Search results

This paper aims to analyse the asymmetric impacts of world oil price on macroeconomic variables in Vietnam, including domestic oil price, inflation and output growth.

The mixed data sampling (MIDAS) approach is employed to examine the impact of world oil price changes on macroeconomic variables as the former is high-frequency data (daily), and the latter is low-frequency data, usually monthly or quarterly.

Changes in world oil price cause asymmetric impacts on domestic oil price and inflation, but no significant effects on output growth. In terms of magnitude, a positive change in world oil price causes a stronger effect than a negative change in world oil price. In terms of timing, a positive change in world oil price causes a slow pass-through impact on domestic oil price and inflation. Meanwhile, domestic oil price and inflation decrease quickly following a negative change in world oil price.

This study investigates the asymmetric impact of oil price on the Vietnam economy in terms of both magnitude and timing, which is not explored by previous studies. In addition, it exploits daily information of oil price changes to analyse macroeconomic variables in lower frequency by employing MIDAS approach.

Information literacy is defined as discrete abilities that a person requires to have in order to find, assess, use and share information. As information literacy skills play a prominent role in the students' academic achievement, students and in particular international students coming to continue their postgraduate studies in other countries may face problems in finding and using library services. The purpose of this paper is to explore and investigate the information literacy skills, challenges and needs of international and domestic students at the Finnish universities.

This paper uses a mixed-methods design. Quantitative data were collected through an online survey (82 respondents) and qualitative data were collected through semi-structured interviews with 10 international and 10 domestic students.

Academic library services are used but in different ways. The findings indicate that international students have a relatively low level of information literacy skills compared to domestic students and faces various challenges, especially in the beginning of their studies.

The study was exploratory, and data were collected from limited number of Finnish universities and may not be representative of the underlying population.

Academic libraries should provide effective courses on research methods and library services to the international students while keeping in mind the international students language and cultural barriers.

This is one of the first attempts in information literacy research that focusses on international and domestic students' information literacy skills at the higher education environment. As such, the results provided in this paper can help librarians and decision-makers at the higher education environments to plan better and become more efficient in delivering information services meeting students' information needs and expectations.

This study aims to examine the potentially important effects of academic embeddedness on college of business student retention and performance as well as the mediating effects of self-efficacy on the academic embeddedness student outcomes relationships. Improvements in student retention and performance reduce costs for students and universities and lead to higher incomes for graduates.

Data were gathered from students in an entry-level business course at a public university in a rural western state. Approximately 45% of the students were female, and the average age of participants was 20 years old. A survey was administered midsemester to gather data on academic embeddedness and self-efficacy. Retention was indicated by a student enrolling in a business course in a subsequent semester. Performance was measured using end-of-semester course grades. Logistic and linear regression as well as mediation analysis were used to test the hypotheses.

Academic embeddedness was found to positively predict both retention and performance, while self-efficacy was found to positively mediate the academic embeddedness retention relationship. The direct effect of embeddedness on performance was not found when controlling for self-efficacy.

Student retention and performance are important to both students and academic administrators. The findings of this study suggest that retention and performance can both be improved by focusing on factors that more strongly embed students to their colleges.

Embeddedness has been found to have high predictive validity in the employment context. This is one of the first studies to consider the effects of embeddedness in the academic context.

The purpose of this paper is to explore the neuroscience that underpins the psychology of compassion as a competency. The authors explain why this cognitive competency is now taught and assessed on modules of different degree subjects in a UK university.

The paper is divided into first, an exploration of recent psychology and neuroscience literature that illuminates the differences, and relationship, between empathy and compassion for safeness building in teams. Within that, the role of oxytocin in achieving social and intellectual rewards though the exercise of cognitive flexibility, working memory and impulsive inhibitory control (Zelazo et al., 2016) is also identified. The literature findings are compared against relevant qualitative data from the above university, so far, nine years of mixed methods action research on compassion-focussed pedagogy (CfP).

These are that the concept and practice of embedding compassion as an assessed cognitive competency in university group work is illuminated and rationalised by research findings in neuroscience.

The limitations of the study are that, so far, fMRI research methods have not been used to investigate student subjects involved in the CfP now in use.

The paper has implications for theory, policy and practice in relation to managing the increasing amount of group work that accompanies widening participation in higher education (HE).

The social implications of what is outlined in the paper pertain to student mental health, and academic achievement; to policy and practice for HE curriculum design across subjects and disciplines; and for the HE remit to serve the public good.

A review of this kind specifically for student assessed group and its implications for student academic achievement and mental health has not, apparently, been published.

In order to respond to the many challenges that confront them, organizations must assist their leaders to develop their personal and professional strengths. The development of leaders and leadership involves more than just the development of knowledge and must become an integral part of the organizational culture so as to also develop know-how and soft skills. Accordingly, programs have been created that are based on collaborative learning and the contextualization of the various issues demanding resolution, all with a view to developing leadership capable of surpassing the limitations of current management methods. To demonstrate how these programs can influence leadership, this article proposes a theoretical review of leadership, viewed as an ongoing process and then presents three proven development programs: coaching, mentoring and action learning.

Despite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.

To do so, the authors reconcile published systematic literature reviews (SLRs) in the field to arrive at a more thorough understanding of the role of identity work in coaching. A total of 60 eligible SLRs on identity work and coaching were identified between 2010 and 2022. Four were included in the data extraction after selecting and screening, and the full texts of 196 primary studies reported therein were analysed.

Amongst the coachee-related factors of effective coaching, the coachee’s motivation, general self-efficacy beliefs, personality traits and goal orientation were the most frequently reported active ingredients, and performance improvement, self-awareness and goal specificity were the most frequently supported outcomes. The analysis indicates that leaders' identity work, as an active ingredient, can be a moderator variable for transformative coaching interventions, while strengthening leadership role identity could be one of the lasting outcomes because coaching interventions facilitate, deconstruct and enhance leaders' identity work. Further research is needed to explore the characteristics of these individual, relational and collective processes.

