Over the last few years the term ‘training research’ has appeared more and more in the training literature. However in most cases it has been concerned with what could be…
Abstract
Over the last few years the term ‘training research’ has appeared more and more in the training literature. However in most cases it has been concerned with what could be classified as pure research. It is my belief that the most direct return to management is to be found in the field of applied training research. In the applied field two main areas can be isolated:
Islam being a revealed religion for humanity as a whole stands for justice and fairness. This can be achieved by way of establishing an exploitation‐free society. Exploitation is…
Abstract
Islam being a revealed religion for humanity as a whole stands for justice and fairness. This can be achieved by way of establishing an exploitation‐free society. Exploitation is a very complex phenomenon that results from the interaction of multiplicity of forces encompassing economic, social, political and cultural, among others. The mutually interacting forces operate in the presence of dominance‐dependence relationship to perpetuate low productivity and low income, thereby giving rise to exploitation of the underpriviliged by the privileged in the society. The dominance‐dependence relationship works through the interrelated nature of production technology, financial allocation, marketing and distribution networks. Here comes the pivotal role of various institutions involved in dealing with the above mentioned networks. Given the highly centralized nature of administration, the role of head of state in Muslim‐majority countries in promoting appropriate institutions as well as mechanisms for ensuring growth with distributive justice can hardly be over emphasized.
Karen Fitzgibbon and Julie Prior
This paper outlines the development of an online learner support tool “Early Days” and the information it subsequently provided into one aspect of the early experiences of…
Abstract
This paper outlines the development of an online learner support tool “Early Days” and the information it subsequently provided into one aspect of the early experiences of students in the case study university. Analysis is based on two years of data that considered the extent of students’ social integration and emerging changes in the nature of their social experiences. Findings indicate that the majority of students enjoy the social side of higher education and feel they have settled into the university, but conversely they are not gaining this social experience through traditional social activities such as clubs and societies. Whilst the data offers a picture of one university, other higher education institutions may be interested in considering whether the changes are replicated in their own institutions. The current trend by the National Union of Students to move away from alcohol‐based events suggests that this may be the case. The paper raises the need for further research into the the changing nature of students’ social experience within university and suggests one challenge may be to consider the role of universities in providing students with a blended and positive social experience in the future.
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John W. McKinlay, Shona Grogan, Pat Sedakat and Christopher J. McKinlay
The purpose of this paper is to provide a critical, reflective examination of the organisation, delivery and evaluation of a training event conducted by postgraduate students…
Abstract
Purpose
The purpose of this paper is to provide a critical, reflective examination of the organisation, delivery and evaluation of a training event conducted by postgraduate students undertaking a module on human resource development.
Design/methodology/approach
The paper seeks to offer a triangulation of semi‐structured interviews, archival student written reflective accounts of the training event together with oral narrative from past participants on the module.
Findings
This paper examines the form and nature of a training event used as part of an assessment strategy on the human resource development (HRD) module of the MBA programme at the University of Abertay. The findings document the meanings and multiple realities that the participants ascribe to the training event. The interactional variable inherent in the informal and formal dichotomy of learning are also illustrated. Finally, the process of empowerment and reflection for all learners leads to a range of outcomes beyond the fulfilment of the assessment task.
Research limitations/implications
The study is exploratory and the authors do not attempt to assess the generalisability of the findings.
Practical implications
The significance of the assessment of the training event lies in the manner of its execution and the involvement of the postgraduate student learners. It is anticipated that the wider dissemination of the practice is deemed to be in the interests of the HRD community.
Originality/value
The paper highlights an innovative approach to the teaching and learning of human resource development at postgraduate level.
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Niharika Doble and M.V. Supriya
Student life stress, student family conflict and student life balance are issues that are scarcely researched. This paper aims to develop a scale for assessing the concept of…
Abstract
Purpose
Student life stress, student family conflict and student life balance are issues that are scarcely researched. This paper aims to develop a scale for assessing the concept of student life balance.
Design/methodology/approach
The study evaluated a 54‐item scale for assessing the construct. The data are obtained from 612 Indian students.
Findings
The study identified 15 key factors that students perceive to affect student life balance. These factors could account for 64.48 per cent of the observed variance. This research adds to the understanding of the interface between academics and other roles.
Social implications
The implications for academic administrators who are concerned with the holistic growth of students are discussed.
Originality/value
This study makes a modest attempt to develop an instrument to understand sources of imbalance in student life. The instrument is valid and reliable and can be used to determine student life balance perceptions among students enrolled in academic institutions.
