Knowledge and Learning

Paper Types

All full, developmental, workshop and symposia papers for this track are listed below.

Developmental Papers

Revealing Failures on Knowledge Sharing: An Empirical Investigation (191)

Author/sEvangelia Siachou John Israilidis

Track: Knowledge and Learning

Paper Type: Developmental Papers

Keywordsknowledge sharing, critical failure factors (CFFs), employee ignorance

Abstract: While knowledge sharing can help organizations to succeed, it can also prevent unanticipated failures that affect both organizations and individuals effectiveness. Such failures may be linked to employee ignorance and knowledge gaps, and can have both cost intensive and resource wasteful consequences. Based on a case study of a multinational organization and using both qualitative and quantitative data, we identify six critical failure factors CFFs, which have an impact on knowledge sharing. We also reveal the underlying role of employee ignorance as a failure control mechanism. The study provides insights into the importance of identifying these failures when sharing knowledge and proposes relevant mitigation strategies. It also uncovers hidden ramifications of ignorance to help firms avert dysfunctional knowledge sharing behaviors from escalating into dangerous and less manageable issues.

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Exploring the Reasons Behind Students Choice of Study Modes (207)

Author/sKatrina Radford Heather Stewart Harsha Sarvaiya Matt Saxinger

Track: Knowledge and Learning

Paper Type: Developmental Papers

Keywordsmode of delivery, higher education, student outcomes

Abstract: Universities are increasingly offering courses to be studied in a multitude of ways, from online to mixed mode/blended learning method to face to face offering. Yet limited research has explored the types of student characteristics that underpin each mode, which impacts design and may impact student learning if not recognized. This developmental paper begins to unpack the characteristics of the learners that exist within each mode which may assist academics develop courses that improve retention. In this paper, an initial literature review is presented and it is anticipated that data will be analyzed and presented at the conference to further the theoretical and practical contributions this paper brings to the community. It is intended to spark conversation and all insights into the phenomenon are welcome.

 

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An Investigation of Acculturation Journey of Chinese Mandarin-speaking Students Taking Undergraduate Studies in UK Business Schools (259)

 

Author/sDongsheng Xu

Track: Knowledge and Learning

Paper Type: Developmental Papers

Keywordsacculturation, Chinese students, business, undergraduate studies, UK

Abstract: The research concentrates on Chinese Mandarin speaking students acculturation journey within their undergraduate studies in UK business schools, to identify issues that impact on their acculturation and academic adaptation, in an endeavour to provide the implications for teaching and learning, to the Chinese students, their lecturers, and the business schools for a more satisfying outcome of teaching and learning experience. Supporting this research, a theoretical framework is constructed, which includes the cultural dimensions at national and organisational level, the acculturation strategy, the descriptions of Chinese and British pedagogy, and cultural synergy in the intercultural learning environment. Surveys and case studies are introduced using the mixed method approaches to collect and analyse data separately. As a developmental paper, the initial findings are reported upon and comments offered with suggestions as to how to plan and further develop the research.
 

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The Paradox Of Power In Collective Leadership Implications For Management Education (314)

Author/sClare Rigg Lisa Anderson Paul Ellwood

Track: Knowledge and Learning

Paper Type: Developmental Papers

Keywordscollective leadership, power, paradox, management education

Abstract: Power remains a contentious issue within discussions on collective leadership. On the one hand, it has been argued that collective leadership innately addresses organisational power inequities by embracing inclusivity, and through recognising that leadership is distributed beyond those who hold formal senior roles. On the other hand, collective leadership literature has been criticised for appearing to neglect unequal power relations within organisations. Our purpose in this paper is to argue that, rather than seeing the issue in binary terms, there is greater insight to be gained from viewing power in collective leadership as paradoxical. Drawing from three insider action research studies, we present a series of vignettes to explore tensions, contradictions and interplay between formal and collective leadership. Collaborative effort is recognised as essential to high performing organisations, which therefore has clear implications for how managers learn to circumnavigate and influence collective leadership in ways that appreciate such nuances of power. Our intention is to offer further insight for an epistemology of practice predicated on paradox.

