RESUMO
Purpose: This research seeks to extend previous research into student discipline and competitiveness, at the macro or national level, to the micro or individual level. The role of factors with the potential to impact individual competitiveness, namely the expectations of the mother and the father, the importance of school discipline played in primary and secondary schools, and past participation in sport and music were examined. Design/methodology/approach: Data from a sample of current university students and recent graduates representing Western (the United States) and Asian regions (South Korea and China) were analysed using multiple regressions to establish the explanatory power of independent variables in the competitiveness model, including testing for moderation effects of country of birth. Results: The study found that personal discipline is significantly associated with individual competitiveness. The importance placed on discipline in primary schools was found to predict individual competitiveness as were parents' expectations, yet with nuances in terms of maternal and paternal expectations. Surprisingly, neither participation in music nor discipline at secondary school was found to significantly associate with individual competitiveness. At the same time, the study did find moderating effects of country of birth and the number of years students played sport in predicting competitiveness. Originality/value: Guided by the Ecological Systems Theory and the notion of the Pygmalion effect, we develop a framework of factors that shape an individual's competitiveness. The results make several theoretical contributions by establishing new drivers of individual competitiveness, and as such illuminating the importance of discipline during schooling and how parental expectations drive performance. Implications for employers, educational institutions, and parents are outlined and directions for further research are offered.
RESUMO
In times of change, such as during periods wrought by the COVID-19 pandemic, organisations must innovate, as otherwise, they will perish. The only acceptable way forward now is about exploring avenues for increasing innovation in order for businesses to survive. The purpose of our paper is to put forward a conceptual model of factors with the potential to positively influence innovations to assist aspiring leaders and managers in addressing challenges in the future when uncertainty may be the norm rather than the exception. The authors introduce a novel M.D.F.C. Innovation Model, comprising the concepts of a growth mindset (M) and flow (F) as well as the skills of discipline (D) and creativity (C). While the elements of the new M.D.F.C. conceptual model of innovation - as separate areas of study - have been extensively researched in past studies, the authors have combined them into one model for the first time. The opportunities stemming from the proposed new model are numerous, with the implications for educators, industry and theory discussed. Developing the teachable skills outlined in the model can bring benefits for both educational institutions and employers, as more employees could be equipped to look forward, be innovative and bring new, creative solutions to ill-defined problems. The model is equally suitable for individuals wishing to embrace thinking outside of the box to reap the benefits of enhancing their capacity for innovation in all aspects of their lives.
RESUMO
Although a large variety of methodologies, contexts and perspectives have been used to examine educational application of technology, there is a paucity of instruments that are designed to comprehensively evaluate the use of technology in education. This paper presents a Confirmatory Factor Analysis (CFA) of an instrument that incorporates eight key dimensions: learning, affective, behavioral, technology, design, pedagogy, presence/community, and institutional environment. These dimensions were derived from rigorous systematic literature review and field specialist validation processes. The model was then refined and empirically confirmed in this study by 1,352 participants undertaking a Coursera open online course. The results of applying the instrument, as well as qualitative feedback from participants, are shared to illustrate its breadth and utility. The final 28 item "Comprehensive Evaluation of Use of Technology in Education" instrument is provided in full to support consistent, holistic and robust evaluation and comparison of technology use across educational contexts.