Micah G. Modell, Jodie T. Fahey, Yasmine L. Konheim-Kalkstein, Rob Wakeman and Emily Mazzurco
The 2020 COVID-19 pandemic forced the world to rapidly translate our face-to-face interactions to remote, often computer-mediated ones. Many of us struggled to adapt since many…
Abstract
The 2020 COVID-19 pandemic forced the world to rapidly translate our face-to-face interactions to remote, often computer-mediated ones. Many of us struggled to adapt since many instructors have built careers on in-person relationships. How would we maintain the humanity of an emergency remote classroom? How would we support our students’ growth when a rapid venue change was demanded? Our small, liberal arts college, like so many others, took up this challenge. In this chapter, we attempt to answer these questions using our reflections and student perceptions of successful and unsuccessful experiences. Following the switch to remote learning, we scrambled to develop and gain Institutional Review Board’s approval for a protocol which surveyed a rolling sample of our student population daily. The brief window of opportunity prevented piloting the protocol which was based primarily upon our team’s collective knowledge and experience as scholars and educators. The following fall, we followed up with a survey (aligned with the prior survey) and focus groups. We found that empathy within the classroom in this time of stress made all the difference. We relate what we’ve learned with respect to compassionate communications, course design, and adaptation. In each section, we offer a set of specific recommendations.
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Earl Simendinger, Abdul-Nasser El-Kassar, Maria Alejandra Gonzalez-Perez, John Crawford, Stephanie Thomason, Philippe Reynet, Björn Kjellander and Judson Edwards
Determining the attributes of effective business teachers is critical to schools as they strive to attract and retain students, assure learning, obtain and maintain reputation and…
Abstract
Purpose
Determining the attributes of effective business teachers is critical to schools as they strive to attract and retain students, assure learning, obtain and maintain reputation and accreditations, and place their alumni in the competitive job market. The purpose of this paper is to examine students and faculty perceptions of teaching effectiveness in five culturally disparate countries: Colombia, France, Lebanon, Sweden, and the USA.
Design/methodology/approach
A survey was designed based on previous research complemented by an extensive literature review as well as personal communications with faculty in different international business schools. The survey considered 39 teaching attributes related to three specific dimensions: class delivery, class preparation and design, and instructional traits and personal characteristics. The survey targeted students and faculty from seven business schools located in five countries.
Findings
This study offers new conceptual and analytical analyses from a cross-country comparative perspective. Rankings of the importance of perceived teaching attributes for both major groups involved in the teaching of business, faculty and students, are reported. The attributes are also ranked by teaching taxonomy and examined across countries.
Practical implications
This study provides practical results that can be useful to instructors wishing to increase their teaching effectiveness and to universities considering revising their student evaluation forms.
Originality/value
This study includes data collected from faculty and students from several schools located in culturally disparate countries and, thus, increases the applicability of the results in a cross-cultural manner and provides implications for practice internationally.
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The role of the learning disability (LD) nurse has developed and expanded significantly within recent years, especially their responsibility for delivering a variety of specialist…
Abstract
Purpose
The role of the learning disability (LD) nurse has developed and expanded significantly within recent years, especially their responsibility for delivering a variety of specialist treatment programmes. The purpose of this paper is to discuss the facilitation of Sex Offender Treatment Programmes (SOTP) and the issues this raises in providing support for LD nurses.
Design/methodology/approach
This is an opinion paper and the views and opinions expressed are solely those of the author and do not necessarily reflect the views of any organisation or group with which the author is affiliated. The aims of this paper are: first, to explore the support needs of the LD nurse facilitators of SOTPs; second, to consider the practical implications of providing clinical supervision and support for LD nurse facilitators of SOTPs; and third, to highlight the need for further research in this area.
Findings
This paper does not contain original research findings but offers a discussion of the support needs of the LD nurse who facilitate SOTP, concentrating on the specific themes of training, clinical supervision and support.
Practical implications
Implications for clinical practice are identified and recommendations for further research are made.
Originality/value
Whilst this is not the first consideration of the support needs of facilitators of SOTPs, it offers a contribution to the discussion of how best to support the LD nurse to continue to deliver the high quality, specialist care for people with learning disabilities.