 

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Are You Critically Teaching Accounting And Finance In Universities? (320)

Author/sAmee Kim

Track: Knowledge and Learning

Paper Type: Developmental Papers

Keywordshigher education teaching, learning accounting and finance, communicating knowledge

Abstract: Accounting and finance programmes are supposed to strongly emphasise on theory and applications that can help students to deal with global business challenges. Traditionally, these programmes were strongly directed towards helping students interpret and develop financial reports according to legal standards. Nowadays, programmes have become more interdisciplinary, not only ensuring university students became more professional in practising accounting and finance, but also to critically analyse current practices. Academics have become more strongly involved in objective analysis of current methods in accounting and finance, which has led to improved accounting practice and research activities. This improved ethos also continues to impact on society, which in turn requires academics to continuously update their curriculum to include new topics and techniques for ensuring student employability and meeting student demands. The paper will develop a critically analyses on improving teaching and research activities in accounting and finance programmes to correspond to student demands.

 

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Understanding Dignity At The Face Of Changing World Of Work (372)

Author/sSoumya G Rajan Bino Paul

Track: Knowledge and Learning

Paper Type: Developmental Papers

KeywordsKnowledge, Engagement, Dignity

Abstract: Globally, a set of serious questions have resurfaced, which were earlier confronted at the dawn of industrialisation Powerful machines are taking away jobs from humans. While mechanisation was the reason in the 18th Century, today, the imminent threat is being posed by robotics. We iterate that the key facilitator to stay abreast with the market can be the engagement with knowledge of each individual actor. In order to understand a sustainable structure which organically builds and engages though knowledge, we looked for inspiration in some existing organizational practices. A set of narratives were primarily compiled and analysed through a multiple case study approach to understand the relevance of Knowledge and engagement across diverse formats of organisations with the aim to learn the drivers and processes that promoted engagement. In the course of discussion of the cases, the value stance of dignity emerged as a key factor and a potential theory was derived. We report the preliminary analysis from the pilot inquiry here.

 

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Practice Based Learning: Stories That Reveal and Influence (411)

Author/sRobert James Warwick Janet McCray Adam Palmer James Treager

Track: Knowledge and Learning

Paper Type: Developmental Papers

KeywordsStory, Action Learning, Practice Based Learning

Abstract: We are curious as to how leaders can become more understanding and reflexive (Cunliffe 2004; Hibbert & Cunliffe 2015) of their own practice and how this might be facilitated in meaningful ways. How leaders do their job is increasingly important and difficult because our world is becoming more uncertain and erratic. Yet through this, leaders need to be able to understand, involve others and make reasoned choices, often with incomplete knowledge. It is within this challenge that we explore practice based learning (PBL), by this we mean developing the ability to understand, involve others and make reasoned choices, often with incomplete and hazy knowledge. In this sense, practice development is a social process. This paper presents an agenda for research into PBL . The insights generated will influence further learning about leadership as an iterative process of research. We briefly consider the social and individual nature of such learning, making clear that both are a reflection of the other. Within an action research methodology we seek to use a blend of action learning and story (Gabriel 2000) to understand and apply learning in the challenging contexts leaders find themselves in.

 

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A Walk in the Park: Creative Unsettlement Developing Practice Based Learning (414)

Author/sRobert James Warwick James Traeger

Track: Knowledge and Learning

Paper Type: Developmental Papers

KeywordsPractice Based Learning, Reflexivity, Dionysian, Walking, Unsettling

Abstract: In this paper we explore practice based learning Strati 2007 from the perspective of our own practice. We are keen to address two points as part of a meaningful Alvesson et al. 2017 conversation at the conference and beyond, what is the potential contribution to practice based learning PBL knowledge and how can this way of working add to the quality Reason 2006 of interpretivist research methodology Bryman and Bell 2015. We take a collaborative autoethnographic approach to challenge, unsettle and develop each others learning and practice. It was a dionysian process Heron 1996 process, namely emergent and imaginal.

 

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What Do You Believe Are The Challenges And Opportunities For Management Educators Globally In The Next 5 Years: How Is The Business School Environment Going To Change Management Education In The Future? (442)

Author/sMark Bentley

Track: Knowledge and Learning

Paper Type: Developmental Papers

KeywordsBusiness School, Challenges, Global

Abstract: This paper sets out to present some of the key challenges facing Business Schools, and management educators in the future, highlighting four specific areas; Effective Industry Collaboration, Skill development within the curriculum, Internationalisation of curriculum, and Changing Student demographics.

