scholarly journals Mapping the Ethics of Learning Analytics in Higher Education: A Systematic Literature Review of Empirical Research

2021 ◽  
pp. 1-17
Author(s):  
Teresa Cerratto Pargman ◽  
Cormac McGrath
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Empirical Research ◽  
Systematic Literature Review ◽  
Learning Analytics ◽  
Ethical Issues ◽  
Research Work ◽  
Final Analysis ◽  
Future Research ◽  
Knowledge Gaps

Ethics is a prominent topic in learning analytics that has been commented on from conceptual viewpoints. For a broad range of emerging technologies, systematic literature reviews have proven fruitful by pinpointing research directions, knowledge gaps, and future research work guidance. With these outcomes in mind, we conducted a systematic literature review of the research on ethical issues that have been empirically approached in the learning analytics literature. In our final analysis, 21 articles published in the period 2014–2019 met our inclusion criteria. By analyzing this data, we seek to contribute to the field of learning analytics by 1) characterizing the type of empirical research that has been conducted on ethics in learning analytics in the context of higher education, 2) identifying the main ethical areas addressed in the selected literature, and 3) pinpointing knowledge gaps.

Behavioural biases in investment decision making – a systematic literature review

2015 ◽  
Vol 7 (1) ◽  
pp. 88-108 ◽  
Author(s):  
Satish Kumar ◽  
Nisha Goyal
Keyword(s):  
Decision Making ◽  
Literature Review ◽  
Empirical Research ◽  
Systematic Literature Review ◽  
Investment Decision ◽  
Future Research ◽  
Behavioural Finance ◽  
Content Type ◽  
Investment Decision Making ◽  
The Impact

Purpose – The purpose of this paper is to systematically review the literature published in past 33 years on behavioural biases in investment decision-making. The paper highlights the major gaps in the existing studies on behavioural biases. It also aims to raise specific questions for future research. Design/methodology/approach – We employ systematic literature review (SLR) method in the present study. The prominence of research is assessed by studying the year of publication, journal of publication, country of study, types of statistical method, citation analysis and content analysis on the literature on behavioural biases. The present study is based on 117 selected articles published in peer- review journals between 1980 and 2013. Findings – Much of the existing literature on behavioural biases indicates the limited research in emerging economies in this area, the dominance of secondary data-based empirical research, the lack of empirical research on individuals who exhibit herd behaviour, the focus on equity in home bias, and indecisive empirical findings on herding bias. Research limitations/implications – This study focuses on individuals’ behavioural biases in investment decision-making. Our aim is to analyse the impact of cognitive biases on trading behaviour, volatility, market returns and portfolio selection. Originality/value – The paper covers a considerable period of time (1980-2013). To the best of authors’ knowledge, this study is the first using systematic literature review method in the area of behavioural finance and also the first to examine a combination of four different biases involved in investment decision-making. This paper will be useful to researchers, academicians and those working in the area of behavioural finance in understanding the impact of behavioural biases on investment decision-making.

The impacts of higher education institutions on sustainable development

2019 ◽  
Vol 20 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Florian Findler ◽  
Norma Schönherr ◽  
Rodrigo Lozano ◽  
Daniela Reider ◽  
André Martinuzzi
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Conceptual Framework ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Future Research ◽  
Content Type ◽  
Holistic Perspective ◽  
Indirect Impacts

PurposeThis paper aims to conceptualize impacts of higher education institutions (HEIs) on sustainable development (SD), complementing previous literature reviews by broadening the perspective from what HEIs do in pursuit of SD to how these activities impact society, the environment and the economy.Design/methodology/approachThe paper provides a systematic literature review of peer-reviewed journal articles published between 2005 and 2017. Inductive content analysis was applied to identify major themes and impact areas addressed in the literature to develop a conceptual framework detailing the relationship between HEIs’ activities and their impacts on SD.FindingsThe paper identifies six impact areas where direct and indirect impacts of HEIs on SD may occur. The findings indicate a strong focus on case studies dealing with specific projects and a lack of studies analyzing impacts from a more holistic perspective.Practical implicationsThis systematic literature review enables decision-makers in HEIs, researchers and educators to better understand how their activities may affect society, the environment and the economy, and it provides a solid foundation to tackle these impacts.Social implicationsThe review highlights that HEIs have an inherent responsibility to make societies more sustainable. HEIs must embed SD into their systems while considering their impacts on society.Originality/valueThis paper provides a holistic conceptualization of HEIs’ impacts on SD. The conceptual framework can be useful for future research that attempts to analyze HEIs’ impacts on SD from a holistic perspective.

scholarly journals Mobile-assisted and gamification-based language learning: a systematic literature review

2021 ◽  
Vol 7 ◽  
pp. e496
Author(s):  
Kashif Ishaq ◽  
Nor Azan Mat Zin ◽  
Fadhilah Rosdi ◽  
Muhammad Jehanghir ◽  
Samia Ishaq ◽  
...  
Keyword(s):  
Literature Review ◽  
Language Learning ◽  
Systematic Literature Review ◽  
Research Work ◽  
School Level ◽  
Future Research ◽  
International Language ◽  
Mobile Assisted Language Learning ◽  
Recent Developments ◽  
Published Research

Learning a new language is a challenging task. In many countries, students are encouraged to learn an international language at school level. In particular, English is the most widely used international language and is being taught at the school level in many countries. The ubiquity and accessibility of smartphones combined with the recent developments in mobile application and gamification in teaching and training have paved the way for experimenting with language learning using mobile phones. This article presents a systematic literature review of the published research work in mobile-assisted language learning. To this end, more than 60 relevant primary studies which have been published in well-reputed venues have been selected for further analysis. The detailed analysis reveals that researchers developed many different simple and gamified mobile applications for learning languages based on various theories, frameworks, and advanced tools. Furthermore, the study also analyses how different applications have been evaluated and tested at different educational levels using different experimental settings while incorporating a variety of evaluation measures. Lastly, a taxonomy has been proposed for the research work in mobile-assisted language learning, which is followed by promising future research challenges in this domain.

