scholarly journals The challenges of managing transnational education partnerships

2018 ◽  
Vol 32 (2) ◽  
pp. 241-256 ◽  
Author(s):  
Nigel Martin Healey
Keyword(s):  
Professional Development ◽  
Design Methodology ◽  
Negative Attitude ◽  
Transnational Education ◽  
Content Type ◽  
Building Relationships ◽  
Local Stakeholders ◽  
Legislative Framework ◽  
Sample Set ◽  
Practical Implications

Purpose The purpose of this paper is to investigate the challenges of managing transnational education (TNE) partnerships from the perspective of the home university managers. Design/methodology/approach The study adopts a qualitative, “insider researcher” methodology’. It uses a sample set of eight mangers who operate from the home university and 13 “in-country” managers who are seconded to head up the overseas TNE partnerships. The samples are all drawn from UK universities to standardise for other variables (e.g. legislative framework). Findings It finds that the managers based at the home campus report a generally negative attitude, emphasising the riskiness and the lack of scalability, sustainably and profitability, as well as the general resistance to TNE from staff on the home campus. The in-country managers, in contrast, experience the same lack of empathy from their peers at home, but this group tends to more closely associate themselves with their local colleagues and to be drawn into building relationships with local stakeholders. Research limitations/implications The limitation of this research is that it is based on a sample of managers from the same country. Practical implications In practical terms, the findings suggest that universities need to do more to increase awareness and commitment to their TNE partnerships amongst staff at the home campus, while providing better professional development and more frequent rotations for their in-country managers. Originality/value This paper extends the very limited literature on the management of TNE partnerships.

Anatomy of successful tourism shopping districts

2020 ◽  
Vol 6 (4) ◽  
pp. 831-846
Author(s):  
Bob Mckercher
Keyword(s):  
New York ◽  
Design Methodology ◽  
Content Type ◽  
Face To Face ◽  
Local Stakeholders ◽  
English Speaking ◽  
Operational Issues ◽  
Retail Shopping ◽  
Practical Implications

Purpose The purpose of this paper is to analyse the factors that make tourist shopping districts successful. Design/methodology/approach In total, 12 sets of face-to-face interviews were conducted in 7 cities on 4 continents in September and October, 2019. In total, 21 individuals participated in the interviews. Interviews were conducted in Bangkok Thailand, Singapore, Melbourne and Brisbane Australia, Ottawa Canada, New York USA (three sets of interviews) and London England (four sets of interviews). Findings The literature focusses on operational issues, while respondents highlighted higher order issues relating primarily to organisational structure, governance and funding. Research limitations/implications The study focusses primarily on English speaking jurisdictions, with the exception of Bangkok. As such, the results may not be generalisable to non-English speaking economies. Practical implications Insights into factors influencing the success of tourism retail shopping districts are highlighted, especially the role of governance and creativity. Social implications The paper indicates that local stakeholders also play a key role in the success of such districts. Originality/value This is the first comprehensive, global study of the factors that make tourism shopping districts successful.

ESD professional development of university educators in Serbia, Croatia and Macedonia

2017 ◽  
Vol 18 (6) ◽  
pp. 923-938 ◽  
Author(s):  
Vesna Nikolic ◽  
Slobodan Milutinovic ◽  
Pece Nedanovski ◽  
Kornelija Mrnjaus
Keyword(s):  
Professional Development ◽  
Comparative Analysis ◽  
Design Methodology ◽  
Implementation Process ◽  
Content Type ◽  
Cultural Contexts ◽  
Face To Face ◽  
Balkan Countries ◽  
Practical Implications ◽  
Oriented Approach