This developmental paper was initially influenced by the Rethinking Business Education: Fit for the future report (2017), issued by the Chartered Association of Business Schools.

At this stage the author believes that minimal research has been conducted in these discrete areas therefore there is some significant scope to undertake detailed enquiry in order to inform future business school strategy, thus supporting HE leadership who may be involved with transformation of their respective faculty.

The author recognises that there are other challenges to the sustainability of business schools and management education than those represented in this paper however, it is felt these are global in nature and not necessarily unique to UK HEIs. With this in mind further research into these topics could develop a platform to provide thought leadership to the global business school community.
 

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Reflection for All Learners: Putting Reflection (Back) on the Radar (535)

Author/sLaura Zizka

Track: Knowledge and Learning

Paper Type: Developmental Papers

KeywordsReflection, higher education, vocational education, hospitality, community of practice

Abstract: Reflection has been effectively used in higher education to encourage students to seek beyond the descriptive and simple response to critical, deep thinking and, effectively, make better choices. Yet, over time, reflection has been categorized as elitist, asocial, disruptive, and unreal. Based on Dewey and Schons foundation of reflection as linked to specific actions which apprentices or workers undertake in their daily tasks, i.e. reflection in action and reflection on action, this paper attempts to dispel common misconceptions related to reflection to show that reflection can and should be encouraged in all higher education regardless of the discipline or type of study. An initial attempt at a Reflection Radar based on reflection that is democratic, collective, constructive, and authentic has been provided to help educational institutions at all levels to visualize the effectiveness and depth of reflection within their existing programs. The paper concludes with how reflection can and should be implemented as a solid, formative pedagogical tool at all levels of education, including vocational apprenticeships aimed at preparing hospitality apprenticeships for the industry.

 

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Triggering the Double Loop in Public Sector Leaders (627)

Author/sChris Dagnan Kate Bailey Arumugam Velaayudan

Track: Knowledge and Learning

Paper Type: Developmental Papers

KeywordsManagement thinking, public sector, organisational learning, systems thinking, double loop learning, defensive reasoning.

Abstract

Purpose. The purpose of this paper is to explore previous research and identify the challenges for organisations to trigger and operationalise learning, especially within the public sector and to propose pertinent questions for possible future research.

Methodology/approach. A review of existing literature in the areas of organisation learning, double loop learning, and the reasons why change appears to be difficult.

Findings. There appears to be a lack of research into what triggers that first realisation that learning is needed, and how to operationalise and implement a learning organisation.

Originality/value. Defining future research into the factors which are barriers to managers embedding a learning culture within their organisation

Keywords: Management thinking; public sector; organisational learning; systems thinking; double loop learning, defensive reasoning.

 

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Character Driven Knowledge Exchange: Overcoming The Problem of Moral Hazard In Knowledge Exchange (708)

Author/sJames Bruce Johnston Alan Tait Kevin Reuther

Track: Knowledge and Learning

Paper Type: Developmental Papers

KeywordsPhronesis, Character, Knowledge Exchange, Innovation, Moral Hazard

Abstract: The exchange of knowledge between the Higher Education sector and industry is increasingly being seen as a vital component of economic growth by bodies such as the CBI and UK Government CBI, 2015, House of Commons Science and Technology Committee, 2013. However, such relationships present a series of challenges. These include challenges relating to the initiation of a knowledge exchange including the identification of appropriate academic expertise and the incentivisation of academics to engage in knowledge exchange Jacobson, Butterill Goering, 2004, CBI, 2015. They also include challenges related to the translation of academic research into commercial application such as the stickiness of knowledge Arnett & Wittman, 2014; Blackman and Benson, 2012, House of Commons Science and Technology Committee, 2013. There is a further complexity of needing to clarify the exact nature of the knowledge exchange activity since it ranges from the traditional blue sky research through development to innovation as perceived by the recipient of the new knowledge Rogers, 1962 and Davis and Hobday, 2005. Finally, there are challenges related to managing the interpersonal relationships involved in knowledge exchange such as the need to build trust and social capital Alexopoulos & Buckley, 2013, Dowling, 2015. One of the more overlooked challenges is that of moral hazard the counterintuitive phenomenon of increased risk sharing leading to a decrease in the incentives to avoid unnecessary risks Baker, 1996. This developmental paper explores that challenge and points to Aristotles intellectual virtue of phronesis as a potential way to overcome such hazards.