Antecedents of Frontline Employees' Customer Orientation: A Comprehensive Review

2021 ◽  
Vol 5 (1) ◽  
pp. 50-70
Author(s):  
Björn A. Hüttel
Keyword(s):  
Literature Review ◽  
Empirical Research ◽  
Influencing Factors ◽  
Systematic Literature Review ◽  
Customer Orientation ◽  
Future Research ◽  
Frontline Employees ◽  
Comprehensive Review ◽  
Comprehensive Literature Review ◽  
Approaches To Study

This systematic literature review investigates the antecedents of frontline employees’ (FLEs) customer orientation (CO). In the literature various understandings of CO co-exist, which put an emphasis on different influencing factors and use different measurement approaches to study FLEs’ CO. The literature lacks a comprehensive literature review that structures and summarizes the fragmented empirical research on antecedents of FLEs’ CO. This study closes this gap by first, providing an extensive overview of the antecedents of FLEs’ CO, identifying and categorizing the factors that influence FLEs’ CO into four broad areas. Second, the study sheds light on the different understandings of CO and structures the fragmented literature. Based on the literature review, the study identifies avenues for future research in the field. Finally, the literature review gives guidance to managers by structuring starting points to enhance FLEs’ CO.

scholarly journals Learning from Returned Products in a Closed Loop Supply Chain: A Systematic Literature Review

Logistics ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 7 ◽  
Author(s):  
Ilkka Ritola ◽  
Harold Krikke ◽  
Marjolein C.J. Caniëls
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Research Work ◽  
Future Research ◽  
Product Returns ◽  
Strategic Information ◽  
Related Information ◽  
Operational Information ◽  
Strategic Information System ◽  
Informational Value

Product returns are a source of valuable information that can be used by firms and supply chains to improve products, services, and decision making. However, firms are struggling to maximize the value of this information, and the extant scholarly literature is scattered among various research streams. Using a systematic literature review, the state-of-the-art of product returns informational value research and limitations in the current body of work were examined and future directions for research suggested. Three types of informational value were identified, namely operational information, product related information, and customer-related information, along with four value-creating factors, namely strategic information system (IS) decisions, organizational learning, information sharing, and technological solutions. Implications for practitioners are discussed. Lastly, the limitations are discussed, along with recommendations and directions for future research work.

scholarly journals Deep and Meaningful E-Learning with Social Virtual Reality Environments in Higher Education: A Systematic Literature Review

2021 ◽  
Vol 11 (5) ◽  
pp. 2412
Author(s):  
Stylianos Mystakidis ◽  
Eleni Berki ◽  
Juri-Petri Valtanen
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Ethical Issues ◽  
Empirical Studies ◽  
Emotional Engagement ◽  
Privacy And Security ◽  
E Learning ◽  
Learner Agency

Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using social virtual reality environments (SVREs) in distance mode higher education (HE). Hence, a systematic literature review was conducted summarizing the findings from thirty-three empirical studies in HE between 2004 (appearance of VR) and 2019 (before coronavirus appearance). We searched for the cognitive, social, and affective aspects of DML in a research framework and studied their weight in SVREs. The findings suggest that the use of SVREs can provide authentic, simulated, cognitively challenging experiences in engaging, motivating environments for open-ended social and collaborative interactions and intentional, personalized learning. Furthermore, the findings indicate that educators and SVRE designers need to place more emphasis on the socio-cultural semiotics and emotional aspects of e-learning and ethical issues such as privacy and security. The mediating factors for DML in SVREs were accumulated and classified in the resultant Blended Model for Deep and Meaningful e-learning in SVREs. Improvement recommendations include meaningful contexts, purposeful activation, learner agency, intrinsic emotional engagement, holistic social integration, and meticulous user obstacle removal.

scholarly journals CSR Implication and Disclosure in Higher Education: Uncovered Points. Results from a Systematic Literature Review and Agenda for Future Research

2021 ◽  
Vol 13 (2) ◽  
pp. 525
Author(s):  
Mahalaxmi Adhikariparajuli ◽  
Abeer Hassan ◽  
Benedetta Siboni
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Future Research ◽  
Journal Articles ◽  
Academic Literature ◽  
Review Analysis ◽  
Corporate Social

This research reviews and analyzes prior corporate social responsibility (CSR) studies centered on its implications and disclosure in higher education institutions (HEIs). Nine major databases were analyzed to review research articles from various business, management, higher education, and accounting journals for the period of 2004–2020. We follow the seven-step systematic review guidelines developed by Fink 2019 and we base our review analysis on fifty-eight journal articles. The systematic literature review results show a significant increase in the number of CSR article publications and the extent and trend of disclosure. The majority of prior research was based on questionnaires to evaluate the HEIs curriculum and focus on the CSR implication process. However, HEIs are still lagging behind in CSR implication and disclosure, and with a long way to go to obtain sustainability goals. From the study, several opportunities for future research emerged. This study can be useful for HEIs policymakers and practitioners to access the usefulness of CSR implications and disclosures in HEIs. In addition, this analysis assists scholars to explore in-depth the uncovered points related to CSR in HEIs context. This is the first systematic review of CSR implications and disclosures that comprehensively covers higher education institutions as a sector and presents a reference for academic literature from 2004 to 2020.

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