Who do you talk to about your teaching?' Networking activities among university teachers

As the higher education environment changes, there are calls for university teachers to change and enhance their teaching practices to match. Networking practices are known to be deeply implicated in studies of change and diffusion of innovation, yet academics’ networking activities in relation to teaching have been little studied. This paper extends the current limited understanding, building on Roxå and Mårtensson’s work (2009) and extending it from Sweden to the UK and USA. It is based on two separate studies, one from the Share Project led by the University of Kent, and one from Glasgow Caledonian University, exploring the composition of personal networks, and the characteristics of interactions in order to understand the networking practices which may support change of teaching practice. We conclude that academics’ personal teaching networks are mainly discipline-specific and strongly localised. This contrasts with the research networks found by Becher and Trowler (2001) and may reduce innovation, although about half the respondents also had external contacts that might support creativity

Teacher induction: personal intelligence and the mentoring relationship

This article is aimed at probationer teachers in Scotland, their induction supporters, and all those with a responsibility for their support and professional development. It argues that the induction process is not merely a mechanistic one, supported only by systems in schools, local authorities and the General Teaching Council for Scotland (GTCS), but a more complex process where the relationship between the new teacher and the supporter is central to its success. In particular, the characteristics and skills of the induction supporter in relation to giving feedback are influential. This applies to feedback in all its forms – formative and summative, formal and informal. The ability of the probationer to handle that feedback and to be proactive in the process is also important

Applying the interaction equivalency theorem to online courses in a large organization

Finding effective ways of designing online courses is a priority for corporate organizations. The interaction equivalency theorem states that meaningful learning can be achieved as long as courses are designed with at least a high level of one of three types of interactions (learner-content, learner-teacher or learner-learner). This study aimed to establish whether the interaction equivalency theorem applies to online learning in the corporate sector. The research was conducted in a large Mexican commercial organization, and involved 147 learners (sales supervisors), 30 teachers (sales managers and directors) and 3 academic assistants (course designers, or Education support staff). Three courses of an existing Leadership Program (Situational Leadership, Empowering Beliefs and Effective Performance) were redesigned and developed to test three course designs, each emphasizing a different type of interaction (learner-content, learner-teacher or learner-learner). Data were collected through surveys (for diagnostic and evaluation purposes) and exams. All courses yielded high levels of effectiveness, in terms of satisfaction, learning, perceived readiness for knowledge transfer and return on expectations. This suggests that the interaction equivalency theorem not only applies in a business setting but might also include other indicators of course effectiveness, such as satisfaction, learning transfer and return on expectations. Further research is needed to explore the possible expansion of the theorem

The impact of generational differences on the workplace

Purpose – The aim of this paper is to explore workplace implications of the changing workforce demographic. Design/methodology/approach – The author identifies the different generations in today's workforce. The workplace expectations of the different generations are explored. Findings – Corporate real estate (CRE) managers need to establish the different needs of the different generations. In addition, the CRE manager needs to create an environment that allows all generations to coexist in the same workplace. Practical implications – CRE managers can use the information to assist in alignment of their workplace to the different generational expectations of the workforce. Originality/value – The paper fills a void by evaluating office occupiers' workplace preferences based on age.</p

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

“I can't remember them ever not doing what I tell them!” : Negotiating face and power relations in ‘upward’ refusals in multicultural workplaces in Hong Kong

This paper explores how refusals are constructed and negotiated in multicultural workplaces in Hong Kong. A particular focus is on the ways in which Hong Kong Chinese subordinates negotiate issues of face and power relations when refusing their expatriate superiors. Despite abundant research on refusals in a variety of contexts across cultures, there are very few studies of multicultural workplaces. This is particularly surprising considering that refusals have been described as a frequent “ ‘sticking point’ in cross-cultural communication” (Beebe et al. 1990). This paper addresses this gap by drawing on more than 80 hours of authentic audio- and video-recorded spoken workplace discourse and a corpus of emails collected in multicultural workplaces in Hong Kong. Findings of this exploratory study indicate that refusals are complex communicative activities that are carefully negotiated among participants. We argue that in contrast to earlier studies, participants' socio-cultural backgrounds do not appear to be the main determining factor of how issues of face and power relations are negotiated in upward refusals. Rather, a range of other factors, including media of communication, normative ways of interacting in a workplace, the relationship between interlocutors, as well as the content of the refusal, are more relevant for explaining participants’ communicative behavior

OBSTACLES TO SUCCESS IN THE WORKPLACE FOR PEOPLE WITH DISABILITIES: A REVIEW AND RESEARCH AGENDA

Our objectives in this paper were to summarize research relevant to obstacles that people with disabilities (PWD) face in the workplace and to identify directions for future research on the topic. We included review, theoretical, and empirical articles in mainstream management journals and those in psychology or rehabilitation journals if they had clear workplace implications. We argue that obstacles identified in prior research may only partially reflect organizational reality. This is because of the heavy reliance on laboratory studies, which we urge researchers to replicate in organizational settings. Better understanding of obstacles will lead to more evidence-based solutions where the payoff is a less exclusionary world in which more individuals are provided opportunities to use their talent for the benefit of all. .Disability, Workplace obstacles, Review

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort