Dionisia Tzavara and Barbara Wilczek
Often culture, socio-economic conditions and their multiple roles and responsibilities towards family, work and social life impede women from achieving academic goals. Online…
Abstract
Often culture, socio-economic conditions and their multiple roles and responsibilities towards family, work and social life impede women from achieving academic goals. Online learning is perceived as flexible, ‘comfortable’ and as a mode of learning which can be better balanced with other demands and responsibilities such as work, family and social life. With this study, the aim of this chapter was to focus on the ‘geography’ of online learning, explore whether it supports women’s access to higher education and understand whether women find online learning to be a fulfilling experience. The participants in this study confirmed that online learning makes higher education more accessible to women who might otherwise find it difficult to balance multiple roles and responsibilities with academic aspirations. Female students value the flexibility and convenience of online learning and despite challenges (e.g. handling workload or technology), their learning experience is positive. Interestingly, participants value asynchronous online communication with peers and tutors but learn better in a face-to-face environment. The findings of this chapter have implications for online programme designers, programme managers and directors who should consider the multiple responsibilities of female students and their preference for a more personalized learning environment.
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Amira Chelghoum, Sachiko Takeda, Barbara Wilczek and Fabian Homberg
The purpose of this paper is to shed light on the realities of Algerian employee relations and the challenges autonomous trade unionists encounter in their activities, which are…
Abstract
Purpose
The purpose of this paper is to shed light on the realities of Algerian employee relations and the challenges autonomous trade unionists encounter in their activities, which are normally far removed from the eyes of the international community.
Design/methodology/approach
In total, 12 semi-structured interviews were conducted with Algerian autonomous trade union leaders, union members and non-members. The collected data were analysed using a thematic approach.
Findings
The interview results brought into relief the challenges of Algerian trade unionism with the following four themes: first, scepticism towards the only government-affiliated trade union in Algeria; second, the relationship between autonomous unions and the government; third, strike actions and intimidation/harassment; and fourth, views of non-trade unionists and the future of Algerian trade unionism.
Research limitations/implications
The sensitivity of the topic and widespread fear limited the number of interviewees and the length of interviews.
Social implications
This paper provides recent empirical evidence reflecting the contemporary nature of employee relations in Algeria, and its discussions consider the prerequisites for a more effective protection of workers’ rights in Algeria.
Originality/value
This study addresses the lack of examination of trade union activities in North Africa and in Algeria in particular. Whereas studies on employment relations in emerging economies have been conducted mainly at the macro level, this study makes important contributions by providing a first micro-level insight into the realities of trade unionism in Algeria through giving voice to those who struggle daily to protect workers’ rights.
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Enakshi Sengupta, Patrick Blessinger, Jaimie Hoffman and Mandla Makhanya
We are all a part of the structures and struggles of a wider society, the impact of which is also felt at the classroom level which creates its own society. Classrooms are guided…
Abstract
We are all a part of the structures and struggles of a wider society, the impact of which is also felt at the classroom level which creates its own society. Classrooms are guided by the invaluable contribution of teachers who play a key role in imbibing inclusivity, compassion, and social justice in the classroom atmosphere. The teachers ensure that the classrooms are spaces in which every learner feels wanted and included. An inclusive classroom has huge positive impact on learner where every child, regardless of their background, benefits from the learning process. Inclusiveness is far from being mere rhetoric and achieving an equitable opportunity for all is a challenge. Tools, frameworks, and standardized procedures have been formulated with an effort to minimize learning barriers and create a genuine inclusive environment. Sustainable Development Goal 4 on education advocates inclusive and equitable quality education and lifelong learning opportunities for all in every part of the world by 2030. It emphasizes inclusion and equity as the foundations for quality education and learning. This chapter explores the meaning of inclusiveness and multiculturalism in a classroom context and further explores strategies that have been adopted toward formulating an all-inclusive classroom. In this volume, authors have written about inclusion and equity in and through education systems and programs. Through case studies and narratives, they have described steps undertaken in different parts of the world to prevent and address all forms of exclusion and marginalization, disparity, and inequality in educational access. The chapters will serve as a resource for educationists and practitioners and contribute toward inclusive education.
