International Journal of Training and Development最新文献

{"title":"Formal and informal learning as deterrents of turnover intentions: Evidence from frontline workers during a crisis","authors":"Jason G. Randall,&nbsp;Ricardo R. Brooks,&nbsp;Martin J. Heck","doi":"10.1111/ijtd.12254","DOIUrl":"10.1111/ijtd.12254","url":null,"abstract":"<p>Employee learning and development is critical to organizational success, particularly during times of crisis when increased volatility and demand necessitate adaptability and skill. We draw on theories of workplace learning and social exchange to investigate the unique influence of formal training, informal learning, and organizational support for training on the turnover intentions of frontline workers battling COVID-19. Survey data were gathered from a sample of Direct Support Professionals (<i>N</i> = 481) in New York state who continued their work supporting individuals with developmental and intellectual disabilities during the global coronavirus pandemic. The results support our predictions that employee engagement in formal training and, to a lesser extent, informal learning, as well as individuals’ perceptions of organizational support for training, explain unique variance in turnover intentions. Alternative predictors, including tenure and region, explained some unique variance in turnover intentions, but neither age nor learning goal orientation demonstrated meaningful effects. Relative weights analysis revealed that the strongest negative predictors of turnover intentions were organizational support for training and engagement in formal training. Altogether these findings identify possible methods of deterring turnover intentions, by highlighting the key role that organizations play in supporting continuous learning amongst their employees, even in times of crisis. Implications of this study are discussed for research and practice on workforce learning and development for frontline workers and others, more generally.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49509950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conceptualising regional skills ecosystems: Reflections on four African cases","authors":"Volker Wedekind,&nbsp;Jo-Anna Russon,&nbsp;Presha Ramsarup,&nbsp;David Monk,&nbsp;Luke Metelerkamp,&nbsp;Simon McGrath","doi":"10.1111/ijtd.12251","DOIUrl":"10.1111/ijtd.12251","url":null,"abstract":"<p>In this article we address the debate on regional skills formation systems in Africa. We draw on the social ecosystems model (SEM) developed by Hodgson and Spours to analyse data from four case studies that reflect the complexities of African economies, rural and urban, formal and informal. The SEM model helps us focus on the three dimensions of a strong skills ecosystem: collaboration between a range of actors, key institutions and system leaders within the region (the horizontal); top-down policies, regulations, and funding streams that enable or constrain the regional skills ecosystem (the vertical); and the points where these two interact, often through mediation activities. In the case of the last of these three, our cases point to the importance of nurturing organisations which can provide SEM leadership, particularly in more fragile ecosystems. Yet, in none of the cases, are public vocational institutions playing the strong anchor role envisaged in the model. The significance of the paper lies in three ways it develops the SEM in relation to regional skills ecosystems. First, we problematise the notion of a facilitatory state and place it within wider national and global webs of power. Second, we insist that the local or regional is always embedded in and networked into myriad national and international levels. This requires a more complex understanding of how social skills ecosystems operate. Third, the notion of an anchor institution requires further elaboration. In most social ecosystems these institutions need to be built or strengthened and a clearer understanding is required of the processes of institutionalisation and what mechanisms make it possible to build this capacity and sustain it over time.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12251","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46672737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The emergence of innovations through the encounter of knowledges in “the local”. How fresh action emerges in networks","authors":"Iris Clemens","doi":"10.1111/ijtd.12241","DOIUrl":"10.1111/ijtd.12241","url":null,"abstract":"<p>In the contribution, first the concept of development and its interrelations with education is critically discussed. This leads to reflexions on the dysfunctionality of these educational concepts in certain so called non-western contexts in the majority world (also called global south). Instead of following the concept of development, the conditions, under which <i>creativity</i> and <i>innovations</i> can emerge in local contexts, are discussed from a network theory or relational perspective. As a basis, the emergence of knowledge in general is explained shortly, including also in line with the interest of the special issue in locality thoughts on indigenous knowledge. This approach is bringing together thoughts on localities, networks, and the emergence of knowledge with perspectives on conditions of possibilities for the emergence of innovations and creativity. I am using tools from the network theory to describe and analyse these relations and processes in detail. For the analysis, I will use an example from a Nigerian classroom.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12241","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46999592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"German-style dual apprenticeship training in the Greater Shanghai Area- Spatial Agglomeration Dynamics","authors":"Judith Wiemann","doi":"10.1111/ijtd.12245","DOIUrl":"10.1111/ijtd.12245","url":null,"abstract":"<p>A considerable number of German multinational enterprises (MNE) are located in the Greater Shanghai Area. German MNE in the industrial sector show an inclination to export German forms of technical training—more specifically German-style dual apprenticeship training—to their worldwide subsidiaries. Within China, this is especially the case for the Greater Shanghai Area, which has established itself as a ‘hotspot’ for dual apprenticeship training in the last 15 years. This paper explores what makes the Greater Shanghai Area such a ‘hotspot’ for dual apprenticeship training—in international comparison—by focusing on factors influencing the spatial agglomeration of dual apprenticeship training activities in this region. The paper finds unevenly distributed institutional resources regarding the attraction of German Foreign Direct Investment as well as unevenly distributed resources at the skill formation system level as important influencing factors. Both factors show ‘self-reinforcing’ dynamics strengthening already existing spatial agglomeration of dual apprenticeship training activities.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12245","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49119147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A measurement scale developed to investigate the effect of leaders' perceptions regarding attitudes towards and commitment to quality management of training","authors":"Renier (RC) Els,&nbsp;Helen (HW) Meyer,&nbsp;Suria (S) Ellis","doi":"10.1111/ijtd.12243","DOIUrl":"10.1111/ijtd.12243","url":null,"abstract":"<p>It is broadly acknowledged that, for quality management to be effective, it needs to be viewed and implemented as a dynamic and active process by people in an organisation, specifically its leaders. This study aimed to determine the level of leaders' commitment with regard to their perceptions and attitudes concerning quality management of training in corps training units within the South African Army. The Leader Perception and Attitude Scale was developed for this purpose. A cross-sectional survey was conducted with a sample of 229 leaders at six of the eight South African Army's corps training units. Correlation coefficients were determined, and structural equation modelling was performed. The results indicated that leaders' attitudes had a statistically significant influence on their commitment (<i>p</i> &lt; 0.001), whereas perceptions had no statistically significant influence (<i>p</i> = 0.488). The results contrast with previous studies, which have mostly indicated that perceptions influence employee commitment. By targeting leaders' attitudes, therefore, the South African Army may be able to design and implement appropriate strategies to improve leaders' commitment and thereby enhance training effectiveness. The potential usefulness of a scale that measures the level of commitment of leaders and is able to indicate the level of effect that perceptions and attitudes can have, may be of interest to other military settings and organisations that conduct in-house training.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12243","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44567007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transnational education for regional economic development? Understanding Malaysia's and Singapore's strategic coupling in global higher education","authors":"Marc Philipp Schulze,&nbsp;Jana Maria Kleibert","doi":"10.1111/ijtd.12242","DOIUrl":"10.1111/ijtd.12242","url":null,"abstract":"<p>Fostering innovation and upskilling labour pools have become key goals in national economic development plans and education and training system reforms since the mid-1990s. For their transformation into knowledge-based economies, countries in Southeast Asia have relied on importing transnational higher education providers and have envisioned themselves as <i>international education hubs</i>. As existing research from transnational education and higher education governance studies as well as economic geography and regional studies has not sufficiently addressed this nexus of transnational education and regional economic development, this paper investigates the role of foreign higher education institutions in economic development strategies in Malaysia and Singapore. It explores why and how states have strategically coupled their higher education systems with transnational education. The comparative case analysis draws on empirical evidence from 42 semi-structured interviews. It finds that despite the two states' ostensibly similar ambitions to attract foreign higher education institutions, policies and outcomes differ strongly. Whereas in Malaysia a <i>structural coupling</i> led foreign subsidiaries to provide foreign degrees to domestic students and generate revenue in the private higher education sector, in Singapore foreign subsidiaries have been deployed strategically to upgrade the talent pool and public higher education system of the city-state via <i>functional coupling</i>. Conceptualizing transnational education policies as forms of <i>strategic coupling</i> contributes to understanding their embeddedness within states' broader, historically formed economic development strategies.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12242","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42490759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Framing third places for universities' third mission – Field Configuring Events as collaborative learning and transfer formats","authors":"Bastian Lange","doi":"10.1111/ijtd.12239","DOIUrl":"10.1111/ijtd.12239","url":null,"abstract":"<p>The paper uses the heuristics of a spatial perspective of so-called Field Configuring Events (FCE) to investigate the question of how these new educational and project-related transfer and collaboration courses in higher education context can capture the fundamentally changed institutional role – often called “third mission” or transfer competencies – fostering regional development. In doing so, the paper applies the concept FCE to an empirical case and aims at reconsidering the conceptual perspectives of this concept. The conceptual goal is to further refine the heuristic FCE and to align it more appropriately to understand dynamic knowledge production as an expression of new temporary (micro-) geographies.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12239","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45093183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Training activities in subsidiaries of foreign multinational companies: Local embeddedness in Germany?","authors":"Martina Fuchs,&nbsp;Johannes Westermeyer,&nbsp;Lena Finken,&nbsp;Matthias Pilz","doi":"10.1111/ijtd.12244","DOIUrl":"10.1111/ijtd.12244","url":null,"abstract":"<p>While labour geography notes that subsidiaries of multinational companies (MNCs) exploit workers, studies in vocational education show that the international subsidiaries perform education and training. Often, the latter strand of literature relates to cases of MNCs from countries with ‘dual’ apprenticeships that combine comprehensive vocational education and training (VET) of vocational schools/universities and companies. This is how VET is practiced in Germany, Austria and Switzerland. The VET literature also explores how transfer of ‘dual’ practices from these countries of origin can contribute to skilling employees in the host countries. Starting from these conceptual approaches, this paper takes a different perspective. It asks how training activities of MNCs with headquarters in countries where companies hardly combine their in-house trainings with vocational schools, perform training activities in Germany where ‘dual’ apprenticeship is the prevalent institutional environment. Besides ‘dual’ VET, the study also includes MNCs’ ‘dually’ coordinated training activities with universities. The topic of MNCs’ training activities in such complex structured institutional environments has hardly been researched until now. Methodologically, the study is based on case studies and uses qualitative research approaches for the evaluation of interviews. The results illustrate a spectrum of different kinds of training by presenting three case studies and show how they relate to the particular institutional context in Germany. The discussion and conclusion integrate the results in further findings of the study and literature.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12244","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48387103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tensions experienced by teachers of Dutch culturally diverse senior secondary vocational education and training: An exploratory study","authors":"Kennedy Tielman,&nbsp;Renate Wesselink,&nbsp;Perry den Brok","doi":"10.1111/ijtd.12238","DOIUrl":"10.1111/ijtd.12238","url":null,"abstract":"<p>Senior secondary vocational education and training (SSVET) is highly culturally diverse, with a majority of students having an immigrant background. Teachers in culturally diverse classes are more often confronted with tensions in their daily practice and they are uncertain of how to manage these tensions. This exploratory study investigated what value-based tensions teachers encountered when teaching in culturally diverse SSVET classes. Furthermore, the reported tensions by teachers were examined in terms of (inadequate) knowledge, skills and (hindering) attitudes as a possible cause to deal effectively with the experienced tensions. We collected interview data from 16 SSVET teachers from five schools, each with more than 60% of students with immigrant backgrounds. The results showed that most of the value-based tensions that the SSVET teachers encountered were related to the intercultural loaded values <i>diversity</i> and <i>respect</i>. Next to tensions related to values also found in prior research, teachers additionally reported tensions with regard to <i>professional ethics &amp; stance</i> of students, which seems unique to SSVET. Most experienced tensions were perceived as being caused by self-reported lack of skills. Less often, teachers experienced a shortage of knowledge or hindering attitudes when faced with these tensions in culturally diverse SSVET classes.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12238","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42471492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of skills and training on local development","authors":"","doi":"10.1111/ijtd.12240","DOIUrl":"https://doi.org/10.1111/ijtd.12240","url":null,"abstract":"<p>Vocational and professional education and training are activities to provide apprentices and other professional newcomers with conceptual knowledge, technical skills, work experience, social aptitude and self-competency. All these activities will enable professional newcomers to accomplish their work tasks while contributing to the learners’ personal growth. In this context, “development” means competence improvement and thus relates to the individual’s development through learning. Besides such <i>personal development</i>, vocational and professional education and training is also considered a means to foster <i>local development</i>. Whether vocational and professional education and training really improve local development, and under what conditions, is a largely underexplored field. Lewis (<span>1997</span>) already raised this topic in the First Issue of the International Journal of Training and Development. While Lewis (<span>1997</span>) understood “the local” as the systemic and policy-related institutional level of the nation state, this Special Issue includes further spatial scales, especially on subnational level. This Special Issue collates perspectives of vocational education research and economic geography to explore this field that is relevant for academic debates and policymaking.</p><p>The Special Issue endeavours to clarify the question if and how vocational and professional education and training foster local development. To this end, the meaning of local development first needs some specification. “Local development” can mean regional-economic growth, local innovative capabilities, sustainable social change and the ecological transition (Fromhold-Eisebith et al., <span>2014</span>). Hence, it is always necessary to specify the objectives of local development. At the same time, local development as a theoretical and policy-relevant concept requires a comprehensive approach, comprising socio-economic and ecological development.</p><p>If the term “local development” relates to research on regions in the Global South and in emerging economies, critiques from dependency theory and postcolonial perspectives must be involved. Then, the question appears who decides about development objectives and measures, and who is involved in these processes. Academic intervention is difficult and raises the question of legitimacy. Korf (<span>2018</span>) distinguishes two attitudes of (Northern) academics who conduct research in the field of international cooperation. On the one side, they take a position of external critique of the global development apparatus and a distant view. On the other side, there is a position that empathically accepts the productive hermeneutic tension between ethical engagement and developmental practices. The positioning within this field of tensions and contradictions is necessary, particularly in cases of international transfer of vocational and professional education and training.</p><p>Besides the clarificatio","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12240","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137672532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}