The necessity for schools to implement human resources management (HRM) is increasingly acknowledged. Specifically, HRM holds the potential of increasing student outcomes through the increased involvement, empowerment and motivation of teachers. In educational literature, however, little empirical attention is paid to the ways in which different HRM practices could be bundled into a comprehensive HRM system (content) and how HRM could best be implemented to attain positive teacher and student outcomes (process). Regarding the content, and following the ‘AMO theory of performance’, it is argued that HRM systems should comprise (A) ability-, (M) motivation- and (O) opportunity-enhancing HRM practices. Regarding the process, and based on ‘HRM system strength’ literature, it is argued that when teachers perceive HRM as distinctive and consistent, and if they perceive consensus, this will enhance teachers’ and schools’ performance. By combining insights from educational studies on single HRM practices with HRM theories, this paper builds a conceptual framework which can be used to design HRM systems and to understand the way they operate.
This study explores relationships between export performance and international business competencies (international orientation, export market orientation and international entrepreneurial orientation), and interactions between the competencies. Data from on-site structured interviews with 159 owners and managers of exporting firms from different economic sectors show direct relationships between the competencies and export performance. However, analyses of the effects of interactions between the competencies and export performance show mixed results. The findings suggest developing the identified competencies to increase export performance, but if this would be exclusively based on the direct relationships between the competencies and export performance, results may be suboptimal.
This contribution shows an example of how an assessment innovation can serve as a flywheel for changing teaching and learning. This article first explains the development of an authentic, competence-based performance assessment in pre-vocational secondary education (pre-VET). Using these assessments in pre-VET, that is preparatory to VET, is important for motivating students for a future in VET. Second, in an action research 34 teacher teams of 11 pre-VET institutions implement the new assessment, supported by researchers and teacher coaches, to illuminate how it motivates students, prepares them for VET, and influences teaching and learning. Data from 76 teachers, 68 students, 24 teacher coaches and 3 researchers showed how implementing these assessments raised questions about changing educational content and pedagogy to fit a competence-based approach. Increasing teachers' expectations of students, changing studentteacher interaction patterns, and developing teachers' practical understanding of competencies and how they can be observed and discussed in assessments are some of the intriguing challenges that require further support for proper implementation of competence-based assessments and developing an aligned competence-based teaching and learning process.
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