The use of eportfolios as a pedagogical tool for leadership preparation and development in education

2015 ◽  
Vol 7 (2) ◽  
pp. 443-452
Author(s):  
David Giles ◽  
Michael Bell
Keyword(s):  
Learning Space ◽  
Critical Function ◽  
Pedagogical Tool ◽  
Content Type ◽  
Critical Dimensions ◽  
Leadership Formation ◽  
Self Reflection ◽  
Personal Learning ◽  
Shared Space ◽  
Self Study

Purpose – A critical function of leadership formation is the leader’s deepening sensitivity, reflexivity, and self-reflection on one’s own, and others, practice. A particular tool that has potential to support such endeavour is the eportfolio (EP) (currently referred to as a personal learning space). The paper aims to discuss these issues. Design/methodology/approach – The paper presents a personal report from a collaborative self-study which focused on the usefulness and potential of EPs as a tool for leadership formation that might: first, support learning enquiries, second, enable contemplative thinking and reflection, and third, coordinate personal representations of “who” we are. Findings – Having engaged as academics in a collaborative quest to embrace the technology of EPs in the everyday professional lives, while also critiquing the influence and power of the tool, the authors present a personal position for the use of EPs in leadership programmes as well as some critical dimensions that appear to awaken and enable self-reflective practices. Originality/value – As a tool which can enable leadership formation, EPs can evoke individual and collective voice within a generative and shared space.

Conceptual design and empirical study of a personal learning environment and network (PLE&N) to support peer-based social and lifelong learning

2017 ◽  
Vol 47 (2) ◽  
pp. 228-249 ◽  
Author(s):  
Haley Wing Chi Tsang ◽  
Eric Tsui
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Conceptual Design ◽  
Theory And Practice ◽  
Learning Space ◽  
Seamless Integration ◽  
Learning Skills ◽  
Content Type ◽  
Personal Learning ◽  
Personal Learning Environment

Purpose This paper aims to describe a conceptual design of Personal Learning Environment & Network (PLE&N) and a learning model developed in support of peer-based social and lifelong learning in higher education, which collaborate with classroom learning. Design/methodology/approach The model consists of students, instructors and external parties interacting synergistically in learning in PLE&N-enabled courses based on the collaborative designs of instructor-led pedagogical approach and external parties-assisted lifelong learning “first-mover” development. The research constructs, tests and assesses this model in courses of 12 subjects in nearly two years. Findings The practicality of the designs is evidenced in post-course surveys and reflected by students’ ability in productively using collaborative resources over the internet to create an ever-expanding personal learning space stretching from home to campus and beyond, oriented toward individuality, universality, ubiquity, interactivity and connectivity. Originality/value The research contributes to PLE&N, social and lifelong learning seamless integration in theory and practice to dramatically enhance students’ virtual learning skills.

Flights of two female academics’ entry into the profession

2014 ◽  
Vol 6 (2) ◽  
pp. 231-247 ◽  
Author(s):  
Narelle Lemon ◽  
Susanne Garvis
Keyword(s):  
Final Analysis ◽  
Early Career ◽  
Career Stage ◽  
Career Trajectory ◽  
Content Type ◽  
Self Reflection ◽  
Early Career Researchers ◽  
Inquiry Approach ◽  
Self Study ◽  
Learning From Others

Purpose – The purpose of this paper is to illustrate what can be learnt about early career researchers through a narrative self-reflection of two academics’ moving towards the end of the early career into middle career stage. Design/methodology/approach – The two academics’ share their experiences as self- study reflective inquiries, specifically as a want and need for “more” through this respective involvement in critically thinking about and planning their career trajectory. Using Schwab's (1969) flights from the field as an interpretative tool, this event is the trigger used to story and re-story the personal experience of the academics through a reflective inquiry approach. Findings – Looking across the reflective self-studies, the final analysis reveals similarities, differences and tensions of the lived experiences of early career researchers’. Originality/value – Through listening to the voices of early career academics insights are gained that highlight the need for active agency in the academy while learning from others to focus on building research profiles.

