scholarly journals Supporting temporary agency workers’ affective commitments: exploring the role of opportunities for competence development

2018 ◽  
Vol 21 (3) ◽  
pp. 254-275
Author(s):  
N. Woldman ◽  
R. Wesselink ◽  
P. Runhaar ◽  
M. Mulder
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joris Boonen ◽  
Ankie Hoefnagels ◽  
Mark Pluymaekers ◽  
Armand Odekerken

PurposeThe authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad.Design/methodology/approachThe authors use large scale longitudinal data from the global mind monitor (GMM) (2018–2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad.FindingsThe results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development.Research limitations/implicationsThis study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted.Practical implicationsBased on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad.Originality/valueThis paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.


2013 ◽  
Vol 16 ◽  
Author(s):  
Mafalda Espada ◽  
Maria José Chambel

AbstractThe development of either internal or external employability of temporary workers has been considered a mechanism of protection since it ensures that employment can be maintained. According to the social exchange theory and the norm of reciprocity, when temporary workers perceive that the training promoted by the organization furthers employability, they are inclined to feel obligated to reciprocate with positive attitudes toward the organization. With a sample of temporary agency workers from three distinct industry organizations (N = 279), the current study investigated the relationship between training that promotes both internal and external employability and affective commitment as well as the role of voluntariness as a moderator of these relationships. The hypotheses were tested by using regression analysis. The results indicated that the perception held by temporary workers that the training they received is a promoter of their internal employability is positively correlated with their affective commitment towards the organization. Furthermore, the data revealed that this relationship is weaker for the group of temporary workers with high voluntariness. On the other hand, there was not a significant relationship between the training that promotes external employability and the affective commitment of temporary workers. Likewise, voluntariness did not moderate this relationship.


2015 ◽  
Vol 2015 ◽  
pp. 1-20 ◽  
Author(s):  
Przemysław Różewski ◽  
Jarosław Jankowski

Growing role of intellectual capital within organizations is affecting new strategies related to knowledge management and competence development. Among different aspects related to this field, knowledge diffusion has become one of the interesting areas from both practitioner and researcher’s perspectives. Several models were proposed with main goal of simulating diffusion and explaining the nature of these processes. Existing models are focused on knowledge diffusion and they assume diffusion within a single layer using knowledge representation. From the organizational perspective connecting several types of knowledge and modelling changes of competence can bring additional value. In this paper we extended existing approaches by using multilayer diffusion model and focused on analysis of competence development process. The proposed model describes competence development process in a new way through horizontal and vertical knowledge diffusion in multilayer network. In the network, agents collaborate and interchange various kinds of knowledge through different layers and these mutual activities affect the competencies in a positive or negative way. Taking into consideration worker’s cognitive and social abilities and the previous level of competence the new competence level can be estimated. The model is developed to support competence management in different organizations.


2008 ◽  
Vol 190 (24) ◽  
pp. 8126-8136 ◽  
Author(s):  
Xavier Charpentier ◽  
Sébastien P. Faucher ◽  
Sergey Kalachikov ◽  
Howard A. Shuman

ABSTRACT RNase R is a processive 3′-5′ exoribonuclease with a high degree of conservation in prokaryotes. Although some bacteria possess additional hydrolytic 3′-5′ exoribonucleases such as RNase II, RNase R was found to be the only predicted one in the facultative intracellular pathogen Legionella pneumophila. This provided a unique opportunity to study the role of RNase R in the absence of an additional RNase with similar enzymatic activity. We investigated the role of RNase R in the biology of Legionella pneumophila under various conditions and performed gene expression profiling using microarrays. At optimal growth temperature, the loss of RNase R had no major consequence on bacterial growth and had a moderate impact on normal gene regulation. However, at a lower temperature, the loss of RNase R had a significant impact on bacterial growth and resulted in the accumulation of structured RNA degradation products. Concurrently, gene regulation was affected and specifically resulted in an increased expression of the competence regulon. Loss of the exoribonuclease activity of RNase R was sufficient to induce competence development, a genetically programmed process normally triggered as a response to environmental stimuli. The temperature-dependent expression of competence genes in the rnr mutant was found to be independent of previously identified competence regulators in Legionella pneumophila. We suggest that a physiological role of RNase R is to eliminate structured RNA molecules that are stabilized by low temperature, which in turn may affect regulatory networks, compromising adaptation to cold and thus resulting in decreased viability.


10.12737/1996 ◽  
2013 ◽  
Vol 1 (6) ◽  
pp. 57-59
Author(s):  
����� ◽  
Marina Kunash ◽  
������� ◽  
V. Mironov

In the article the problem of readiness of teacher from student�s cognitive competence development is considered. The authors substantiates the term of form cognitive competence. The special attention is given to the analysis of characteristic an educational space. Attention is focused on the problem of forming of teacher�s personality in the conditions of continuous education, from student�s cognitive competence development is considered. In the perspective of learning there is an increasing need for customized education and training. In a preceding case study, a process-focused demand-driven approach for organizing flexible educational programmers in higher professional education was developed. The authors offers his view at the role of selfeducation in the process of the personality, that is able and has great wish for self-realization. Methods of professional self-development of teacher are suggested. The adapted methodses �The self-appraisal level of forming teacher�s professional skill�, �The plan of teacher�s self-education�, �Graph of Gunnt�


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