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Business School Graduates: Crafting Responsible Citizens and Business Specialists? (742)

Author/sGlen Croy Andy Cavanagh Mary Jesselyn Co Bruce Mitchell

Track: Knowledge and Learning

Paper Type: Developmental Papers

KeywordsCitizenship, Ethics, Graduate attributes, Course outcomes, Accreditation

Abstract: Business schools have gained attention for their perceived, and some argue actual, contribution to many business crises. Business schools have implicitly accepted partial responsibility, and have implemented changes at collective and school levels. The indicated conflicts between graduates practice and what is desired from graduates, as responsible citizens, demonstrate a time to reflect on business school education institutional logics. Within this context, we investigate business school education institutional logics, as demonstrated by course outcomes. We question what institutional logics are evident in business school education, and are there patterns that might explain schools logic adoptions. We collect and analyse business degree graduate attributes and course outcomes from an inclusive range of business schools. Preliminary findings indicate inclusion of responsible management characteristics within business degrees as a variation to a market logic. Further analysis will be undertaken to identify indicative explanatory patterns and matches to institutional logics.

 

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The Importance Of Gaining Meaningful Engagement From Both Participants And Employers In Order To Maximise The Benefits Of Undertaking A Degree Apprenticeship (757)

Author/sJoanna Booth Sophie Mills

Track: Knowledge and Learning

Paper Type: Developmental Papers

KeywordsDegree Apprenticeship, Professional Identity

Abstract: This development paper aims to explore the perspectives of participants following degree apprenticeships DA and their opinions relating to the influence of their employers on this experience. Degree apprenticeships combine university study and work based learning to enable apprentices to gain a full bachelors or masters degree whilst in fulltime employment. Initial forecasts indicated a target of 3 million apprenticeships would be generated under the workplace levy by 2020 Woolcock 2018. Of these, one million are expected to be degree apprenticeships Chartered Management Institute 2018.
Preliminary research highlights the experiences of degree apprenticeship participants in terms of the development of their professional identity. The findings indicated that participants sense of professional identity developed positively through the workbased learning programme. However, feelings of professional frustration resulting from organisational issues such as lack of opportunity and support had a disproportionately negative impact on the participants sense of professional identity. These findings informed the development of the model below that can be used by academics, practitioners, employers and policymakers to inform good practice in the development and delivery of DA.
 

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The Effectiveness of Transnational Education: A Case Study from Oman (880)

Author/sSaid Saleem Al Kittani Zainab Zohny

Track: Knowledge and Learning

Paper Type: Developmental Papers

KeywordsTNE, HE, UK, Oman

Abstract: Transnational Education TNE refers to educational activities or programmes designed in institutions located in one country but delivered to learners in a different country. Due to several factors, TNE has become a common practice in several countries, especially developing countries. Unemployment, globalization, mobility of human resources, political tensions and humanitarian crises, enter alia, around the world increasingly force higher education institution HEIs to offer TNE alongside national programmes. Despite governments efforts to regulate the delivery of TNE, questions about the effectiveness of the programmes remain largely unanswered. This paper reports on a joint research project carried out collaboratively by researchers from a British university and its Omani affiliated university where three different undergraduate TNE programmes are delivered. The research aims at investigating various critical factors affecting the effectiveness of TNE and suggest ways of improving these programmes to fit the Omani context while ensuring a high quality of education.

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Reimagining Curriculum, Pedagogy and Digital Technologies in a Large-Scale Online MBA (885)

Author/sStuart Allan Craig Robinson

Track: Knowledge and Learning

Paper Type: Developmental Papers

Keywordscurriculum, pedagogy, digital education, MBA, online programmes

Abstract: This developmental paper outlines the process, framework and rationale used to redesign the curriculum, pedagogy and use of digital technologies in a large-scale online MBA. This holistic approach was anchored in extensive research with students, alumni and business leaders, was guided by a newly developed ethos and themes, and was grounded in sociomaterial theory. It provides evidence of a shift in market conditions, including increasing student expectations regarding online learning and rising demand for leadership, ethical practice and innovation. It proposes ways in which institutions can realign their curricula with current and future needs, and methods to enrich the online student experience via learning technologies. Its findings are likely to be of interest either to educators who are considering curriculum change or institutions looking to enhance their digital offering.