An empirical examination of firm financial performance along dimensions of supply chain resilience

2017 ◽  
Vol 40 (3) ◽  
pp. 254-269 ◽  
Author(s):  
Xun Li ◽  
Qun Wu ◽  
Clyde W. Holsapple ◽  
Thomas Goldsby
Keyword(s):  
Supply Chain ◽  
Financial Performance ◽  
Three Dimensions ◽  
Empirical Examination ◽  
Content Type ◽  
Supply Chain Resilience ◽  
Critical Dimensions ◽  
Firm Financial Performance ◽  
Supply Chain Agility ◽  
The Impact

Purpose This paper aims to investigate the impact of three critical dimensions of supply chain resilience, supply chain preparedness, supply chain alertness and supply chain agility, all aimed at increasing a firm’s financial outcomes. In a turbulent environment, firms require resilience in their supply chains to prepare for potential changes, detect changes and respond to actual changes, thus providing superior value. Design/methodology/approach Using survey data from 77 firms, this study develops scales for preparedness, alertness and agility. It then tests their hypothesized relationships with a firm’s financial performance. Findings The results reveal that the three dimensions of supply chain resilience (i.e. preparedness, alertness and agility) significantly impact a firm’s financial performance. It is also found that supply chain preparedness, as a proactive resilience capability, has a greater influence on a firm’s financial performance than the reactive capabilities including alertness and agility, suggesting that firms should pay more attention to proactive approaches for building supply chain resilience. Originality/value First, this study develops a comparatively comprehensive definition for supply chain resilience and explores its dimensionality. Second, this study provides empirically validated instruments for the dimensions of supply chain resilience. Third, this study is one of the first to provide empirical evidence for direct impact of supply chain resilience dimensions on a firm’s financial performance.

scholarly journals User agreements and makerspaces: a content analysis

2015 ◽  
Vol 116 (7/8) ◽  
pp. 358-368 ◽  
Author(s):  
Heather Michele Moorefield-Lang
Keyword(s):  
Content Analysis ◽  
Academic Libraries ◽  
Technology Use ◽  
Academic Library ◽  
The Body ◽  
Library Science ◽  
Learning Space ◽  
Content Type ◽  
The Usa ◽  
Qualitative Data Analysis Software

Abstract – The purpose of this paper is to analyze the user agreements of makerspaces in public and academic libraries. User agreements, also known as maker agreements, user forms and liability forms, can be very important documents between library patrons, staff and faculty. User agreements are similar to the earlier creation of acceptable use policies for technology use in libraries. The author of this study will delve into the user agreements created for public and academic libraries across the USA. Design/methodology/approach – The researcher used content analysis to investigate 24 different user agreements written for public and academic library makerspaces. NVivo qualitative data analysis software was integrated into this research to aid in the breakdown of commonalities across terms, themes and purpose within the user agreements. Findings – Although makerspaces are a very exciting topic in the field of library science at this time, the implementation of a maker learning space is still new to many libraries. Creating a user agreement for a makerspace is newer still. Most user agreements in this study were six months to a year old. Some consistencies found across makerspace user agreements include liability waivers, permissions for minors, safety, copyright and technology replacement costs. Originality/value – At this time, most publications on makerspaces are held in the realm of popular publications (blogs, magazines, zines, etc.). The body of peer-reviewed and scholarly research on makerspaces is growing. Makerspace user agreements are new to this growing field of interest, and a content analysis of these documents will pave the way for the writing of future forms.

Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Calleja ◽  
Patrick Camilleri
Keyword(s):  
Technology Use ◽  
Lesson Study ◽  
Group Discussion ◽  
Content Type ◽  
Self Reflection ◽  
Opportunities For Learning ◽  
Study Process ◽  
The University ◽  
Practical Implications

PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

Developing marketing curriculum to make students workforce ready

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Diane Edmondson ◽  
Lucy Matthews
Keyword(s):  
Experiential Learning ◽  
Experiential Learning Theory ◽  
Workforce Readiness ◽  
Content Type ◽  
Approach To Learning ◽  
Self Reflection ◽  
Academic Knowledge ◽  
Advantages And Disadvantages ◽  
Quantitative Results ◽  
Reflective Prompts

