Stakeholders’ roles in field experience: some empirical evidence

Cheng, Eddie W.L.; Yu, Christina Wai-Mui; Sin, Liu; S.M., Carol

doi:10.1108/jarhe-08-2017-0103

Cited by 3 publications

(2 citation statements)

References 43 publications

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“…However, it has been argued in previous studies that HEIs tend to be conservative especially in terms of teaching methods, assessment and research [52]. There is a tendency for some academics to rely on old teaching and research methods using materials that are never updated [54,56] as well as failure to manage online teaching [47,8]. Thus, academic freedom inspired by institutional vision and mission may not suffice in using the available knowledge to design quality assurance mechanisms.…”

Section: Discussionmentioning

confidence: 99%

“…Several studies have confirmed that knowledge management is crucial in enabling institutions gain and maintain a competitive advantage [43]. Higher Education Institutions (HEIs) especially universities are popularly known for knowledge generation through teaching and research [7,40,48,54]. Yet, HEIs continue to grapple with internal quality assurance challenges amidst knowledge accumulation through research and practice [1,15,16,58].…”

Section: Introductionmentioning

confidence: 99%

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The Influence of Knowledge Management on Internal Quality Assurance in Higher Education Institutions

Turyahikayo¹

2019

HER

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Several studies reveal that knowledge management is crucial in enabling institutions gain and maintain a competitive advantage. Yet, institutions must leverage their internal quality assurance mechanisms as a prerequisite for gaining and maintaining an edge over competitors. Based on this revelation, the paper set out to examine how knowledge management can be used to build strong internal quality assurance framework in HEIs basing on institutional theoretical perspective. Using an in-depth literature review, it was revealed that knowledge of external stakeholders should constitute part of the knowledge used in developing quality assurance policies. In addition, HEIs will also identify internal knowledge sources that enhance designing of quality assurance mechanisms that satisfy normative prescriptions. Moreover, HEIs that embrace mimetic isomorphism by copying and incorporating best practices from other institutions will likely improve the teaching, staff development and pedagogical quality. These institutional logics act in the best interest of the HEIs by providing critical linkages for knowledge management-internal quality assurance nexus.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Influence of Knowledge Management on Internal Quality Assurance in Higher Education Institutions

Turyahikayo¹

2019

HER

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Asset specificity, inter-firm ecosystem, firm adaptability and supply chain integration

Nakayima,

Namagembe,

Kabagambe

et al. 2024

MSCRA

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PurposeThis study investigates the effect of asset specificity, inter-firm ecosystem and firm adaptability on supply chain integration. The study also investigates the mediation effect of firm adaptability on the relationship between asset specificity and supply chain integration and inter-firm ecosystem and supply chain integration.Design/methodology/approachThis research applied a quantitative research methodology to investigate the interdependencies between study variables. A disproportionate stratified simple random sampling technique was used to select the firms that participated in the study. As a result, 103 food processing firms were selected from a total population of 345 firms located in Kampala district.FindingsThe findings reveal that the direct relationship between asset specificity and supply chain integration and inter-firm ecosystem and supply chain integration was found positive but insignificant. Both asset specificity and inter-firm ecosystem are associated positively with firm adaptability. A partial mediation was established between asset specificity and SCI while a full mediation effect was found in inter-firm ecosystem and SCI.Research limitations/implicationsThe study used perceptual measures to obtain responses on the various constructs investigated and how these constructs relate. To avoid biasing the results, key suppliers and customers were not involved due to multi-level relationships that they maintain with various firms.Originality/valueThis study contributes to existing studies by applying two theories. First, the study applies the Transaction Cost Theory to study the effect of asset specificity on supply chain integration. Secondly, the Complexity Adaptive System Theory was applied to examine the influence of firm adaptability and inter-firm ecosystem on supply chain integration. Few studies have focused on the effect of inter-firm ecosystem in the supply chain; yet, SCI involves network of various player making supply chains complex This study is among the few studies that have focused on adaptability in the food processing sector in a developing country like Uganda.

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Evaluating the effectiveness of teacher education in Oman: a multiple case study of multiple stakeholders

Al-Harthi

Hammad

Al-Seyabi

et al. 2022

QAE

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Purpose The accreditation process of academic programs is being used more to recognize program quality and identify areas for improvement based on rigorous standards. This study aims to use the standards of the Council for Accreditation of Educator Preparation (CAEP) as a theoretical and analytical framework to examine the effectiveness and areas for improvement of the teacher education program at Sultan Qaboos University in Oman. Design/methodology/approach A multiple case-study design is used to investigate the cases of 16 novice program completers. Data is collected using nonparticipant observation and semistructured interviews with 48 key stakeholders: program completers, their educational supervisors and school principals. Findings Results show that, overall, the program is effective in preparing future teachers to enter the teaching profession, especially in the subject and pedagogical content knowledge, and that stakeholders are generally satisfied with the program. However, about a third believe the program lacks relevance to the responsibilities teachers face on the job and some “technical” skills needed in practice. Research limitations/implications First, the findings are limited by the small number of completers’ cases from one teacher education program. Therefore, the authors recommend that future studies should include larger samples of novice teachers graduating from different teacher education programs. Second, the study is limited by focusing only on stakeholders’ perspectives, and teacher observation through CAEP informed categories related to standards 1, 4 and 5. So future research can tell more to the story by uncovering other CAEP standards to provide a more comprehensive view. Practical implications The findings of this study are expected to contribute to the existing pool of knowledge on the utility of using international accreditation frameworks, not only as a means to measure the effectiveness of teacher education programs but also to develop such programs according to an internationally recognized set of quality standards. The results may also contribute to the discourse on whether the Madonlization of CAEP standards is a useless business for Arabic-speaking countries. Social implications As elsewhere in the Arab region, education has been placed at the core of the Oman 2040 vision, which prioritizes the improvement of educational outcomes as Oman’s gateway to becoming a developed country. Therefore, it has become clear that teacher education programs need to be subject to scrutiny to ensure that they produce highly qualified teachers. While reform initiatives have raised concerns about the quality of teacher performance in Omani schools, little attention has been given to the effectiveness of teacher education programs in the country. Originality/value These results are discussed through three main themes related to the role of teacher preparation programs in the Arab region from a standards-based perspective: they need to be viewed as a rite of passage for all teachers to provide them with only the threshold competence to commence the professional teaching performance, there is a need for more authentic and safe learning experiences in these programs, and finally, there is a need for continuous adjustment of courses in these programs to perfect the “potion” that makes them more effective and relevant.

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Stakeholders’ roles in field experience: some empirical evidence

Cited by 3 publications

References 43 publications

The Influence of Knowledge Management on Internal Quality Assurance in Higher Education Institutions

The Influence of Knowledge Management on Internal Quality Assurance in Higher Education Institutions

Asset specificity, inter-firm ecosystem, firm adaptability and supply chain integration

Evaluating the effectiveness of teacher education in Oman: a multiple case study of multiple stakeholders

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