title: Reflections on remixing open access content into open educational resources: A new paradigm for sustainable data-driven language learning systems design in higher education

authors: Fitzgerald, Alannah

subjects: computer science

abstract: This chapter presents a new paradigm for sustainable data – driven language learning systems design in higher education that draws on qualitative reflections spanning a decade (2012–2022) with stakeholders from an ongoing global research study with the FLAX (Flexible Language Acquisition) and F-Lingo projects at the University of Waikato in Aotearoa New Zealand (Fitzgerald (2019) A new paradigm for open data-driven language learning systems design in higher education; König et al. (2022)SmartCALL). Design considerations are presented for remixing domain specific open access content into Open Educational Resources (OER) for academic English language provision across formal and non-formal higher education contexts. Primary stake holders in the research collaboration include the following three groups: (1) Knowledge organisations that provide open access to academic content—libraries and archives, including the British Library and the Oxford Text Archive, universities in collaboration with MOOC providers and the CORE (COnnecting REpositories) open access aggregation service at the UK Open University; (2) Researchers who mine and remix academic content into corpora and open data-driven language learning systems—converging from the fields of open education, computer science and applied corpus linguistics; (3) Knowledge users who re-use and remix academic content into OER—English for Academic Purposes (EAP) practitioners from university language centres. Automated content analysis was carried out on a corpus of interview and focus discussion data with the three stakeholder groups in this research. We discuss themes arising from the research data that reflect the different stakeholders’ experiences of remixing open access research content that has been produced within the academy for re-use as open educational content for teaching and learning features of academic language within open data-driven language learning systems. These open learning systems have been specifically designed to scale with OER expansion and traction in mind for their sustainable uptake both within and beyond the brick and mortar of the traditional university. The new paradigm presented in this chapter challenges, as the OER movement must, established business models and deeply embedded cultural or institutional norms that present obstacles to OERexpansion and traction and the sustainability of the movement. One persistent challenge concerns the lack of open education policy across the higher education sector for full open access (for use, modification, adaptation) via Creative Commons licensing to content produced within the academy. Thus, while this research has theoretical and practical implications in applied linguistics, computer science, language teaching and learning and open education, more generally, it also has significant cultural, business model and policy implications for higher education.

text: Reflections on remixing open access content into open educational resources: A new paradigm for sustainable data-driven language learning systems design in higher education This chapter presents a new paradigm for sustainable data – driven language learning systems design in higher education that draws on qualitative reflections spanning a decade (2012–2022) with stakeholders from an ongoing global research study with the FLAX (Flexible Language Acquisition) and F-Lingo projects at the University of Waikato in Aotearoa New Zealand (Fitzgerald (2019) A new paradigm for open data-driven language learning systems design in higher education; König et al. (2022)SmartCALL). Design considerations are presented for remixing domain specific open access content into Open Educational Resources (OER) for academic English language provision across formal and non-formal higher education contexts. Primary stake holders in the research collaboration include the following three groups: (1) Knowledge organisations that provide open access to academic content—libraries and archives, including the British Library and the Oxford Text Archive, universities in collaboration with MOOC providers and the CORE (COnnecting REpositories) open access aggregation service at the UK Open University; (2) Researchers who mine and remix academic content into corpora and open data-driven language learning systems—converging from the fields of open education, computer science and applied corpus linguistics; (3) Knowledge users who re-use and remix academic content into OER—English for Academic Purposes (EAP) practitioners from university language centres. Automated content analysis was carried out on a corpus of interview and focus discussion data with the three stakeholder groups in this research. We discuss themes arising from the research data that reflect the different stakeholders’ experiences of remixing open access research content that has been produced within the academy for re-use as open educational content for teaching and learning features of academic language within open data-driven language learning systems. These open learning systems have been specifically designed to scale with OER expansion and traction in mind for their sustainable uptake both within and beyond the brick and mortar of the traditional university. The new paradigm presented in this chapter challenges, as the OER movement must, established business models and deeply embedded cultural or institutional norms that present obstacles to OERexpansion and traction and the sustainability of the movement. One persistent challenge concerns the lack of open education policy across the higher education sector for full open access (for use, modification, adaptation) via Creative Commons licensing to content produced within the academy. Thus, while this research has theoretical and practical implications in applied linguistics, computer science, language teaching and learning and open education, more generally, it also has significant cultural, business model and policy implications for higher education.

year: 2023

title: Determinants of intention to leave a non-managerial job in the fast-food industry of West Malaysia

authors: Ryan, Chris

subjects: fast foods

abstract: Purpose – The purpose of this paper is to examine determinants of an intention to quit a job held by non-managerial staff in the Malaysian fast food industry. It examines issues such as job stress and peer groups.
Design/methodology/approach – A quantitative analysis of 806 respondents working in international fast food chains was undertaken following an initial semi-structured interview process with managers.
Findings – Of the total sample, 20 percent were found to think frequently about leaving their job, while a further 20 percent were described as being committed to their employment. High intent to leave scorers were found to be influenced by friends, but also feeling job stress and “being burnt out”.
Research limitations/implications – The findings may relate solely to fast food outlets in Peninsular Malaya due to cultural issues related to the Islamic nature of Malaysian society.
Practical implications – Fast food managers need to consider employees as part of a team and not simply as individuals, and it was found that friendship ties emerged as a significant variable in determining intention to leave a job.
Social implications – Malaysian fast food outlets near places of worship that make it easier for employees to fulfil religious obligations may find it easier to retain staff.
Originality/value – This is thought to be the first study of the Malaysian fast food industry and labour turnover.

text: Determinants of intention to leave a non-managerial job in the fast-food industry of West Malaysia Purpose – The purpose of this paper is to examine determinants of an intention to quit a job held by non-managerial staff in the Malaysian fast food industry. It examines issues such as job stress and peer groups.
Design/methodology/approach – A quantitative analysis of 806 respondents working in international fast food chains was undertaken following an initial semi-structured interview process with managers.
Findings – Of the total sample, 20 percent were found to think frequently about leaving their job, while a further 20 percent were described as being committed to their employment. High intent to leave scorers were found to be influenced by friends, but also feeling job stress and “being burnt out”.
Research limitations/implications – The findings may relate solely to fast food outlets in Peninsular Malaya due to cultural issues related to the Islamic nature of Malaysian society.
Practical implications – Fast food managers need to consider employees as part of a team and not simply as individuals, and it was found that friendship ties emerged as a significant variable in determining intention to leave a job.
Social implications – Malaysian fast food outlets near places of worship that make it easier for employees to fulfil religious obligations may find it easier to retain staff.
Originality/value – This is thought to be the first study of the Malaysian fast food industry and labour turnover.

year: 2011

title: Māori language resources and Māori initiatives for teaching and learning te reo Māori

authors: Greensill, Hineitimoana

abstract: As the most southerly member of the Polynesian languages, a sub-group of the widespread Austronesian language family (Harlow, 2007), te reo Māori has been the subject of substantial analysis, documentation, and analyses of its structure since first contact with Captain Cook in 1769 (Whaanga & Greensill, 2014). The history, trials and tribulations of te reo Māori in Aotearoa have been well documented (see, for example, Reedy, 2000; Spolsky, 2005; Waitangi Tribunal, 1986, 2011). The various reasons for the language’s decline has been an area of ongoing debate and critique by academics, researchers, linguists, language activists, parliamentarians and Māori in recent times (see, for example, Bauer, 2008; Benton, 2015; Higgins, Rewi, & Olsen-Reeder, 2014; Rata, 2007; Winitana, 2011).

text: Māori language resources and Māori initiatives for teaching and learning te reo Māori As the most southerly member of the Polynesian languages, a sub-group of the widespread Austronesian language family (Harlow, 2007), te reo Māori has been the subject of substantial analysis, documentation, and analyses of its structure since first contact with Captain Cook in 1769 (Whaanga & Greensill, 2014). The history, trials and tribulations of te reo Māori in Aotearoa have been well documented (see, for example, Reedy, 2000; Spolsky, 2005; Waitangi Tribunal, 1986, 2011). The various reasons for the language’s decline has been an area of ongoing debate and critique by academics, researchers, linguists, language activists, parliamentarians and Māori in recent times (see, for example, Bauer, 2008; Benton, 2015; Higgins, Rewi, & Olsen-Reeder, 2014; Rata, 2007; Winitana, 2011).

year: 2017