Does psychological safety at school affect psychological capital at work? Evidence from part-time MBA students

Purpose Existing research regarding the value of school education focuses primarily on the effects of educational level on core task performance after graduation. However, it is worth noting that knowledge, skills and abilities are not the only individual gains from school education. For part-time Master of Business Administration (MBA) students, the impact of MBA education on their real-time work during their two-year or so study journey has not been reported. This study aims to provide theoretical reasoning and empirical insights to clarify the impact of psychological safety at school on psychological capital (PsyCap) at work for part-time MBA students and examines the moderating role of constructive controversy at school in this relationship. Design/methodology/approach A survey of 286 part-time MBA students was conducted in a university located in Beijing to address the theoretical issue. Findings Students’ psychological safety at school is positively related to PsyCap at work. Constructive controversy at school acts as a positive moderator in the relationship between psychological safety at school and PsyCap at work. Originality/value This study establishes a link between the school and the workplace. It explores the relationship between an individual’s psychological states at school and at work and contributes to the literature on human resources and management education. Furthermore, the findings prove that students not only gain knowledge, skills and abilities from education but also positive psychological states, such as psychological safety.

Sharing Love for a Common World On and Off Screen. A Pedagogical and Technocentric Account

This contribution deals with the impact of digitisation on what it means to educate and to be educated, especially in the wake of the massive switch to on-screen learning during the COVID-19 crisis. It is argued that we can only adequately relate to this phenomenon if it is based on a strong pedagogical and technocentric account of (school) education. Drawing from authors such as Arendt, Lahire, Stiegler and Serres, the argument is made that four basic pedagogical operations (sharing love for the world, showing newcomers that there is a common world, drawing attention to things that matter, creating the student experience and sense of belonging within a new generation) is under considerable threat. At least, this is the case if we don’t try to conceive of new digital technologies in a pedagogically meaningful manner, instead of unreflectively relying on existing conferencing technologies.

Contribution of secondary education towards economic growth in Ngara District, Tanzania

The purpose of this study was to examine the contribution of secondary education towards economic growth in Ngara District. The study was guided by three research objectives which are; to identify the contribution of the education achieved in secondary school graduates on economic growth, to assess the relationship between secondary school education and economic growth and the last one was to analyze the challenges that face secondary education leavers in the job market. The study was guided by Human Capital Theory which was developed by Schult and Becker .The research used mixed approach technique which entails qualitative and quantitative. In qualitative, the study analyzed the findings by looking at the physical trends while quantitative, the findings were analyzed using measurements in terms of inferential statistics. From the findings, the results reveal that there is a direct connectivity between school education and practical implementation of the knowledge gained in classrooms. Moreover, the findings established that there is low contribution in education achieved in secondary-by-secondary school leavers which cannot cater for their economic income. The study recommends that the government should device friendly curriculum which is environment friendly. This will help secondary school leavers to translate their education into economic growth activities. Moreover, the secondary school leavers are advised to link what they gained in their course of schooling in order to avoid depending much on their guardians and parents.

Risk Factors for Placental Malaria, Sulfadoxine-pyrimethamine Doses, and Birth Outcomes in a Rural to Urban Prospective Cohort Study on the Bandiagara Escarpment and Bamako, Mali

BackgroundMalaria in Mali remains a primary cause of morbidity and mortality, with women at high risk during pregnancy for placental malaria (PM). We evaluated risk for PM and its association with birth outcomes in a rural to urban longitudinal cohort on the Bandiagara Escarpment and the District of Bamako. MethodsWe collected placental samples (N = 317) from 249 mothers who were participants in our longitudinal cohort study. A placental pathologist and research assistant evaluated the samples by histology in blinded fashion to assess PM infection stage and parasite density. We used generalized estimating equations (GEE) to model the odds of PM infection.ResultsPregnancies in Bamako, beyond secondary education, births in the rainy season (instead of the hot dry season), births in later years of the study, and births to women who had > 3 doses of sulfadoxine-pyrimethamine (SP) instead of no doses of SP were associated with reduced odds of experiencing PM (active and past infections combined). We found improved birth outcomes (+ 285 g birth weight, + 2 cm birth length, + 75 g placental weight) for women who had > 3 doses of SP compared to no doses, but did not detect a difference in birth weight or length for women who had 2 instead of > 3 SP doses. However, at 2 instead of > 3 doses placentas were 36 g lighter and the odds of low birth weight (< 2500 g) were 14% higher. Severe parasite densities were significantly associated with decreases in birth weight, birth length, and placental weight, as were chronic PM infections. The women who received no SP during pregnancy (7% of the study total) were younger and lacked primary school education. The women who received ≥ 3 doses of SP came from more affluent families.ConclusionsWomen who received no doses of SP during pregnancy experienced the most disadvantageous birth outcomes in both Bamako and on the Bandiagara Escarpment. Such women tended to be younger and to have had no primary school education. Targeting such women for antenatal care, which is the setting at which SP is most commonly administered in Mali, will have a more positive impact on public health than focusing on the increment from two to three doses of SP.

