Search

Purpose: The quality and market viability of international branch campuses (IBCs) depend upon their integration with university headquarters. Recent trends toward localizing branch-campus hiring have raised questions about the extent to which non-parent-campus lecturers will support global integration pursuits. This paper aims to examine IBC lecturers' orientations towards global integration, exploring how they identify themselves and their campuses as part of their wider universities. Design/methodology/approach: Employing constructivist grounded theory methodology, 37 lecturers and leaders at four Australian branch campuses in Southeast Asia were interviewed, engaging them in semi-structured discussions of their identities and experiences. Interviews were recorded, transcribed and analyzed using NVivo in an iterative process of theory development. Findings: Branch-campus lecturers interviewed generally construct their individual and campus identities as separate from their wider universities. Barriers to branch campuses' global integration include low organizational identification of lecturers, challenges in their relationships with headquarters colleagues and perceptions of cross-campus disparities in resources and students. Branch campuses' organizationally separate identities are enacted in practice, fueling a self-reinforcing "Othering Loop" that could undermine these campuses' quality and viability. Originality/value: This research is the first emic exploration of locally-hired branch-campus lecturers' views toward global integration. These findings provide an important corrective to the existing literature on this topic, challenging assumptions that localizing branch-campus hiring is the primary risk to integration. Multiple points of potential managerial intervention were identified, highlighting opportunities for university leaders to address contextual barriers and improve international branch campuses' global integration while continuing current trends toward localized hiring.

Purpose: The purpose of this paper is to illustrate the implementation of the flipped classroom method in teaching the course and to investigate the student's perceived helpfulness, learning outcomes and satisfaction in respect of the pre-class learning videos. Design/methodology/approach: Pre-class learning videos were integrated into a course to encourage students to acquire knowledge before lectures and workshops. Having completed the flipped classroom, a delivery questionnaire containing all items was distributed to all of the participants. The data collected were analysed statistically, using a structured equation modelling technique. Findings: Findings indicate that the perceived quality of experience of using videos before lectures and workshops has a positive influence on the perceived helpfulness of the pre-class learning videos. Furthermore, the perceived helpfulness of the pre-class learning videos has a positive effect of the acquisition perceived learning outcomes. The perceived helpfulness of the pre-class learning videos also has a positive impact on the student satisfaction with the course. Finally, there is a positive and causal relationship between the perceived learning outcomes and student's satisfaction with the course. Originality/value: Analysis reveals that the learning process and student satisfaction are improved by using pre-class learning videos.

Employee innovative behavior contributes to organizational success, and to overall business viability in the current competitive business environment. This paper analyzes past research and outlines some antecedents of innovative work behaviour. The paper proposes a framework depicting relationships among transformational leadership, leader-member exchange, employee perceptions of fairness and innovative work behavior. The paper follows a rigorous, systematic review of published studies representing the literature addressing transformational leadership, leader-member exchange, employee perceptions of fairness and innovative work behavior. The paper relied extensively on computerized keyword searches in the main business source databases of EBSCOhost, Emerald, ProQuest, ScienceDirect and SpringerLink supplemented by a manual review. The review leads to a credible conceptual framework that elucidates the relationship among transformational leadership, leader-member exchange, employee perceptions of fairness and innovative work behavior. Consequently, the framework advances theories on effective leader behavior, employees' perceptions of fairness and innovative work behavior. The framework helps unpack some underlying mechanisms through which leadership directly and indirectly influences employee innovative work behavior. Recognizing that innovative work behavior is influenced by the quality of supervisor-subordinate relationship, our conceptual framework stimulates a behavior-oriented approach to innovative work behavior research and has the potential to generate actionable knowledge to manage innovative work behavior. Top management could utilize our framework when executing organizational design interventions that engender and shape innovative work behavior. Our framework also advocates for the promotion of effective leader behavior and employees' perceptions of fairness which support innovative work behaviour. In practical terms, organizations could train their supervisors to exhibit more transformational leader behaviors as they stimulate idea generation and implementation. Further, organizations could roll out training focusing on developing better exchange relationships between leaders and their followers. Additionally, organizations, aware of the impact of employee perception of fairness on innovative work behavior, could develop fair and equitable procedures or introduce interventions targeting the development of required behavior which in turn could stimulate innovative work behavior. Future research could benefit by focusing on how specific dimensions of transformational leadership influence employee innovative work behavior at the individual, team and organizational levels. Furthermore, future research could focus on how individual differences impact leadership, perceptions of fairness and innovative work behaviour. JEL Classifications: M10, M19 Keywords: Innovative Work Behavior, Leader-Member Exchange, Transformational Leadership, and Employee Perceptions of Fairness, INTRODUCTION Employee innovative work behavior continues to gain a considerable amount of attention as it has been clearly demonstrated to contribute to organizational performance and survival (Amabile, 1988; Amabile et [...]

