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Tytuł:
Impact of enterprise ambidexterity capability and experience learning on cross-border M&A performance: evidence from China
Autorzy:
Du, Junshu
Peng, Yichen
Tong, Yuansong
Bilan, Yuriy
Powiązania:
https://bibliotekanauki.pl/articles/19322664.pdf
Data publikacji:
2022
Wydawca:
Instytut Badań Gospodarczych
Tematy:
ambidexterity capability
experience learning
cross-border M&A
institutional distance
M&A performance
Opis:
Research background: Through cross-border mergers and acquisitions (M&A), enterprises in China can improve their technological innovation and organizational management capabilities to make up for the disadvantages of outsiders and enhance their international competitiveness. However, due to the lack of experience, the success rate of cross-border M&A of China enterprises is low, and the performance changes after M&A differ. How to maximize the advantages of cross-border M&A in obtaining technical resources and how to improve the performance of cross-border M&A are important issues that China's cross-border M&A enterprises and academic circles need to solve. Purpose of the research: The aim of this study is to analyze the mechanism and boundary conditions of firms' capability to exploit resources (RTC) and capability to explore resources (REC) with regard to cross-border M&A performance from the perspective of experience learning based on organizational learning theory and resource-based theory. Methods: With 173 China A-share listed companies with cross-border M&A events from 2010 to 2020 as samples, this study uses hierarchical regression analysis to test the impact of REC and RTC on cross-border M&A performance and its mechanism. In the robustness test, this study adopts the measures of changing dependent and independent variables lagged for one year for analysis. In the mechanism test, this study uses intermediary and mediation effect models. Findings & value added: The results show that RTC and REC have positive effects on the performance of cross-border M&A. Prior experience learning (PE) and vicarious experience learning (VE) increase the probability of companies making cross-border M&A decisions and have positive effects on cross-border M&A performance. Moreover, PE and VE play a partial mediating role in the positive impact of REC and RTC on cross-border M&A performance, respectively. Formal and informal institutional distance weaken the positive effects of REC and RTC on the performance of cross-border M&A. Enterprises in emerging economies should adapt to the institutional environment of the host country to reduce the negative impact of institutional distance while taking advantage of experience learning when carrying out cross-border M&A.  
Źródło:
Oeconomia Copernicana; 2022, 13, 4; 1177-1214
2083-1277
Pojawia się w:
Oeconomia Copernicana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Korean language learning demotivation among EFL instructors in South Korea
Autorzy:
Gearing, Nigel
Powiązania:
https://bibliotekanauki.pl/articles/780581.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
amotivation
demotivation
learning experience
Korean
remotivation
Opis:
Studies investigating the motivation of L1 speakers of English to learn the national language of the host society they currently reside in remain rare, despite the exponential growth of such individuals residing in these nations this century. Previous such studies in South Korea have concluded that learning Korean as a second language (L2) is largely perceived as difficult, unnecessary and is therefore accompanied by experiences of demotivation and amotivation (see Gearing & Roger, 2018). However, these studies did not explicitly address demotivation and amotivation when examining experiences that affect the motivation to learn Korean of 14 English as a Foreign Language (EFL) instructors working in South Korean university language education centers (LECs). Therefore, this study investigates which learning experiences resulted in the amotivation of participants and how two participants who experienced demotivation employed strategies to remotivate themselves. Coding of semi-structured interviews and optional diaries found that despite intent, most participants displayed symptoms of both amotivation and demotivation. The main implication of this study is that in the absence of perceived necessity, affected individuals with insufficient internal motivation or vision to acquire Korean consequently attribute externally related demotivating experiences to pre-existing or resulting amotivation.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 1; 199-223
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Praktyki uczenia się bycia rodzicem w narracjach 30-latków o wychowaniu własnych dzieci. Implikacje andragogiczne
Learning practices of being a parent in the narratives of 30 year old people on their children upbringing. Andragogic implications
Autorzy:
Jurgiel-Aleksander, Alicja
Ilkiewicz, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/950335.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Zielonogórski. Oficyna Wydawnicza
Tematy:
doświadczenie uczące (learning experience)
fenomenografia
koncepcje wychowania
instrumentalne uczenie się
learning experience
phenomenography
concepts of upbringing
instrumental learning
Opis:
Głównym założeniem przyjętym w niniejszym artykule jest to, że doświadczenie bycia rodzicem jest jednym z tych, które tworzy szanse nam dorosłym na uczenie się. W tym sensie autorki nawiązują do ważnego w andragogice zagadnienia dotyczącego mechanizmu konstruowania uczących doświadczeń (learning experience). Aby je zidentyfikować, autorki przeprowadzają wśród trzydziestolatków badanie fenomenograficzne dotyczące tego, jak rozumieją oni wychowanie. Proste pytania typu: czym jest dla ciebie wychowanie?, co to znaczy, że jesteś rodzicem? stały się inspiracją dla rodzicielskich opowieści. W rezultacie analizy wypowiedzi badanych wyłoniono cztery koncepcje wychowania: (a) wychowywanie jako rozpoznawanie i realizacja potrzeb dziecka, (b) wychowywanie jako odkrywanie dziecka, (c) wychowywanie jako konsekwentne działanie zamierzające do założonego celu, (d) wychowywanie jako proces, dzięki któremu dochodzi do przedefiniowania siebie jako dorosłego w nowej roli. Wspólną cechą tych koncepcji jest instrumentalny sposób podejścia do dzieci, ale także do siebie jako dorosłych. A jak sugerują autorki, nie jest on wyłącznie rezultatem wewnętrznych przekonań badanych, ale cechą kultury, w której żyjemy.
