scholarly journals IMPACT OF TEAM WORK ON EMPLOYEE SATISFACTION

2014 ◽  
Vol 10 (2) ◽  
Author(s):  
Sobia Shujaat ◽  
Keyword(s):  
Higher Education ◽  
Group Work ◽  
Work Experience ◽  
Employee Satisfaction ◽  
Team Work ◽  
Future Research ◽  
Work Experiences ◽  
Work Skills ◽  
Organizational Goals ◽  
Practical Implications

Purpose: The current study was based on analyzing effect of team work on employee satisfaction, as team work is considered to be a crucial factor for achieving organizational goals. Methodology/Sampling: A survey was conducted among 384 employees from different organization to analyze their team work experience. Regression analysis was applied to access the significance of linear relationship on data under study. Findings: It was found that team work has a significant impact on employee satisfaction. Future research should investigate the ways in which teamwork interest can be moderated by characteristics of the task and the group, preferably those characteristics that instructors have some control over to facilitate group work experiences. Practical Implications: Employers value team work skills from incoming employees with higher education. Hence it is critical that instructors in higher education institutions understand the importance of teamwork and the factors that contribute to positive teamwork environment. The study will be helpful for HR departments to understand the importance of team work and for devising better work groups.

Perceptions of Graduate Introvert Students Towards Problem-Based Group Work Activities in the Classroom

2021 ◽  
pp. 277-291
Author(s):  
Sharon Ndolo
Keyword(s):  
Higher Education ◽  
Research Design ◽  
Group Work ◽  
Work Experience ◽  
Qualitative Approach ◽  
Negative Group ◽  
Student Centered ◽  
Student Centered Learning ◽  
Work Activities ◽  
Higher Education Systems

This research study will examine the perceptions of graduate introvert students towards problem-based group work activities in the classroom. There is an emphasis into student-centered learning in higher education systems in today's world, and group-work activities are amongst the ways of having students active in the classroom. Results of this study will show that introverts compared to extroverts have negative group work experience. This study will show the importance of designing and structuring group work activities well to allow for all students regardless of their personalities to be able to be motivated towards group work activities and be able to retain concepts learned during student-centered learning activities. This study investigates how graduate introvert students perceive group work activities in the classroom. Personality test will be administered to ensure all participants fit into the study's description of an introvert. Qualitative approach was selected as the research design for this study using unstructured interview questions.

scholarly journals Encouraging students to draw on work experiences when articulating achievements and capabilities to enhance employability

2019 ◽  
Vol 28 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Denise A Jackson ◽  
Susan Edgar
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Focus Group ◽  
Higher Education Policy ◽  
Work Experience ◽  
Student Feedback ◽  
Time Constraints ◽  
Work Experiences ◽  
Low Levels ◽  
Relevant Work

Employability drives higher education policy yet despite the investment in developing ‘rounded’ graduates, students experience difficulties in articulating their achievements and capabilities during graduate recruitment. The purpose of this research was to trial and evaluate a career development intervention aimed at drawing on work experiences when applying for graduate roles. Students ( N = 136) from two contrasting disciplines, Business and Physiotherapy, and two institutions participated in a two-staged intervention. A focus group was also conducted with career advisors ( N = 9) to examine student engagement with career development learning. Findings indicated that students were confident in their ability to draw on relevant work experience in job applications and showed low levels of engagement in the intervention due to time constraints from their study commitments. Despite the varied contexts of the degree programmes investigated, similarities in engagement and student feedback were noted. Factors contributing to weak engagement in career provision along with strategies for improvement are presented.

scholarly journals Supported work experience and its impact on young people with intellectual disabilities, their families and employers

2016 ◽  
Vol 10 (3) ◽  
pp. 207-220 ◽  
Author(s):  
Stephen Beyer ◽  
Andrea Meek ◽  
Amy Davies
Keyword(s):  
Young People ◽  
Transition To Adulthood ◽  
Work Experience ◽  
Future Research ◽  
Work Skills ◽  
Content Type ◽  
High Satisfaction ◽  
Job Coaching ◽  
Supported Work ◽  
The Impact

