In this paper we analyze how the spatiality of interactions influences trust creation in multi-site corporate innovation projects. By drawing on insights from the discussion on initial and gradual ...trust in combination with contributions from the field of economic geography, we examine factors influencing the creation of trust and their dependence on face-to-face interaction. We develop a conceptual framework that links the spatial constitution of relationships to the creation of both resilient and fragile trust in project work. In doing so, we illustrate the complexity of initial and gradual trust creation and the interplay between personality traits, group-based similarities, situational and institutional factors, reputational inference, and personal interaction. The empirical insights are based on two qualitative case studies on specific innovation projects in multinational companies. Our findings illustrate the need to incorporate spatiality as a facilitating factor in the analysis of trust development.
This study is a small-scale action research on the problem of EFL/ESL students’ participation in group activities during the crisis of the COVID-19 pandemic. The main stages of the research were ...conducted in the academic year of 2020/21. The population of the study is twenty-eight Ukrainian secondary school students and three teachers. The research aims at designing a method for ensuring learner engagement in and equal contribution to the group project during distance learning. The methodological basis of this study is the theories of “The Model of Willingness to Communicate”, “Collaborative Learning” and “Social Interdependence”. The quantitative and qualitative data have been collected through the mixed-method approach, in particular via pedagogical observation, surveys (teacher interviews and student questionnaires), peer evaluation, and mathematical statistics (descriptive and frequency methods). The analysis of scientific pedagogical and psychological literature on student engagement during traditional (in-person) and distance (synchronous and asynchronous) learning, including the use of social networks in education (Viber, Zoom, etc.), helped to identify the main factors that affect learner engagement and equal participation in group activities, such as psychological (self-confidence, anxiety, shyness, and personality), group formation (group size, teacher/student-formed, and homogeneous/heterogeneous), monitoring (self, peer and teacher) and evaluation (peer and teacher). The results of this study demonstrate that the teacher greatly influences the success and equality of student participation in small-group activities. Identifying reasons for unequal participation in the target group of learners, considering students’ personality traits and individual needs, and using appropriate planning, organizing and monitoring strategies are the key to their active engagement and effective group work. The results of this study could be used by researchers and practitioners working in the sectors of secondary and tertiary education.
PurposeProject work usually has a positive connotation and is considered innovative and modern. However, many project workers suffer from chronic stress, work overload and burnout. This study aims to ...integrate the determinants of the negative aspects of project work and their implications for individuals involved in projects.Design/methodology/approachA systematic review was used to analyze 290 papers from various disciplines to identify the most used theories, determinants of the negative aspects of project work and the consequences of these aspects for project participants' work-related and overall well-being.FindingsBased on the findings of the review, this paper develops a multi-level framework that includes determinants at the levels of society, organizations, projects and individuals and discusses opportunities for further research. The findings show that socio-psychological theories and occupational health theories are the dominant theories used in research. The most frequently studied individual outcomes are affective symptoms and work-related outcomes. Detrimental individual outcomes are mostly associated with psychosocial work factors.Originality/valueThe study contributes to the literature by providing a comprehensive review of research on the negative aspects of project work and their implications for project workers. The multi-level framework can serve as a guide for future research and provides important insights for practitioners.
A lack of transfer of academic literacy competencies was identified by academic literacy and Statistics lecturers involved in an extended programme course. This paper reports on one attempt at a ...workable collaborative solution to this challenge. The collaborative attempt is situated within the academic literacies framework, and is described. Thereafter, student feedback as well as critical self-reflections from participating lecturers are qualitatively analysed in an interpretative framework, to determine how key stakeholders experienced the collaborative intervention. The collaborative attempt was found to be valuable in more effectively achieving the outcomes of both courses, and in helping students see the relevance of academic literacy in content subjects – this is in line with an academic literacies framework which holds that academic literacy cannot be divorced from the contexts in which it is practiced. The primary factors that led to a successful collaboration were a willingness of all partners to participate in the project and regular communication between collaborators. Main problems encountered revolved around miscommunication between lecturers and students, and an insufficiently detailed timetable that resulted in pressure at certain stages.
