Purpose -This paper aims to examine pedagogical issues in higher education as a result of the shift to a social networking society where Web 2.0 collaborative technologies increase user creativity, contributing to unique forms of communication and community building that support a ''social constructivism''. In this context, it is becoming clear that traditional pedagogical models cannot be sustained into the future. Engaging the digital generation of students in a learning process that emphasizes creation of skill sets that match views on twenty-first-century learning skills (problem solving, self-regulated learning, collaboration, sharing ideas, focus on learning etc.) as well as views on 21st-century employability skills (communication, collaboration, creativity, leadership and technology proficiency, etc.) is the new imperative. This paper seeks to identify related pedagogical challenges and to provide some recommendations for higher education institutions towards tackling these challenges.Design/methodology/approach -A literature review of the opportunities presented by emerging Web 2.0 technologies and critical assessment of the challenges in addressing the transformation of pedagogical needs is the approach taken in this paper.Findings -Emerging Web 2.0 technologies are pervading higher education and have the potential to trigger learning innovation and enhance teaching and learning. However, technologies are and remain tools and cannot by themselves generate innovation, nor realize many educators' vision for technology to improve education. Technology by itself cannot change the nature of classroom instruction unless educators are able to evaluate and integrate the use of that technology into the curriculum. Changes such as addressing organizational and cultural factors that reflect the whole institution governance community's combined efforts to create a new and all embracing concept for higher education are also necessary. By identifying and addressing those dimensions of organizational development which are most affected by drivers and directions of change, higher education can remain relevant in the future.Originality/value -The paper provides a theoretical analysis in relation to the pedagogical role of social technologies in teaching and learning, with concern for the contrast between generational differences in relation to perceptions of learning and teaching and the limitations of technology. The digital divide in teaching and learningThe rapid evolution of information and communication technologies (ICT) and web technologies of recent decades is seeing a shift in the scale and rapid growth of adopters of mobile devices and Web 2.0 technologies. This is evident in newer generations of students enrolled in higher education institutions. Further, different generations of employees in the corporate workplace who have grown up exposed to digital and Web 2.0 technologies, live, work and study with these technologies as an integral part of their everyday lives. Consequently, we are seeing a shift in how ...
PurposeThe purpose of this paper is to introduce a proprietary survey instrument – “ChangeTracking Survey®” – which measures employees' perceptions of organizational change and captures their experiences during the course of change management in their organizations.Design/methodology/approachThe authors present an empirical study of employees involved in change management projects in 146 organizations situated in 27 countries across a variety of industries, nationalities and languages, using robust statistical analysis. Hofstede's work is used as a foundation for understanding cross‐cultural differences in organizations from across the world.FindingsThe paper finds significant differences in certain characteristics of change projects between different nationalities.Practical implicationsThe findings present new and recent knowledge of the cross‐cultural dynamics in change management projects, which would prove useful to change managers throughout the world.Originality/valueThis research is recent and is extensive in its examination of the effects of national cultures on change management initiatives internationally.
Adopting a psychological contract perspective, this study examines attitudinal and behavioral reactions of temporary employees to repeated broken promises of permanent employment by their employers. Data were collected through self-report and co-worker rating surveys from 140 bank employees in Bangladesh. To identify psychological contract breaches and employees' reactions, the data were analyzed using correlations and regressions. Past research has focused mainly on the organizational benefits of using temporary employees. In contrast, the results of our empirical study indicate that the continuous extension of involuntary temporary status resulted in lower self-reported and co-worker-rated organizational citizenship behaviors, higher self-reported and co-worker ratings of job neglect, and increased turnover intentions. The implications of a psychological contract breach in terms of managing a temporary workforce are also discussed. The findings present new knowledge of the attitudinal and behavioral consequences arising from employers' failure to honor their promise of permanent employment to long-term temporary Contemporary Management Research 184 employees. This research will be of particular interest to employers, employee advocates, human resource management practitioners, and academics in the field of management. However, the results cannot be generalized to all industry sectors or all types of temporary employees as the study covered temporary employees in the banking sector only.
Purpose This paper highlights the risks faced by white-collar workers resulting from advances in artificial intelligence (AI). Design/methodology/approach This paper explores recent research and expert opinion on the evolution of AI and its encroachment on white-collar jobs. Findings This paper reveals susceptibility of white-collar jobs to AI. Practical implications This paper guides HR practitioners in advising management on the possible deployment of AI to enhance productivity and the resultant impact in the roles that employees perform. Social implications This study draws attention to the risks associated with the deployment of AI and as a consequence the loss of white-collar jobs. Originality/value This study raises the issue of how AI could disrupt the workplace by usurping white-collar jobs and creates awareness of the need for people in vulnerable white-collar jobs to re-think their careers and for HR practitioners to manage the change that this disruption will bring.
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