Unsung voices of technology in school education-findings using the constructivist grounded theory approach

Technology adoption for school education further gained momentum during the COVID-19 pandemic. However, the challenges and strategies of children belonging to the less privileged (we use ‘privileged’ in the article to identify those enjoying a standard of living or rights as majority of people in the society) families are different from those of the children who come from socio-economically better-off (privileged) backgrounds. The purpose of this research is to explore the experiences of children with school education and using technology for learning. Past studies have highlighted the use of internet and communication technologies as a promising solution to provide quality school education in the remotest parts of the country. Previous research has also ascertained that the socio-economic status divide has no significant impact on the students’ ability to learn using technology. Children can use technology to learn irrespective of their socio-economic status and background. We conducted this exploratory qualitative study from a constructivist grounded theory perspective. A purposive sample of 14 students (9 from underprivileged and 5 from privileged family backgrounds) in the age group of 6–14 years, was used and unstructured interviews were conducted. We analysed the data using constructivist grounded theory methodology. We found that the experiences of privileged and underprivileged children differed with respect to access to internet, affordability of ICT device, quality teachers, parental support, and financial sponsorship. However, the experiences and perspectives of the children were found to be similar with respect to personal ownership of mobile phone device for unlimited time at own disposal, self-directed learning and having a trusted study advisor. The findings may be useful to policy makers and EdTech firms to build strategies and solutions for effective implementation of universal school education in the country.

Conceptual Dimensions of Pedagogical Differentiation in School Education

The purpose of this paper is to analyze the conceptual content of pedagogical differentiation in school education, as it emerges from the descriptions and discussion of authors, researchers and experts through content analysis of 22 publications in the Greek and international literature in various scientific texts, books, journal articles and conferences. From the analysis that was performed, twelve dimensions or otherwise characteristics of pedagogical differentiation emerged that presented the highest frequency of occurrence and were included in four broad categories that are: a. “processes”, b. “context”, c. “the learning outcomes” and d. “assessment”. The results of the research show that in secondary education the dimension with the highest frequency is the modification of the supportive learning context, followed by meeting the needs of the students and the continuous improvement of the learning for all students. From the publications studied on pedagogical differentiation, which referred to primary and secondary education together, it appears that the most frequent dimensions are the modification of the supportive learning context and meeting the needs of the students. Dimensions with the lowest frequency of occurrence in secondary education include the possibility of learning option / multiple options, the development of procedural knowledge skills and continuous assessment, while in the publications for primary and secondary education together, the dimensions of development of life skills and continuous assessment were not identified.

The impact of education and experience on profit of smallholder dairy farming at Batu City of Malang Raya, Indonesia

The research was conducted at Batu, City, Malang Raya of Indonesia. Study addressed to examine the farmer characteristics, dairy farming income, and the factors influencing on profit. The case study applied multistage sampling method to select 34 representative farmers which divided into three strata namely, stratum-1 (rearing <4 Animal Units), stratum-2 (owning 4-8 AU), and stratum-3 (controlling >8 AU). Primary data collection used survey method with structured questionnaire, whereas secondary data were available in related institutions and sources. Data analysis implemented descriptive and multiple regression technique. Results confirmed that farmers has experienced about 6-10 years in raising dairy farming and they has secondary school education. The profitable dairy farming was smallholder dairy farming that rearing more than 8 AU with daily income per Animal Unit of IDR 64,554 and structured with IDR 11,131 of revenue and IDR 47,577 of production cost. Farmer’s experience was positively explaining the smallholder dairy profit, and the high school education attainment was more likely to increase venture’s income. The farm return has positive and strong relationships with the more number of dairy cattle owned.

Using Escape Rooms to Improve Pre-Service Teachers' Communicative Skills in English as a Foreign Language

The chapter implements an escape room with pre-service teachers to improve their communicative skills in English. Fifty-seven university students from the degrees of Childhood and Primary School Education, with different levels of English proficiency, participated in the experiment: 10 of them helped with the implementation and the rest participated in the escape room. Self-administered questionnaires were used for data collection to know students' opinions about using escape rooms as a learning tool. Results showed that using an escape room in the English class is a successful method since it fosters active learning, teamwork, socialization, motivation, and helps to improve communicative skills.