Antecedents, processes and outcomes of an internship program: an employer's perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nanja Kroon ◽  
Mário Franco
Keyword(s):  
Higher Education ◽  
Conceptual Model ◽  
Educational Institution ◽  
A Priori ◽  
Strategic Thinking ◽  
Content Type ◽  
Multiple Case ◽  
Internship Programs ◽  
University Industry

PurposeHigher education internships have been studied in different aspects, mainly from the student or university perspective. To contribute to the understanding of the third actor in this type of university-industry cooperation, the paper examines employers' perspectives on higher education internships.Design/methodology/approachThrough a literature review and based on Narayanan et al. (2010) conceptual model, an a priori model was developed, which was then validated by a multiple-case study in a Portuguese undergraduate course.FindingsThe findings reveal rich and meaningful insights into an under-researched area, including validation of seven antecedents, two processes and six outcomes of internships from the employer's perspective. This research showed that employers give great importance to outcomes of internships, either in terms of productivity, possible future recruitment, inflow of ideas, behaviours and competences or the intern's satisfaction.Practical implicationsThe findings suggest the need for universities to undertake more collaboration with industry, as the employers made weak references to the creation and maintenance of ties with the educational institution, denoting low motivation. On the other hand, most of the outcomes for employers found in the literature are confirmed, except for the continued inflow of ideas construct. This may evidence some lack of strategic thinking related to the internship programs on part of the employers.Originality/valueThis paper validates and extends the dispersed findings of existing research by providing a useful, unifying conceptual model of the employer's perspective on higher education internships, which can be tested at other levels of education or in other countries.

Higher authority organizational stressors among higher education deans: a multiple case study

2018 ◽  
Vol 10 (3) ◽  
pp. 333-343 ◽  
Author(s):  
Alfred Huan Zhi Chan ◽  
Mohd Dahlan Malek ◽  
Ferlis Bahari
Keyword(s):  
Higher Education ◽  
Multiple Case Study ◽  
Education Institution ◽  
Higher Education Management ◽  
Case Study Methodology ◽  
Content Type ◽  
Organizational Stressors ◽  
Multiple Case ◽  
Education Deans

Purpose The purpose of this paper is to identify higher authority organizational stressors encountered by higher education deans. Design/methodology/approach This current research employed a qualitative approach utilizing a contextual paradigm with a multiple case study methodology. Findings Out of ten investigated deans in a public higher education institution in Malaysia, nine reported experiences of organizational stressor elements arising from higher authority. Three non-overlapping subthemes were systematically discovered. Practical implications Successful identification of these higher authority organizational stressors has implications for higher education management policies. Policies that reduce or eliminate these stressors may create a positive and progressive environment for deans and the higher education field. Originality/value This study will thus serve to promote a deeper understanding of higher authority organizational stressors encountered by higher education deans.

scholarly journals Using mobile learning and social media to enhance learner feedback

2017 ◽  
Vol 9 (1) ◽  
pp. 70-90 ◽  
Author(s):  
Mireilla Bikanga Ada ◽  
Mark Stansfield ◽  
Gavin Baxter
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Educational Institution ◽  
Research Approach ◽  
Content Type ◽  
Media Applications

Purpose The purpose of this paper is to investigate an area of growing importance that is widely recognised in the literature relating to the issue of how to improve ways that assessments and feedback are provided to students within higher education. This paper reports on a study that aimed to explore the views of both educators (n=70) and students (n=540) on feedback and feed-forward at a UK university. The study also investigated their experience and attitudes to social media applications as a means of enhancing access to feedback within the context of mobile learning. Design/methodology/approach The research approach adopted in this study predominately conforms to a quantitative research design though embeds elements of qualitative research via a “mixed methods” approach. The overall methodology of the paper adheres to an exploratory case study in a higher education environment to identify various issues and approaches that could be addressed or enhanced to aid ways that assessments and feedback are disseminated to students within higher education. Findings Participants’ views were sought in relation to students receiving learning materials, as well as feedback from tutors directly to their smartphones and mobile devices. In addition, the study explored possible reasons for students not wanting to use social media and mobile devices for their learning and feedback. Overall, the results indicated a positive attitude on the part of educators and students to using mobile devices and social media applications for teaching and learning purposes. Research limitations/implications The case study presented in this paper draws on findings from one higher educational institution. Further research is required to determine the generalisability of the findings to allow comparison of the findings to be undertaken within other higher education institutions. Originality/value The originality of the paper is that it provides detailed empirical evidence and findings that provide several important implications in relation to enhancing the student learning experience and providing considerable improvements to the way that feedback is provided that make it more likely that students will take more notice to feedback and act upon it. This in turn enables educators to better plan and manage their teaching and student experience online and through students’ mobile devices. The value of this study is that it explores views of both educators and students, whereas many other previous studies tend to focus on the views of either educators or students.