Purpose The paper aims to deal with the education for sustainable development (ESD) competences of university educators. The purpose of this paper is to provide a comparative analysis of opportunities for the development of ESD competences in higher education (HE) institutions in Serbia, Croatia and Macedonia. In addition, the paper explores the drivers and barriers experienced in this area using a process-oriented approach. Design/methodology/approach For the purpose of collecting data, internet and desktop research was carried out, which was then followed by interviews with key respondents and experts in HE. The interviews were carried out face-to-face or via telephone. In addition, information collected from the interviews was compared with both data found in the literature and official documents. Findings The comparative analysis indicated how specific institutional and cultural contexts affect the development of ESD competences in HE in the region. There were differences but also common opportunities for developing the ESD competences of university educators in the countries analysed. For each country, the drivers and barriers, as well as their relevance, were manifested differently and specific key constructs were identified to explain the implementation process for developing ESD competences of university educators. Practical implications This paper tried to respond to this diversity of perspectives, contexts and initiatives and attempted to extract the benefits of different approaches to the ESD professional development of university educators in Serbia, Croatia and Macedonia. It is hoped that this paper will provide valuable insights into the development of ESD in HE and support the development of ESD competences in the region. Originality/value This is one of the first papers that provide a comparative analysis of the ESD professional development of university educators in Balkan countries. The value of the paper lies in its potential to help us to understand the role that different drivers and barriers play in different patterns of implementation for developing the ESD competences of university educators.

Bangladesh accountants and Continuing Professional Development

2018 ◽  
Vol 8 (4) ◽  
pp. 514-526
Author(s):  
Abdel Karim Halabi ◽  
Mohammad Salahuddin Chowdhury
Keyword(s):  
Professional Development ◽  
Emerging Economies ◽  
Design Methodology ◽  
Continuing Professional Development ◽  
Developed Countries ◽  
International Perspective ◽  
Content Type ◽  
Face To Face ◽  
Chartered Accountants ◽  
Practical Implications

Purpose The purpose of this paper is to examine professional accountant’s views on their satisfaction with Continuing Professional Development (CPD) offered by members of the Institute of Chartered Accountants of Bangladesh (ICAB). While there is a great deal of research on CPD and accountants in developed countries, less developing countries are absent from this literature, and there have been calls for this type of research. Design/methodology/approach The present study employed a survey of members of the ICAB. Findings Results show that accountants in Bangladesh are satisfied with the CPD provided by their profession, and when satisfaction is compared with more developed countries, Bangladesh is greater on a number of measures. ICAB members would like to also be provided with opportunities to undertake CPD in more ways than just face to face. Practical implications The study has important implications not only for accountants from emerging economies such as Bangladesh, but also for the International Federation of Accountants and other less developed countries (LDCs). The results advance the understanding of professional accounting bodies from an international perspective. Originality/value This is the first study of CPD and accounting professionals in LDCs. The information obtained can inform the development and practice of other professional accounting bodies in emerging economies.

How HR practitioners must keep on learning

2016 ◽  
Vol 24 (1) ◽  
pp. 21-23
Keyword(s):  
Professional Development ◽  
Design Methodology ◽  
Professional Training ◽  
Business Management ◽  
Continuing Professional Development ◽  
Formal Learning ◽  
Learning Mechanisms ◽  
Content Type ◽  
Pertinent Information ◽  
Practical Implications

Purpose – This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach – This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings – In business management, no one emerges fully formed from their professional training. A serious issue in human resource might sometimes be a tendency for future development to be erratic. Traditionally, continuing professional development is all about formal experiences, the sort of things that practitioners meet up with over the years by turning up to do their job. There is, however, a growing view that non-formal learning mechanisms have a part to play. At the same time, continuing professional development has to be broader than conventional courses – a combination of both formal and non-formal learning experiences are surely required. Practical implications – The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value – The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

scholarly journals The ignorant manager: conceptualising impact with Rancière

2017 ◽  
Vol 9 (2) ◽  
pp. 110-119 ◽  
Author(s):  
Deborah Scott
Keyword(s):  
Professional Development ◽  
Design Methodology ◽  
Critical Reflection ◽  
Work Practices ◽  
Content Type ◽  
Working Practices ◽  
The Individual ◽  
Practical Implications ◽  
Critical Consideration

