Benjamin Kücherer, Markus Dresel and Martin Daumiller
Professional training courses play an important role for higher education instructors and their teaching quality. However, participants strongly differ in how much they learn in…
Abstract
Purpose
Professional training courses play an important role for higher education instructors and their teaching quality. However, participants strongly differ in how much they learn in these courses. The present study seeks to explain these differences by focusing on attention as a central aspect of their behavioral engagement that can stem from participants' achievement motivations.
Design/methodology/approach
The authors investigated the attention of participants in full-day higher education professional training courses and how differences therein are associated with their achievement goals. Prior to course participation, 117 university instructors (49.6% male, 79.5% with PhD, average age 31.4 years) reported their achievement goals. Using an adapted observational instrument (Hommel, 2012a), two raters subsequently observed and coded the participants' attention during the course (ICC2 = 0.83).
Findings
The results documented very high attention levels, although with substantial interindividual differences. Multilevel analyses indicated that learning goals positively and work avoidance goals negatively predicted observed attention.
Originality/value
The findings provide insight into the value of an observational approach to measuring a fundamental aspect of learning engagement, and contribute to the understanding of interindividual differences in an important higher education learning environment. The study illuminates the relevance of personal predictors for university instructors' successful learning. Specifically, the findings point to the significance of goals as a relevant, but surprisingly hitherto uninvestigated, premise of learning engagement.
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D.M.C. Dassanayaka, I.M.S. Weerasinghe, S.N.S. Dahanayaka, H. Harshani Dedunu, KAHMK Athurupana and N.K.G. Muthuweera
The present scenario of the Covid-19 pandemic, together with technological advancements, has provoked unprecedented turbulence in the education system, notably in universities…
Abstract
Purpose
The present scenario of the Covid-19 pandemic, together with technological advancements, has provoked unprecedented turbulence in the education system, notably in universities, disrupting their conventional teaching and learning processes. Despite government support, teachers and students faced numerous challenges in the online teaching and learning process than expected. Extensive research has been undertaken to investigate the context of online education from the perspective of students, but less emphasis has been given to examining the views of teachers. Thus, the study aimed to explore attitudes of academics towards online teaching during the Covid-19 outbreak.
Design/methodology/approach
The study was conducted in Sri Lanka, with the population consisting of academics representing all state universities. An email survey was conducted randomly, and 355 academics responded to a Google form, out of which 332 refined questionnaires were used for analysis. Multi-item reflective indicators were used to operationalize the research constructs on a 7-point Likert scale. The face, content, and construct validities were ensured appropriately. The reflective-reflective two-stage hierarchical approach with disjoint option was applied to analyze the data using the Partial Least Squares Structural Equation Modelling (PLS-SEM) model. After rigorous and careful examination of data, the descriptive statistics revealed that the university academics are pretty distressed with their Internet connections and facilities at home to conduct online lectures.
Findings
Active student participation was just above the average, while teacher's attitudes towards online education, their willingness to continue it further seem quite unsatisfactory. Teacher readiness for online education appears to be acceptable only to a certain extent. The key findings of the study disclosed that the attitudes towards online teaching are determined by perceived usefulness, teacher readiness, perceived student participation whereas active student participation, a conducive teaching environment and institutional support have no significant impact on attitude towards online teaching. Further, the study contributed to the education literature analyzing online education in the Sri Lankan context.
Originality/value
This study sparked the debate and contributed to the literature exploring the concept from the side of teachers in which attitudes of teachers towards online teaching in Sri Lankan Contest.
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Hani Yousef Jarrah, Mohammad Issa Alhourani and Hussein Salem Al-Srehan
The purpose of the present research is to examine the role and influence of modern method of blended learning in the formation and development of professional competencies on the…
Abstract
Purpose
The purpose of the present research is to examine the role and influence of modern method of blended learning in the formation and development of professional competencies on the example of the faculty members of Al Ain University from the viewpoint of its students and determine the relevance of the educational method of blended learning in modern society and science according to world situation.
Design/methodology/approach
The study sample consisted of 980 male and female students in the second semester of 2019–2020. The comparative analysis of the influence of blended learning on the knowledge level and improvement of professional competencies among students of two faculties was taken into account.
Findings
The results of the survey according to chosen criteria showed that the professional competencies required for the faculty members were moderate. According to the results of the survey, most of respondents (75%) are sure that the level of blended learning at their educational institution is high. 35% of respondents think that blended learning helps to develop technological competency as well as self-development (25%), motivation (18%), critical thinking (12%), self-discipline and time management (10%).
Originality/value
The relevance of problematic issue of blended learning is determined by the new conditions of educational process connected with pandemic. The prospects for further research can be based on the results of this study especially the relevance is connected with the study of the experience of using modern method of blended learning in different foreign countries on the basis of surveys and developed programs.
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Arash Kamali, Seyyed Babak Alavi and Mohammad Reza Arasti
Based on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members’ continuance intention of using online teaching platforms…
Abstract
Purpose
Based on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members’ continuance intention of using online teaching platforms. For this purpose, we introduced a model incorporating basic psychological needs satisfaction (BPNS) and different motivational mechanisms.