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Communities In Conflict? Communities Of Practice Within The Business-School (891)

Author/sKate Black Russell Warhurst

Track: Knowledge and Learning

Paper Type: Developmental Papers

KeywordsBusiness School, Communities of practice, Identity

Abstract: This developmental paper introduces our inquiry examining the teaching research nexus from the perspective of Business School academics in post 92, non research intensive, UK universities. We propose that academic identity has become conflicted and threatened as the changing character and demands of the contemporary Business School means that a path has to be found between the different communities of practice. Drawing initially upon a single casestudy, and taking a phenomenological stance using semi structured interviews in an attempt to access academics life worlds, the research seeks to answer the question how do academics within post 92 Business-Schools understand themselves as academics within their university Business School

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Assessing The Value Of Capstone Unit In Developing Critical Thinking Skills In MSc Students (947)

Author/sOyegoke Teslim Bukoye Michael Oyelere

Track: Knowledge and Learning

Paper Type: Developmental Papers

KeywordsKnowledge and Learning, Capstone unit, Critical thinking skills, Live Project and Professional Practice

Abstract: This project is funded by the BAM Management Knowledge and Education MKE Grants Scheme 2017 and 2018. Our project is centred on evaluating the impact of Capstone in developing critical thinking skills amongst Masters student. The aim is to explore the extent to which student use Capstone options to demonstrate their understanding and application of high criticality. Our study was framed theoretically using Blooms Taxonomy and focused on the six updated levels i.e. remember, understand, apply, analyse, evaluate and create. Empirical data collection is done at pre and post stages across students from five European institutions three in the UK and two in other EU countries. The possible implications of the project will further our understanding of Capstone as a useful academic practice for developing students critical thinking skills. It will also address the gaps in PTES by focusing on the impact of Capstone on postgraduate student experiences across different HEIs.
 

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Teamwork Skills Development in an Online Business Simulation Game and their Transferability to the Workplace (961)

Author/sPeter Wilkins Rory McLaughlin Lisa Day

Track: Knowledge and Learning

Paper Type: Developmental Papers

Keywordssimulation, experiential learning, teamwork, management education

Abstract: Simulation games have become a popular experiential method of teaching in business and management programmes. They give students access to practical scenarios that would not normally be available to them, offering an appreciation of, for example, market forces and the interconnection and impact of the various functions in an organisation. Studies of simulation games have shown that students also benefit from soft skill development when working together, particularly in the areas of teamwork and communication. However, research has rarely pursued the question of the practical contribution, offered by an online simulation to a professional student demographic, for skills application in their workplaces. In this study, we propose to investigate the contributions of an online business simulation game in the development of teamwork skills that can be potentially be applied in real work situations. As part of the study, we also aim to consider the features of online team composition that aid or hinder teamwork effectiveness.

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Embedding Innovation in Teaching and Learning: A Pilot Study of the Research Skill Development (RSD) Framework Adoption (1155)

Author/sSvetlana Warhurst Glen Croy Jane Cottee

Track: Knowledge and Learning

Paper Type: Developmental Papers

KeywordsResearch Skill Development, Innovation Adoption, Undergraduate Curriculum, Assessment Rubrics.

Abstract: This developmental paper introduces findings of the international education innovation pilot to champion research skills development framework at a UK business school, internally funded by the Universitys Education Strategic Fund and the Deans Fund. Research is a common feature attributed to universities and their graduates, and common graduate attribute is of lifelong learning or research capable students. Though, are our students research capable With assurance of learning and accreditation requirements there is an increased pressure for business schools to be able to demonstrate that all graduates are achieving what might have previously been aspirational attributes. The paper draws insights from an ongoing international collaborative education project. Our University level pilot targeted early adopters of the framework to develop academic practices for mapping research skills and autonomy levels in assessments and modules to improve the alignment with the curricula. The paper discusses challenges in making research skills explicit in the module assessment for early adopters, and to direct and measure students research skill development. The paper addresses the challenges of online marking rubric development and innovation adoption by academics, development of communities of practice and teaching partnerships with the library staff, academic skills advisors and module leaders.