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Abhishek Mishra, Shweta Jha and Rajendra Nargundkar
Students’ experiences with instructors and courses determine an institute’s identity. With the instructor analogous to a brand spokesperson and the course to a brand, this study…
Abstract
Purpose
Students’ experiences with instructors and courses determine an institute’s identity. With the instructor analogous to a brand spokesperson and the course to a brand, this study aims to examine the impact of the instructor experiential values on the student’s course experiences, as well as their attitudes and behavioral intentions towards the instructor.
Design/methodology/approach
This study uses a mixed-method approach that combines literature review and qualitative research, with two stages of empirical validation using structural equation modeling.
Findings
The instructor experiential values comprise appearance, entertainment, escapism, intrinsic enjoyment, efficiency and service excellence. The course experiences are composed of sensory, sentimental, behavioral and intellectual experiences. Strong effects of the instructor experiential values on the course experiences and, in turn, on the students’ attitudes and behavioral intentions are found.
Research limitations/implications
This study contributes to higher education literature by leveraging the theories of meanings transfer, experiential value and brand experience for a unique perspective to the students’ interactions with higher education institute instructors and courses.
Originality/value
The paper’s analogy of an instructor as a brand spokesperson endorsing the course brand is an original contribution to this domain.
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The purpose of this paper is to identify the best predictors of student satisfaction with teaching.
Abstract
Purpose
The purpose of this paper is to identify the best predictors of student satisfaction with teaching.
Design/methodology/approach
As part of a larger survey around student satisfaction differences in overall satisfaction with the course were compared to age, gender and enrolment characteristics. In addition the relationship between overall satisfaction and other quality teaching indicators was examined to identify those areas that were the best predictors of overall student satisfaction.
Findings
The best joint predictors of overall satisfaction were genuine interest in the individual's learning needs and progress, development of understanding of concepts and principles, clear expectations, the genuine interest of staff in teaching and reasonable workload.
Research limitations/implications
There was a relatively low response rate for the survey (7.56 percent). No data were available on students who had the opportunity but did not respond. Based on demographic data the proportions of students responding to the questionnaire were similar to the overall demographics for the cohort for age, gender, mode of study and study load.
Practical implications
Genuine interest in students' needs and progress can be demonstrated by staff demonstrating empathy, being accessible and approachable as well as encouraging and supportive.
Originality/value
At a time in higher education when the workloads of many academics are increasing this research serves as a timely reminder that students appreciate staff who demonstrate genuine interest in their individual needs.
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Joanna Poon and Michael Brownlow
The purpose of this paper is to identify the relative importance of the factors that influence the overall satisfaction of real estate students and also examine the extent to…
Abstract
Purpose
The purpose of this paper is to identify the relative importance of the factors that influence the overall satisfaction of real estate students and also examine the extent to which demographic backgrounds affect this. Furthermore, this paper benchmarks the satisfaction of real estate students against that of built environment students.
Design/methodology/approach
The data used in this paper have been collected from the Course Experience Questionnaire (CEQ) within the Australian Graduate Survey (AGS). Dimensionality reduction was used to prepare the data about the courses identified in the AGS for analysis. This was done in order to simplify classification of real estate and built environment courses examined in this paper. Descriptive and statistical analysis methods were used to analyse student satisfaction variables and identify the extent to which demographic factors influenced overall student satisfaction.
Findings
Real estate students in Australia have a relatively higher level of student satisfaction compared to built environment students overall, but built environment students have a higher level of satisfaction with regard to compulsory variables such as “Good Teaching Scale” and “Generic Skills Scale”. However, real estate students show a higher level of agreement in the Likert scale regarding the optional variables “Appropriate Assessment” and “Learning Community”, respectively. The most important factor for overall student satisfaction was the question: “the staff made it clear right from the start what they expected from the students”. The answers to this question had a Pearson correlation value of 1.000 for both real estate and built environment students. Age and mode of study also have some impact on the overall satisfaction level of both sets of students, while gender, degree class and the year the university were established are additional factors affecting the overall satisfaction of built environment students.
Practical implications
This research identifies the factors that affect the satisfaction of property course students in ascending order of importance. Course directors of real estate courses can use the findings of this research to make recommendations on the redesign and redevelopment of their courses in order to make them more attractive and appealing to students to enhance student recruitment and retention.
Originality/value
This is pioneering research that provides a comprehensive overview of the factors affecting student satisfaction with regard to real estate and built environment students in Australia.
