Search results

1 – 10 of 22
Per page
102050
Citations:
Loading...
Access Restricted. View access options
Article
Publication date: 13 January 2025

Monica A. van Winkel, Roeland M. van der Rijst, Wietske Kuijer-Siebelink, Floor Basten, Anneke M. Sools, Rob F. Poell and Jan H. van Driel

Guided by the quest concept, this study aims to explore how profession-focused PhD candidates, who are concurrently lecturing at a Dutch University of Applied Sciences (UAS), make…

34

Abstract

Purpose

Guided by the quest concept, this study aims to explore how profession-focused PhD candidates, who are concurrently lecturing at a Dutch University of Applied Sciences (UAS), make sense of change while pursuing doctoral objectives. The research question was: How do these PhD candidates navigate, experience and evaluate their enduring profession-focused doctoral quests across the nexus of research, education and professional fields, considering their aspirations?

Design/methodology/approach

Eight PhD candidates shared one-year quest experiences, illustrating how interactions with ‘actors’, ‘settings’ and ‘events’ shape doctoral transitions. These narratological concepts guided within-case and cross-case analyses, while grounded theory methodologies served to explore candidates’ sense-making of change over time.

Findings

Four story types of doctoral transitions emerged: “ups and downs”, “turnaround”, “continuous growth” and “scholarly recognition”. Candidates valued the Dutch UASs’ formal policy of supporting academic research with professional relevance. Across the story types, differences in aligning doctoral expectations among research and workplace supervisors and candidates affected knowledge exchange throughout the doctorate. When available, engagement in varied and comprehensive doctoral learning resources advanced candidates’ research competencies, including bridging diverse knowledge types. Autonomous candidate navigation was crucial for building partnerships, accessing dispersed learning resources and responding to uncertainties. Collaborative learning involving BSc-MSc students, colleagues and practitioners varied in strength across the story types, but enhanced the doctorate’s relevance, visible outcomes, feasibility and sustainability. The story types represent transition patterns that shaped how candidates developed new knowledge and contributed to their fields. While passion was a key motivator for candidates, it also heightened their vulnerability.

Practical implications

Analysing patterns in doctoral transitions provided actionable insights for optimising conditions and candidate navigation within the science–profession nexus.

Originality/value

The findings highlight that diverse actors can contribute to and benefit from profession-focused doctorates, driving momentum in integrating this research into education and innovation.

Details

Studies in Graduate and Postdoctoral Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-4686

Keywords

Access Restricted. View access options
Article
Publication date: 16 August 2022

Victoria Millar, Linda Hobbs, Christopher Speldewinde and Jan van Driel

Girls are underrepresented in many school science, technology, engineering and mathematics (STEM) subjects, leading to ongoing gender disparity in STEM careers. This issue is not…

312

Abstract

Purpose

Girls are underrepresented in many school science, technology, engineering and mathematics (STEM) subjects, leading to ongoing gender disparity in STEM careers. This issue is not new and has seen a range of initiatives implemented in an attempt to increase girls’ STEM participation. In Australia, a number of these initiatives have emphasised role models and mentors. This paper seeks to understand the influence of role models and mentors on girls’ STEM identities.

Design/methodology/approach

This paper presents qualitative research undertaken with STEM experts into the influences on girls’ STEM identities. Data were collected through three phases involving semi-structured interviews, a forum and focus groups. Thematic analysis identified the importance of mentoring and role modelling in shaping girls’ STEM participation and identities.

Findings

This paper provides a basis for rethinking how and when role models and mentors can assist girls in making decisions about STEM. In particular, it reveals the need for role models and mentors to consider the role of relatability in developing girls’ STEM identities and the need to do this at multiple points throughout girls’ lives.

Originality/value

This article captures the perspectives of multiple experts involved in a variety of STEM professions on the topic of how mentors and role models can influence girls to consider STEM professions. Utilising the concept of identity, this paper sheds new light on girls’ interactions with role models and mentors and the value of storying in role modelling and mentoring relationships as an important component of girls’ identity work in relation to STEM.