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From Research Practice to Teaching Practice: The Application of Peer Review in Higher Education (1171)

Author/sAngela Paladino

Track: Knowledge and Learning

Paper Type: Developmental Papers

Keywords: N/A

Abstract: This paper reviews the peer review programs implemented across Australia as well as with some leading institutions across the US and the UK. There is consensus among these countries that peer review of teaching has its benefits and challenges. Perceived benefits point to the positive changes for the observed individual, including being reflective about their teaching practice, receiving feedback from peers that is substantive, constructive and developmental, and using such feedback as the best complement to student evaluation results. The challenges associated with peer review are also reviewed. Aside from evaluating international peer review practices, this paper introduces a teaching evaluation framework that is being introduced at a large research-intensive university. Details of the peer review and follow up study to track attitudes and learning outcomes will be presented at the conference.

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Full Papers

Improving the Effectiveness of Group Feedback; A Study of Undergraduate Business Studies Students (122)

Author/sDermot Breslin

Track: Knowledge and Learning

Paper Type: Full Papers

KeywordsStudent Feedback, Group feedback, Performance, Student Satisfaction

Abstract: This study examines changes in undergraduate student satisfaction and performance over three years in response to variations in group-level feedback. The findings of the study show that an increased level of critical feedback targeting at the group had a positive impact on individual student performance, but a corresponding negative impact of student satisfaction scores. It is argued that by targeting feedback of the level of the group, the negative impact of critical feedback on student motivation and satisfaction was decoupled from their ability to react to such criticisms.

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Leadership Development in MBA Programmes: Promoting Students' Learning through Assessment Processes that Focus on Critical Reflection (130)

Author/sSenaka Fernando

Track: Knowledge and Learning

Paper Type: Full Papers

KeywordsLeadership Development, Critical Management Education, MBA, Assessment for Learning

Abstract: In the past two decades, organisations have taken considerable interest in developing and improving the leadership skills of their managers. As a result, leadership education within MBA programmes has become increasingly popular in higher education. Although these MBA programmes assured to turn their students into inspirational leaders, capable of creating value for their organisations, research shows that these programmes rarely produced the high outcomes, the universities and business schools promised. This paper argues that leadership education in MBA programmes need to focus towards innovative and alternative approaches that encourage proactive critical reflection on conventional leadership theories and practices. The paper explores how the process of assessment for learning that focuses on critical reflection can promote leadership development in MBA programmes.

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Its Not the MBA Its What You Do With It, Building and Sustaining Career Resources (231)

Author/sElizabeth Houldsworth Tatiana Rowson Andrea Tresidder

Track: Knowledge and Learning

Paper Type: Full Papers

KeywordsMBA, self-directed career management, career capital, human capital, management learning, sensemaking, personal development

Abstract: This paper focuses upon personal development and career development as reported by MBA alumni from one of the UKs largest MBA programmes. Previous work by Hirschi 2012 has produced a framework to integrate previously disparate literatures on career self management, thus building a bridge between vocational and organisational behaviour literatures. In this paper we further explore Hirshis 2012 summary in order to frame the literatures relevant to the context of MBA alumni with a particular focus on the inter relationships between the four resource areas. Our study uses qualitative data from two sources, firstly open responses to a questionnaire and secondly 29 in depth interviews in which MBA alumni asked to reflect upon their career and personal development. Although we find that the MBA is reported to be a potentially powerful career development tool, it is the personal rather than career development that appears to have the greatest impact on participants with a number suggesting a life-changing impact and the emergence of a new or different sense of personal identity has been emerged. As well as current and prospective MBA students we suggest these findings are highly relevant to those individuals responsible for MBA programme curriculum design and delivery in addition to those actively involved in recruiting to these programmes.
 

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A Tug of War on Impact of Competence Based Trust on Knowledge Transfer between NGO-Employees and Beneficiaries: An Empirical Study on NGO-sector in Bangladesh (253)

