Purpose The purpose of this paper is to understand the extent to which green involvement (GI) can affect employee perception of corporate social responsibility (CSR), with the intervening role of green training (GT). Design/methodology/approach The sample for the study was collected from employees working in tourist hotels. Exploratory factor analysis and confirmatory factor analysis was conducted to assess the fit of the hypothesized model, and hierarchical regression analysis to test the hypothesis. Findings The results showed that GI of employees has a positive and significant relationship with their perception of CSR. The study further revealed that when there is an increase in GT, the relationship between GI and perception of CSR gets more positive. Originality/value It adds value to the ongoing research in the field of environment, training and CSR. The findings will be helpful for policy makers and researchers in the field of stakeholder management.
The advent of the COVID-19 pandemic brought a tectonic shift in the otherwise traditional education sector. The classroom teaching approach, which has been followed in educational institutions for a long time, suddenly shifted to include e-learning through virtual platforms. Technological savviness is no longer a choice. As institutions were contemplating opening their campuses to students, they faced a dilemma to include a mode of learning that could impact the students positively and increase their overall learning effectiveness. At the same time, a total online mode of learning was not inclusive enough for the learners without access to seamless internet connectivity. In this context, the present study aims to draw a comparison between the three modes of learning: face-to-face education, online learning, and blended learning. The difference in the three modes of learning was assessed on the content of the course, facilitation, perceived value, and learning effectiveness. The data for the study were collected from 119 students studying in Higher Education Institutions (HEIs). The study’s findings suggest a significant difference between the three modes of learning in terms of facilitation, perceived value, and learning effectiveness. However, the results also suggest that there was no significant difference between the three modes in terms of content. While content creates a more substantial impact through some parameters in one particular mode of learning, it does not create a similar impact through others. The study also delves into a pairwise comparison of each construct’s learning modes that have shown a significant difference. The results can guide institutions towards choosing a suitable mode of learning for the students by considering a holistic approach.
Purpose The purpose of this paper is to probe aid readers’ understanding of the areas in which drama-based trainings are being used and how drama as a tool acts as a means to achieve desired learning and behavioral changes in organizations. Design/methodology/approach The paper uses literature review to analyze the practice of drama-based training. Findings Drama-based training is one of the most effective tools to engage participants. It elicits the desired response in them when they ruminate over familiar circumstances or behaviors being depicted and leads to instant recall and associations that acts as a propeller to imbibing new learning. Coming up with an alternative response or behavior as a result of experiencing events through drama could help them learn or manage the situation through behavioral transformation. Research limitations/implications Being conceptual in nature, this model must be tested empirically by relevant stakeholders in the area of learning and development to add further weightage to literature. Practical implications By detailing drama-based training used in varied areas of specialization and how its usage has tremendous potential to facilitate bringing about desired behavioral changes, the paper demonstrates the importance of creating a lasting impact through this method of training that will specially be relevant to HRD managers. Originality/value Multidisciplinary areas in which drama- or theatre-based trainings are being used have been studied through literature review and a conceptual model of training, abbreviated as DRAMA for easy recall, has been proposed with inclusion of salient features that make drama-based interventions for training so engaging and effective for disseminating learning. This model also finds some connection with the Kolb’s experimental learning theory.
PurposeThe present study aims to statistically prove the theoretical model on inclusive higher education provided by Srivastava and Shree (2019), which analyzes the effect of authentic leadership (AL) on inclusive classrooms (ICs) with the intervening role of academic optimism (AO) and art-based innovation pedagogies.Design/methodology/approachThis current study collected data through a questionnaire method from higher education faculty and the faculty's immediate leaders. Statistical methods like descriptive analysis, confirmatory factor analysis (CFA) and multiple regression analysis were conducted to evaluate the variables, model fit and hypothesis, respectively.FindingsThe results indicated a positive effect of AL on ICs via the partial mediating role of AO. However, unlike the proven theoretical model, the moderating role of art-based innovation pedagogy between AO and the IC was not supported.Originality/valueThe implications of this study advanced the theoretical aspect of the model while providing managerial suggestions that can be applied to support the development of ICs in educational institutions.
This article examines the benefits of applying gamification in the recruitment process. It highlights how it can be effectively leveraged with the right design by involving various stakeholders at varied stages. The Actor Network Theory (ANT) as a theoretical ground has been used as a reference point to take a more detailed look at the ways in which gamification can be effectively deployed for recruitment by organizations. We refer to ANT and the interaction between the human and non-human elements, here, the applicants, the other stakeholders, and the gamification tools, to serve the greater organizational purpose. Questions that interrogate between rules and practices arise, viz. can the game be effectively customized to achieve sophisticated and enhanced selection outcomes. By applying gamification as the reference point within the Actor Network Theory, their associated potential for further research and applications is achieved. A valuable perspective in gaining insights for further understanding of this theory in today’s technologically progressive environment has also been discussed for further reflection.
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
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.