Marta Olmo-Extremera, Lucía Fernández-Terol and Diana Amber Montes
This study aims to describe and evaluate various visual and creative tools for supporting the in-depth biographical interview aimed at analyzing educational communities and their…
Abstract
Purpose
This study aims to describe and evaluate various visual and creative tools for supporting the in-depth biographical interview aimed at analyzing educational communities and their stakeholders.
Design/methodology/approach
Researching educational spaces today requires new ways of understanding, analyzing and studying. The complex characteristics, functions and realities demand research that responds to educational singularities. It is a matter of deeply understanding the educational phenomenon's peculiarities. For these purposes, instruments and research paradigms are needed to extract data and reach information saturation regarding the data obtained from the proposed objects of study. With this in mind, the following paper suggests reflecting on data collection tools that can complement the interview and biographical-narrative research approach. The authors highlight the use of photo-elucidation, the biogram-based timeline, the organigram and the flight of the geese, all of which are instruments endowed with a visual character that allows a deeper understanding of the object studied.
Findings
The main contribution of this paper is to unpack the uses and applications of four visual tools that support the interview technique. First, photo-elucidation is presented as a sensory strategy to stimulate the narrative during the dialogical exchange of the interview. Next, the timeline is described as a visual concretization of the traditional biogram widely used in educational research. Next, the authors unravel the uses of the organizational chart in educational research, which, due to its nature and utility, provides a glimpse of the organizational functioning of an institution and is particularly suitable for research in institutional frameworks. Finally, the tool known as the flight of the geese is presented. This tool is recommended for use in educational leadership and teamwork studies due to its simplicity and high representativeness of the hierarchy of roles and functions.
Originality/value
Researching educational spaces today requires new ways of understanding, analyzing and studying. The complex characteristics, functions, and realities demand research that responds to educational singularities. It is a matter of deeply understanding the educational phenomenon's peculiarities. For these purposes, instruments and research paradigms are needed to extract data and reach information saturation regarding the data obtained from the proposed objects of study. With this in mind, the following paper invites us to reflect on data collection tools that can complement the interview and biographical-narrative research approach. The authors highlight the use of photo-elucidation, the biogram-based timeline, the organigram, and the flight of the geese, all of which are instruments endowed with a visual character that allows a deeper understanding of the object studied.
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Arathai Din Eak and Nagaletchimee Annamalai
This systematic literature review paper critically examines the effectiveness of screencast feedback compared with text feedback in promoting student learning outcomes in online…
Abstract
Purpose
This systematic literature review paper critically examines the effectiveness of screencast feedback compared with text feedback in promoting student learning outcomes in online higher education. This paper aims to contribute to the ongoing discussion surrounding feedback modalities and their impact on online learning environments.
Design/methodology/approach
This paper adopts a systematic review approach to synthesise and analyse existing studies investigating the use of screencast feedback in online higher education settings. A comprehensive search and selection process was employed to identify relevant literature. The selected studies were then analysed for their methodologies, findings and implications. This paper seeks to provide an overview of the current state of research, highlighting the benefits, challenges and potential impacts of screencast feedback on student learning outcomes.
Findings
The findings of this paper suggest that while there is a positive perception of screencast feedback among students and instructors, drawing definitive conclusions about its superiority over text feedback remains at the very beginning. Students generally appreciate the personalised, supportive and engaging nature of screencast feedback, particularly within the online learning context. However, challenges such as technical barriers and potential workload implications for instructors are also noted. Further empirical research is needed to comprehensively evaluate the comparative efficacy of screencast feedback, considering factors like online engagement, digital literacy and the impact on diverse student populations.
Research limitations/implications
This review underscores the acute necessity for expansive and meticulously designed studies that can provide conclusive insights into the authentic potential of screencast feedback and its resonance within the unique landscape of online learning. Through rigorous inquiry, educators can discern the optimal strategies for harnessing the advantages of screencast feedback to enhance student learning outcomes, aligning harmoniously with the dynamics of virtual classrooms.
Practical implications
Screencast feedback emerges as a promising avenue to foster meaningful connections between instructors and learners. The review highlights that screencast feedback engenders a more dialogic interaction between lecturers and students, resulting in personalised, supportive and engaging feedback experiences.
Social implications
The systematic review conducted underscores the positive reception of screencast feedback from both students and lecturers in this context. The findings are consistent with the principles of social constructivist theory, suggesting that the interactive and personalised nature of screencast feedback facilitates a richer educational experience for students, even within the confines of virtual classrooms (Vygotsky, 1978).
Originality/value
This innovative blend of methodologies contributes new insights that can inform educational practices and pedagogical strategies in online learning environments.
