8,085 research outputs found
Employer Attractiveness Through Social Media: A Phenomenological Study
The purpose of this paper is to gain insights into the subjective experience and perception of job seekers about the extensive use of social media as a source of recruitment and selection by the employers and its influence on the overall employer attractiveness. Four focus group interviews were conducted, audio-taped, transcribed, and analyzed by following the procedure of Interpretative Phenomenological Analysis (IPA) laid down by Smith and Osborn (2007). By employing IPA, the themes which emerged under the study are: ease of information; navigational usability and user friendliness; person-job fit and person-organization fit; reliability and timeliness; positive and cost effective marketing; value creation for the employers; and privacy concern. The present study posits to assist the human resource managers in formulating strategies pertaining to social media recruitment and selection so as to create an image of attractive employer. Although IPA has been predominantly used within health psychology, it has been uncommon in the recruitment literature so far. Since IPA is a phenomenological account of an individual’s personal experience and perception about an object or event, it allowed determining the richness of job seekers’ perception and the extent to which it is similar or different across each participant groups. Also, the current study is one of the pioneers in uncovering the perception of job seekers about social media recruitment and selection process in the Indian context
Evaluation of web-based psychoeducation interventions related to schizophrenia spectrum disorders
The aim of this study was to modify a psychoeducation website and to evaluate webbased psychoeducation interventions. The study had two phases. User-centered design with mixed methods was adapted. In the first phase, needs and expectations for web-based psychoeducation and ideas to improve existing psychoeducation website were gathered with interviews, educational sessions, and a questionnaire separately from adolescent patients and health care professionals. The data were analysed inductively. In the second phase, the modified website and web-based psychoeducation interventions for patients and caregivers were tested. Feedback were evaluated with numeral and written data. Feasibility of the intervention was evaluated by patients’ commitment to the study. Acceptability of the interventions were evaluated by patients’ and caregivers’ commitment on the interventions. Further, impact of web-based course on health care professionals (pre-post intervention with an online questionnaire) and preliminary impact of the intervention on patients (a quasi-experimental cluster study with a self-reported questionnaire) were evaluated. Lastly, life experiences of caregivers were described based on their writings. Statistical methods were used to analyze quantitative data. Inductive content analysis and thematic analysis were used to analyze qualitative data.
Needs and expectations towards web-based psychoeducation and ideas to improve existing website were related to content, usability, design of the website and its use in psychoeducation. The existing website was modified based on these results and with an iterative process. Feedback was mainly positive. Patients’ commitment on the study was low with high refusal and dropout rates. Out of 33 patients, 31 (94%) attended all five web-based psychoeducation sessions. Out of 30 caregivers, 25 (83%) completed at least one main module and 18 of them (60%) completed all five modules of the course. Health care professionals’ self-efficacy improved significantly (P = 0.02). Patients’ self-efficacy (P = 0.003), knowledge level (P = 0.002), and subscale helplessness (P = 0.03) in illness cognition changed significantly in intervention group. The changes were not significant from the control group (n = 24). Caregivers’ writings included experiences related to their own wellbeing, relationship with the person with schizophrenia spectrum disorders, and health care services. The content of the website seems to be mainly sufficient and to meet users’ needs and expectations. The web-based psychoeducation interventions are suitable to use for patients and caregivers. More research with sufficient power is needed to confirm the results related to patients’ wellbeing.Skitsofreniaryhmän sairauksiin liittyvien internetpohjaisten psykoedukaatiointerventioiden arviointi
Tutkimuksen tarkoituksena oli muokata psykoedukaatiosivusto ja arvioida internetpohjaisia psykoedukaatiointerventioita. Tutkimuksen aineisto kerättiin kahdessa vaiheessa. Tutkimuksessa hyödynnettiin käyttäjäkeskeistä suunnittelua, ja se toteutettiin monimenetelmällisesti. Ensimmäisessä vaiheessa koottiin nuorisopsykiatrian potilaiden ja hoitajien tarpeita ja odotuksia internetpohjaista potilasopetusta kohtaan sekä ideoita olemassa olevan ohjelman muokkaamiseksi tapaamisen, haastattelujen ja kyselyn avulla. Toisessa vaiheessa testattiin muokattua sivustoa sekä internetpohjaisia interventioita keräämällä numeerista ja kirjallista palautetta potilailta, hoitohenkilökunnalta ja omaisilta. Intervention toteutettavuutta arvioitiin sen perusteella, miten potilaat sitoutuivat tutkimukseen. Interventioiden hyväksyttävyys arvioitiin sillä, miten potilaat ja omaiset sitoutuivat interventioihin. Lisäksi arvioitiin verkkokoulutuksen vaikutuksia henkilökuntaan (pre-posttutkimusasetelma, internetpohjainen kyselylomake) sekä intervention alustavia vaikutuksia potilaisiin (kvasikokeellinen tutkimusasetelma, kyselylomake). Lopuksi omaisten elämänkokemuksia kuvattiin heidän kirjoittamien kirjoitusten perusteella. Aineistojen analysointiin käytettiin tilastollisia menetelmiä sekä sisällön analyysia ja temaattista analyysia.
