Online learning has been considered a successful source for reaching learners anywhere, and anytime despite all challenges for decades. This twofold study was designed to explore how COVID-19 fear affected students' social presence in online learning, and how their internal psychological resources such as motivation moderated to make their online learning experience successful in public, and private universities. A crosssectional, descriptive, and correlational research design was carried out by using a simple random sampling (N=244 students from Public sector universities, and N=178 students from Private universities). Online structured questionnaires were developed to collect data by using Google forms. The study found fear of COVID-19 highly insignificant in relationship with Social Presence, while Cognitive Problem-Solving Skill was significant with Psychological Motivation in Public Sector universities. Psychological Motivation also exhibited a strong positive and significant correlation with Cognitive Problem-Solving Skills. The study concluded that in Public Sector Universities, the existence of fear of COVID-19 was accompanied by greater psychological motivation among students, resulting in an increase in their cognitive problem-solving ability. While in Private Sector universities fear of COVID-19 was seen having a significant relationship with Social Presence, Cognitive Problem-Solving capability, and Psychological Motivation. In Private Sector universities, fear of COVID-19 was also accompanied by greater psychological motivation among students, resulting in an increase in their social presence.
Traditional management education discourse is in crisis. It does not prepare students to face real world complexities and challenges because it is devoid of context and historicity and localness. It focuses narrowly on the means and not ends of managing and organizing. To address these glaring and gaping fissures between concepts and reality. This paper utilizes Mezirow’s theory of transformative learning approach in management education so that the future managers are on course for individual transformation. Later developments in the transformative learning theory connecting it with extra-rational thinking, multiple ways of knowing and critically evaluating social dynamics are also incorporated so that the individual transformation leads to more broader collective transformation. The discursive interplay between texts, actions and discourses are captured in the proposed Wholistic Management Education (WME) model. The model’s validity and its relation with Discourse Analysis and Critical Discourse Analysis are briefly discussed along with future research directions.
The paper seeks to examine the effect of knowledge management on resilience and performance of emergent financial technology startups (Fintechs) in Lahore, Pakistan through the development of dynamic capabilities when confronted with environmental dynamism. Based on the tentative deductions derived from Dynamic Capability View (DCV) of emergent financial sector ventures, this paper employs Partial Least Square for Structured Equation Modeling to investigate these hypotheses. Sample of current cross-sectional study involves empirical analysis performed on primary data assembled from knowledge workers employed in emergent financial technology startups. Knowledge management practices also have a positive impact on the developing dynamic capabilities of the organization. Implementation of effective knowledge management practices results in reconfiguring and advancing the companies’ dynamic competencies under the conditions of dynamism and unexpected changes occurring in the external business environment. Consequently, fin-techs succeed in accomplishing their goals of spirit, adaptive capacity i.e. increased resilience and escalated performance.
Educational management studies are now established as a way to infuse students with various pedagogic as well as didactic principles. The approaches are now switching from reading and lecture-based modes to analytical case-studies and problem-oriented learning methodologies. These inclusive development procedures are undertaken by educational institutions jointly in partnership with industry associates. This research paper highlights the consequences of learning practices in reducing the gap between corporate and academic entities through involvement in the problem-based learning methodology which is frequently utilized in business and medical studies at the Higher Educational Institutions (HEIs) of Pakistan. The paper investigates how the pedagogical method of problem-based learning is significant in meeting the changing needs of industry through enhancing the proficiency of graduates to manage corporate challenges in volatile external environments. The results lead us to conclude that problem-based learning at HEIs plays a substantial role in upgrading the potential of graduates to serve competitively in corporate sectors, thus realizing the inherent existence of strong ties between commercial and educational management sectors. Hence, PBL serves to be a more effective approach than the traditional teaching methodologies for producing better knowledge outcomes in terms of capable alumnae to serve at commercial levels.
Psychological abuse as a form of domestic violence against working women is prevalent but underreported almost all over the world. The present study was conducted to examine the relationship between domestic psychological abuse and burnout, and how psychological resilience mediates between them. One thousand married teachers from private secondary schools were selected through purposive sampling. Study results demonstrated that there is a relationship between domestic psychological abuse against working women and burnout, and that psychological resilience has a positive supportive effect in overcoming depersonalization among these women, yet the study also showed a lack of significant intervention in the relationship between psychological abuse and depersonalization of working women. This study confirms the absence of total or partial mediation to address psychological abuse and depersonalization of working women.
The construction industry has experienced a dramatic boom in the economy over the last two years, due to the significance of CPEC in Pakistan. In the project’s performance, the role and concept of Institutional Environment have been extensively studied in previous literature. However, the analysis of these strategic constructs in construction firms has been minimal. Still, a gap exists in institutional factors concerning project performance. This paper aims to address this gap posits that Institutional Environmental Factors (IEFs) may impact the performance of the construction projects; also, there may be some factors that can impede or promote the performance of these projects. Data were collected from a sample of some construction firms’ management teams through semi-structured interviews. Study results suggested that coercive & normative factors of the institutional environment have a significant impact on the project performance concerning time delays and cost escalation. However, mimetic factors have less impact. This study also tries to assimilate the importance of institutional factors with the policy-making aspects of construction firms which can affect the performance of the projects. Future implications and limitations of the study are also discussed.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
334 Leonard St
Brooklyn, NY 11211
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.