirable VCC interactions is to distinguish between undesirable interaction outcomes that originated inside the firm (own service employees) and those that originated from outside the firm (dysfunctional customers).
Practical implications
A first suggestion on how managers could deal with undesirable VCC interactions is to distinguish between undesirable interaction outcomes that originated inside the firm (e.g. own service employees, firm policies and structure) and those that originated from outside the firm (e.g. customer incivility and dysfunctional customers), as these two types of interaction outcomes require different interventions. Firms will need to bring together, study, analyse and assess all service employee experiences and challenges generated by VCC interactions. The frequency and significance of negative incidents should indicate the amount of effort and time to be spent on types of negative incidents.
Social implications
A challenge for service ecosystems is how they will adjust to comply with novel and traditional non-business objectives in the light of transformational, upliftment and other calls from society, whilst at the same time improving the well-being of the entire service ecosystem (i.e. providers, users and society). The improvement of well-being versus reducing suffering/losses/risks is not an option. The words of Hammedi et al. (2024, p. 159) “we move towards the conceptualization of service ecosystem health as a harmonious state in which private, public and planetary well-being merge” are exceptionally fitting here.
Originality/value
The negative consequences of VCC impact the well-being of service employees and are costly for a firm. Suggestions to prevent or limit the impact of undesirable or harmful consequences are made. This study is of value for service businesses, service academics and society. A greater awareness of the destructive nature of negative consequences of VCC will hopefully transpire from this study.
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Gavin David Brown, Ann Largey, Caroline McMullan, Gráinne O'Shea and Niamh Reilly
This study explored the experiences of Irish emergency medical services (EMS) first responders during the first nationwide restrictions to curb the spread of COVID-19.
Abstract
Purpose
This study explored the experiences of Irish emergency medical services (EMS) first responders during the first nationwide restrictions to curb the spread of COVID-19.
Design/methodology/approach
A systematic literature review (SLR) of research into healthcare workers' and first responders' experiences during the COVID-19 and 2003 SARS pandemics was performed. The SLR informed the content of an online questionnaire distributed via the Irish Pre-Hospital Emergency Care Council to 2,092 first responders on its live register. Data analysis used both descriptive and content analysis.
Findings
EMS first responders faced many challenges including PPE quality, training on its use, issues with decontamination facilities, and organisational effectiveness. Emotional challenges included the anxiety experienced, the impact on families, and ethical dilemmas confronted related to patient care. Positive findings also emerged, such as first responders' dedication to working through the pandemic, collegiality, and the community goodwill displayed.
Originality/value
While investigations of the impact of the COVID-19 pandemic on healthcare workers have been undertaken globally, studies focussing exclusively on the experiences of EMS first responders have been rare. This study addressed this knowledge gap, providing an insight into the challenges and successes experienced by first responders and identifying opportunities for learning that can be applied to future public health emergencies.
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Gary Waller and Saeid Abbasian
The purpose of this study is to gain a deeper understanding on if and how hotel senior managers (HSMs) in four-star chain hotels in London and Stockholm implemented crisis…
Abstract
Purpose
The purpose of this study is to gain a deeper understanding on if and how hotel senior managers (HSMs) in four-star chain hotels in London and Stockholm implemented crisis management techniques (CMTs) as a response to the economic impacts of the COVID-19 pandemic in 2020.
Design/methodology/approach
Qualitative questionnaires were sent to 30 HSMs in London and Stockholm. From the feedback, this paper assesses, using thematic analysis, differences in CMTs used, past and present, alluding to COVID-19’s economic impacts on hotels.
Findings
Results determined that crises broadly economically impacted destinations similarly through loss of travellers and thus revenue. However, with a more intricate and specific assessment, destinations are impacted differently; thus, CMTs must alter. Findings show many CMTs can be implemented to reduce crises’ economic impacts. The literature review and empirical results allude to many previous and current CMTs, although these must be relevant and specific to the crisis, hotel and/or destination.
Practical implications
This paper has theoretical implications for academics on, among other things, theory building. Practically, it supports hotels in developing and determining CMTs to reduce the economic impacts of crises, to be better prepared when another pandemic emerges and contributes to the tourism and hospitality industry’s knowledge of management strategy within crises.
Originality/value
To the best of the authors’ knowledge, this is the first Swedish study focusing on post-COVID-19 crisis management in hotels in London and Stockholm.
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Duy Nguyen Luc Ha and Anh Tu Nguyen
Focusing on the growth of artificial intelligence (AI) in education, this research reveals that AI can create and improve English language assessments for learners in order to…
Abstract
Purpose
Focusing on the growth of artificial intelligence (AI) in education, this research reveals that AI can create and improve English language assessments for learners in order to optimize and enhance test questions as a bilateral tool in the traditional way for English Language Teaching (ELT) is possible.
Design/methodology/approach
The research adopted a qualitative methodology by conducting semi-structured interviews with a varied range of language institutes’ lecturers, revealing new beneficial effects of AI on test time, content and human variables.
Findings
Several interviewees agreed that AI should be used in ELT exam creations because of its overt advantages in making test items automatically, adaptive testing, enhanced feedback mechanisms and quality assurance and innovative formats. Simultaneously, some disadvantages are recorded, including complexity and nuance of language, technical limitations, ethical and bias concerns and human oversight and validation.