scholarly journals Main dimensions that impact knowledge management and university-business-government collaboration in the Brazilian scenario

2018 ◽  
Vol 25 (3) ◽  
pp. 258-273 ◽  
Author(s):  
Suzana Xavier Ribeiro ◽  
Marcelo Seido Nagano
Keyword(s):  
Knowledge Management ◽  
Knowledge Creation ◽  
Triple Helix ◽  
Design Methodology ◽  
Multiple Case Study ◽  
Content Type ◽  
Multiple Case ◽  
The University ◽  
University Industry

Purpose The purpose of this paper is to investigate how certain characteristics of the university–industry–government collaboration facilitate knowledge creation and management, hence innovation focusing on particularities of the Brazilian scenario. Design/methodology/approach As a conceptual basis, there are correlations between theories of knowledge management and the Triple Helix, a model referenced to university–industry–government cooperation. The research was conducted through a multiple case study at two National Institutes of Science and Technology (INCTs in Portuguese). Findings The main results show the importance of participation in the INCT program, as it enables the creation of an organizational structure with the coordinator’s leadership, who directs the flow of knowledge among organizations and stimulates innovation. Originality/value The choice of the topic is justified by the lack of studies on the identification and analyses of the main aspects of this type of collaboration in an integrated way.

Higher education teachers' perception and use of Content Representations in lesson study

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gabriel Hervas ◽  
José Luis Medina
Keyword(s):  
Higher Education ◽  
Lesson Study ◽  
Participant Observation ◽  
Structured Interviews ◽  
Senior Faculty ◽  
Lesson Design ◽  
Content Type ◽  
Multiple Case ◽  
Teachers Training

Purpose“Content Representations” (CoRes) is an instrument that links content with aspects about its teaching and is recognized for its utility designing lessons and elucidating teachers' knowledge. Lesson study (LS) is a practice through which teachers collaborate to plan, teach and reflect on a lesson. Both have been acknowledged separately as being valuable for teachers' training; however, there is little research addressing the consequences of combining them. This study filled in that gap by examining how higher education (HE) teachers used the CoRes and perceived its integration within LS.Design/methodology/approachThe authors performed a multiple case study with features of ethnomethodology and conducted an inductive content analysis of the data gathered through document analysis, in-depth semi-structured interviews and participant observation. The research was approved by the ethics committee of the host university, and participants were faculty members from different health sciences disciplines.FindingsThe authors found that participants considered that the use of the CoRes during LS allowed them to organize their ideas, consider more details for lesson design, address new topics and engage in greater reflection. However, participants (specially senior faculty) showed a superficial dedication to filling in the CoRes and considered the instrument bothersome, urging caution when engaging in the combined practice of CoRes and LS.Originality/valueThis is the first research in the international literature approaching the integration of the CoRes and LS with HE teachers. Its results fill a research gap and can help LS practitioners make an informed decision about whether to incorporate CoRes into it.

Online sustainability reporting at universities: the case of Hong Kong

2019 ◽  
Vol 11 (5) ◽  
pp. 887-901
Author(s):  
Yi An ◽  
Howard Davey ◽  
Harun Harun ◽  
Zebin Jin ◽  
Xin Qiao ◽  
...  
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Public Universities ◽  
Multiple Case Study ◽  
Sustainability Reporting ◽  
University Management ◽  
Content Type ◽  
Multiple Case ◽  
Practical Implications