Purpose – The Real Opportunities project set out to implement a number of the approaches identified through research that can assist transition to adulthood in nine local authority areas in Wales. Supported work experience was delivered by small job coaching teams in each area. The purpose of this paper is to establish the impact of the work experience and employment teams by describing the placements provided, any change in the skills of young people, and the responses to the placements by employers, young people and their families. Design/methodology/approach – Data were collected over 24 months by participating employment services. Questionnaires were administered to employers. Interviews were carried out with a sub-sample of young people (24) participating and a family member (25). Findings – Over a 24-month period 297 young people received supported work experience. In total, 262 young people had an intellectual disability, 35 an autistic spectrum disorder. Up to three placements were delivered to each person, averaging five weeks per placement, with 405 placements in total. In total, 62 per cent of those with two placements had a different category of second work placement to their first. These numbers demonstrated that work experience in community placements is possible with support. Young people improved work skills significantly between first and second placements. Employers reported high satisfaction rates with the young person’s work in a range of key performance areas and company benefits from participation for other staff, company image and customer relations. Interviews with 24 young people and 25 of their family members reported satisfaction with support and placements. Six young people had paid work now, and 33 per cent said they would get a job at some future time. Families reported changes in young person’s outlook but their view of prospects of employment remained pessimistic due to the external environment. Research limitations/implications – Implications for future research are discussed. Practical implications – Implications for transition are discussed. Originality/value – The paper provides new insight into the impact of a large number of supported work experience placements.

scholarly journals Strategies to Improve Student Reaction to Group Work

2007 ◽  
Vol 4 (1) ◽  
pp. 17-32
Author(s):  
L. Kriflik ◽  
◽  
Judy Mullan ◽  
Keyword(s):  
Literature Review ◽  
Group Dynamics ◽  
Group Work ◽  
Work Experience ◽  
Student Understanding ◽  
Work Experiences ◽  
Student Reaction ◽  
Support Resources ◽  
The Subject ◽  
Learning Issues

After receiving negative feedback from students and tutors about their group work experiences in a health subject, strategies to resolve these collaborative learning issues were considered. The objectives were to facilitate student ability to resolve group work issues, highlight group work as an important graduate attribute and to improve perceptions of the benefits of group work. A literature review assisted in identifying several strategies that had been used elsewhere to resolve issues similar to those raised by the students in this study. Consequently a number of support resources were designed for the revised delivery of the subject to the next cohort of students. These included a structured introduction to elements of group work and several strategies to improve the group work experience. At the conclusion of the subject students indicated that the group work experience was of value. The overall response suggested that active tuition in the elements of group work contributes positively to student understanding of both the process and group dynamics.

Students achieving intercultural competence through group work: realised or idealised?

2014 ◽  
Vol 7 (1) ◽  
pp. 14-30 ◽  
Author(s):  
Jane Burdett
Keyword(s):  
Academic Success ◽  
Group Work ◽  
Work Experience ◽  
Intercultural Competence ◽  
Business Students ◽  
Qualitative Interviews ◽  
Work Skills ◽  
Learning Mechanisms ◽  
Content Type ◽  
Local Students

Purpose – The purpose of this study was to explore local and international business students' perceptions of their intercultural group work experience as a mechanism for developing intercultural competence and group work skills. Design/methodology/approach – Using qualitative interviews, the group work experiences of 11 final-year undergraduate local and international students in a business program in a large Australian university were analysed. Findings – The findings suggest that international and local students working together on group assignments create social and academic situations that result in “at best” limited positive intercultural learning and relationships. Differences in expectations, motivations, language fluency, trust and relationship issues were evident when students collaborated on group assignments. Thus, it appears that group assignments are potentially flawed mechanisms for delivering the goals of intercultural competence and group work skills in business students. Practical implications – Although this exploratory study is limited in scope, the research has implications for pedagogical strategies, in particular, the use and design of group assignments and the preparation of students for working on group tasks in intercultural groups. It also has implications for developing effective learning mechanisms that lead to improved student intercultural competence, greater socio-cultural engagement and the academic success of international and local business students, as well as positive learning experiences for all. Originality/value – The findings of this study are likely to be a useful resource for university staff considering the use of group work assignments for the development of intercultural understanding and competence and collaborative skills.

A Rural Work Experience Model that Works: Lessons from the Real World

1997 ◽  
Vol 16 (3) ◽  
pp. 11-18 ◽  
Author(s):  
G. Franklin Elrod ◽  
Benita H. Cahalane ◽  
Joanne Combe
Keyword(s):  
Rural Communities ◽  
Students With Disabilities ◽  
Work Experience ◽  
School Setting ◽  
Skills Training ◽  
Work Experiences ◽  
Work Skills ◽  
Effective School ◽  
Rural Work ◽  
Job Site

Transition education for students with disabilities means different things to different educators based upon the communities in which they reside. Thus, teachers often bring pre-conceived notions to the school setting about what constitutes an effective school-to-work program. The Skills Training Program described in this article takes site-based work experiences to the rural communities in which students live and builds a bridge between school and the job site. Special educators from rural and remote school districts in eastern Oregon surveyed local employers and designed a model to implement a work experience program for students with disabilities in an area with limited employment resources. This article describes the organizational process of this tri-county work experience model and reports on the outcome of enhancing associated work skills.

Open courses and MOOCs as professional development – is the openness a hindrance?