Tarpeet ja odotukset internetpohjaista psykoedukaatiota kohtaan sekä ideat sivuston muokkaamiseksi liittyivät ohjelman sisältöön, käytettävyyteen, ulkoasuun ja käyttöön. Sivusto muokattiin hyödyntäen näitä tuloksia sekä iteratiivisen prosessin avulla. Sivustosta saatu palaute oli pääasiassa positiivista. Potilaiden tutkimukseen osallistumisen kieltäytymisprosentti oli korkea ja suuri osa osallistuneista jättäytyi pois kesken tutkimuksen. 33 potilaasta 31 (94 %) osallistui kaikkiin viiteen tapaamiseen. 30 omaisesta 25 (83 %) suoritti vähintään yhden kurssiosion ja 18 (60 %) suoritti kurssin kokonaan. Hoitohenkilökunnan (n = 33) minäpystyvyys kehittyi tilastollisesti merkitsevästi (P = 0.02). Interventioon osallistuneiden potilaiden minäpystyvyys (P = 0.003), tieto sairaudesta (P = 0.002) sekä avuttomuus (P = 0.03) muuttuivat tilastollisesti merkitsevästi. Ero ei ollut tilastollisesti merkitsevä kontrolliryhmän potilaisiin (n = 24) verrattuna. Omaisten kokemukset liittyivät heidän omaan hyvinvointiinsa, suhteeseen skitsofreniaryhmän sairautta sairastavaan läheiseen sekä terveydenhuoltoon. Sivuston sisältö vaikuttaa olevan pääasiassa riittävä ja kohtaavan käyttäjien tarpeet ja odotukset. Internetpohjaiset psykoedukaatiointerventiot soveltuvat potilaille ja omaisille. Tarvitaan lisää tutkimusta vahvistamaan tuloksia potilaiden hyvinvointiin liittyen
Effect Of Digital Advertising On Website Traffic At A Kentucky Comprehensive Regional University
The purpose of this research is to quantify differences in key performance indicators between paid and organic (not paid) website traffic over a one year period of time at a regional comprehensive university in Kentucky, which is located in the southeastern United States. Two distinct sources of website traffic can be measured: paid traffic and organic traffic. Using data from website traffic analytics, this study employed multiple linear regression analysis and time series methods to understand the similarities and differences between key performance indicators of paid traffic and organic traffic as they relate to key performance indicators. Data from Google Analytics will be segmented by traffic source type and analyzed using SPSS to return descriptive statistics, multiple linear regression analysis, and time series methods. Results will quantitatively indicate tendencies of users who arrived to a website as a result of paid advertising versus the tendencies of users who arrived to a website via organic methods. Research findings will be useful for higher educational professionals who seek to optimize advertising campaigns and webpages in the student recruitment process
ILR Faculty Publications 2008-09
The production of scholarly research continues to be one of the primary missions of the ILR School. During a typical academic year, ILR faculty members published or had accepted for publication over 25 books, edited volumes, and monographs, 170 articles and chapters in edited volumes, numerous book reviews. In addition, a large number of manuscripts were submitted for publication, presented at professional association meetings, or circulated in working paper form. Our faculty's research continues to find its way into the very best industrial relations, social science and statistics journals.Faculty_Publications_2008_09.pdf: 36 downloads, before Oct. 1, 2020
Studying Similarities and Differences in Higher Education Organisations based on their Websites – Comparative Methodological Approaches and Research Potential
This article discusses the possible ways in which visual research methodologies can be extended and applied to study similarities and differences in higher education institutions (and systems) in the context of the visual and digital turn in social science methodologies. The article focuses on the methodological potential of the institutional website analysis as a fruitful approach in comparative higher education research. The article futher focuses on two specific comparative methodological issues: different purposes of comparisons and different organisational aspects which can be compared. The review of the current state of research based on university websites found that the analyses are largely cross-sectional and focused on issues related to institutional identities and positioning of individual self-identities towards institutions as well as on representations of different types of students. Organisational aspects of structure and hierarchies, disciplinary differences, leadership and management cultures, organisational aesthetics as well studies which focus on the representation of non-student groups of university members, are rare and represent potential research frontiers. Most of the reviewed articles are guided by linear causal explanation logic, while other comparative purposes like a better description, critique and provision of alternative explanations are less present and potentially could lead to a better understanding of higher education