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Purpose – This chapter identifies the reasons why institutions need to undertake transformation to engage a diverse student population: it presents a model of student retention…
Abstract
Purpose – This chapter identifies the reasons why institutions need to undertake transformation to engage a diverse student population: it presents a model of student retention and success, which centres on student engagement pre- and post-entry.
Methodology/approach – The chapter overviews the literature on student retention and success and utilises emerging findings from the meta-analysis of the What works? Student retention and success programme.
Findings – The emerging model puts student engagement at the heart of student retention and success. Institutions should promote engagement by•Provision of a range of opportunities for student engagement of different types, at different levels, across the institution in different sites (academic sphere, social sphere and professional services sphere), throughout the student lifecycle.•Developing students to recognise the importance of engagement and to have the capacity to engage in a range of opportunities.•Developing staff responsibility for and capacity to provide effective engagement opportunities.•Taking responsibility for engagement, including monitoring engagement and acting when there are indicators of lower levels of engagement.•Creating a partnership between students and institutions towards a shared outcome of successful learners and graduates.
Research limitations – This chapter draws on emergent findings from the What works? programme.
Practical implications – This chapter assists institutions to improve student retention and success by focusing on engagement and institutional culture.
Social implications – The model assists institutions to critically consider transformation to engage a diverse student population and improve retention and success.
Originality/value – The chapter pre-views original research about engagement, retention and success, which are international concerns.
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Christopher Bajada, Walter Jarvis, Rowan Trayler and Anh Tuan Bui
The purpose of this paper is to explore some of the implications for curriculum design by operationalizing threshold concepts and capabilities (TCC) in subject delivery. The…
Abstract
Purpose
The purpose of this paper is to explore some of the implications for curriculum design by operationalizing threshold concepts and capabilities (TCC) in subject delivery. The motivation for undertaking this exploration is directly related to addressing public concerns for the business school curriculum.
Design/methodology/approach
A post facto analysis of a compulsory subject in finance that is part of an Australian business degree and the impact on a subsequent finance subject.
Findings
Customary approaches to granting part-marks in assessing students, (fractionalising) understanding of content can mean students pass subjects without grasping foundational concepts (threshold concepts) and are therefore not fully prepared for subsequent subjects.
Research limitations/implications
Students passing subjects through fractionalization are poorly equipped to undertake deeper explorations in related subjects. If replicated across whole degree programs students may graduate not possessing the attributes claimed for them through their qualification. The implications for undermining public trust and confidence in qualifications are profound and disturbing.
Practical implications
The literature has exposed risks associated with operationalizing threshold through assessments. This highlights a risk to public trust in qualifications.
Originality/value
Operationalizing threshold concepts is an underexplored field in curriculum theory. The importance of operationalizing customary approaches to assessments through fractionalising marks goes to the legitimacy and integrity of qualifications granted by higher education. Operationalizing assessments for TCC presents profound, inescapable and essential challenges to the legitimacy of award granting institutions.
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Ruth McPhail, Ben French and Keithia Wilson
The purpose of this study was to improve the orientation experience of commencing first-year undergraduate business students to better prepare them for the reality of their…
Abstract
Purpose
The purpose of this study was to improve the orientation experience of commencing first-year undergraduate business students to better prepare them for the reality of their academic studies through the development and implementation of a Commencing Student-Needs-Centred Orientation Framework.
Design/methodology/approach
The methodology of this study used survey analysis and focus groups to explore low orientation efficacy scores from the cohort and resulted in a reconceptualisation and restructure of the existing orientation programme. The new programme was completed and implemented, and student’s perceptions remeasured. Evaluation was performed using sources of data across three semesters.
Findings
Intervention success is demonstrated across three semesters by sustained and continuously improving orientation efficacy scores. Overall, student orientation efficacy improved by 19.6 per cent in the first implementation (B, n = 44), and an improvement of 22.8 per cent was seen in the third semester (C, n = 177), when compared to the first semester (A, n = 164).
Research limitations/implications
The primary limitation of this study is that the exploratory framework was applied and evaluated only within a single discipline of business, and in one Australian university with a predominantly first-generation student population.
Practical implications
The paper is a guide for the design of an orientation day programme informed by an evidence-based framework identifying the transition needs of commencing students entering higher education, which is tested for its efficacy in preparing students for their academic role, and for success.
Originality/value
Orientation is an important, yet under-researched aspect of engagement and retention in today’s universities.