Exploring the relationship between dispositions to think critically and sustainability concern in HESD

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kerry Shephard ◽  
Qudsia Kalsoom ◽  
Ritika Gupta ◽  
Lorenz Probst ◽  
Paul Gannon ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Thinking ◽  
New Zealand ◽  
Design Methodology ◽  
Educational Systems ◽  
Content Type ◽  
The Usa ◽  
The Relationship ◽  
Practical Implications

Purpose Higher education is uncertain which sustainability-related education targets should be sought and monitored. Accepting that something needs to be measurable to be systematically improved, the authors explored how measures relate to potential targets. This paper aims to focus on dispositions to think critically (active open-minded thinking and fair-minded thinking in appraising reasoning) as measures and explored how they related to sustainability concern as an indicative educational target. Design/methodology/approach This research included the development and testing of research instruments (scales) that explored dispositions to critical thinking and sustainability concern. Authors researched these instruments within their own correspondence groups and tested them with university students and staff in Pakistan, the USA, Austria, India and New Zealand. The authors also asked a range of contextualising questions. Findings Respondents’ disposition to aspects of active, open-minded thinking and fair-minded thinking do predict their concern about facets of sustainability but their strength of religious belief was an important factor in these relationships and in their measurement. Practical implications This research demonstrates the complexity of monitoring dispositions to think critically and sustainability concern in educational systems, particularly in circumstances where the roles of religious beliefs are of interest; and suggests ways to address this complexity. Originality/value This research integrates and expands discourses on ESD and on critical thinking in diverse disciplines and cultures. It investigates measurement approaches and targets that could help higher education institutions to educate for sustainable development and to monitor their progress, in ways that are compatible with their culture and values.

Exploring mentoring across gender, race, and generation in higher education

2019 ◽  
Vol 8 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Sydney Freeman Jr ◽  
Frances Kochan
Keyword(s):  
Higher Education ◽  
Mentoring Relationships ◽  
White Female ◽  
Content Type ◽  
Mentoring Relationship ◽  
The Usa ◽  
Extensive Body ◽  
The Relationship ◽  
Practical Implications

Purpose The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship. Design/methodology/approach The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months. Findings The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values. Research limitations/implications This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender. Practical implications The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions. Originality/value There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

scholarly journals Work, resilience and sustainable futures

2020 ◽  
Vol 12 (1) ◽  
pp. 22-41 ◽  
Author(s):  
Lee Fergusson ◽  
Luke van der Laan ◽  
Bradley Shallies ◽  
Matthew Baird
Keyword(s):  
Higher Education ◽  
Related Problem ◽  
Design Methodology ◽  
Research Literature ◽  
Content Type ◽  
Work Related ◽  
Research Problems ◽  
Sustainable Futures ◽  
The Relationship ◽  
Practical Implications

PurposeThis paper examines the relationship between work, resilience and sustainable futures for organisations and communities by considering the nature of work-related problems (WRPs) and the work-based research designed to investigate them. The authors explore the axis of work environment > work-related problem > resilience > sustainable futures as it might be impacted by work-based research.Design/methodology/approachThe paper introduces two current real-world examples, one in Australia and one in Asia, of work-based research projects associated with higher education aimed at promoting resilience and sustainability, and discusses the research problems, questions, designs, methods, resilience markers and sustainability markers used by these projects.FindingsWork-based research, when conducted rigorously using mixed methods, may contribute to increased resilience of organisations and communities and thereby seeks to promote more sustainable organisational and social futures.Practical implicationsWork-based research conducted in higher education seeks to investigate, address and solve WRP, even when such problems occur in unstable, changing, complex and messy environments.Social implicationsResilience and sustainable futures are ambiguous and disputed terms, but if work-based research can be brought to bear on them, organisations and communities might better adapt and recover from challenging situations, thus reducing their susceptibility to shock and adversity.Originality/valueWhile resilience and sustainability are commonly referred to in the research literature, their association to work, and specifically problems associated with work, have yet to be examined. This paper goes some of the way to addressing this need.

scholarly journals The relationship between financial reporting standards and accounting irregularities: evidence from US banks

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ali İhsan Akgün ◽  
Yener Altunbaş ◽  
Yurtsev Uymaz
Keyword(s):  
Financial Reporting ◽  
Design Methodology ◽  
Bank Performance ◽  
Reporting Standards ◽  
Content Type ◽  
Generally Accepted Accounting Principles ◽  
Financial Reporting Standards ◽  
The Usa ◽  
The Relationship ◽  
Practical Implications

