Teleworking is an alternate work arrangement that has transformed the workplace that allows workers to fulfill their job assignment from any location away from the traditional office. Although this work arrangement has been growing in popularity due to various factors such as concerns for the environment, advances in communication technologies, and the globalization of the workforce, there are growing concerns that frequent use of teleworking may cause increase perceptions of feeling isolated [1] Golden, 2001; [2] Marshall, 2007; [3] Golden & Veiga, 2006; [4] Copper & Kurland, 2002). Additionally little or no research has been conducted on how feeling isolated influence engagement among teleworkers. The purpose of this quantitative research study is to investigate the relationship between workplace isolation and engagement and to determine to what extent the relationship between workplace isolation and gender among teleworkers. A survey consisting of the Workplace Isolation Scale [2] Marshall, 2007, Employee Engagement Scale [5] DDI, 2005 and demographic factors was used to investigate the relationship between workplace isolation and engagement and used to determine the relationship between workplace isolation and gender among 472 teleworkers. Using a correlational research design, it is found there is a statistically significant relationship between workplace isolation and employee engagement. Workplace isolation scores are shown to have a strong negative correlation with employee engagement scores. A regression analysis utilizing employee engagement as the dependent variable and workplace isolation as the independent variable is conducted. The results indicate statistical significance in that workplace isolation scores predicted employee engagement scores. A two-independent-sample t test is conducted to determine if there is enough evidence to suggest the mean workplace isolation scores are related to gender. The results of the t test are inconclusive. However using descriptive statistics techniques it is discovered respondents who telework 3 to 5 days a week have lower workplace isolation means scores than those who teleworked 1, 2 and 4 days a week. Leaders of organizations can use the results of this study to assist in the development of teleworking engagement strategies that not only target reducing workplace isolation perceptions to enhance engagement for teleworkers, but also to address possible issues related to increased perceptions of isolation across gender.
Purpose
The purpose of this paper is to present a competency-based curriculum design model based on a set of ten foundational professional competencies (PCs) that prepare college graduates to meet the needs of global businesses now and in the future.
Design/methodology/approach
This phenomenological single-case study reviews literature on the foundational principles of competency-based education (CBE) and comparatively analyzes the results of qualitative interviews to create a set of ten PCs linking employee and business success.
Findings
This study presents a theoretical competency-based curriculum model (competency-based learning, performance and behavior (CBLPB)) designed for online education programs to enable a twenty-first century workforce to succeed. The curriculum design model is tested as applied by the researchers in various courses taught at an online university.
Research limitations/implications
This is a conceptual model for testing in academic research settings in colleges and universities.
Practical implications
The study suggests that higher education business curriculum should be designed using a CBE model to develop graduates with the foundational PCs that employers need and desire in educated working professionals.
Originality/value
From the faculty perspective, the CBLPB curriculum design model can enhance the design and implementation of CBE in business programs.
Organizations all over the world are found guilty of using stereotypes to discriminate against applicants in the selection process for employment. This research seeks to answer the question what stereotypes are used to discriminate against people in the selection process and consequently provide an analysis of the physical and social characteristics that prohibit people from gaining employment. A sample of 87 working adults taking a Human Resources Management course were selected to complete a survey that questioned them on physical characteristics and how they affected their decisions on hiring or rejecting applicants. Historical research has held that interviews possess some stereotypes such as race, gender, age, height and weight to judge applicants rather than their skills, knowledge and ability to perform the job. Five hypotheses were posited for testing. Mixed support was provided that respondents ignore most stereotypical characteristics in the employment selection process but surprisingly strong support for one's appearance and dress was found. It is recommended that interviewers undertake detailed training, decrease stereotyping by focusing on job description and keep interviews job related. It is also wise for interviews to include tests when judging applicant's skills, knowledge and ability. Federal laws and the Equal Employment Opportunity Commission also serve to ensure that equal opportunity is granted to all and discrimination is avoided.
Online student retention remains a problem for many colleges and universities. Retention models developed for residential students also explain the contribution to retention resulting from connecting online students with other students and the daily life of the university. Social media has been proposed as a way to engage online students to create a sense of community that may contribute to student retention. This quantitative study assessed the association between online student usage of university-sponsored social media with the Classroom and School Community Inventory (CSCI), a scale developed to quantify students’ sense of academic and social community, and the association with subsequent retention at a southeastern U.S. university with a large online student population. While the effect was small, student engagement with university-sponsored social media was significantly associated with both higher scores on the CSCI and with higher reenrollment rates.
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