Author/sSheikh Shamim Hasnain

Track: Knowledge and Learning

Paper Type: Full Papers

KeywordsKnowledge Management, Knowledge Transfer, Trust, NGOs

Abstract: This is a unique piece of work as the impact of competence based trust on knowledge transfer is hardly investigated following qualitative techniques. Knowledge transfer is one of the crucial elements of knowledge management process. Trust works as a lubricant between the knowledge transfers and the recipients. This article studies the impact of trust antecedents e.g. capability, benevolence and integrity borrowed from Mayer, Davies and Schoorman 1995 on knowledge transfer between the NGO employees and the beneficiaries in Bangladesh. Total 82 semi structured interviews 54 NGO employees and 28 beneficiaries were carried out. The multi staged sampling technique was used. The content analysis technique was employed to analyze the interview data. It finds that the NGO employees competency based trust on the beneficiaries has a positive impact on knowledge transfer to the beneficiaries, while the beneficiaries competency based trust on NGOs does not. Future researchers may study the impact of these trust antecedents in a different context

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Dialogical Mechanisms of Organizational Knowledge Creation in the Context of the Technological Innovations Front End (431)

Author/sHammad Akbar

Track: Knowledge and Learning

Paper Type: Full Papers

Keywordsdialogical mechanisms, organizational knowledge creation, technological innovations, front-end, exploration versus exploitation

Abstract: Dialogical mechanisms of organizational knowledge creation OKC are important in developing technological innovations across the fuzzy front end. Yet, we understand less about how these mechanisms operate, how they are patterned and how to steer them towards concrete outcomes. This empirical paper develops a unique framework of the dialogical mechanisms of OKC in the context of the technological innovations front end. Using 11 qualitatively studied technological innovations the paper explores the patterns of dialogical mechanisms along five overlapping front end OKC stages knowledge inception, assessment, expansion, refinement and crystallization. The framework distinctively unearths two types of dialogical mechanisms not distinguished before, and sheds new light on their contrasting roles, functions and effects not illuminated before.

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What Happens Next Is Up To Me Analysis Of Ethnic Minorities Human Capital And Employability Development (768)

Author/sRafal Sitko Heather McGregor Dimitris Christopoulos

Track: Knowledge and Learning

Paper Type: Full Papers

Keywordshuman capital, employability, ethnic minorities

Abstract: Examining how ethnic minority group members can be aided in attaining economic equality is a pressing research problem. Human capital theorists have long established that an individuals chances of success in a global economy can be increased by developing their personal variables such as work experience, training, skills, and knowledge. Drawing on the concept of employability, this paper qualitatively explores how workbased training and mentoring can develop ethnic minorities human capital and enhance their career development. Based on 30 semi structured interviews, the study sheds light on how the benefits of professional training extend beyond provision of transferable skills and knowledge.

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Learning Factories Of Industry 4.0; A Review Of Challenges In Its Creation (824)

Author/sSanjiv Narula Vishal Talwar Maheshwar Dwivedi Surya Prakash ErnstAndreas Hartmann

Track: Knowledge and Learning

Paper Type: Full Papers

KeywordsLearning factories, Skill training and Industry 4.0

Abstract: Learning factory is an emerging hands on'approach in teaching advanced manufacturing technologies to establish a connection between industry, teaching faculty and students its created to understand their respective needs, while ensuring their engagement by focusing on real time problems however, the work done in learning factories till now, has mostly been conceptual. The aim of this research, therefore, is to create a framework for implementing learning factories, culled from industry and academia, while highlighting some of the challenges faced during its implementation. This investigative work is inspired from the learning factory model of Pennsylvania University its based on a critical review of extant literature, along with a qualitative semi structured survey of industry leaders, policymakers, trainers and academicians. Holistically, it provides a cause and effect framework for Industry 4.0 enabled learning factories, covering its enablers while depicting the barriers for its implementation, especially in the Indian context. Being a qualitative study, it would certainly have some limitations in terms of its universal application and acceptance.

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Managing Employees Knowledge in International Hotel Companies A Case Study of Innovatccor (886)

Author/sMohamed Fetouh Hawela Barny Edward Morris

Track: Knowledge and Learning

Paper Type: Full Papers

KeywordsAccor Hotels, Innov@ccor, Knowledge Management, Innovation, Ethnographic

Abstract: The aim of this paper is to explore how international hotels companies manage and utilise the knowledge of their employees who are geographically scattered all over the world. Accor Hotel Company was selected because its corporate human resource department in Paris developed and utilised an Intranet tool that enabled Accors employees to suggest ideas to improve the operation of their own hotel or department. The intranet was called Innovatccor. In this paper we investigate the development and utilisation of Innovatccor from 2001 to 2012 and how it helped the company to improve its practices, operations and services over the years. An exploratory, qualitative case study methodology with netnographic approach was adapted. Data were collected through interviews, company reports and information published on the internet about the company. Our findings show that Accor Company was able to capture thousands of ideas from their employees all over the globe. These ideas were shared between hotels and utilised to create commercial impacts in the following areas, ideas that makes a difference for guests and Ideas that make a difference to staffs daily routine.
 