Details

International Journal of Mentoring and Coaching in Education, vol. 11 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Access Restricted. View access options
Book part
Publication date: 10 August 2023

Amanda Berry

Abstract

Details

Teaching and Teacher Education in International Contexts
Type: Book
ISBN: 978-1-80455-471-5

Access Restricted. View access options
Book part
Publication date: 24 June 2013

Maher Hashweh

This chapter briefly reviews the research related to the construct of pedagogical content knowledge (PCK) over the past 25 years. Despite the remarkable implications of the PCK…

Abstract

This chapter briefly reviews the research related to the construct of pedagogical content knowledge (PCK) over the past 25 years. Despite the remarkable implications of the PCK conceptualization, questions remain concerning the vagueness of the construct and the studies conducted on the PCK research line, questions which may lead to new developments in defining the nature of the conceptualization, its validity, and its utility. However, agreement exists concerning the need to portray specific cases of PCK of successful teaching. The work argues for a need to develop models of teacher learning and professional development that are subject matter specific. The chapter ends with a call for basing professional development on the conceptualization of PCK.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

Keywords

Available. Content available
Book part
Publication date: 19 December 2017

Karin Klenke

Free Access. Free Access

Abstract

Details

Women in Leadership 2nd Edition
Type: Book
ISBN: 978-1-78743-064-8

Access Restricted. View access options
Book part
Publication date: 1 December 2014

Paulien C. Meijer, Helma W. Oolbekkink, Marieke Pillen and Arnoud Aardema

Research on student teacher learning has identified development of a professional identity as an inevitable focus in teacher education. Accordingly, many teacher education…

Abstract

Research on student teacher learning has identified development of a professional identity as an inevitable focus in teacher education. Accordingly, many teacher education programs have come to include attention for the development of student teachers’ professional identities, but not much research has been done on the (effects of) pedagogies that have such development as their goal. Pedagogies that aim at developing teacher identity share common elements, such as the view that developing a professional identity is an ongoing process and the view that developing a professional identity as a teacher unmistakably includes a combination of personal and professional (including contextual) aspects. This chapter describes pedagogies that focus particularly on the development of student teachers’ and beginning teachers’ professional identity, from different angles, but sharing the views as described above. First, we describe two pedagogies that have “key incidents” in student teachers’ development as focus point. Second, we report on the “subject-autobiography,” in which student teachers describe and develop how their identity is shaped in relation to the subject they (learn to) teach. Third, we describe the “at-tension” program, which teachers follow during their first year of teaching, and which focuses particularly on the professional tensions that they experience in their first year of teaching, and how they personally and professionally deal with socialization in the school context. Together, these pedagogies reflect our view that professional identity development is underlying the entire teacher education program. This view implies that only a combination of various-focus pedagogies enables student teachers to develop a full-fledged professional identity.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

Keywords

Available. Open Access. Open Access
Article
Publication date: 19 February 2024

Halina Waniak-Michalak and Jan Michalak

The study aims to determine whether a relationship exists between the potential significance of corporate controversies for stakeholders and how organisations respond to them in…

782

Abstract

Purpose

The study aims to determine whether a relationship exists between the potential significance of corporate controversies for stakeholders and how organisations respond to them in their annual and sustainability reports.

Design/methodology/approach

This paper employs content analysis on annual and sustainability reports of 48 listed companies from the Refinitiv database. The logit regression was used to estimate the model.

Findings

The study revealed that the main factors increasing the probability of a controversial issue being addressed in a corporate report are the controversy’s potential significance, companies’ financial performance and lawsuits.

Research limitations/implications

Our study has three major limitations. These are a relatively small sample of companies and reports, focusing on disclosures made in corporate reports and omitting other channels of communication, for example, social media, and a certain amount of subjectivity in the process of coding information.

Social implications

Former studies show that corporations face a serious risk of their hypocritical strategies becoming too evident for stakeholder groups. Our findings suggest that the risk is already materialising and may undermine the idea of CSR and sustainability reporting.

Originality/value

Our research focuses on high-profile adverse incidents widely reported in the media, the omission of which from corporate reports seems to constitute a particular case of organised hypocrite. It also demonstrates that companies use an impression management strategy to defuse adverse publicity and that major controversies cause minor ones to be omitted from their reports.