Purpose: Despite the growing body of literature demonstrating the role of communication in educational settings, there are limited up-to-date studies exploring the use of an instant messaging (IM) tool and its impacts on students' learning outcomes, especially in the tertiary education in Vietnam. This study approached IM as an out-of-class communication (OCC) approach in computer-mediated communication. The purpose of this paper is to investigate students' perceived quality of information received and its influence on their perceived performance proficiency as a result of their lecturers' clarification of their enquiries through an online instant message application, namely Remind (www.remind.com/). Design/methodology/approach: The target groups were first-year business students in an international university in Vietnam. The analysis of the data gathered from the questionnaire was carried out using a measurement model and a structural equation model. Findings: The findings indicate that using OCC technology creates social bonding between students and lecturers by allowing students to clarify the ambiguity of concepts learnt in class and create a sense of connection with their lecturers which leads to better student engagement and hence improved learning outcomes. Originality/value: The authors highlight the evidence of effective usage of IM tool by university students as a meaningful communication tool and the need to integrate technology into all educational settings.

There is a need to examine the effect of using discussion cases to enrich students' learning outcomes. A research framework was created to study this multidimensional relationship, via the instruments of interactivity, students' time devotion and students' engagement in order to find which factors could improve learning outcomes, including positive group interaction and individual learning performance. The findings from three cohorts of undergraduate students of the same course indicated that interactivity with peers and with the lecturers during the case discussion in classes improved emotional engagement, which in turn positively influenced positive group interaction and individual learning performance. The study also found that students' emotional engagement was a significant factor in enriching outcomes. Although there was a lack of direct impact of interactivity on learning outcomes, there were many reasons attributed to it. The time that students devoted to the task, as a result of interactivity with the lecturer, was a significant predictor of emotional academic engagement, but it did not predict desirable learning outcomes.

Purpose: The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom's taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom's taxonomy on students' incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. Design/methodology/approach: In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students' perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM. Findings: Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning. Research limitations/implications: The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings. Practical implications: The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom's taxonomy. Originality/value: The paper offers a comprehensive perspective on incremental learning where students' knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom's taxonomy.

Recent research recognises the importance of Industry 4.0 (I4.0) for government, industry, and education stakeholders. Nevertheless, there are calls for alternative ways of deepening knowledge, including adopting cross-nation and qualitative perspectives. In responding to these calls and considering the knowledge-based view of the firm, this study investigates company leaders' perceptions concerning I4.0 preparedness among their employees, employees' reactions to the new I4.0 regime, and how companies manage the process of knowledge acquisition to adopt I4.0. Data from 80 semi-structured, open-ended interviews were gathered from companies operating in Bolivia and Vietnam. The analysis uncovered the importance of company- and self-driven knowledge acquisition concerning employees' I4.0 preparedness. The I4.0-motivated, I4.0-alienated, and uncertain future dimensions best illustrated staff's reactions, while I4.0 change agents, technology-based conditions, and being non-risk adverse were best exemplars of company's management of I4.0. The study discusses key practical and theoretical implications and proposes a theoretical framework. [ABSTRACT FROM AUTHOR]

