scholarly journals The Next Generation

Author(s):  
Agnes Kukulska-Hulme ◽  
Chris Jones

Focusing on intermediate and institutional levels of design for learning, this chapter explores how institutional decisions relate to design, using recent experience at The Open University as a case study. To illuminate the relationship between institutional decisions and learner-focused design, we review and bring together some of the research on learner practices in mobile and networked learning. We take a critical stance in relation to the concept of generation, which has been applied to understanding learners of different ages using terms such as net generation and digital natives. Following on from this, we propose an integrated pedagogical design approach that takes account of learner practices, spaces for learning, and technologies. The chapter also proposes future research directions focused on the changing context for learning, a distinction between place and space and an understanding of how the different levels of educational systems interact with mobile and networked technologies.

2018 ◽  
Vol 11 (4) ◽  
pp. 52
Author(s):  
Ahmed Abdulateef Al Khateeb

The role of telecollaborative competence has become vital among twenty-first century English language teachers. Yet, the reinforcement of this competence with its establishment within educational systems is not always straightforward; particularly in traditional educational settings. Looking at telecollaborative competence amongst English as a foreign language (EFL) teachers in relation to region, gender and qualification have become central inquiries within this research. The findings have shown correlation among some elements of telecollaborative competence as shown in Tables 1-6. In line with these findings, some recommendations, and future research directions have been suggested.


2020 ◽  
pp. 251512742097966
Author(s):  
Birgitte Wraae ◽  
Candida Brush ◽  
Shahrokh Nikou

Significant research explores effectiveness of entrepreneurial curriculum, teaching innovations and programs, but less often studied is the role of entrepreneurship educators. The way that the educator sees his or her role relative to the students is of critical importance because this directly influences pedagogy choices, expectations for students and learning outcomes, as well as job satisfaction. While recent studies propose typologies characterizing pedagogical approaches of educators, few of these are based on the data from entrepreneurship educators. Framed within role identity theory, we conducted 13 in–depth interviews to examine how entrepreneurship educators perceive their role. Using the qualitative data analysis tool (NVivo), we analyzed how the relationship between their perceptions of their role and core value orientation is connected to teaching approaches. Results show that these educators view their roles as teacher-focused, network-focused, or student-focused and that these perspectives are associated with different perceptions of students’ role and learning objectives. Further, we find different levels of emphasis on roles and that personal core values are differentially linked to these roles. Implications and future research directions are discussed.


2021 ◽  
pp. 1-13
Author(s):  
Hajar Boutmaghzoute ◽  
Karim Moustaghfir

BACKGROUND: This study builds on the little guidance in the existing literature to analyze the relationship between employee-oriented CSR actions and employee retention in a business context, while using Freeman stakeholders’ model as a theoretical research framework. This research also aims to shed light on significant behavioral factors facilitating the relationship between CSR endeavors and turnover rate. OBJECTIVE: This paper builds on the existing research gap in the literature and suggests that behavioral factors, including job satisfaction, organizational identification, and motivation facilitate the relationship between employee-oriented CSR actions and employee retention, which contributes to laying the foundations of a theoretical framework that has the potential to advance both theoretical and practitioner debates and disentangle the complexity of such a relationship, while offering strategically-focused development venues in CSR and HRM fields. METHODS: This research uses a single case study design to ensure an in-depth and detailed analysis of the phenomenon under scrutiny, while relying on a triangulation methodology for data collection, including a questionnaire used as exploratory approach, interviews to generate explanatory data, and archival data to bring confirmatory insights. Data analysis followed the procedures of a deductive approach. RESULTS: The research results show a positive relationship between employee-oriented CSR actions and employee retention, while demonstrating the facilitating role of job satisfaction, organizational identification, and motivation in moderating such a relationship. The findings also stress the importance of framing CSR interventions within the organization’s strategy and goals, while ensuring employee participation in such decision making processes to maximize the effect of CSR interventions on employee commitment and reduce turnover. CONCLUSIONS: This research has the potential to better clarify the nature of the relationship involving CSR interventions, from an employee perspective, retention, and turnover, while laying the foundations of a theoretical framework linking such constructs and other behavioral factors that underpin and support such a relationship. Building on the study’s findings and assumptions, future research is needed to gain a more comprehensive understanding of how HR-related CSR actions affect behavioral performance dimensions, resulting in employee commitment and retention. Future research should also consider multiple case study, multicultural, and ethnographic approaches for the sake of generalizability and theory building.