Purpose The purpose of this study is to examine the current state of online sustainability reporting in the Hong Kong higher education sector from a variety of perspectives. Design/methodology/approach The multiple case study was the research method for this research. Content analysis of the university website, as well as interview with university management, personnel in the sustainability office, academics and students, were adopted for data collection. An assessment framework for sustainability reporting was developed as an instrument for content analysis, based on G4 guidelines and prior literature. Findings The authors observe that most Hong Kong public universities have a specific webpage for sustainability reporting on the website, which consists of an amount of sustainability-related information in terms of general aspects, specific aspects and stakeholder participation. Moreover, they notice that Hong Kong public universities attach importance to sustainability and its reporting, and they would like to communicate their sustainability activities to various stakeholders and the community where they operate. Practical implications This paper indicates some practical implications for academics, university management, policymakers and sustainability education amongst universities in Hong Kong and beyond. Social implications This paper argues that universities, as a central place to foster talents and future leaders, should operate in a sustainable manner at the first place and then report their sustainability-related activities taking full advantage of the current information and communication technologies, so as to discharge accountability to various stakeholders and meet the expectations of the community where they operate. Originality/value This paper uses a multiple case study approach to explore the status of online sustainability reporting at Hong Kong universities, which contributes to limited research in the area, particularly for online sustainability reporting in the higher education institutions, and makes some contributions to the extant literature.

A systems theory for lean describing natural connections in an XPS

2020 ◽  
Vol 32 (6) ◽  
pp. 1373-1393
Author(s):  
Christer Osterman ◽  
Anders Fundin
Keyword(s):  
Conceptual Model ◽  
Multiple Case Study ◽  
Future Research ◽  
Problem Solution ◽  
New Approach ◽  
Content Type ◽  
Multiple Case ◽  
Cherry Picking ◽  
A Company

PurposeMany organizations report difficulties in integrating lean. A possible cause could be that methods and tools do not support each other. The purpose of this research is, therefore, to explore the nature of the connections within the system. Understanding these provides practitioners with a better way of defining their system and offers researchers a conceptual model with a new way of understanding a company-specific production system (XPS).Design/methodology/approachThe study is designed as a multiple case study with three organizations and, in total, 25 lean experts serving as respondents.FindingsThe connections between the elements of an XPS act as a duality based on a problem–solution (P–S) relation. These are categorized according to complexity and can be mapped into a conceptual model, where the connections can be either symmetrical or asymmetrical.Research limitations/implicationsThe results provide a method to analyze causes and effects in an XPS and a conceptual model. Given the limitations of a multiple case study, future research should explore connections depending on a broader variety of contextual conditions.Practical implicationsThe results present a way to avoid a cherry-picking problem through understanding connections between elements in an XPS. This provides a new way to understand the weaknesses of an XPS.Originality/valueThe research provides a new approach with insights on how to conduct research in lean production by facilitating how to understand and interpret connections between elements in a system.

Knowledge transfer between actors in the innovation system: a study of higher education institutions (HEIS) and SMES

2015 ◽  
Vol 30 (3/4) ◽  
pp. 436-458 ◽  
Author(s):  
Graciela Corral de Zubielqui ◽  
Janice Jones ◽  
Pi-Shen Seet ◽  
Noel Lindsay
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Knowledge Acquisition ◽  
Higher Education Institutions ◽  
Innovation System ◽  
Content Type ◽  
Qualitative Approaches ◽  
University Industry ◽  
Knowledge Access

Purpose – The purpose of this paper is to understand how and why small to medium enterprises (SMEs) access knowledge from external actors in general and from higher education institutions (HEIs) in particular and what is the extent to which these knowledge access pathways affect SME innovativeness. Design/methodology/approach – The paper involved both quantitative and qualitative approaches: a survey of 1,226 SMEs and a mini case study to follow-up on issues arising from the survey analysis. Survey data were analysed using both non-parametric and multivariate Poisson regression analysis. The case study was based on a medium-sized manufacturing firm in South Australia. Findings – While there are significant differences between the micro-, small- and medium-sized enterprises, the evidence suggests that SMEs generally use “generic” university–industry knowledge transfer pathways (e.g. published research results) rather than university–industry links with high “relational” involvement. More significantly, the results indicate that SMEs are more likely to rely on organisations other than universities and related R&D enterprises for knowledge acquisition like clients/customers or suppliers. While collaboration is most likely to occur within the same state/territory, or Australia, many SMEs also collaborate internationally, usually as part of normal supplier–customer relationships, reinforcing knowledge acquisition from organisationally proximate partners. These findings are also supported by the case study. Research limitations/implications – This research was limited to surveying SMEs in one geographic (metropolitan) region in Australia. It also does not account for the different patterns of HEI–SME interactions in different industry sectors. There is also only one case study. Originality/value – First, the research adds to the few field studies that have investigated accessing knowledge for innovation among SMEs. Specifically, the research contributes to an understanding of the heterogeneous roles that different actors play in facilitating knowledge access for improving innovative SMEs outcomes. Second, the research does not treat all SMEs similarly in terms of size effects but instead accounts for differing SME sizes and how this affects their selection of knowledge access pathways. Third, the research contributes to a small number of studies that attempt to understand how HEIs and SMEs can work better together in the context of a regional innovation system, especially one that is relatively less competitive to the larger economy.