Research limitations/implications
The study was also limited by the time frame of the research, which may not have fully captured the complex dynamics between the different actors, such as using AI in preparing questions for reading tasks such as automatic creation of pre-reading questions as well as possible answers.
Originality/value
For future studies, as AI-generated material is becoming more ubiquitous, from music to artwork, it presents crucial legal problems regarding who owns the rights to the work or construct ELT exams. It has also become the next problem that the writers should concentrate on.
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Tshepo Arnold Chauke and Mpho Ngoepe
Many organisations, including professional councils, operate manually to ensure document flow to clients and stakeholders. This results in the loss of valuable documentation such…
Abstract
Purpose
Many organisations, including professional councils, operate manually to ensure document flow to clients and stakeholders. This results in the loss of valuable documentation such as certificates and the incurring of costs due to the returning of post to the sender. The purpose of this study was to explore digital transformation of document flow at the South African Council for Social Science Professionals.
Design/methodology/approach
The methodological approach involved qualitative data collected through interviews, observation and document analysis in response to research questions. The study was a participatory action research project that involved collaboration between researchers and study participants in defining and solving the problem through needs assessment exercise. All three phases of participatory action research were followed, namely, the “look phase”: getting to know stakeholders so that the problem is defined on their terms and the problem definition is reflective of the community context; the “think phase”: interpretation and analysis of what was learned in the “look phase” and the “act phase”: planning, implementing, and evaluating, based on information collected and interpreted in the first two phases.
Findings
The study identified various issues relating to poor data quality, high rate of registered postal returns and non-delivery electronic messages that cannot reach all the intended recipients and accumulation of data for decades. In this regard, the study proposes a framework that can be used by SACSSP to update and verify their details on the portal, as well as digital certificates for membership.
Research limitations/implications
Although the proposed framework is tailor-made for the professional council, it is not depended on prescribed technologies due to usage of open standards that can be used by industry and researchers. Therefore, it can be applied in other context where institutions such as universities communicate with many clients via postal or courier services.
Originality/value
The study used participatory action research involving the researchers and the organisation to solve the problem. The study presented a workflow that the council can use to ensure that the documents reach intended recipients. Furthermore, digital transformation of the process will ensure that the registered professionals are able to access their certificates online and can print them when necessary.
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Livia Anna Julia Jesacher-Roessler
In the context of professional learning networks (PLNs), there are many studies which address knowledge mobilization (KMb). The majority of these focus on how research is…
Abstract
Purpose
In the context of professional learning networks (PLNs), there are many studies which address knowledge mobilization (KMb). The majority of these focus on how research is mobilized by various actors. This paper explores the concepts of KMb both on an individual and an organizational level and discusses the role of PLN participants and PLNs as catalysts for institutional change (IC). To illustrate this, a model was developed which draws on a concept that depicts the mobilization processes at the various levels.
Design/methodology/approach
The model was developed by drawing on theoretical approaches to both KMb on an individual and an organizational level of schools. The strengths and limitations of the model are then assessed as part of an exploratory study. Interviews of PLN participants (n = 7) from two schools and detailed logbooks of two participants were used to reconstruct experiences of KMb in the PLNs and the process of KMb among schools. By contrasting two schools, the study traces how mechanisms of KMb occurred. Data sources were analyzed using a structured content analysis alongside a deductive–inductive code system.
Findings
The results of the exploratory study show that, although the model is able to map the KMb practices, some refinement is still needed. While the extension of concepts describing the work of knowledge mobilizer (KM) leads to a more theoretically differentiated perspective, the data also showed that PLN participants only partially define themselves as KMs. The connection to concepts of strategies of knowledge mobilizing on an organizational level led to an increased transparency in the theoretical model. The data showed that KMb is influenced by organizational and individual beliefs.
Originality/value
The paper adds to the current knowledge base through a theoretical model that addresses the underinvestigated topic of KMb regarding the link between the individual and organizational levels. With a special focus on individual and organizational levels, a connection between KMb and IC is provided. The theoretical framework and research findings from an additional explorative study can be used to further develop relevant insights into the actions of participants from PLNs that enable IC processes among their schools.
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C. Douglas Johnson and P. Wesley Routon
Using a panel of over 433,000 college students from over 600 institutions of higher education in the USA, we investigate students’ opinions of leadership skill development during…
Abstract
Purpose
Using a panel of over 433,000 college students from over 600 institutions of higher education in the USA, we investigate students’ opinions of leadership skill development during their undergraduate tenure.
Design/methodology/approach
The data used in this analysis come from the Higher Education Research Institute, which runs the Cooperative Institutional Research Program (CIRP) housed at the University of California, Los Angeles. Among others, the CIRP administers two surveys known as The Freshman Survey (TFS) and the College Senior Survey (CSS).
Findings
The present research supports the extant literature and conventional wisdom of academic and student affairs professionals with regards to engagement in leadership classes or training where students have an opportunity to increase their knowledge bases through course content, and when there are opportunities for them to apply leadership principles, the students are more likely to report an increase in leadership capacity upon completion of their collegiate degree.
Originality/value
If colleges and universities are serious about fulfilling their espoused visions, then it is essential that awareness of leadership courses and applied opportunities be heightened and made a strategic priority to ensure resources are allocated in appropriate places to support these key efforts. It also suggests greater collaboration between academic and student affairs, as well as other departments (e.g. athletics and centers), is needed, as well as prioritizing experiential learning.