Browsing Chester Business School by Subjects
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A review of the trend of microlearningPurpose Microlearning has been considered as a promising topic in work-based learning. This paper aims to review the trends of microlearning in terms of related publications and internet searches. Hopefully, the findings can serve as a reference for the education sector, government, business and academia, to promote, design and use microlearning. Design/methodology/approach In this study, two sets of analysis were conducted. Firstly, we analysed the publication trend of microlearning. Second, we analysed the trend of internet searches related to microlearning. More specifically, we analysed 14-years real-world data obtained from Scopus and Google Trends for the purpose. These data include the first relevant publication found in the database. Findings In total, 476 relevant publication have been identified during 2006 to 2019. According to the findings from analysing the identified publications, microlearning is a relevant new and emerging global topic involving authors, affiliations and funding sponsors from different countries. Moreover, many microlearning related publications were conducted from perspectives of elearning or mobile learning. Furthermore, we notice higher education was the most frequently mentioned education level in the identified publications. On the other hand, language learning (i.e. second language, vocabulary learning) had been mentioned more times in the titles and abstracts then other subject areas. Overall, the increasing trend of publications on ‘microlearning’ (as a knowledge supply) is in line with the established increasing internet searches of ‘microlearning’ (as a practical demand) in recent years. Practical implications From the work-based learning perspective, microlearning has been considered as one of the key topics in talent development topics. Policymakers, educators, researchers and participators, have the responsibility to explore how to promote, design and use microlearning to help people to learn in the right direction through valid knowledge with ethical consideration. Originality/value Although many works had been done on microlearning, there is a lack of comprehensive studies reviewing the trends of microlearning in terms of related publications and internet searches. This study aims to fill this gap by analysing real-world data obtained from Scopus and Google Trends - these data include the first relevant publication found in the database. We believe this is the first time that a study has been conducted to comprehensively review the development trends of microlearning. Hopefully, this study can shed some light on related research.
Staging and managing match events in the English professional football industry: an SME learning perspectiveAbstract: The English professional football industry has attracted considerable academic interest in relation to the tragedies that occurred during the 20th century. However, the bulk of this work has focused on historical, social and economic factors rather than match processes. Consequently, an in-depth view of contemporary football match event management processes does not exist. This paper aims to address this by examining small and medium enterprises (SME) and event literatures in order to surface the SME mentality evident in the majority of clubs. A Football Match Event Lifecycle Model is developed and then used to provide an insight into contemporary football event management issues and processes and demonstrate how clubs can generate, transfer and use knowledge to learn from the mistakes of the past. The paper adopts an interpretivist methodological approach and utilises qualitative primary data from semi-structured interviews and non-participant observation.
What UK graduate employers think they want and what university business schools think they provideThis paper evaluates the increasing focus on the development of students' competencies and skills for management, in university business schools. The debate suggests that deeper understandings, concerning the role of managers are being sacrificed at the hands of an instrumentalist/technicist agenda focusing on competencies and skills. The paper adds to the discussion by scrutinising and applying theory from the literatures of occupational practice, knowledge and learning. Data is presented from sixty four job advertisements stipulating the competencies and skills required of applicants and which illustrate the premium put upon personal practice knowledge. By taking a critical management perspective students can begin to understand the social context and power-based nature of management practice in the workplace. While universities may try to further fulfil the 'narrow', industry-led, competency focus, early indications suggest that universities may possess a good deal of freedom in designing pedagogies supportive of a critical agenda.