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Zachary Nowak, Dwayne Pavelock, Douglas R. Ullrich and Lawrence A. Wolfskill
Leadership development has been viewed as a foundational component of agriculture education and the FFA since the early 20th century (Hoover, Scholl, Dunnigan, & Mamontova, 2007)…
Abstract
Leadership development has been viewed as a foundational component of agriculture education and the FFA since the early 20th century (Hoover, Scholl, Dunnigan, & Mamontova, 2007). To contribute to previous research in the field of leadership, this study lays the framework for future studies on the leadership styles of those individuals who lead today’s youth in FFA programs across the State of Texas. This study describes FFA advisors of successful FFA programs in terms of their leadership styles, leadership training/educational background, and suggests how FFA advisors could use their leadership styles to improve their programs. Participants reported engaging in behaviors related to transformational leadership, M = 3.15, more often than those related to transactional, M = 2.45, or laissez-faire leadership styles, M = 0.86
Reuel Johnmark Dakung, John Munene, Waswa Balunywa, Joseph Ntayi and Mohammed Ngoma
The purpose of this paper is to investigate the role of universities in preparing disabled students to become entrepreneurially inclined after graduation with the aim of…
Abstract
Purpose
The purpose of this paper is to investigate the role of universities in preparing disabled students to become entrepreneurially inclined after graduation with the aim of developing an entrepreneurial inclination (EI) model.
Design/methodology/approach
A cross-sectional survey was employed using 220 disabled universities’ students in the north-central Nigeria. Data were analyzed using descriptive statistics, correlation analysis and structural equation model. All analyses were performed using SPSS version 22 and AMOS version 22.
Findings
The findings buttress the significant position of universities in promotion entrepreneurial spirit. It revealed that the university’s role (UR), entrepreneurship education (EE) and role models (RMs) have a positive influence on disabled students’ EI. Universities that make provisions for entrepreneurship infrastructure, knowledge and RMs to disabled students will boost their EI. Second, the more lecturers and RMs inspire students, method of teaching and demonstrating enthusiasm are applied in the teaching of entrepreneurship, the better it prepares students for entrepreneurial career after graduation.
Research limitations/implications
The study is only restricted to Federal Universities in the North-Central Nigeria. Further research could be conducted to cover other tertiary institutions in North-Central Nigeria. Furthermore, the study employed the cross-sectional approach. A longitudinal approach should be employed to study the trend over a period of at least two years. Finally, the factors identified in triggering EI may not be sufficient enough in explaining the phenomenon. There are other factors that may contribute in influencing EI of the disabled students that were not part of this study.
Practical implications
This study indicates a number of implications for the universities and policy makers. Specifically, EE, UR and RMs make significant contributions to inclination for disabled students. These factors are key for universities in Nigeria to consider in preparing these students to become entrepreneurial graduates. Policy makers and other stakeholders need to develop keen interest in designing entrepreneurship curriculum to accommodate the specific needs of students with disabilities.
Originality/value
This study is the first in Nigeria to empirically test the relationship between UR, EE and EI as well as the moderating effect of RMs among universities’ disabled students.
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The purpose of this paper is to contrasts the ways in which first and later generation Australian-Hungarians respond to dirt and decay in the physical environment of Hungary…
Abstract
Purpose
The purpose of this paper is to contrasts the ways in which first and later generation Australian-Hungarians respond to dirt and decay in the physical environment of Hungary during their journeys there. Given the growing trend of diaspora tourism, it is now more important than ever to consider tourism at the level of tourist subjectivity.
Design/methodology/approach
The material stems from multi-sited ethnographic research in two distinct periods.
Findings
In particular, the paper argues that, while the first generation relies on images internalized in the diaspora and the youngsters rely heavily on a popular Western backpacker discourse, they both share an orientalistic view of Hungary.
Originality/value
This paper aims to energize greater discussion about, and debate over, the connectivity between diasporas and tourism. In attempting to merge the two disciplines, the meta-narratives that have influenced the different generations’ perceptions are analyzed.
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The history of academic inquiry into leadership as a discipline has yielded the unintended consequence of compounding confusion and perpetuating the myth of leadership as…
Abstract
The history of academic inquiry into leadership as a discipline has yielded the unintended consequence of compounding confusion and perpetuating the myth of leadership as mystical. This paper takes that acknowledgement and inquires into the past and future of leadership theory development from a systemic perspective to define the concept, propose an initial framework in which literature and inquiry may be framed, and offer a curriculum for leader(ship) training and development. Three aspects are proposed – requisite, fantasy, and requisite fantasy. This paper suggests the latter is the most appropriate and defines leadership as a binding strange attractor to social patterns. Upon this definition, this paper proposes an initial framework of six elements and six relationships for assimilating and re-organizing the literature, prescriptions, and speculations surrounding the discipline. Lastly, this framework serves to propose a curriculum for advancing the practice of leadership through training, development, and education.