ethanporcaro/eric-fulltext-meta huggingface dataset:
Knowledge Management Practices and Transformational Leadership Traits: Predicting Process Innovation in FMCG Industry
Author: Saad, Ghazi Ben
Date: 2020-08-00
Type: Journal Articles
Subjects: Knowledge Management,Transformational Leadership,Merchandising,Industry,Foreign Countries,Innovation

Organizations in the current competitive and challenging situation considered organizational process innovation to sustain themselves with competitive advantage and provisioning of high value products to consumers. The current study investigates the role of transformational leadership traits and knowledge management practices on predicting the process innovation in FMCG companies. Data has been collected from the 10 FMCG companies located in major two cities i.e. Lahore and Karachi, Pakistan. Sample of 200 top line managers have been selected by convenience sampling method and adapted itemized questionnaire has been presented to the top management after a brief session of face to face interviews. Response of 170 top line employees has been registered and statistical testing has been done on SPSS 22. Results indicated that the transformational leadership traits has significantly positive impact on process innovation which effectively expedites the production efficiency of manufacturing units. The knowledge management practices such as acquisition, transfer and application has strong and positively significant association with process innovation. The knowledge management practices positively mediates with transformational leadership traits and resultantly lays foundation for continuous process improvement to survive in market. This conceptual model practically helps the production and manufacturing companies to nurture positive change management attitudes, decreasing production time, expanding products range, development of skills needed to advocate and adopt change, employee involvement, commitment and benefits of large scale economy. This study is limited to FMCGs in major cities and can be expanded to services industry and test the conceptual model.
Entrepreneurship Education and Students&apos; Entrepreneurial Intention in Higher Education
Author: Mei, Hong
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Self Employment,Intention,College Students,Majors (Students),Gender Differences,Institutional Characteristics,Practicums,Business Administration Education,Self Efficacy,Decision Making,Career Choice,Self Concept Measures,Foreign Countries

Facing the challenging employment situation and the changing labor market, developing student entrepreneurial intention has attracted significant policy consideration in China. This study describes the background of entrepreneurship education in China's higher education institutes and explores the influences of entrepreneurship education on student entrepreneurial intention. Using data from a survey on students in China, this study finds that students in different types of institutions and different major fields had a different level of engagement in entrepreneurship education. Further, the higher the level of entrepreneurship education the students received, the stronger their self-efficacy of entrepreneurial decision-making was, and the stronger their entrepreneurial intention was. Student entrepreneurial decision-making self-efficacy played a mediating role between entrepreneurship education and student entrepreneurial intention. We found that entrepreneurship education has a positive effect on entrepreneurial intention. Entrepreneurship education course-taking has a positive effect on entrepreneurial decision-making. Furthermore, the positive effect of self-efficacy of entrepreneurial decision-making on entrepreneurial intention was also confirmed. We also found that self-efficacy of entrepreneurial decision-making played the significant role of mediator between entrepreneurship education and entrepreneurial intention. The findings also showed a difference between the current China context and the western context that taking entrepreneurship-related classes had more considerable influences on student entrepreneurial intention than entrepreneurship-related practicum. We discuss the implications of the improvement of higher education in China and relevance to other contexts.
Conquering the Iron Throne: Using Classcraft to Foster Students&apos; Motivation in the EFL Classroom
Author: Rivera-Trigueros, Irene
Date: 2020-10-00
Type: Journal Articles
Subjects: Educational Games,Role Playing,Student Motivation,English (Second Language),Second Language Learning,Game Based Learning,Secondary School Students,Student Participation,Foreign Countries,Instructional Effectiveness,Pretests Posttests

This study aims to analyse motivation in the English as a Foreign Language (EFL) secondary classroom through gamification. To this end, a gamification proposal based on &quot;Game of Thrones&quot; TV series was designed. &quot;Classcraft,&quot; an online role-playing platform, was used to create a gaming scenario in the classroom. The proposal was implemented in two groups of 4th year of secondary school, formed by 43 students aged between 15 and 16 years old. Results showed that gamification had a positive impact on fostering students' motivation. Particularly, a notable increase in students' participation was observed since their extrinsic and intrinsic motivation -- which increased 0.69 and 0.58 points accordingly -- had improved after the implementation of the gamification proposal. Consequently, &quot;Classcraft&quot; proved to be a tool with a great potential to involve and engage students in the EFL classroom. [Note: The issue number (2) shown on the PDF is incorrect. The correct citation for this article is v20 n4.]
How SAMR-Based Vocabulary Teaching Shapes Vocabulary Learning Strategies
Author: Djiwandono, Patrisius Istiarto
Date: 2020-10-00
Type: Journal Articles
Subjects: Vocabulary Development,Learning Strategies,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Assignments,Information Technology,Technology Uses in Education,Models,Web Sites,Integrated Learning Systems,Computer Software,College Students,Foreign Countries