This study adds value by synthesising SLRs that report coachee-related active ingredients and outcomes of executive coaching research. It demonstrates that the role of leaders' identity work is a neglected factor affecting coaching results and encourages coaching psychologists to apply identity framework in their executive coaching practice.

This paper aims to explore drivers of the effectiveness of risk assessments in risk workshops.

This study uses an agent-based model to simulate risk assessments in risk workshops. Combining the notions of transactive memory and the ideal speech situation, this study establishes a risk assessment benchmark and then investigates real-world deviations from this benchmark. Specifically, this study models limits to information transfer, incomplete discussions and potentially detrimental group characteristics, as well as interaction patterns.

First, limits to information transfer among workshop participants can prevent a correct consensus. Second, increasing the required number of stable discussion rounds before an assessment improves the correct assessment of high but not low likelihood risks. Third, while theoretically advantageous group characteristics are associated with the highest assessment correctness for all risks, theoretically detrimental group characteristics are associated with the highest assessment correctness for high likelihood risks. Fourth, prioritizing participants who are particularly concerned about the risk leads to the highest level of correctness.

This study shows that by increasing the duration of simulated risk workshops, the assessments change – as a rule – from underestimating to overestimating risks, unraveling a trade-off for risk workshop facilitators. Methodologically, this approach overcomes limitations of prior research, specifically the lack of an assessment and process benchmark, the inability to disentangle multiple effects and the difficulty of capturing individual cognitive processes.

The article introduces selected theoretical approaches to time and temporality relevant to the field of library and information science, and it briefly introduces the papers gathered in this special issue. A number of issues that could potentially be followed in future research are presented.

The authors review a selection of theoretical and empirical approaches to the study of time that originate in or are of particular relevance to library and information science. Four main themes are identified: (1) information as object in temporal perspectives; (2) time and information as tools of power and control; (3) time in society; and (4) experiencing and practicing time.

The paper advocates a thorough engagement with how time and temporality shape notions of information more broadly. This includes, for example, paying attention to how various dimensions of the late-modern time regime of acceleration feed into the ways in which information is operationalised, how information work is commodified, and how hierarchies of information are established; paying attention to the changing temporal dynamics that networked information systems imply for our understanding of documents or of memory institutions; or how external events such as social and natural crises quickly alter modes, speed, and forms of data production and use, in areas as diverse as information practices, policy, management, representation, and organisation, amongst others.

By foregrounding temporal perspectives in library and information science, the authors advocate dialogue with important perspectives on time that come from other fields. Rather than just including such perspectives in library and information science, however, the authors find that the focus on information and documents that the library and information science field contributes has great potential to advance the understanding of how notions and experiences of time shape late-modern societies and individuals.

The paper explores the potential value of urban assemblage theory as a conceptual framework for understanding the role heritage has in social sustainable urban placemaking. The authors conceptualise urban placemaking as a dynamic and complex social assemblage. Heritage is one of the many dimensions of such a complex and dynamic urban assembly. Based on the approach to urban assemblage theory, the authors aim to uncover how postindustrial city-making unfolds. When approaching the case studies, the authors ask the following: Whose city for which citizens are visible through the selected case studies? How is social sustainability achieved through heritage in urban placemaking?

The main research material is derived from theoretical literature and the testing of an assemblage methodological approach through three Norwegian urban regeneration case studies where heritage partake in urban placemaking. The three case studies are the Tukthus wall (what is left of an 19th century old prison), the Vulkan neighbourhood (an 19th century industrial working area) and Sørengkaia (an 19th century industrial harbour area) in Oslo, Norway. The three case studies are representing urban regeneration projects which are common worldwide, and not at least in a European context.

The paper reveals the dynamic factors and processes at play in urban placemaking, which has its own distinct character by the uses of heritage in each of the case study areas. Placemaking could produce “closed” systems which are stable in accordance with its original functions, or they could be “open” systems affected by the various drivers of change. The paper shows how these forces are depending on two sets of binary forces at play in urban placemaking: forces of “assemblages” co-creating a place versus destabilising forces of “disassembly” which is redefining the place as a process affected by reassembled placemaking.

For research, the authors focus on the implications this paper has for the field of urban heritage studies as it provides a useful framework to capture the dynamic complexity of urban heritage areas.

For practice, the authors state that the paper can provide a useful platform for dialogue and critical thinking on strategies being planned.

For society, the paper promotes the significance in terms of fostering an inclusive way of thinking and planning for urban heritage futures.

The paper outlines dynamics of urban regeneration through heritage which are significant for understanding urban transformation as value for offering practical solutions to social problems in urban planning. The assemblage methodological approach (1) makes awareness of the dynamic processes at play in urban placemaking and makes the ground for mapping issue at stake in urban placemaking; (2) becomes a source for modelling urban regeneration through heritage by defining a conceptual framework of dynamic interactions in urban placemaking; and (3) defines a critically reflexive tool for evaluating good versus bad (heritage-led) urban development projects.

The aim of this paper is to review the psychological literature on curiosity and its relationship to information-seeking behaviour, and compare this with the information science literature on the same subject.

The approach adopted is that of a comparative literature review, with an analysis of the papers retrieved in terms of their theoretical approach, context, study population and research method.

Curiosity is understood as a multi-faceted cognitive trait in humans and the relationship to information-seeking behaviour is explored through an exploration of other personality characteristics. There is very little citation of the information science literature in the psychological papers, and only a little more citation of the psychological literature in the information science papers.

The author is not aware of any similar exploration of the literature on curiosity.