Cues adopted by consumers in examining corporate website favorability: an empirical study of financial institutions in the UK and Russia
The purpose of this paper is to explore, reconcile and depict corporate website favorability (CWF), its antecedents and consequences in the financial setting in the UK and Russia context. To achieve the goals of this study, the research adopted a mixed method research design by using a survey, which is supported by insights from in-depth interviews and focus group discussions. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and Structural equation modeling (SEM) were applied to gain insight into the various influences and relationships. The paper develops and empirically validates the framework of CWF antecedents and consequences. The paper indicates essential guidance for cross-functional managers and designers regarding the integrated and holistic utilization of building favorable corporate websites as part of the corporate identity management. The paper adds to the understanding of CWF and discusses the antecedents of CWF by drawing upon the existing literature. Furthermore, it offers possible consequences of CWF and provides a framework for future testing
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An Investigation Into The Accessibility Of Massive Open Online Courses (MOOCs)
Massive Open Online Courses (MOOCs) are an evolution of open online learning that enables people to study online and for little or no cost. MOOCs can provide learners with the flexibility to learn, opportunities for social learning, and the chance to gain new skills and knowledge. While MOOCs have the potential to also bring these benefits to disabled learners, there is little understanding of how accessibility is embedded in the creation of MOOCs. The goal of this research has been to understand the accessibility barriers in MOOCs and to develop processes to identify and address those barriers.
In the extant literature, the expectations of disabled learners when they take up MOOCs are not discussed and studies on MOOCs that report demographic data of learners do not consider disabled learners. However, disabled learners can face difficulties in accessing MOOCs, and certain learning designs of MOOCs may affect their engagement, causing them to miss out on opportunities offered by MOOCs. Technologies and the learning design approaches for MOOCs need to be as accessible as possible, so that learners can use MOOCs in a range of contexts, including via assistive technologies.
This research has investigated the current state of accessibility in MOOCs. It has involved the following:
Interviews with 26 MOOC providers; including software developers, accessibility managers, inclusion designers, instructional designers, course editors and learning media developers;
Comparative quantitative survey data involving disabled and non-disabled learners participating in 14 MOOCs;
Interviews with 15 disabled learners which have captured their experiences; and
An accessibility audit was devised and then used to evaluate MOOCs from 4 major platforms: FutureLearn, edX, Coursera and Canvas. This audit comprises 4 components: technical accessibility, user experience (UX), quality and learning design; 10 experts were involved in its design and validation.
This research programme has yielded an understanding of how MOOC providers cater for disabled learners, the motivations of disabled learners when taking part in MOOCs, and how MOOCs should be designed to be accessible for disabled learners. A range of barriers to accessibility in MOOCs have been identified, and an accessibility audit for MOOCs has been proposed.
An open online learning environment should take into account learners’ abilities, learning goals, where learning takes place, and the different devices learners use. The research outcomes will be beneficial to MOOC providers to support the accessible design of MOOCs, including the educational resources and the platforms where the MOOCs are hosted. The ultimate beneficiaries of this research project are MOOC learners because accessible MOOCs will help support their lifelong learning and provide re-skilling opportunities
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