Purpose The purpose of this paper is to explore whether the choice of International Financial Reporting Standards (IFRS) vs Generally Accepted Accounting Principles (GAAP) is associated with the frequency and likelihood of accounting irregularities and fraud in US banks. Design/methodology/approach The authors examine the relationship between financial reporting standards and accounting irregularities in publicly listed US banks. Using a sample of 4,284 banks with accounting irregularities observed in the USA over the period of 1996–2014. They used logit model to estimate the likelihood of corporate misreporting having been committed in terms of accounting irregularities. Findings The authors show that banks that use US GAAP exhibit better operating performance than fraudulent banks that use IFRS except for certain variables. They also find that fraudulent banks are more likely to commit accounting irregularities when they have to follow IFRS and banks have relatively better bank performance. Practical implications Overall, the empirical findings result consistent with Kohlbeck and Warfield’s (2010) find that accounting standards are linked to fewer accounting irregularities. Originality/value In this study, accounting irregularities have a significant effect on bank performance during the Dodd–Frank period. It finds that banks that choose to use IFRS are more likely to have accounting irregularities and to engage in fraud.

Opportunity knocks? Parking regulations and automotive thefts in the age of coronavirus

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
George Hasnah
Keyword(s):  
Design Methodology ◽  
Metropolitan Areas ◽  
Content Type ◽  
The Usa ◽  
Novel Coronavirus ◽  
The Relationship ◽  
American Cities ◽  
Practical Implications ◽  
Enforcement Policies ◽  
Made In

Purpose This paper aims to explore the relationship between adjustments in parking regulations in major American cities in response to the 2019 novel coronavirus and vehicle thefts. Design/methodology/approach Vehicle theft data from the 25 most populous American cities were collected between 2019 and 2020. Information was also collected on the type, severity and number of changes to parking enforcement regulations made in March and April 2020 in response to the outbreak of the coronavirus in the USA. Findings This analysis shows that the relaxation of parking regulations is associated with a significant increase in the number of vehicle thefts in major metropolitan areas. Research limitations/implications Although this research cannot prove a cause and effect relationship, statistical analysis of the data shows that policy change and vehicle thefts are related variables. Practical implications Guide for future policies-increase awareness; promote safety; promote accountability. Originality/value The comparison of increased vehicle thefts to parking enforcement policies; to policymakers, the general public.

Management accountants' perception of their role in accounting for sustainable development

2014 ◽  
Vol 26 (1/2) ◽  
pp. 112-133 ◽  
Author(s):  
Vinal Mistry ◽  
Umesh Sharma ◽  
Mary Low
Keyword(s):  
Sustainable Development ◽  
New Zealand ◽  
Design Methodology ◽  
Small Sample ◽  
Legitimacy Theory ◽  
Content Type ◽  
Management Accountants ◽  
Prior Literature ◽  
Role Management ◽  
Practical Implications

Purpose – The purpose of this paper is to examine the perceptions that management accountants have of their roles in accounting for sustainable development in their organisations. Design/methodology/approach – The paper draws arguments from prior literature to identify the roles that management accountants play in accounting for sustainable development. Management accountants' perceptions of their roles in accounting for sustainable development are examined by conducting interviews and surveys of management accountants from various organisations in New Zealand. The study is informed by legitimacy theory. Findings – Management accountants of small-medium organisations in New Zealand play a limited role in accounting for sustainable development, compared to management accountants of larger organisations. The correlation between the type of organisation and their overall goals for achieving sustainable development are closely linked with the roles the organisations' management accountants play in accounting for sustainable development. Research limitations/implications – This research is limited as it is only an exploratory study with a small sample of small-medium and large businesses in New Zealand. There is a need for greater acceptance by senior management of the role management accountants could play in accounting for sustainable development. Practical implications – This paper may help management accountants, of both small-medium and larger organisations, to advance accounting for sustainable development within their organisations by actively engaging with the issues that have deterred such advancement. Originality/value – This paper provides a review of the current debates and positions of accounting for sustainable development as well as the barriers management accountants face in getting engaged in accounting for sustainable development initiatives.

