Gavin Baxter and Thomas Hainey
This article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about…
Abstract
Purpose
This article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience.
Design/methodology/approach
The research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area.
Findings
The research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively.
Originality/value
The study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus.
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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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Kerry L. Priest and Ana Luiza de Campos Paula
The use of high-impact practices is well documented in higher education literature. This brief describes the integrative practice of undergraduate peer-led leadership learning…
Abstract
The use of high-impact practices is well documented in higher education literature. This brief describes the integrative practice of undergraduate peer-led leadership learning communities as a model of delivery within a large introductory leadership education course for first-year students. Utilizing open-ended questions embedded within end-of-semester teaching evaluation surveys, we analyzed students’ perceptions of the learning community experience and the peer leader’s role. Our findings illustrate how peer leaders play a critical role in fostering a vibrant leadership learning community, which contributes to students’ positive perceptions of their own leadership learning and development.
Maria Jose Tonelli, Jussara Pereira, Vanessa Cepellos and João Lins
This paper aims to show which factors influence the perception of human resources professionals about managers over 50 years old and which factors guide the age management…
Abstract
Purpose
This paper aims to show which factors influence the perception of human resources professionals about managers over 50 years old and which factors guide the age management practices adopted in the surveyed companies.
Design/methodology/approach
To this end, a survey was conducted with 140 companies accessed from a database of a human resources association. Through the answers obtained through the online questionnaire, an exploratory factor analysis was made with the aid of Software R.
Findings
Thus, it was possible to identify four factors that explain the work posture of professionals 50 years of age and older (company expectations, performance, morality and knowledge and professionalism) and three factors that guide the adoption of age management practices in organizations (recruitment & selection and integration, retention and continuity in the company, adaptation to the needs).
Originality/value
The results suggest that, even considering the high performance of older managers, perceived by HR professionals, the adoption of age management practices is still insufficient, making it difficult for these professionals to enter and remain in organizations. Moreover, it can be inferred that such posture indicates biases of discrimination and age stereotypes.
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Cleopatra Veloutsou and Elena Delgado-Ballester
This paper aims to help in the development of a better understanding of key brand-related terms and discuss the key challenges and trends in brand management.
Abstract
Purpose
This paper aims to help in the development of a better understanding of key brand-related terms and discuss the key challenges and trends in brand management.
Design/methodology/approach
This is an editorial based mainly on an extensive and broad literature review on brand management.
Findings
First, this work defines some key brand management terms and presents brand-related issues and concerns that remain unchanged over time. Then it discusses some of the brand management-related matters that are changing since the past few years. Challenges for the management of brands from the side of the companies that have introduced them are then presented. It finally provides a glimpse of the five papers selected for this special issue and then identifies avenues for further research.
Originality/value
This work and the whole special issue together help in the understanding of the dynamic nature of the management of brands over time with implications to the management and the academic engagement with brands.
Propósito
Este artículo tiene como único propósito ayudar en la obtención de una mayor comprensión de conceptos claves relacionados con la marca y presentar los desafíos y tendencias claves en la gestión de ésta.
Diseño/metodología/enfoque
Editorial basado principalmente una extensión y amplía revisión de la literatura relacionada con la gestión de la marca.
Resultados
En primer lugar, este Editorial define algunos conceptos clave de la marca y presenta una serie de cuestiones que han permanecido y permanecen invariables a lo largo del tiempo. Posteriormente, discute otra serie de aspectos y cuestiones que están cambiando en los últimos años para a continuación describir los principales desafíos actualmente existentes para la gestión de la marca desde la perspectiva de las empresas. Este Editorial finaliza con una breve presentación de los cinco artículos seleccionados para este número especial así como una descripción de futuras líneas de investigación.
Originalidad/valor
Este Editorial y en su conjunto todo el número especial dedicado a la marca ayuda a una mayor comprensión de la naturaleza dinámica de la gestión de las marcas a lo largo del tiempo y de sus implicaciones académicas y empresariales.
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Thomas Howard Morris, Michael Schön and Michael Charles Drayson
There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive…
Abstract
Purpose
There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.
