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Article
Publication date: 5 July 2024

Kong Chen, April C. Tallant and Ian Selig

Current knowledge and research on students’ utilization and interaction with generative artificial intelligence (AI) tools in their academic work is limited. This study aims to…

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Abstract

Purpose

Current knowledge and research on students’ utilization and interaction with generative artificial intelligence (AI) tools in their academic work is limited. This study aims to investigate students’ engagement with these tools.

Design/methodology/approach

This research used survey-based research to investigate generative AI literacy (utilization, interaction, evaluation of output and ethics) among students enrolled in a four-year public university in the southeastern USA. This article focuses on the respondents who have used generative AI (218; 47.2%).

Findings

Most respondents used generative AI to generate ideas for papers, projects or assignments, and they also used AI to assist with their original ideas. Despite their use of AI assistance, most students were critical of generative AI output, and this mindset was reflected in their reported interactions with ChatGPT. Respondents expressed a need for explicit guidance from course syllabi and university policies regarding generative AI’s ethical and appropriate use.

Originality/value

Literature related to generative AI use in higher education specific to ChatGPT is predominantly from educators’ viewpoints. This study provides empirical evidence about how university students report using generative AI in the context of generative AI literacy.

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Article
Publication date: 1 May 1940

SYMPATHY will be extended to our colleagues in the beautiful lands of Denmark and Norway, whose civilisation is so far in advance in all its political and social qualities of that…

26

Abstract

SYMPATHY will be extended to our colleagues in the beautiful lands of Denmark and Norway, whose civilisation is so far in advance in all its political and social qualities of that of the invaders. Denmark has for years had a library service unequalled in Europe, in particular for its country services, and its town libraries have been administered with a liberality that becomes a country where a happy, cultured and lovable people dwell—or did so dwell until the catastrophe. Norway, too, has much the same liberality of spirit, and amongst its librarians are many who are valued personal friends of their British comrades, who have studied in our library schools and worked in our libraries. We hope they and their libraries will come through safely.

Details

New Library World, vol. 42 no. 10
Type: Research Article
ISSN: 0307-4803

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Article
Publication date: 1 November 1940

IN the Coventry tragedy, the central (Gulson) library was destroyed. Although not a library of the largest size, it was a considerable one, built up with the greatest skill…

23

Abstract

IN the Coventry tragedy, the central (Gulson) library was destroyed. Although not a library of the largest size, it was a considerable one, built up with the greatest skill, foresight and devotion by at least four of the best librarians of modern times, backed by a good committee for a generation. Three of these librarians have since commanded the largest municipal libraries of Great Britain.

Details

New Library World, vol. 43 no. 5
Type: Research Article
ISSN: 0307-4803

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Article
Publication date: 19 September 2019

Herman Aksom, Oksana Zhylinska and Tetiana Gaidai

This paper aims to demonstrating that the former new institutional theory of isomorphism and decoupling cannot be extended, modified or refuted as it is a closed theory. By…

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Abstract

Purpose

This paper aims to demonstrating that the former new institutional theory of isomorphism and decoupling cannot be extended, modified or refuted as it is a closed theory. By analyzing the structure of this former version of institutional theory and its numerous modern competitors (institutional entrepreneurship, institutional work and institutional logics theories) it is argued that these alternative theories demonstrate even less explanatory and predictive power and do not refute or extend their predecessor. The rise of new organizational theories can have no other effect on classic institutional theory than to limit the domain of its applicability. In turn, there are a number of principles and conditions that future theories should meet to be accepted as progressive advancements.

Design/methodology/approach

The paper provides a review of relevant organizational and philosophical literature on theory construction and scientific progress in organizational research and offers a set of principles and demands for those new theories that seek to challenge new institutionalism.

Findings

The authors show that the former institutional theory satisfies two main criteria that any scientific theory should conform with following it is useful and falsifiable in term of giving explanations and predictions while, at the same time, clearly specifying what can be observed and what cannot; what can happen and what is not likely to occur. Modern institutional theories cannot demonstrate this quality and they do not satisfy these criteria. Moreover, institutional isomorphism theory is a closed theory, which means it cannot be intervened with changes and modifications and all future theories should develop their theoretical propositions for other domains of applications while they should account for all empirical phenomena that institutional theory successfully explains.

Originality/value

Adopting instrumental view on organizational theories allowed reconstructing the logic and trajectory of organizational research evolution and defends its rationality and progressive nature. It is also outlined how existing dominant theory should be treated and how new theories should challenge its limitations and blind spots and which philosophical and methodological criteria should be met.

Details

International Journal of Organizational Analysis, vol. 28 no. 1
Type: Research Article
ISSN: 1934-8835

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Article
Publication date: 29 April 2014

John M. Keesler

With an expansion of trauma knowledge in the field of intellectual disabilities (ID) there is a responsibility among service providers to be trauma-informed. Among those providers…

357

Abstract

Purpose

With an expansion of trauma knowledge in the field of intellectual disabilities (ID) there is a responsibility among service providers to be trauma-informed. Among those providers are service coordinators (SCs) who are involved in the lives of individuals through the assessment of needs and linkage with necessary supports. The purpose of this paper is to explore SCs’ understanding of individuals’ experiences of adverse life events, trauma, and related services.

Design/methodology/approach

Semi-structured interviews were conducted among 15 SCs, encompassing the experiences of 29 individuals with mild ID. Data were analyzed using a grounded theory approach.

Findings

From SCs’ perspective, individuals’ experiences were comprised of three major categories – experiencing adversity, responding to adversity and adapting to adversity – influenced by precipitating and perpetuating conditions. Despite a lack of familiarity with the term “trauma,” in general, SCs possessed a rich understanding of individuals’ comprehensive experiences including types of events, responses to events, environmental factors, and implications of respective services.

Originality/value

This is an original approach to understanding the awareness of trauma among an integral group of providers for individuals with ID. This paper shows that, although there is a need to reframe current knowledge, SCs can be an asset to facilitate organizational endeavors to become trauma-informed thus having a potential impact on individuals’ quality of life.

Details

Advances in Mental Health and Intellectual Disabilities, vol. 8 no. 3
Type: Research Article
ISSN: 2044-1282

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Article
Publication date: 11 November 2020

Bradley Davis and Erin Anderson

The authors demonstrate the usage of data visualization for conveying educational administration research, with a specific focus on differential principal turnover. They model…

707

Abstract

Purpose

The authors demonstrate the usage of data visualization for conveying educational administration research, with a specific focus on differential principal turnover. They model when and how principals move, over time, between six categories of turnover.

Design/methodology/approach

The authors construct several easy-to-interpret alluvial diagrams that reveal the patterns of differential turnover among 1,113 first-time Texas principals. Furthermore, the authors investigate how these patterns differ across educator characteristics (i.e. race and sex) and school contexts (i.e. school level and campus urbanicity).

Findings

Half of all first-time principals turn over within two years. Most principals who stay in leadership roles leave the district where they were first entered the principalship. Men are promoted more and women turn over less. In a connected finding, the authors conclude that elementary principals turn over less, and middle and high school principals are promoted more often. Principals of color are demoted more often than White principals. Urban school principals exit the system at a greater rate than rural principals.

Originality/value

The significance of this study lies in its direct response to two problems facing the administrator turnover knowledge base – a lack of methodological accessibility and the underutilization of data visualization. The authors’ is the first study to contain visualization of differential turnover outcomes over time. Second, the authors’ study provides a blueprint for data visualization that not only creates new knowledge but also speaks to a wider variety of education stakeholders by presenting complex data in a visual format.

Details

Journal of Educational Administration, vol. 59 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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