The study was aimed at identifying the learners' vocabulary learning strategies as they were engaged in tasks assigned along the SAMR model. A class of EFL learners was taught vocabulary with the assignments following SAMR. The model led them through four stages: substitution, augmentation, modification, and redefinition. The results showed that the learners increasingly used digital technology to accomplish their tasks. Their strategies were relatively more diverse, too. The metacognitive and social strategies, however, did not emerge substantially in their report.
A Comparison of the General Knowledge and Skills Displayed by Students Participating in International Geopolitical Competitions
Author: Wilczynski, Piotr L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,International Cooperation,Competition,Politics,Geography,Higher Education,Teaching Methods

Three years ago, the Polish Geopolitical Society began an initiative focused on students, PHD candidates and interested academic societies, who wished to co-operate in popularizing the subject area of geopolitics. This initiative sought to serve as a forum for such groups and individuals to compete with other interested colleagues and groups from around the world. During the process, students strive to prove their level of professional knowledge, while their teachers assist them in preparing for their best presentations. All participants then meet during the final stages of the competition in order to exchange their experiences. This, in turn, benefits the development of general approaches and methods of study regarding the discipline of geopolitics. The question addressed in this paper then, is how such international competitions can improve the overall skills and knowledge of the subject area at hand among those participating. The importance of this question is underscored by various initiatives undertaken that attempt to measure the quality of higher education. The research presented in this article, then, is based upon interviews with both participants and organizing committee members, which attempt to gauge the experiences and results achieved during such competitions. The results show both the positive and negative aspects of organizing such gatherings. Most certainly, one could draw the conclusion that such events are the most attractive to the most ambitious of students and teachers, who consider education a privilege and as a process, which continues throughout one's lifetime. Adversely, for those who place education in the same category as a material good, to be bought and sold, such competitions have little appeal especially when focused upon a narrow field of study.
English Language Education in Algeria: Hostage of an Exam-Centric Education System
Author: Bemmoussat, Nabil Djawad
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Universities,Secondary School Students,Course Descriptions,Comparative Analysis,Grammar,Vocabulary Development,Language Tests,Remedial Instruction,Scores,Educational Quality,Standardized Tests,College Admission

The present research paper is a plea for a reform policy of English Language Education in Algerian secondary-school education. It attempts to redraw the boundaries of English as a Foreign Language (EFL) from a teaching-testing perspective based on two fundamental questions: the 'what-to-teach' and the 'what-to-test', which represent the rationale of Algerian EFL classrooms. It also expands into a discussion of the discrepancies existing between stated objectives and classroom practice. This deviation from the prescribed syllabus is dictated by the Baccalaureate exam, a standardized test &quot;par excellence&quot; and the 'entry visa' to university. The study was carried out with a sample population composed of twenty-eight male and female students from the English Department of the University of Tlemcen, Algeria during the first term of the academic year 2018-2019. The data collected tools employed in this pilot experimental study, a pre-unit test (a pretest), remedial activities, and a post-test, were conducted on the sample at the end of the experiment. The research paper culminates with a formulation of initial pedagogical steps that are likely to develop students' communicative abilities within an exam-centric education system characterized by a grammar-focused and vocabulary-building test-oriented teaching. Hence, to negotiate a balanced approach that would accommodate both effective teaching and efficient testing.
Blended Learning in STEM and Non-STEM Courses: How Do Student Performance and Perceptions Compare?
Author: Owston, Ron
Date: 2020-09-00
Type: Journal Articles
Subjects: Blended Learning,STEM Education,Academic Achievement,Grades (Scholastic),Performance Factors,College Students,Student Attitudes,Positive Attitudes,Effect Size,Urban Universities,Foreign Countries