Purpose The purpose of this paper is to offer a response to expressions in the literature concerning the limitations of critical reflection, using Rancière’s exposition of the role of values and reasonableness to examine how forms of negotiated work-based learning can support learners’ pathways to impact in their organisation. The implications for work applied management in terms of enabling these employees to make an impact are considered. Design/methodology/approach Vignettes illuminate and articulate Rancière’s (1991, 2010) ideas, the vignettes constructed through events experienced and narrated, perhaps imagined, tutorial conversations, assignments and work practices. Such construction of “multiple layers of fiction and narrative imaginings” draws on Sparkes (2007, p. 522). They consider individuals’ negotiation of working practices using ideas developed during their studies, and personal and professional development prompted by unexpected insights into their capabilities, interests, and possible roles. Findings Negotiated work-based learning appears to offer the individual opportunity to take responsibility for action in his/her learning and in his/her workplace, but effect depends on several factors, and can be perceived in different ways. Students’ encounter with autonomy in their studies resonates with Rancière’s belief in equality. In the workplace (becoming “citizens” alongside “reasonable” individuals) their agency might, at best, lead to “reasonable moments”, as they encounter both negative and positive challenges of work applied management. Practical implications Successful utilisation of agency in learning prompts expectations of responsibility and equality in the workplace. Such equality can lead to diverse, unpredicted insights and consequent opportunities for changes in practice. Originality/value This is the first paper to utilise Ranciére’s ideas to offer a critical consideration of both learning provision and workplace practice. Consideration of his profound stance on individuals’ freedom and agency provides rich (but challenging) prompts for analysis of one’s own practice, and the potential for impact when the manager is “ignorant”.

Open courses and MOOCs as professional development – is the openness a hindrance?

2016 ◽  
Vol 58 (2) ◽  
pp. 229-243 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Massive Open Online ◽  
Content Type ◽  
Open Courses ◽  
Practical Implications

Purpose – The purpose of this paper is to analyse if open courses, including massive open online courses (MOOCs), can be used as professional development despite their openness since the openness not only brings together individuals from different organizations but also may make the results of collaboration public. Design/methodology/approach – The setting is eight companies in different sectors and networks, collaborating with Higher Education Institutions in developing open courses in externally funded projects. The opinions of managers and HR-specialists in the companies are investigated and analysed. Findings – The managers and HR-specialists are positive to open courses that deliver professional development. They consider the openness in this kind of course to be of no significant problem. The employee knows what can be shared and what can be kept secret. The conditions are, however, different depending on the kind of company and the kind of inter-company relationship that exists. Research limitations/implications – Several interesting questions arise for future research about the use of open courses as professional development in different categories of inter-firm relationship and trust. Practical implications – If the openness is not a hindrance open online courses would appear to meet the requirement of flexibility; they have the potential of being suitable for professional development for individuals who want to increase their competence, but also as organized professional development in organizations and businesses. Originality/value – This is one of the first studies of the openness as a potential hindrance when open courses including MOOCs are utilized as professional development.

The value of mentoring

2015 ◽  
Vol 29 (4) ◽  
pp. 22-24 ◽  
Author(s):  
Graham Cole
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
Design Methodology ◽  
Reading Time ◽  
Cutting Edge ◽  
Older Person ◽  
Learning And Development ◽  
Content Type ◽  
Pertinent Information ◽  
Practical Implications

Purpose – This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach – This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings – Learning is fundamental to the growth and success of any organization. And any business that fails to comprehend its importance is surely destined for a place among the also-rans. Various possibilities exist where learning and development is concerned. One such option gaining in popularity is mentoring. It has now become recognized as having a key role in the personal and professional development of those participating in such programs. Mentoring typically involves an older person imparting their knowledge and experience to a less worldly individual placed under their guidance. Enabling the “mentee” to learn thus tends to be the main objective of these arrangements. Practical implications – The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value – The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

scholarly journals Integrating crime prevention into urban design and planning

2016 ◽  
Vol 9 (2) ◽  
pp. 153-165 ◽  
Author(s):  
Caroline L. Davey ◽  
Andrew B. Wootton
Keyword(s):  
Crime Prevention ◽  
Urban Design ◽  
Design Methodology ◽  
Conceptual Models ◽  
Local Level ◽  
Building Design ◽  
Specific Context ◽  
Content Type ◽  
Local Stakeholders ◽  
Practical Implications