Connecting curriculum, capabilities and careers

2016 ◽  
Vol 17 (6) ◽  
pp. 738-755 ◽  
Author(s):  
Ian Thomas ◽  
James Depasquale
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Systems Thinking ◽  
Design Methodology ◽  
Education For Sustainability ◽  
Interpersonal Competence ◽  
Content Type ◽  
Good Guide ◽  
Practical Implications ◽  
Careful Design

Purpose The reported research aims to examine the extent to which sustainability capabilities have been delivered by a specific example of Education for Sustainability (EfS) and Education for Sustainable Development (ESD), and how important the capabilities have been in the workplace. Design/methodology/approach Students who participated in an undergraduate internationally based research project were electronically surveyed. Questions sought responses related to demographics, the relevance of five “sustainability competencies” to the participant’s employment, the degree to which the five competencies had been developed within the students’ project and capabilities participants felt were important to their careers. Findings Clearly supported was the relevance of all five sustainability competencies, especially that of “interpersonal competence”. Practical implications A problem-based learning (PBL) design guided the students’ project and the findings indicate that these designs can be effective in delivering the five capabilities discussed. Interpersonal capability appears to be strongly developed, probably because PBL typically involves teamwork, often across disciplines. Nonetheless, those running these PBL-based subjects could note that careful design may be needed to ensure the development of systems thinking, anticipatory and normative capabilities. Also, the five competencies provide a reasonably good guide for what is important in the workplace and for designing learning experiences. Originality/value Clarification of competencies valued in the workplace provides guidance for the design of higher education curricular so that graduates become effective sustainability professionals.

scholarly journals COVID-19, sustainable development and higher education: towards a recovery path

2020 ◽  
Vol 22 (1) ◽  
pp. 138-141
Author(s):  
Walter Leal Filho
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
Content Type ◽  
The Impact ◽  
Perspective Analysis ◽  
Practical Implications ◽  
Different Levels

Purpose This paper aims to outline the impact of the COVID-19 pandemic to universities and how they may react. Design/methodology/approach A description of the impact of the COVID-19 pandemic to higher education institutions is presented at different levels. Findings Even though the COVID-19 pandemic affects higher education institutions in many ways, there are some measures which may be undertaken to mitigate its impacts. Practical implications The measures suggested may assist universities at present, and in future recovery efforts. Originality/value The value of the paper resides on a multi-perspective analysis of higher education institutions can do, as part of the recovery efforts in face of the pandemic.

Embedding employability within higher education for the profession of policing

2019 ◽  
Vol 9 (3) ◽  
pp. 319-328
Author(s):  
Ian Pepper ◽  
Ruth McGrath
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Research Study ◽  
Longitudinal Research ◽  
Evidence Base ◽  
Content Type ◽  
Educational Provision ◽  
Professional Body ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this paper is to evaluate the impact of an employability module, the College of Policing Certificate in Knowledge of Policing (CKP), on students’ career aspirations, their confidence and wish to join the police along with the appropriateness of the module. This will inform the implementation of employability as part of the College of Policing-managed Police Education Qualifications Framework (PEQF). Design/methodology/approach A three-year longitudinal research study used mixed methods across four points in time to evaluate the impact on students studying the employability module. Findings The research suggests that the employability-focussed CKP was useful as an introduction to policing, it developed interest in the police and enhanced the confidence of learners applying to join. Lessons learnt from the CKP should be considered during the implementation of the PEQF. Research limitations/implications The ability to generalise findings across different groups is limited as other influences may impact on a learner’s confidence and employability. However, the implications for the PEQF curriculum are worthy of consideration. Practical implications As the police service moves towards standardised higher educational provision and evolution of policing as a profession, lessons can be learnt from the CKP with regards to the future employability of graduates. Originality/value Enhancing the employability evidence base, focussing on policing, the research identified aspects which may impact on graduates completing a degree mapped to the PEQF. The research is therefore of value to higher education and the professional body for policing.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

Serious games: leverage for knowledge management

2014 ◽  
Vol 26 (3) ◽  
pp. 235-252 ◽  
Author(s):  
Caroline Bayart ◽  
Sandra Bertezene ◽  
David Vallat ◽  
Jacques Martin
Keyword(s):  
Higher Education ◽  
Knowledge Acquisition ◽  
Serious Games ◽  
Design Methodology ◽  
Management Competencies ◽  
Content Type ◽  
Exploratory Investigation ◽  
Practical Implications ◽  
Research Show ◽  
Significant Factors

Purpose – The purpose of this paper is to investigate if the use of “serious games” with students can improve their knowledge acquisition and their academic performance. Design/methodology/approach – The research is an exploratory investigation resorting to the use of a serious game to evaluate the evolution of the students’ competencies in project management, through questionnaires processed using a structural “learning model.” Findings – This research shows indeed that the use of “serious games” improves the knowledge acquisition and management competencies of the students with the evidencing of significant factors contributing to this improvement. Practical implications – The findings of this research show that serious games can be an effective tool to be used in teaching students particularly as traditional methods are less and less accepted by today's students. Originality/value – Although the use of games is not something new in education, it is still limited in teaching practices in higher education. This experiment can help lecturers and trainers to resort to them in their pedagogy and to conceive them according to variables that can enhance their effectiveness.

Sign in / Sign up

Export Citation Format

Share Document