The study described in this article aims to investigate the use of out-of-class communication between students and instructors using Facebook as a means of interaction for learning. How often/how much students use such an online social network and the clarification as to the reasons for online communication are the two exogenous variables used to measure the perceptions that students have about the impact of online social networking on their learning. How students perceive the quality of the content of student-instructor interaction on Facebook is treated as a mediating variable in the research model. How students perceive their performance is used as a proxy for their learning outcomes and is treated as the endogenous variable. A questionnaire was developed and used, and the analysis of the data gathered from the questionnaire was conducted using a measurement model and a structural model. The results of the study revealed that how often/how much students use an online social network and the reasons that they give for using online communication have a significant positive impact on how they perceive the quality of the content of student-instructor interaction on Facebook. In addition, the results demonstrated that the use of Facebook has a negative impact when it comes to the students' perceptions of the quality of the content of student-instructor interaction on their perceived performance.

Meeting customers' green requirements for manufacturing firms has been a continuing debate but with mixed results. Based on the innovation diffusion theory, this study argues that process innovation can be an important conduit to absorb customers' green pressures to enhance sustainable measures. The empirical results from 680 manufacturers in 10 different countries confirmed the relationship between the customer green pressures and sustainability performance. Initially, manufacturers might find themselves less motivated in investing environmental initiatives due to limited business performance improvements; however, process innovation can fully absorb external pressures and enhance business measures such as growth and market share. Furthermore, as firms engage more in exports, environmental customer pressures intensify and in turn influence process innovation. Export developments led to proactive approach in handling customer green pressures and leading to better sustainable measures, mainly in environmental measures, but not financial performance. The findings highlight the importance of process innovation in sustainability development and offer managerial guidelines for export‐oriented industries in aligning customer environmental demands to accommodate resources for development of sustainable strategies. [ABSTRACT FROM AUTHOR]

Background: Social media have become an integral part of our modern society by providing platforms for users to create and exchange news, ideas, and information. The increasing use of social media has raised concerns about the reliability of the shared information, particularly information that is generated from anonymous users. Though prior studies have confirmed the important roles of heuristics and cues in the users' evaluation of trustworthy information, there has been no research-to our knowledge-that categorized Facebook users based on their approaches to evaluating information credibility. Method: We employed Q-methodology to extract insights from 55 young Vietnamese users and to categorize them into different groups based on the distinct sets of heuristics that they used to evaluate the trustworthiness of online information on Facebook. Results: We identified four distinct types of young Facebook user groups that emerged based on their evaluation of online information trustworthiness. When evaluating online information trustworthiness on Facebook, these user groups assigned priorities differently to the characteristics of the online content, its original source, and the sharers or aggregators. We named these groups: (1) the balanced analyst, (2) the critical analyst, (3) the source analyst, and (4) the social network analyst. Conclusion: The findings offer insights that contribute to information processing literature. Moreover, marketing practitioners who aim to disseminate information effectively on social networks should take these user groups' perspectives into consideration. [ABSTRACT FROM AUTHOR]

The primary goal of higher education institutions is to support all students in the pursuit of academic success, which requires timely assistance for 'at risk' students. The adoption of learning management systems results in a large amount of data that can be collected, processed and utilised to improve the students' learning experiences. This research examines the potential applications of analytics techniques for extracting insights from student-generated content in an academic setting. It showcases how different text analytics techniques, from descriptive content analysis, semantic network analysis, to topic modelling support the discovery of new insights from unstructured, user-generated data. We looked at 968 letters written by 'at risk' students in an Australian-based university in Southeast Asia to examine the difficulties the students faced, which led to their academic failure. The results show that time management, family, learning, assessment, and subjects were the leading causes of poor performance, but in a more nuanced way than was expected. Students often faced multiple challenges, one led to another, which resulted in the failing grades. Our study contributes a set of effective text analytics techniques for extracting insights from student data, providing the preliminary guidelines for an information system to detect early at risk students. [ABSTRACT FROM AUTHOR]