Design/methodology/approach
The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?
Findings
The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.
Originality/value
This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.
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Donnette Noble and Jesse James New II
This paper highlights an assignment in a combination upper-division undergraduate and graduate civic leadership class at a Midwestern state comprehensive university. The…
Abstract
Purpose
This paper highlights an assignment in a combination upper-division undergraduate and graduate civic leadership class at a Midwestern state comprehensive university. The three-part assignment challenges students’ critical thinking skills and research capabilities while simultaneously necessitating the exploration of contrasting viewpoints on contentious issues.
Design/methodology/approach
Intentionally exposing students to diverse perspectives in a controlled environment.
Findings
We posit that the severity and frequency of these issues can be mitigated through focused efforts.
Originality/value
Students are better prepared to engage in civil debate on controversial topics, which continuously divide our communities, after completing a class using this pedagogical strategy.
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Huy Gip, Priyanko Guchait and Juan M. Madera
Although existing literature emphasizes the significance of diversity and inclusion in management roles for employees, there is a notable absence of a standardized scale to assess…
Abstract
Purpose
Although existing literature emphasizes the significance of diversity and inclusion in management roles for employees, there is a notable absence of a standardized scale to assess employees’ perceptions of an inclusive climate, particularly in relation to practices that encourage acceptance of demographically diverse leaders. This study aims to bridge this gap by developing the perceived inclusion climate for leader diversity (PICLD) scale.
Design/methodology/approach
The scale development process was carried out in five phases which included: qualitative component (interviews); test for face validity; check for content validity; construct and criterion-related validity; and nomological network testing.
Findings
Following the first three phases of scale development, 12 measurement items were produced. Phase four results indicate that PICLD is distinct from both the intercultural group climate scale and diversity-oriented leadership scale, in which all three scales were found to be positively correlated with job satisfaction. Phase five results show that PICLD positively correlates with organizational justice. Organizational justice also mediates the relationship between PICLD and three employee outcomes (performance, engagement and turnover intention).
Practical implications
Organizations are encouraged to be open to suggestions made by managers from historically marginalized groups that motivate diverse leaders to voice their concerns to foster inclusionary climate perceptions among employees. Welcoming diverse managerial perspectives can dismantle systemic barriers, enabling marginalized leaders to thrive while fostering employees’ perceptions of an inclusionary workplace.
Originality/value
This study introduces the PICLD Scale to enhance comprehension of how policies supporting leader demographic diversity impact employee perceptions of inclusive climate. This research also contributes to the advancement of social exchange theory and literature on organizational justice, performance and engagement.
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Kari Lukka, Sven Modell and Eija Vinnari
This paper examines the influence of the normal science tradition, epitomized by the notion that “theory is king”, on contemporary accounting research and the epistemological…
Abstract
Purpose
This paper examines the influence of the normal science tradition, epitomized by the notion that “theory is king”, on contemporary accounting research and the epistemological tensions that may emerge as this idea is applied to particular ways of studying accounting. For illustrative purposes, the authors focus on research informed by actor-network theory (ANT) which can be seen as an “extreme case” in the sense that it is, in principle, difficult to reconcile with the normal science aspirations.
Design/methodology/approach
The paper offers an analysis based on a close reading of how accounting scholars, using ANT, theorize, and if they do engage in explicit theorizing, how they deal with the tensions that might emerge from the need to reconcile its epistemological underpinnings with those of the normal science tradition.
Findings
The findings of this paper show that the tensions between normal science thinking and the epistemological principles of ANT have, in a few cases, been avoided, as researchers stay relatively faithful to ANT and largely refrain from further theory development. However, in most cases, the tensions have ostensibly been ignored as researchers blend the epistemology of ANT and that of normal science without reflecting on the implications of doing so.
Originality/value
The paper contributes to emerging debates on the role of the normal science tradition in contemporary accounting research, and also extends recent discussions on the role of theory in accounting research inspired by ANT. The paper proposes three reasons for the observed blending of epistemologies: unawareness of tensions, epistemological eclecticism and various political considerations.
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Lyndsay M.C. Hayhurst, Holly Thorpe and Megan Chawansky