Details

Central European Management Journal, vol. 32 no. 3
Type: Research Article
ISSN: 2658-0845

Keywords

Access Restricted. View access options
Article
Publication date: 12 January 2024

Li Chen, Yiwen Chen and Yang Pan

This study aims to empirically test how sponsored video customization (i.e. the degree to which a sponsored video is customized for a sponsoring brand) affects video shares…

1098

Abstract

Purpose

This study aims to empirically test how sponsored video customization (i.e. the degree to which a sponsored video is customized for a sponsoring brand) affects video shares differently depending on influencer characteristics (i.e. mega influencer and expert influencer) and brand characteristics (i.e. brand establishment and product involvement).

Design/methodology/approach

This study uses a unique real-world data set that combines coded variables (e.g. customization) and objective video performance (e.g. sharing) of 365 sponsored videos to test the hypotheses. A negative binomial model is used to analyze the data set.

Findings

This study finds that the effect of video customization on video shares varies across contexts. Video customization positively affects shares if they are made for well-established brands and high-involvement products but negatively influences shares if they are produced by mega and expert influencers.

Research limitations/implications

This study extends the influencer marketing literature by focusing on a new media modality – sponsored video. Drawing on the multiple inference model and the persuasion knowledge theory, this study teases out different conditions under which video customization is more or less likely to foster audience engagement, which both influencers and brands care about. The chosen research setting may limit the generalizability of the findings of this study.

Practical implications

The findings suggest that mega and expert influencers need to consider if their endorsement would backfire on a highly customized video. Brands that aim to engage customers with highly-customized videos should gauge their decision by taking into consideration their years of establishment and product involvement. For video-sharing platforms, especially those that are planning to expand their businesses to include “matching-making services” for brands and influencers, the findings provide theory-based guidance on optimizing such matches.

Originality/value

This paper fulfills an urgent research need to study how brands and influencers should produce sponsored videos to achieve optimal outcomes.

Details

European Journal of Marketing, vol. 58 no. 4
Type: Research Article
ISSN: 0309-0566

Keywords

Access Restricted. View access options

Abstract

Details

The Emerald Handbook of Computer-Mediated Communication and Social Media
Type: Book
ISBN: 978-1-80071-598-1

Access Restricted. View access options
Article
Publication date: 24 June 2021

Wanwen Dai, Jan Ketil K. Arnulf, Laileng Iao, Meng Liang and Haojin Dai

The purpose of this study was to develop a measurement instrument for organizational learning capability (OLC) in a Chinese management context. Previous research has indicated a…

323

Abstract

Purpose

The purpose of this study was to develop a measurement instrument for organizational learning capability (OLC) in a Chinese management context. Previous research has indicated a need for measurement instruments with proven ecological validity in China, because the learning capability of organizations is influenced by the organization’s external environment.

Design/methodology/approach

The authors followed a consequent inductive procedure from item sampling through exploratory factor analysis (EFA) to confirmatory factor analysis (CFA) and nomological validation. The initial part sampled relevant descriptors from a diverse sample of 159 employees from heterogeneous backgrounds in China. After sorting by an expert panel, EFA of data from a sample of 161 executive students yielded a three-dimensional construct comprising knowledge acquisition, knowledge sharing and knowledge utilization. These three constructs were again tested in CFA using a sample of 357 employees from five companies.

Findings

The findings across the three samples resulted in a three-dimensional measurement scale that is called as the organizational learning capability questionnaire (OLCQ). The OLCQ displayed high internal consistency, reliability and nomological validity.

Research limitations/implications

This focus of this study has only been to establish a measurement instrument that allows indigenous research on organizational learning in China. The approach was statistically driven grounded approach, not a theoretical assumption of learning mechanisms special to the Chinese culture. Further research is needed to estimate how this approach yields results that are different from other cultures or the extent to which our findings can be explained by features of the Chinese culture or business environment.

Practical implications

This study offers a practical measurement instrument to assess practical and scientific problems of organizational learning in China.

Social implications

The work here emphasizes the necessity of a knowledge sharing community for organizational learning to appear. It addresses a call for more indigenous Chinese management research.

Originality/value

The authors provide a measurement instrument for OLC with proven ecological validity and with promising consequences for research and practice in China. The instrument is empirically grounded in the practices and behaviors of Chinese managers, avoiding biases that stem from previously identified shortcomings in cross-cultural management research. To the knowledge, it is the first of its kind and a contribution to a call for indigenous management theories with contextual validity.

Details

Nankai Business Review International, vol. 12 no. 3
Type: Research Article
ISSN: 2040-8749

Keywords

1 – 10 of 22
Per page
102050