PurposeThe purpose of this paper is to investigate how to overcome the dilemma of the lack of student workforce readiness upon graduation. Based on experiential learning theory, the authors propose an innovative three-step approach to marketing curriculum to help address this dilemma.Design/methodology/approachThis study examines both quantitative and qualitative data. First, quantitative results were obtained from 5,222 end-of-course surveys of students taking an experiential learning course at a southeastern United States public university. Results were also obtained from 111 end-of-course surveys of students taking experiential learning courses in marketing. Second, qualitative results were obtained through a critical review of self-reflection assignments from over 1,000 students taking a variety of experiential learning marketing courses.FindingsThe authors identify a three-step process that can be used to develop curriculum that will better prepare students for entering the workforce. The advantages and disadvantages associated with this type of curriculum are also discussed. The outcomes indicate that an entire curriculum focused on experiential learning, self-reflection and ePortfolios will allow students to not only be better prepared for the workforce but also will help them be better communicators on what they have learned.Originality/valueIn this paper, the authors contribute to the literature by providing a curriculum-based approach to learning in order to minimize the gap between academic knowledge and workforce preparedness. Sample course projects, reflective prompts and grading rubrics are provided to aid others in the implementation of this type of curriculum.

scholarly journals Accelerators as authentic training experiences for nascent entrepreneurs

2017 ◽  
Vol 59 (7/8) ◽  
pp. 811-824 ◽  
Author(s):  
Morgan P. Miles ◽  
Huibert de Vries ◽  
Geoff Harrison ◽  
Martin Bliemel ◽  
Saskia de Klerk ◽  
...  
Keyword(s):  
Authentic Learning ◽  
Learning Processes ◽  
Nascent Entrepreneurs ◽  
Competency Development ◽  
Content Type ◽  
Self Reflection ◽  
Start Up ◽  
Learning Platforms ◽  
Entrepreneurial Competencies ◽  
Entrepreneurial Training

Purpose The purpose of this paper is to address the role of accelerators as authentic learning-based entrepreneurial training programs. Accelerators facilitate the development and assessment of entrepreneurial competencies in nascent entrepreneurs through the process of creating a start-up venture. Design/methodology/approach Survey data from applicants and participants of four start-accelerators are used to explore the linkages between accelerators and the elements of authentic learning. Authentic learning processes are then mapped onto the start-up processes that occur within the accelerators. Findings Accelerators take in nascent entrepreneurs and work to create start-ups. This activity develops the participants’ entrepreneurial competencies and facilitates authentic self-reflection. Research limitations/implications This study explores how accelerators can be useful as authentic learning platforms for the development of entrepreneurial competencies. Limitations include perceptual measures and the inability to conduct paired sampling. Practical implications Entrepreneurship training is studied through the lens of authentic learning activities that occur within an accelerator. Participants develop and assess their mastery of and interest in entrepreneurship through tasks, exposure to experts and mentors, peer learning, and assessments such as pitching to investors at Demo Day. Originality/value This paper reports on the authentic learning processes and its usefulness in competency development and self-appraisal by accelerators participants. The opportunity for competency development and self-appraisal by nascent entrepreneurs before escalating their commitment to a start-up may be an accelerator’s raison d’être.

scholarly journals Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation

2018 ◽  
Vol 13 (2) ◽  
pp. 848-858 ◽  
Author(s):  
Eric Tsui ◽  
Nikolina Dragicevic
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Design Methodology ◽  
Working Environment ◽  
Scenario Development ◽  
Learning Space ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Business Environments ◽  
Constant Change