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Hojops J.P. Odoch, Barbara N. Kayondo, Robinah Nabafu and Gorden Wofuma
The contemporary changes in learning institutions, such as new teaching methods like online teaching that emerged as a result of the corona virus disease (COVID-19) pandemic…
Abstract
Purpose
The contemporary changes in learning institutions, such as new teaching methods like online teaching that emerged as a result of the corona virus disease (COVID-19) pandemic, require higher education institutions to activate employee creative behaviour to thrive. The COVID-19 pandemic serves as a disruptor and catalyst for traditional teaching methods in universities, leading to the introduction of new teaching methods, which underscores the urgency of creativity research to generate new ideas for work execution. Despite the dynamic education environment that has resulted in new work practices that necessitate creativity, little empirical research stimulating creativity in higher institutions of learning following a pandemic has been done. This research seeks to determine the role of self-efficacy in enhancing creativity and the various types of creativity.
Design/methodology/approach
An explanatory research methodology was used to investigate the hypothetical influence of self-efficacy on creativity.
Findings
The findings of the study reveal that self-efficacy significantly enhances the different dimensions of creative behaviour. However, the magnitude of the influence varies significantly among the three categories of creative behaviour. The magnitude of influence of self-efficacy was highest on idea implementation, preceded by generation and championing of ideas.
Research limitations/implications
We collected data from employees in Uganda’s universities, which were public, and the application of the findings may be limited to public universities because of the difference in the work environment settings in private and public university settings, which may affect the efficacy of the employees. Given that the data were collected in a university setting, the results may be limited to universities. This research adopted a cross-sectional design and employees' efficacy and creative behaviour may change over time. The current study opens the ground for longitudinal research in a related field to establish the causal role of self-efficacy on individuals' creativity over time.
Practical implications
Organisations must enhance positive organisational behaviour like self-efficacy to enhance university employees' cognitive ability to manage uncertainty associated with creativity. While enhancing self-efficacy, organisations need to consider the strategic actions geared towards enhancing the required type of creative behaviour since findings reveal that the causal effect of self-efficacy significantly differs across the different types of creativity.
Originality/value
This research has both theoretical and empirical value. From an empirical perspective, this is a novel investigation to determine the direct effect of self-efficacy and the individual dimensions of creativity in a public university setting in a developing country like Uganda. By establishing the antecedent role of self-efficacy on creativity, the study provides new insights into how educational systems can maintain operational continuity and adaptability during unprecedented disruptions like the one of COVID-19. This research extends the applicability of social cognitive theory from a theoretical standpoint by affirming that the influence of personality characteristics on an individual (such as self-efficacy) varies with the type of creative behaviour. This is because the tasks involved in the various dimensions of creative behaviour are different and, as a result, are affected by self-efficacy in different ways.
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Ann G. Green and Myron P. Gutmann
In developing and debating digital repositories, the digital library world has devoted more attention to their missions and roles in supporting access to and stewardship of…
Abstract
Purpose
In developing and debating digital repositories, the digital library world has devoted more attention to their missions and roles in supporting access to and stewardship of academic research output than to discussing discipline, or domain, specific digital repositories. This is especially interesting, given that in social science these domain‐specific repositories have been in existence for many decades. The goal of this paper is to juxtapose these two kinds of repositories and to suggest ways that they can help build partnerships between themselves and with the research community.
Design/methodology/approach
The approach taken in the paper is based on the fundamental idea that all the parties involved share important goals, and that by working together these goals can be advanced successfully.
Findings
The key message is that by visualizing the role of repositories explicitly in the life cycle of the social science research enterprise, the ways that the partnerships work will be clear. These workings can be seen as a sequence of reciprocal information flows between parties to the process, triggers that signal that one party or another has a task to perform, and hand‐offs of information from one party to another that take place at crucial moments. This approach envisions both cooperation and specialization.
Practical implications
If followed, the recommendations offered in the paper will allow those implementing various kinds of repositories to work together with others in new ways, thus both enhancing the amount of information preserved and its value for the community.
Originality/value
This is one of the first times that the mutual possibilities of institutional and domain‐specific repositories have been brought together.