Examined in this study is the question of whether students in STEM courses perform better and have more positive perceptions than students in non-STEM courses, when both are offered in the blended format. As part of a blended learning initiative, 6 STEM and 8 non-STEM university courses were redesigned using the blended format. Students (n=318) were surveyed on perceptions of their blended experience and courses grades were compared. Results indicated that STEM students performed significantly higher than non-STEM students; however, STEM students did not perceive their courses as positively as non-STEM students. The conclusion was that focusing blended learning course redesign in STEM fields in higher education may be advantageous, although more research is needed to confirm the findings and to investigate why student perceptions were relatively low for STEM students.
Involve Me, and I Learn: Preparing English Language Intensive Program Students to the Demands of Their Academic Programs
Author: Alshahrani, Ali Ayed
Date: 2019-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Intensive Language Courses,Foreign Countries,Student Attitudes,Self Esteem,Language Proficiency,Language Skills,College Freshmen,Individual Differences,Intellectual Disciplines

This study aims to identify Saudi English as a Foreign Language (EFL) students' perspectives towards using the English language in their studies. The study explores students self-confident and its association with students' actual performance in English course in their different academic programs. A multimodal methodology was used to fulfill the research purpose and answer the research questions. A 25-item survey questionnaire and final examination grades were used to collect data. Two hundred forty-one students agreed to participate in the study. They completed the questionnaire and agreed to release their final grades to be a part of the collected data. The data were coded and analyzed by SPSS software. The findings indicated a significant difference in students' performance in English courses between participants' academic programs on the one hand. Students' self-confidence in their English language skills, on the other hand, was not significantly different between participants' academic programs. Data analysis also revealed no correlational relationship between students' self-confidence level and their language skills and their performance. The study raises more questions about other vital factors such as course instructors' views of the materials, faculty members of the target department, family belief in the usefulness of the program, protentional employers. These views and beliefs shape the student's preparation process and therefore, should be explored further.
Leadership Style and Employee Motivation: A Study of Saudi Arabian Work Environment
Author: Altheeb, Saad Al
Date: 2020-08-00
Type: Journal Articles
Subjects: Leadership Styles,Leadership Effectiveness,Employee Attitudes,Motivation,Work Environment,Organizational Culture,Cultural Context,Committees,Teamwork,Foreign Countries,Government Employees

Leaders motivate employees through setting in place structures aimed at taking full advantage of employee's potential, organization resources and providing direction. Conversely, they can severely cause difficulty in inspiring confidence, buying into firm's goals, promoting alignment and fostering collaborative environment. Therefore, this research aims at investigating relationship leadership style and motivation of employees. An intensive review of literature has been conducted highlighting employee motivation, leadership style (Authoritarian, Paternalistic, Transformational, Laissez-faire). The data were collected through questionnaire which was distributed to government employees working in Alkharj (Riyadh region) and 130 valid responses were received. SPSS 22 was used to carry out statistical analysis and the results indicated an overall positive significance of leadership styles and motivation. The overall impact of leadership styles together on motivation was found as 66.5% (R[superscript 2]=0.665). The unique effects of each Paternalistic, Transformational and Laissez-faire style on motivation was found positive and significant. Whereas, the relationship between authoritarian leadership style and motivation was found insignificant. It is recommended that leaders in Saudi Arabia work environment must follow paternalistic and transformational leadership styles to enhance motivation level of their employees.
Considering Students&apos; Abilities in the Academic Advising Process
Author: Loucif, Samia
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Advising,Academic Achievement,Progress Monitoring,Course Selection (Students),School Registration,Program Improvement,Difficulty Level,Computer Software,Information Systems,Undergraduate Students,Foreign Countries,Academic Ability