AbstractIn much of the current discussions on business environments, a recurring theme both for academics and practitioners is that it is marked by inherent uncertainty (unknown unknowns). Hence, knowledge workers must have skills and understanding of the possible ways to navigate through and adapt to constant change. However, the tendency of prevailing approaches to curriculum development to focus on (static) learning outcomes, we argue, is not appropriate to train young people to adapt to the unpredictable working environment. Instead, more dynamic approaches to curriculum are required, which would instead focus on learning as a continuous relearning and emergent process of adaptation and stimulate students' inquiry and intellectual and creative skills. This paper approaches the issue by discussing the opportunities of using scenario thinking and development together with a personal learning environment and network (PLE&N) for co-creating a curriculum with students, teachers, and practitioners in higher education. In short, the methodology underpinning scenario development recognizes that uncertainty can be best dealt with and understood from the perspective of a range of possibilities and multiple futures through a facilitated, coherently structured process. PLE&N, on the other hand, serves as a learning space which stimulates self-regulated and network-based learning. The paper contends that curriculum informed by such a design methodology would lead to more frequent and appropriate updates as well as equip students with skills to work in a volatile, uncertain, complex, and ambiguous (VUCA) environment.

Enhancing instructional leadership through collaborative coaching: a multi-case study

2017 ◽  
Vol 6 (1) ◽  
pp. 34-49 ◽  
Author(s):  
Gary W. Houchens ◽  
Tom A. Stewart ◽  
Sara Jennings
Keyword(s):  
Instructional Leadership ◽  
Peer Coaching ◽  
School Principals ◽  
Professional Community ◽  
Research Literature ◽  
Self Awareness ◽  
Group Setting ◽  
Content Type ◽  
Self Reflection ◽  
Theories Of Practice

Purpose Executive coaching has become increasingly important for enhancing organizational leaders’ professional effectiveness. The purpose of this paper is to contribute to a growing body of research literature that examines how coaching techniques help school principals improve their instructional leadership. Design/methodology/approach Using a protocol based on a theories of practice framework (Argyris and Schön, 1974) to support principals in deepening their self-reflection, this study added the element of a guided peer-coaching component in a group setting. Findings Results confirmed the effectiveness of the coaching protocol for assisting principals in deepening their self-awareness and critical reflection regarding their leadership, including the way principals’ core assumptions about teaching and leadership shaped the outcomes of their problem-solving strategies. Perceptions of the peer-coaching element were mixed, however. While principals reported feeling affirmed by sharing their leadership challenges with others, and indicated that the group coaching experience contributed to their sense of professional community, there were limitations to principals’ willingness to challenge one another’s core assumptions. Originality/value This study builds on literature that cites theories of practice as a mechanism for enhancing professional effectiveness and represents a further iteration of recent research studies applying the concept to the work of school principals. Findings affirm that a coaching protocol based on theories of practice is well received by principals, serves to deepen self-reflection, and can, in limited cases, contribute to sweeping changes of thinking and practice congruent with the concept of double-loop learning.

Benchmarking industrial engineering programs

2018 ◽  
Vol 25 (4) ◽  
pp. 1194-1212 ◽  
Author(s):  
Anh Tuan Nguyen ◽  
Nguyen Vang-Phuc Nguyen
Keyword(s):  
Best Practices ◽  
Conceptual Framework ◽  
Resource Selection ◽  
Industrial Engineering ◽  
Educational Institutions ◽  
Content Type ◽  
Engineering Programs ◽  
Self Study ◽  
The Usa ◽  
Future Work

Purpose The purpose of this paper is to identify the best practices of industrial engineering (IE) programs that could be learnt and used at other educational institutions. Design/methodology/approach Nine IE programs in the USA are benchmarked using a conceptual framework that considers an educational program as a system consisting of a purpose, a curriculum, resources, and quality processes. The information used in benchmarking is collected from the program self-study reports, course catalogs, and websites which are available on the internet. Findings It is found that in spite of their diversity in history, missions, sizes, and reputations, the studied programs are rather unified in terms of purpose definition, curriculum formation, resource selection, and quality process usage. From the analysis, a template of IE curriculum is proposed. Research limitations/implications As the selection of the studied programs is based on the availability of the information, the findings may not be representative for IE programs in the USA. Future work can aim at comparing IE programs from various countries. Practical implications The findings could be used as benchmarks by IE schools interested in the improvement of operations. Originality/value A conceptual framework for benchmarking is proposed and proves useful for comparing educational programs. The findings represent the current best practices at IE schools in the USA.

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