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The purpose of this paper is to identify the relative importance of factors that influence the overall satisfaction of postgraduate built environment students and also examine the…
Abstract
Purpose
The purpose of this paper is to identify the relative importance of factors that influence the overall satisfaction of postgraduate built environment students and also examine the extent to which demographic backgrounds affect this.
Design/methodology/approach
The data used in this paper have been collected through Postgraduate Taught Experience Survey in the UK. Descriptive and statistical analysis methods were used to analyse student satisfaction variables and identify the extent to which demographic factors influenced overall student satisfaction.
Findings
Factors related to teaching and learning have the most statistically significant importance for postgraduate built environment student satisfaction in the UK. Other factors imposing statistically significant influence on student satisfaction are related to assessment and feedback, organisation and management, skills development and information related to the course as all factors of these categories have a significance value of 0. On the other hand, students showed a lower level of satisfaction to factors related to Dissertations or major projects although it is not statistically significant. Gender is the only demographic factor, which has a statistically significant influence on student satisfaction for built environment students.
Research limitations/implications
The sample includes data only from a single university. Therefore, it may impose restrictions of generalisability of this research.
Practical implications
This research identifies the factors that affect the satisfaction of postgraduate built environment students. The built environment course directors can use the findings of this research to make recommendations on the redesign and redevelopment of their courses in order to enhance the quality of the programmes in order to make them more attractive and appealing to students.
Originality/value
This is pioneering research that provides a comprehensive overview of the factors affecting postgraduate built environment student satisfaction in the UK.
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The nature of evaluation research vis‐à‐vis management education and development (MED) has undergone major changes over the last 30 years. Broadly, the quantitative positivistic…
Abstract
The nature of evaluation research vis‐à‐vis management education and development (MED) has undergone major changes over the last 30 years. Broadly, the quantitative positivistic research designs of the early 1960s have given way to qualitative naturalistic designs. This shift represents a sea‐change both in terms of methodology employed by evaluation researchers in this field, and in terms of what is meant by evaluation.
Michael Stevens, Allan Bird, Mark E. Mendenhall and Gary Oddou
Based on a review of multiple literatures, a comprehensive content domain of essential intercultural competencies for effective global leaders is presented. This domain is then…
Abstract
Based on a review of multiple literatures, a comprehensive content domain of essential intercultural competencies for effective global leaders is presented. This domain is then used to guide the development of the Global Competencies Inventory (GCI), a 160-item self-report measure that assesses the degree to which individuals possess the intercultural competencies that are associated with global leader effectiveness. Using sample sizes ranging from several hundred to nearly 9,000 subjects, evidence from several studies is presented showing the GCI to have convergent validity, predictive validity, and freedom from demographic and ethnic subgroup biases. Implications for theory and future research are also discussed.
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Mazna Patka, Maryam Fuad Bukhash, Jigar Jogia, Mariapaola Barbato and Mona Moussa
The purpose of this study was to pilot an undergraduate teaching assistantship for Emirati students, an area of scholarship underexplored in the Middle East. The teaching…
Abstract
Purpose
The purpose of this study was to pilot an undergraduate teaching assistantship for Emirati students, an area of scholarship underexplored in the Middle East. The teaching assistantship was developed to better prepare students for the workforce, amidst the push for Emiratization.
Design/methodology/approach
Over the course of one semester, four undergraduate teaching assistants documented their experience through reflexive journals that were analysed using a reflexive thematic analysis.
Findings
Undergraduate teaching assistants characterised their experience as providing professional development and learning to connect with student learners. Findings suggest that relationality may be an important factor in student engagement and learning.
Practical implications
Understanding the experience of undergraduate teaching assistants can help develop targeted opportunities to enhance career readiness. Exploring the role of relationality could be important in the training and development of the Emirati workforce and help address some of the gaps in skills. Understanding the way in which undergraduate teaching assistants perceive their teaching experience can also provide faculty with insight into their teaching practices.
Originality/value
This exploratory study shows that students are able to acquire skills that may be applied in a variety of work settings (e.g. balancing multiple responsibilities). However, undergraduate teaching assistants expressed wanting to connect with student learners; this may be more culturally rooted and is less explored within the Emirati context. Given the socio-cultural context of the United Arab Emirates (UAE), female Emiratis may benefit from work-type opportunities, which to the authors’ knowledge has not been explored previously.