Academic advising is time-consuming work. At the same time, it needs to be efficient and productive in assisting the students to choose appropriate academic courses towards the completion of their selected programs in a beneficial manner. In addition, both private and public educational institutions are, currently, operating in an extremely competitive market and are, thus, faced with various challenges. Among these are the twin challenges of student retention and the rate of success in completion of their chosen academic courses. The mentioned challenges have a direct bearing on the quality of academic advising and services provided to the students, by the individual academic institution. A number of research studies have been carried out suggesting various online academic advising systems for undergraduate and graduate programs. In this context, we develop and present, here, an academic advising system which differs from and improves upon previously suggested methodologies with the inclusion of the facility to track individual students' performance and, thus, ability in educational subjects and programs, taken in the previous academic terms. Our suggested methodology is based on the use of this facility to guide students in the selection of courses that they may register for the forthcoming academic term. We believe that the consideration of individual students' past academic preformation, in our suggested methodology, is a significant improvement and will assist students in making more beneficial choices when registering for academic courses.
Educational Escape Rooms as a Tool for Horizontal Mathematization: Learning Process Evidence
Author: Piñero Charlo, José Carlos
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Games,Game Based Learning,Mathematics Education,Learning Processes,Problem Solving,Educational Environment,Elementary School Students,Student Motivation,Cooperative Learning,Foreign Countries,Learning Experience

The curricular perspective based on teaching processes which takes formal mathematical knowledge as a starting point has been severely criticized. This traditional perspective considers that the formal mathematical knowledge has to be taught prior to the application so, once taught, it can be used to solve problems. Along with this criticism, curricular alternative proposals that have focused attention on the learning process (rather than in the teaching one) have been developed. Recently, game-based learning has been developed as a problem-based learning methodology, able to achieve a deeper implication of the students. In line with this approach, the main scope of this paper is to provide evidence of the learning process in game-based learning environments. To do this, student teachers have designed an educational escape room that fits curricular learning outcomes. This manuscript reports on an educational escape room experience that was implemented in three different Primary Education Schools (total population of 117 students, while here we present a fragment of 5 participants). In order to evaluate the development of certain knowledge, a transcribed fragment is presented and analyzed. In the reported experience, evidence of learning processes and horizontal mathematization are reported in the frame of an educational escape room. This constitutes an evidence of learning processes in gamified environments.
On Teaching Programming Fundamentals and Computational Thinking with Educational Robotics: A Didactic Experience with Pre-Service Teachers
Author: Piedade, João
Date: 2020-00-00
Type: Journal Articles
Subjects: Programming,Computer Science Education,Thinking Skills,Robotics,Preservice Teachers,Preservice Teacher Education,Didacticism,Masters Programs,Elementary Secondary Education,Vignettes,Instructional Design,Self Efficacy,Problem Solving,Knowledge Level,Transfer of Training,Foreign Countries,Information Science

This study aims to analyze how pre-service informatics teachers design learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills. A descriptive and exploratory case study design was implemented with 26 pre-service informatics teachers. Data were collected from the participants using qualitative and quantitative instruments. The main results pointed out the affordances and possibilities of the use of learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills as well as a strong path to promote the application of contents of the other Science, Technology, Engineering, Arts and Mathematics (STEAM) areas. Another significant finding was the impact of the didactic experience on the level of interest and self-confidence of the pre-service teachers in using robotics for teaching purposes. The results showed the importance of these didactics experiences to the pre-service teachers preparation and to apply the pedagogic approaches they have learned in theory in practical activities and to transfer this knowledge to new pedagogical situations and problems.
Pedagogical Conditions for the Formation of Professional Culture of Future Educators of Preschool Educational Institutions
Author: Bogush, Alla
Date: 2020-08-00
Type: Journal Articles
Subjects: Preschool Teachers,Preservice Teachers,Culture,Foreign Countries,Preservice Teacher Education,Educational Environment,Personality,Teacher Characteristics

The article reveals the essence of the phenomenon &quot;professional culture of future educators of preschool educational institutions&quot; viewed as a complex integral formation within a holistic structure of a personality. It is characterized by a positive attitude to the subjects and objects of pedagogical activity (axiological component), deep and systematized professional knowledge, skills and competencies (cognitive component), as well as personal and professional qualities that reflect the level of mastery of a special area of knowledge (personal component) and find their manifestation in pedagogical activity (reflexive component). Criteria (specified by indicators) that characterize levels of professional culture development of future preschool educators have been determined, including: informational, motivational, behavioral and appraisal-creative. Pedagogical conditions for the formation of professional culture of future preschool educators in the process of their professional training have been substantiated. The above-mentioned pedagogical conditions presuppose: activation of educational activities of future preschool educators in the cultural and educational environment of a higher pedagogical institution; provision of interactive technological support for the educational process of future preschool educators; integration of the content of normative professional disciplines. The technique of forming the professional culture of future educators of preschool educational institutions is presented.