Learning outcomes’ role in higher education teaching

2014 ◽  
Vol 7 (4) ◽  
pp. 257-276 ◽  
Author(s):  
Rita Nasrallah
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Multiple Case Study ◽  
Learning Model ◽  
Faculty Members ◽  
Content Type ◽  
Constructive Alignment ◽  
Multiple Case ◽  
Teaching Learning

Purpose – The purpose of this multiple-case study was to examine the ambiguity surrounding course learning outcomes and how they are perceived by faculty members in four private universities, while simultaneously investigating the dominant teaching perspectives, practices and assessment techniques. In parallel, theory of constructive alignment was shared with faculty members and students as a possible teaching-learning model. Design/methodology/approach – This study is a qualitative multiple-case study designed based on Yin’s (2009) case study protocol and Stake’s (2006) cross-case analysis report. In the process, 52 faculty members were interviewed, and 38 of the 52 were observed teaching, plus 15 of 52, faculty members participated in separate focus groups about constructive alignment. Further, 18 students were interviewed in separate focus groups to find out how they perceive effective teaching and constructive alignment. Findings – The findings showed why faculty members misunderstood the course learning outcomes. Both faculty members and students withheld similar perceptions when it came to efficient teaching; however, they disagreed regarding the utility of constructive alignment as a proposed teaching-learning model. The 52 faculty members were mainly knowledge transmitters and this contradicts with the notion of the learning outcomes, which is student-centered. In addition, they are not familiar with the teaching-learning theories or with the various pedagogical tools that may render learning constructive. Research limitations/implications – The fact that this study is a multiple-case study automatically implies that the results cannot be generalized within the larger higher education context. Nevertheless, the research findings can help to clarify the reasons hindering the proper implementation of the learning outcomes in other institutions, as it can serve as a guide to improve all the detected weaknesses, which may be applicable in other contexts. It can also aid administrative bodies at the different institutions in dealing with the obstacles that restrict the workability of the learning outcomes. Practical implications – Teaching in higher education must be nurtured through continuously investing time and effort in supporting faculty members to develop their teaching-learning skills to suit the changing profiles of students to render learning a durable experience. Originality/value – The study is unique in how it combined Yin’s protocol with Stake’s cross-case analysis report. Additionally, the classroom observation instrument was, to an extent, a precedent in terms of higher education research in the Lebanese context. Further, the results obtained added to the results of previous research, i.e. the reasons why the learning outcomes were not functional. Plus, a cyclical/retrograding motion learning model emerged in the process, and the practicality of the theory of constructive alignment in the Lebanese context was questioned.

scholarly journals Returnee entrepreneurs and the institutional environment: case study insights from China

2019 ◽  
Vol 14 (1) ◽  
pp. 207-230 ◽  
Author(s):  
Jan Henrik Gruenhagen
Keyword(s):  
Conceptual Model ◽  
Institutional Environment ◽  
New Ventures ◽  
Study Data ◽  
Content Type ◽  
Study Approach ◽  
Multiple Case ◽  
Human And Social Capital ◽  
The Impact

Purpose The purpose of this paper is to investigate the phenomenon of returnee entrepreneurs, their venturing efforts and the impact of the institutional environment they operate in, and thereby to propose a conceptual model depicting how returnee entrepreneurs create and operate new ventures and interact with the institutional environment. Design/methodology/approach This study followed a multiple case study approach based on data collected from in-depth inquiries into 11 returnee entrepreneurs and their ventures in China which was analysed inductively. Findings Analysis of case study data resulted in a conceptual model of returnee entrepreneurs illustrating micro-level characteristics of the phenomenon and the interplay with the institutional environment of an emerging economy. Insights from the case study are discussed in terms of implications for entrepreneurial motivations, human and social capital, estrangement from the home country, internationalisation behaviour and objectives of returnee-owned ventures. Originality/value Previous research on the phenomenon of returnee entrepreneurs is highly fragmented and has largely focussed on specific and isolated outcomes. This study offers a holistic inquiry contributing to a better understanding of the phenomenon as a whole and presenting key properties of the phenomenon.

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