Design/methodology/approach
Using a survey study of 312 faculty members, we examined the model by structural equation modeling (SEM).
Findings
The SEM results revealed a positive correlation between BPNS and continuance intention. Additionally, we illustrate the importance of different types of extrinsic motivation. By presenting an alternative model, we demonstrate that the initial-use-identified regulation (one type of extrinsic motivation) has an association with continuance intention (CI). However, this association loses significance if BPNS is present within the model. Moreover, we determined that there is no significant relationship between initial-use external regulation (another type of extrinsic motivation) and faculty members' CI for online teaching. Lastly, the results revealed that pre-use amotivation and intrinsic motivation impact CI through initial-use BPNS.
Research limitations/implications
The results suggest that decision-makers at educational institutions should consider that extrinsic motivation has different types with different impacts and that BPNS has a vital role in faculty members’ intention to continue using online teaching platforms.
Originality/value
This study is novel because it reveals some details of extrinsic motivation effects by offering a model that combines BPNS and different types of motivation in two stages. It is important and rare that we concentrate on the almost neglected issue of faculty members’ motivational perspectives in online teaching, while the literature mainly focuses on students’ perspectives.
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Michela Loi, Barbara Barbieri, Manuel Castriotta and Maria Chiara Di Guardo
Prior studies on entrepreneurial intention have shown that different orientations exist regarding entrepreneurial engagement: one looking at the growth of a venture…
Abstract
Purpose
Prior studies on entrepreneurial intention have shown that different orientations exist regarding entrepreneurial engagement: one looking at the growth of a venture (growth-oriented) and the other looking at the maintenance of an entrepreneurial autonomy (independence-oriented). Filling a gap in the literature concerning the reasons why individuals develop different orientations of entrepreneurial intention, this study revolves around achievement goal motivation (mastery, performance and avoidance approaches) and self-regulatory modes (locomotion and assessment), since both are thought to be at the origin and maintenance of an action willingness.
Design/methodology/approach
In a sample of 209 undergraduates, we administered a structured questionnaire at the beginning of an elective entrepreneurship education programme. Through a set of hierarchical regressions we examined the specific role of achievement goal motivation and regulatory modes in relation to the two orientations of intention.
Findings
Our findings show that, on the one hand, growth-oriented intention is related to a performance approach and both locomotion and assessment regulatory modes. On the other hand, independence-oriented intention is related to an avoidance approach.
Research limitations/implications
These results illuminate the theoretical connections between entrepreneurial intention and motivation and provide implications for entrepreneurship education and the relationship between intention and consequent behaviour.
Originality/value
This study is among the first to provide an empirical exploration of the motivational and regulatory drivers that lie beneath a growth-oriented and an independent-oriented intention, offering a theoretical explanation about the development of different intentions towards venture creation. Our findings illuminate on the urgency to consider entrepreneurial intention as a multi-dimensional construct if we are to understand the intention-behaviour nexus.
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Attia Aman-Ullah, Anis Ali, Antonio Ariza-Montes, Waqas Mehmood and Ummi Naiemah Saraih
The present study aims to test the impact of workplace incivility and violence on doctors' turnover intentions. Besides, the present study also tested the mediating role of…
Abstract
Purpose
The present study aims to test the impact of workplace incivility and violence on doctors' turnover intentions. Besides, the present study also tested the mediating role of employees' burnout.
Design/methodology/approach
The population of the present study was doctors working in 20 public sector hospitals. Where 250 doctors working in emergency departments participated, the sample size was calculated through Krejcie and Morgan's table. The data analysis was conducted through SPSS and Smart-PLS.
Findings
Results of the present study supported all the relationships except the relationship between workplace violence and turnover intentions. More specifically, relationship between workplace incivility and turnover intentions was confirmed, and mediation effect of doctors' burnout was also confirmed.
Originality/value
This present study is novel in a way that this study framed the study model using conservative resource theory and social cognitive theory covering both employees cognitive and external factors. Further, the nexus “workplace incivility → workplace violence → job burnout → turnover intentions” was tested for the first time, hence making a valuable addition to the body of literature. Further this study is a contribution to healthcare literature in context of incivility, violence, burnout, and turnover. Burnout is first time explored as moderator with workplace incivility which is another contribution.
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An H. Dang and Wendy Middlemiss
Academic buoyancy refers to a student’s adaptive response to overcome common academic-related stress and challenges. Guided by social cognitive theory, we investigated the…
Abstract
Purpose
Academic buoyancy refers to a student’s adaptive response to overcome common academic-related stress and challenges. Guided by social cognitive theory, we investigated the relation between students' academic buoyancy and their endorsement of compassionate and uncompassionate self-responding.
Design/methodology/approach
Students from a Minority-serving, Hispanic-serving public university (N = 112) completed an online survey assessing academic buoyancy (Martin and Marsh, 2008) and self-compassion (Neff, 2003). We conducted a hierarchical regression analysis with uncompassionate and compassionate self-responding as predictors and academic buoyancy as the outcome.