2016 ◽  
Vol 58 (2) ◽  
pp. 229-243 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Massive Open Online ◽  
Content Type ◽  
Open Courses ◽  
Practical Implications

Purpose – The purpose of this paper is to analyse if open courses, including massive open online courses (MOOCs), can be used as professional development despite their openness since the openness not only brings together individuals from different organizations but also may make the results of collaboration public. Design/methodology/approach – The setting is eight companies in different sectors and networks, collaborating with Higher Education Institutions in developing open courses in externally funded projects. The opinions of managers and HR-specialists in the companies are investigated and analysed. Findings – The managers and HR-specialists are positive to open courses that deliver professional development. They consider the openness in this kind of course to be of no significant problem. The employee knows what can be shared and what can be kept secret. The conditions are, however, different depending on the kind of company and the kind of inter-company relationship that exists. Research limitations/implications – Several interesting questions arise for future research about the use of open courses as professional development in different categories of inter-firm relationship and trust. Practical implications – If the openness is not a hindrance open online courses would appear to meet the requirement of flexibility; they have the potential of being suitable for professional development for individuals who want to increase their competence, but also as organized professional development in organizations and businesses. Originality/value – This is one of the first studies of the openness as a potential hindrance when open courses including MOOCs are utilized as professional development.

scholarly journals The Constructive Overlap: A Study of Multiplex Ties in Students’ Study-Related Networks and Academic Performance

2021 ◽  
Author(s):  
Annika Fjelkner-Pihl
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Academic Success ◽  
Social Relations ◽  
Future Research ◽  
Academic Outcome ◽  
Learning Networks ◽  
Large Share ◽  
Study Program ◽  
Practical Implications

AbstractThis article adds to a growing body of literature on how various types of social relations can work synergistically to promote students' academic success. Students’ study-related social networks affect academic outcome in higher education. The network literature in education generally explores students’ various relations separately, rather than their multiplex relations or when individuals share several relations. This approach risks missing the full complexity of the student experience. The aim of the present study is to add to the discussion on student social networks and attainment in higher education by further exploring multiplex relations maintained in a specific study program, in which a large share of students in the cohort commute. A survey was distributed to students in one cohort (n = 146). The findings revealed that, in this cohort, students’ friendship, working and learning networks overlap substantially, and that centrality in the friendship and in the student multiplex networks was positively and significantly related to academic outcome, whereas centrality in the working and learning networks was not. Points for future research are suggested, and practical implications for those supporting student learning in higher education are discussed.

scholarly journals Redefining Career Communities in Higher Education

2019 ◽  
Vol 8 (5) ◽  
pp. 1 ◽  
Author(s):  
June Y Lee ◽  
Sheetal Patel
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
University Students ◽  
Future Research ◽  
Career Interests ◽  
Research Opportunities ◽  
Practical Implications

This study aims to revisit the understudied concept of career communities. Using mixed methods, this study assesses how university students define and characterize career communities compared to general communities. Based on our interviews (N=25) and survey (N=123), we formally define a career community more narrowly as a group of individuals who share similar career interests or aspirations where one can receive direct or indirect customized benefits through the exchange of knowledge, expertise, and resources. Theoretical and practical implications with future research opportunities have been recommended.

Knowledge sharing in higher education institutions: a systematic review

2018 ◽  
Vol 31 (2) ◽  
pp. 226-246 ◽  
Author(s):  
Osama Al-Kurdi ◽  
Ramzi El-Haddadeh ◽  
Tillal Eldabi
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Knowledge Sharing ◽  
Design Methodology ◽  
Focal Point ◽  
Higher Education Institutions ◽  
Future Research ◽  
Content Type ◽  
Practical Implications ◽  
Different Levels

Purpose The purpose of this paper is to help in providing a better understanding on knowledge sharing amongst academics in higher education institutions (HEIs). The aim of this study is realized by profiling existing literature to understand the determinants of knowledge sharing, research trends, theories, and future research opportunities. Design/methodology/approach After carefully examining the extant literature and by utilizing relevant academic-based research databases, a total of 73 papers published in peer-reviewed journals over the last decade were reviewed and analyzed using well-established systematic literature review methodology. Findings The adopted systematic review revealed that there are limited contributions in understanding knowledge sharing in HEIs when compared with other sectors. The review provides a number of avenues for future research including technological, cultural, organizational, and behavioral aspects at different levels. Practical implications This study helps in offering a focal point to senior management in HEIs for realizing the requirements for developing appropriate strategies and programs to promote knowledge sharing among academics and consequently enhance their institutions’ performance. Originality/value This study utilized Jesson et al. (2011) in presenting a comprehensive systematic review of knowledge sharing specifically in the context of HEIs. This paper offers some theoretical and practical insights on what contributes toward understating the determinates affecting knowledge sharing practices among academics.

Sign in / Sign up

Export Citation Format

Share Document