В статье рассмотрен вариант организации проектных работ при помощи программной платформы планирования проектных работ на базе MS Project. Ключевое внимание при внедрении платформы уделено получению ...информативной и визуально воспринимаемой отчетности. Платформа позволяет согласовать работу участников проектирования и отражать состояние проекта в реальном времени, а в случае возникновения незапланированных событий вносить в план подготовки проектной документации оперативные изменения. В статье приводятся основные характеристики и преимущества разрабатываемой платформы по сравнению с базовыми возможностями MS Project, обоснование необходимости разработки платформы, а также необходимые принципы организации проектирования, позволяющие проводить максимально эффективную разработку проектной документации.
This teaching case deals with challenges of global virtual teams in start-up setting. Sunny Technologies is a born global from Germany. Five employees manage projects in the Sunbelt region and ...provide special technological solutions for gaining and storing energy from renewable resources. The project manager and an entrepreneur Angela Schmitz is working on negotiations with the first international customer and here is how it goes ...
Scientific and engineering research increasingly involves multidisciplinary collaboration, sometimes across multiple organizations. Technological advances have made such cross-boundary projects ...possible, yet they can carry high coordination costs. This study investigated scientific collaboration across disciplinary and university boundaries to understand the need for coordination in these collaborations and how different levels of coordination predicted success. We conducted a study of 62 scientific collaborations supported by a program of the US National Science Foundation in 1998 and 1999. Projects with principal investigators (PIs) in more disciplines reported as many positive outcomes as did projects involving fewer disciplines. By contrast, multi-university, rather than multidisciplinary, projects were problematic. Projects with PIs from more universities were significantly less well coordinated and reported fewer positive outcomes than projects with PIs from fewer universities. Coordination mechanisms that brought distant researchers together physically slightly reduced the negative impact of collaborations involving multiple universities. We discuss implications for theory, practice, and policy.
This study analyses the effect of type of approach and methodology on different
types of motivation: intrinsic, extrinsic, instrumental and integrative motivation; interest
in other cultures and ...learning environment are also considered. The two types of approaches under scrutiny are CLIL (Content and Language Integrated Learning) and non-CLIL or EFL (English as a foreign language), and the two types of methodology are based on either the textbook or project work (PW). Previous studies have examined the effect of PW and/or
CLIL on secondary education (Seikkula-Leino, 2007, Lasagabaster, 2011; Sierra, 2011), but the novelty of the present research lies in the fact that it is focused on primary education students. The data were collected through a questionnaire filled in by three groups of participants: a non-CLIL and book-based group taught conventionally, a CLIL and book-based methodology group, and a CLIL and PW group. The results bore out that CLIL is beneficial for some motivational clusters even at an early age, whereas the impact of PW was not as positive as expected.
En este estudio se examina el efecto del tipo de enfoque y de la metodología
en diferentes tipos de motivación: intrínseca, extrínseca, motivación instrumental e integradora, al tiempo que también se presta atención al interés en otras culturas y al ambiente de aprendizaje. Los dos tipos de enfoque bajo estudio son AICLE (Aprendizaje Integrado de Contenidos y Lengua Extranjera) y no-AICLE o enseñanza tradicional del inglés como asignatura de lengua, y los dos tipos de metodología se basan o bien en el libro de texto o bien
en el trabajo por proyectos. Mientras estudios anteriores han analizado el efecto del TP y/o AICLE en educación secundaria (Seikkula-Leino, 2007, Lasagabaster, 2011; Sierra, 2011), la principal novedad del presente estudio radica en que se centra en estudiantes de educación primaria. El instrumento utilizado fue un cuestionario cumplimentado por tres grupos de participantes: un grupo no-AICLE que aprendía inglés como asignatura basándose en el libro de texto, un grupo AICLE que seguía una metodología centrada en el libro de texto, y un grupo AICLE que trabajaba por proyectos. Los resultados confirman que AICLE afecta positivamente distintos aspectos motivacionales incluso a edades tempranas, mientras que el
efecto del TP no resultó tan beneficioso como se esperaba.
Palabras clave: Motivación, AICLE, trabajo por proyectos, educación primaria.
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