Findings
Compassionate self-responding (i.e. self-kindness, common humanity and mindfulness) explained additional variance above and beyond what uncompassionate self-responding (i.e. self-judgment, isolation and overidentification) explained in the model. Uncompassionate self-responding components emerged as the strongest predictors of academic buoyancy.
Originality/value
Limited research exists regarding the relation between self-compassion and academic buoyancy, especially in the higher education setting. This research indicates that student compassionate self-responding is associated with students’ adaptive response to overcoming academic setbacks, stress and challenges. The findings of the current research could have meaningful implications for university officials’ efforts in helping students overcome academic-related setbacks and achieve academic success in higher education. University offices, programs and communities can focus on compassionate self-responding to support students in overcoming common school-related setbacks. Programs could be developed to move students away from uncompassionate self-responding as a means of promoting buoyancy.
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Rabindra Kumar Pradhan, Kailash Jandu, Lopamudra Hati and Madhusmita Panda
Recent research has established the importance of grit as a psychological resource in yielding a number of beneficial outcomes. However, the mechanisms linking grit with its…
Abstract
Purpose
Recent research has established the importance of grit as a psychological resource in yielding a number of beneficial outcomes. However, the mechanisms linking grit with its consequences are yet to be explored fully. Drawing upon self-determination theory (Deci and Ryan, 2000) and the self-concordance model (Sheldon and Elliot, 1999), the present study aims to examine the impact of grit on employee well-being via the indirect path of need satisfaction. Further, the study explores the moderating role of psychological empowerment in the relationship between grit and need satisfaction.
Design/methodology/approach
The data were gathered from Indian service sector employees (n = 798). Standardized instruments were used to measure the variables under investigation.
Findings
The findings ascertained a positive relationship between grit and employee well-being in the organizational context. The structural equation modeling analysis suggested that need satisfaction partially mediated the path leading from grit to employee well-being. Further, the findings obtained from PROCESS Macro analysis revealed a conditional moderating effect of psychological empowerment in bolstering the hypothesized mediation path involving grit, need satisfaction, and employee well-being.
Originality/value
The present study contributes to positive organizational behavior literature by uncovering the inter-linkage between grit and well-being in terms of intermediary mechanism. The theoretical and managerial implications, along with the limitations of the study, have been discussed.
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A. Thushel Jayaweera, Matthijs Bal, Katharina Chudzikowski and Simon de Jong
This paper contains a meta-analysis of the psychological contract literature published in the last two decades. The aim of this paper was to investigate the moderating role of…
Abstract
Purpose
This paper contains a meta-analysis of the psychological contract literature published in the last two decades. The aim of this paper was to investigate the moderating role of national culture in the individual-level relationships between psychological contract breach (PCB) and two important work outcomes, namely job performance (in-role and organizational citizenship behaviors) and turnover (actual and intended).
Design/methodology/approach
After an extensive literature search, 134 studies were found which matched the authors’ aim. The authors then incorporated national cultural scores based on the GLOBE study to include country-level scores to identify how the PCB relationships with these four outcomes vary across cultures.
Findings
The findings indicate that national cultural practices moderated the associations between PCB and the four outcomes, yet, no significant moderations for uncertainty avoidance practices.
Originality/value
While existing research has examined the impact of the breach on work outcomes such as job performance and turnover, there are few empirical studies that examine how national cultural practices influence the relationships between psychological contract breach and job performance and turnover. The authors address this need by investigating and creating a deeper insight into how cultural practices such as institutional collectivism, performance-orientation, power-distance, future orientation and gender egalitarianism moderate the relationships between PCB and job performance and turnover.
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Frank Nana Kweku Otoo, Prince Nti Adjei Junior, George Aboagye Agyeman and Regina Bekoe
Learning capability improves knowledge resources fosters innovative capabilities and firm competitiveness. The study aims to examine the human resource management (HRM) practice…
Abstract
Purpose
Learning capability improves knowledge resources fosters innovative capabilities and firm competitiveness. The study aims to examine the human resource management (HRM) practice and employee creativity relationship using organizational learning capability (OLC) as a mediating variable.
Design/methodology/approach
Data were collected from 67 small-sized and 96 medium-sized firms. Confirmatory factor analysis was applied to establish construct validity and reliability. Structural equation modeling was used to evaluate the proposed model and hypotheses.
Findings
The results show that performance appraisal and employee creativity were positively related. Employee participation and employee creativity were positively related. Compensation and employee creativity were nonsignificantly related. OLC mediates the performance appraisal and employee creativity relationship. Similarly, OLC mediates the employee participation and employee creativity relationship. However, OLC did not mediate the compensation and employee creativity relationship.
Research limitations/implications
Due to the research’s SME focus and cross-sectional data, the finding’s generalizability will be constrained.
Practical implications
The findings of the study would be useful to policymakers, stakeholders and management of SMEs in developing a supportive learning climate that promotes experiential and continuous learning cultures to ensure strategic capabilities, sustainable competitive advantage and innovativeness.
Originality/value
The study contributes to the extant literature on OLC, HRM practices and employee creativity by empirically evidencing that OLC mediates the performance appraisal, employee participation and employee creativity relationship.