Purpose This paper aims to understand the delivery of crime prevention through environmental design (CPTED) across Europe – from European-wide procedures through national schemes to effective local strategies. Design/methodology/approach The findings come from a review of published literature and reports, case studies and site visits conducted primarily during COST Action TU1203 (2013-2016). Findings Innovative approaches and methods to integrate crime prevention into urban design, planning and management have been generated by multi-agency partnerships and collaborations at European, national and city levels. Methods and procedures developed by the European Committee for Standardization (CEN) Working Group on “Crime Prevention through Urban Planning and Building Design” are pioneering. However, findings show that implementation is best achieved at a local level using methods and procedures tailored to the specific context. Research limitations/implications In-depth research is required to appreciate subtle differences between local approaches and conceptual models developed to better understand approaches and methods. Practical implications Practitioners and academics working to prevent crime benefit from participation in focused, multi-agency collaborations that, importantly, facilitate visits to urban developments, discussions with local stakeholders responsible for delivery “on the ground” and structured and sustained exploration of innovations and challenges. Originality/value The authors hope that this paper will contribute to developing a new direction for CPTED practice and research that builds on significant progress in creating safer environments over previous decades.

scholarly journals Working within the shadow: what do we do with “not-yet” data?

2019 ◽  
Vol 15 (2) ◽  
pp. 145-159 ◽  
Author(s):  
Angelo Benozzo ◽  
Silvia Gherardi
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Design Methodology ◽  
Organization Studies ◽  
Content Type ◽  
Extant Literature ◽  
Slowing Down ◽  
Opportunities For Learning ◽  
Qualitative Methodologies ◽  
Practical Implications

Purpose The purpose of this paper is to explore the possibilities opened up by those messy, unclear and indeterminate data in research situations that may be described as being in the shadow and may as such remain in a state of vagueness and indeterminacy. Design/methodology/approach The paper draws on the extant literature on shadow organizing and post-qualitative methodologies. It focuses attention on not-yet (or shadow data) in order to ponder over what researchers do to data when they are not (yet) black-boxed as such. At the same time, it investigates what it is that not-yet data do to researchers. Findings Four types of “not-yet” data – illegible, wondrous and disorienting, hesitant and worn out – are presented and discussed. Data are illegible when a researcher is in the position of not knowing how to interpret what is in front of her/him. A second illustration is constructed around wonder, and poses the question of the feelings of surprise and disorientation that arise when facing uncanny realities. In a third situation, not-yet data are narrated as hesitation, when a participant feels conflicting desires and the researchers hesitates in interpreting. The fourth illustration depicts not-yet data as data that have been corrupted, that vanish after time or are worn out. Practical implications Not-yet data belong to researchers practice but can also be found in other professional practices which are concerned with the indeterminacy of shadowy situations. It is argued that situations like these constitute opportunities for learning and for the moral and professional development, so long as indeterminacy is kept open and a process of “slowing down” both action and interpretation is nurtured. Originality/value This paper is of value for taking the metaphor of shadow organizing further. Moreover, it represents a rare attempt to bring the vast debate on post-qualitative research/methodologies into management studies, which with very few exceptions seems to have been ignored by organization studies.

Professional development: investigating the relationships between employee motives, learning opportunities, and activities

2018 ◽  
Vol 32 (5) ◽  
pp. 32-35
Author(s):  
Kelly Dutton
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
Personal Development ◽  
Design Methodology ◽  
Reading Time ◽  
Learning Opportunities ◽  
Content Type ◽  
Professional Career ◽  
Pertinent Information ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Employees are increasingly becoming facilitators of their own professional career path and development. A highly motivated employee wanting to learn and train for their own personal development will be more aware of potential learning opportunities available to them, and will be more inclined to engage in them. For improved productivity and success, organizations need both engaged and committed employees and to offer a range of learning opportunities. Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

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