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Expressing Multiple Stakeholder Perspectives In Designed Learning Outcomes (1032)

Author/sDiana Frost

Track: Knowledge and Learning

Paper Type: Full Papers

Keywordsmanagement education, learning outcomes, curriculum design

Abstract: Interventions in higher education have sought to improve student attainment levels in core competencies at the undergraduate level. Curriculum redesign has been advanced as one such critical strategic approach for addressing persistent disparities in rates of progression between students, however subjects such as management education continue to exemplify misalignment between learning outcomes and stakeholder expectations. To gain a deeper understanding of the potentially conflicting perspectives and expectations of stakeholders in curriculum design, the study selected one core undergraduate management module for more in-depth research. The implications of this research are discussed, including a re-examination of current approaches to the design of learning outcomes for management education.

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Knowledge Sharing Through Enterprise Social Network: The Key Role of Virtues of Servant Leader and Eudaimonic Well-Being (1056)

Author/sAnnabel Martin Andrea Micheaux Valentina Stan

Track: Knowledge and Learning

Paper Type: Full Papers

KeywordsEnterprise Social Network, Servant leadership, Eudaimonic well-being, Knowledge sharing.

Abstract: To elucidate the favorable conditions for knowledge sharing through Enterprise Social Network (ESN), a qualitative study was conducted to identify benefits of ESN converts. Results highlight that the virtues of the servant leader seem to play a major role in overcoming barriers to sharing knowledge as well as several dimensions of eudaimonic well-being.

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The Effect of Social Support and Learning Style Differences between Mature Age and Younger Students on overall engagement with university (1057)

Author/sGeoffrey Chapman Katrina Radford Beni Halvorsen

Track: Knowledge and Learning

Paper Type: Full Papers

KeywordsAdult learning, business schools, learning environment

Abstract: Academic engagement is positively correlated with success rates among university students, but many attempts to increase engagement levels use standardised approaches and techniques that may not be effective for all students. In particular, this study examines the differences between first year students who are still in the process of transitioning from adolescents into adults with first-year students who are beginning their university experience as mature age students. We examine several precursors to academic engagement, such as learning styles, transition engagement, and support relationships, finding partial support for most of the hypothesised differences. Findings are then considered in terms of implications for higher education institutions and management education researchers.

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Simulations And Games In Management Education The Human Costs Of Creating And Participating In Useful Illusions (1112)

Author/sIan Christopher Stewart Kun Wang

Track: Knowledge and Learning

Paper Type: Full Papers

KeywordsSimulation, Management education, unexpected events, autoethnography, critical incidents, development

Abstract: Games and simulations are interactionintensive pedagogic methods requiring the investment of more human and time cost from both lecturers and students, when compared to traditional teaching methods. In return, these methods are supposed to return superior academic and experiential outcomes for students. In this paper it is asserted that in the current fashion for gamification in higher education and the deployment of more innovative experiential teaching and learning and assessment methods, the real human costs and risks of these activities for academics and students alike are being ignored and are under researched. From the student perspective, did they come to be subjects in our pedagogic experiments. It is essential to make sure that students are benefiting from the sacrifice of lecturers and the course ILOs are being delivered. The rational question of cost vs benefits is never raised, or is seen as irrelevant in the face of the white heat of pedagogic innovation. This research touches on three gaps in the research, firstly, the lecturers experience in simulation development, management, secondly, the student experience in terms of the costs of receiving or being afflicted by the innovations of academics. Thirdly these things, in the context of very large class sizes of entirely international postgraduate students, a context now de rigueur in UK Higher Education. This paper uses reflective autoethnography with the intention to present useful information regarding the categories of human and economic costs of developing simulations in this specific context. It identifies unexpected events that drive costs and time, which will hopefully reduce the unknown unknowns that an academic looking to develop a simulation might discover themselves at risk of. The paper concludes with future directions for research into this important and under researched aspect of simulation and gamification in modern management education.

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