2015 ◽  
Vol 5 (2) ◽  
pp. 294-314 ◽  
Author(s):  
Steffen Großmann ◽  
Arist Von Schlippe

Purpose – The purpose of this paper is to present an innovative study with a twofold focus: on highly escalated family business (FB) conflicts and on the interactions between conflicts and the failure of the company as FB. The authors devoted this paper to the question of how family-related conflicts are connected with the demise of FB. Conflicts constitute an essential part of every FB and may definitely have the power to superimpose the performance of the FB as well as the family life in a destructive way. Especially, highly escalated so called relationship conflicts can be seen as one reason for the failure of FB. Design/methodology/approach – The research aims at analysing the meaning of conflict in FB with respect to the failure of the FB. Therefore, the authors use an explorative case study approach. The study is based on a total of five case studies. As the authors use theory of social systems as a theoretical background, the authors focused in the analysis in all cases on patterns rather than on individual characteristics. Findings – As an essential part of the study the authors formulated eight hypotheses describing specific patterns of the conflict process as a communicative system. These hypotheses convey a comprehensible impression of the effects conflicts may have within FB and present a number of new facets of conflict dynamics and patterns of escalation in FB. Originality/value – In particular, the authors provide new insights into the dynamics of highly destructive forms of conflicts in FB and the relationship between family-related conflicts and the failure of FB. The authors also pave the way for future research that aim to develop a more holistic understanding about when and why the outcomes from family and business systems will conflict or be harmonious.


Author(s):  
Iain Doherty

The purpose of this chapter is to examine the challenges of achieving systemic change in the teaching culture of a research-intensive university. The chapter makes use of a teaching improvement case study to identify both the challenges and the solutions to engaging academics in a research-intensive university with educational professional development. Ongoing issues are identified and future research directions are presented.


Author(s):  
Constanţa-Nicoleta Bodea ◽  
Maria-Iuliana Dascalu ◽  
Radu Ioan Mogos ◽  
Stelian Stancu

Reinforcement of the technology-enhanced education transformed education into a data-intensive domain. As in many other data-intensive domains, the interest for data analysis through various analytics is growing. The article starts by defining LA, with relevant views on the literature. A discussion about the relationships between LA, educational data mining and academic analytics is included in the background section. In the main section of the article, the learning analytics, as an emerging trend in the educational systems is describe, by discussing the main issues, controversies, problems on this topic. Final part of the article presents the future research directions and the conclusion.


Author(s):  
Jim Prentzas ◽  
Ioannis Hatzilygeroudis

E-learning systems play an increasingly important role in lifelong learning. Tailoring the learning process to individual needs is a key issue in such systems. Intelligent Educational Systems (IESs) are e-learning systems employing Artificial Intelligence methods to effectively adapt to learner characteristics. Main types of IESs are Intelligent Tutoring Systems (ITSs) and Adaptive Educational Hypermedia Systems (AEHSs) incorporating intelligent methods. In this chapter, the authors present technologies and techniques used in the primary modules of IESs and survey corresponding patents. They present issues and problems involving specific IES modules as well as the overall IES. The authors discuss solutions offered for such issues by Artificial Intelligence methods and patents. They also discuss categorization aspects of patents related to IESs and briefly present the work described in some representative patents. Lastly, the authors outline future research directions regarding IESs.


Author(s):  
Paul F. Marty ◽  
Scott Sayre ◽  
Silvia Filippini Fantoni

Personal digital collections systems, which encourage visitors to museum websites to create their own personal collections out of a museum’s online collections, are the latest trend in personalization technologies for museums and other cultural heritage organizations. This chapter explores the development, implementation, and evaluation of different types of personal digital collection interfaces on museum websites, from simple bookmarking applications to sophisticated tools that support high levels of interactivity and the sharing of collections. It examines the potential impact of these interfaces on the relationship between museums and their online visitors, explores the possible benefits of involving users as co-creators of digital cultural heritage, and offers an analysis of future research directions and best practices for system design, presenting lessons learned from more than a decade of design and development of personal digital collections systems on museum websites.


2020 ◽  
pp. 322-330
Author(s):  
Allison Margaret Bigelow

This chapter reviews the major methodological and theoretical approaches used in Mining Language, at once concluding the book and gesturing toward future research directions in the fields of history of colonial science and technology and Indigenous Studies. Specifically, it reflects on the relationship between history and literary studies within these intersecting fields. By reflecting on what colonial archives say and do not say, the conclusion argues for the importance of research ethics and methods that confront, acknowledge, and respond to historical silences.


Author(s):  
Peggy Lynn Semingson ◽  
Pete Smith

This chapter provides a case study example using cross-case analysis (Merriam, 2001) of digital mentoring within an online Master's level literacy course at a large public university in the Southwest United States. Two mentors provided individualized video conference sessions, using Blackboard Collaborate™ to 28 students (mentees). Data included written reflections from students as well as transcripts from selected videoconference sessions. Structured synchronous mentoring sessions provided a predictable framework for students and mentors alike. This chapter provides an analysis of the students' perceptions of the conferences, the types of discourse patterns and language analysis of the conferences, as well as description of themes and trends across the data. Suggestions on the usefulness of the conferences as well as the structure of mentoring sessions are described in the chapter. Established and emerging models of mentorship and e-development are outlined and utilized to frame the analyses and future research directions.


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