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Title
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How Arab executives learn
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Creator
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Khattab, Amira
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Date
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2015
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Collection
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Electronic Theses & Dissertations
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Description
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This exploratory investigation aims to identify best practices associated with classroom-based professional development programs and examine the relationship between culture (both values and geographical regions) and learning preferences of Arab leaders. Existing research indicates that approaches to learning vary across cultures and that incongruence exists between modern (i.e., imported Western) pedagogical models and traditional orientations to learning typically found in the Arab...
Show moreThis exploratory investigation aims to identify best practices associated with classroom-based professional development programs and examine the relationship between culture (both values and geographical regions) and learning preferences of Arab leaders. Existing research indicates that approaches to learning vary across cultures and that incongruence exists between modern (i.e., imported Western) pedagogical models and traditional orientations to learning typically found in the Arab classroom. Yet empirical research in the Arab world around best practices and learning preferences of executives has been scarce. In this study, I raise five key research questions: (a) What are the most effective Arab leadership development practices (i.e. learning activities, leadership competencies, motivation enablers, barriers to participation, instructor’s characteristics and learning environment) as identified by business and international management experts? (b) What are the similarities and differences between experts’ and Arab learners’ views of best leadership development practices? (c) How do regional differences relate to learning preferences of Arab executives? (d) How do cultural dimensions relate to Arab executives’ learning preferences? and, (e) How do executives’ characteristics (i.e. gender, sector, age and education background) relate to Arab preferences for leadership development? These research questions are addressed through the analysis of three sets of existing data. First, the Delphi process was utilized to survey 24 experts in the field of executive education to determine the factors that they deem significant in influencing the effectiveness of the design and delivery of leadership professional development programs. This survey was followed by eight face-to-face interviews to elucidate issues (e.g., gender and cultural sensitivity), which arose from the Delphi process. The third phase of data collection used a forced-choice method questionnaire administered to more than 1,500 business leaders from 17 different countries, carried out by internet exchange, telephone and written correspondence. This large-scale survey identified Arab leaders’ cultural background and gauged their responses to the methods that the experts interviewed in the first two phases identified as best practices. This study analyzes the responses, limitations notwithstanding, to identify best practices related to central aspects of classroom-based professional development programs and examines the relationship between culture and Arab leaders’ learning preferences. Findings encourage the appreciation of local tradition and openness to new approaches to leadership and learning.
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Title
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Improving third generation learning : the effects of peer feedback training on quality feedback, trainee characteristics, and performance
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Creator
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Massman, Adam John
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Date
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2012
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Collection
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Electronic Theses & Dissertations
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Description
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As organizations build technology enabled, social learning environments, Kraiger (2008) suggested that organizations are on the brink of the next generation of learning. Third generation learning is a peer-to-peer learning environment where peers sustain the learning culture typically within an online learning environment. One of the major assumptions of this learning environment is that the learners sufficiently understand how and when to give each other feedback to sustain effective...
Show moreAs organizations build technology enabled, social learning environments, Kraiger (2008) suggested that organizations are on the brink of the next generation of learning. Third generation learning is a peer-to-peer learning environment where peers sustain the learning culture typically within an online learning environment. One of the major assumptions of this learning environment is that the learners sufficiently understand how and when to give each other feedback to sustain effective learning experiences (Sadler, 1989). Research on peer feedback has shown that, while the benefits of peer feedback are positive, peers lack adequate skills to give proper peer feedback. Crafting quality peer feedback within these environments may affect the entire learning process from trainee characteristics (e.g. London & Smither, 1995) and training outcomes (e.g. Nicol & Macfarlane-Dick, 2006). Thus, this dissertation crafted an intervention to increase peer feedback effectiveness based on five principles of quality feedback. Previous researchers have attempted to increase peer feedback quality through training (e.g. Sluijsmans et al., 2001); however, these researchers have had mixed results, mostly because they did not rely on traditional feedback research on constructing quality feedback. In this dissertation, learners who received peer feedback training were compared to participants who did not receive peer feedback training. A participant's feedback environment and feedback orientation were measured to determine how these can moderate peer feedback quality and trainee characteristics, respectively. Trainee characteristics were assessed and training outcomes were assessed to determine the impact of quality peer feedback, ultimately hypothesized as a result of peer feedback training. Results indicated that participants who received peer feedback training resulted in higher quality feedback, higher trainee characteristics, and training outcomes. Higher quality feedback resulted in higher knowledge. A participant's feedback environment and feedback orientation did not moderate peer feedback quality and trainee characteristics, respectively. Self-efficacy and motivation mediated the relationship between quality and outcomes. Implications for training are discussed.
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