The key argument in this article is that being a parent creates learning opportunities. In that sense the authors refer to the main issue presented in the andragogic field, which is construction of learning experience. For that reason they asked 30 year old parents about their understanding of upbringing process. The following simple questions posed in the phenomenographic style became triggers for in-depth narratives by the parents: what is upbringing in your opinion?, what does it mean that you are a parent? As the result of analyses of the stories the authors identify four types of upbringing concepts rooted in the parents’ experience. These are: (a) upbringing as recognition and fulfilment of children needs, (b) upbringing as the process of learning a child, (c) upbringing as activity oriented to fulfil the aims defined by parents, (d) upbringing as the process of redefining new roles of the adult. The common feature of all these concepts is instrumental attitude towards children and towards parents themselves. As the authors argue that such an attitude is not the result of parental beliefs but first of all the impact of the culture they live in.
Źródło:
Dyskursy Młodych Andragogów; 2018, 19; 113-122
2084-2740
Pojawia się w:
Dyskursy Młodych Andragogów
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases
Autorzy:
Pavelescu, Liana Maria
Powiązania:
https://bibliotekanauki.pl/articles/780541.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
adolescent students
EFL
emotions
learning experience
motivation
Opis:
The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation. The findings showed that the learners’ motivation and emotions were closely intertwined in their learning experiences in idiosyncratic ways. Mika (pseudonym) experienced the prevalent emotion of love of English and was a highly motivated learner. In her out-of-class learning experience, her motivation was linked to her emotions towards her favorite singer. In her classroom learning experience, her motivation was shaped by her teacher’s encouragement and support. Kate (pseudonym) did not reportedly experience a dominant emotion towards English and had a rather weak motivation. The absence of an expressed dominant emotion towards English was linked to her classroom learning experience before high school, namely to her teacher’s lack of encouragement, which hindered her motivation. By focusing on two contrasting cases of learners, this study has foregrounded the role of the emotional aspects of the language learning experience in shaping motivation, showing how strong positive emotions enhance and sustain motivation and how the lack of such emotions hinders motivation.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 1; 55-82
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools
Autorzy:
Banegas, Darío Luis
Lowe, Robert J.
Powiązania:
https://bibliotekanauki.pl/articles/1902580.pdf
Data publikacji:
2021-09-13
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
motivation
engagement
creative writing
L2 learning experience
Opis:
There has been much research on the connections between second language (L2) writing and learner motivation. However, few studies have focused on contexts in which L2 learning is mandatory, rather than elective. This technical action research-based study evaluated a project in which teenage learners in Argentina were engaged in creative writing tasks, with the goal of including their final written pieces in a formal publication. Through focus group interviews and group discussions, it was found that the project had increased the motivation not only of the learners, but also of the teachers. Further, the study highlights the importance of making such writing tasks student-centered, and calls attention to the role played by the teachers in motivating and engaging students. The study suggests that effort should be made to develop more initiatives in formal education settings in order to motivate and engage learners involved in mandatory language study.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 3; 401-421
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Anagnorisis and narrative incorporation: How significant incidents affect language-learning behavior
Autorzy:
Pigott, Julian
Powiązania:
https://bibliotekanauki.pl/articles/780577.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
significant incident
anagnorisis
narrative incorporation
motivation
learning experience
Opis:
This paper examines how fleeting experiences exert a disproportionately powerful effect on the language learning motivation and behavior of university students. A thematic analysis of interview data is used to show how significant incidents have two principal consequences. The first, anagnorisis, is an immediate, revelatory change in beliefs about language learning. The second, narrative incorporation, is a process through which the memory of the incident and/or its anagnorisis becomes a constituent of self-narratives. It is argued that the significant incident is best understood not as an external influence on motivation, but as a component of the learner’s worldview.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 1; 177-198
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Motivation and demotivation over two years: A case study of English language learners in Japan
Autorzy:
Kikuchi, Keita
Powiązania:
https://bibliotekanauki.pl/articles/780573.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
learning experience
L2 motivational self system
motivational trajectories
Opis:
This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motivation. Using monthly interviews and a 29-item questionnaire on Dörnyei’s (2005) L2 motivational self system that was administered alongside each interview, the trajectories of learner motivation were investigated, based on both quantitative and qualitative data. First, changes in the participants’ motivation were identified using quantitative data. Next, a variety of motivators and demotivators that learners experienced both inside and outside of their classrooms were analyzed using the qualitative data. With the data obtained, this study focuses on how four learners’ language learning motivation and contexts adapt to each other, and how the dynamics of the four learners’ motivation changes due to their learning experiences. Each learner was different in their trajectory of motivation and the kinds of motivators and demotivators that they experienced in their particular contexts. The four learners underwent unique motivators and demotivators, and reacted differently. While participants identified their ideal L2 selves, or ought-to L2 selves, these self-guides were not strengthened by their L2 experiences over time. Based on these findings, the importance of studying the rich experiences of language learners in motivation research is discussed.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 1; 157-175
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Competence Development in Business Undergraduates: The Role of Formative Assessment and Humour
Autorzy:
Guptan, Vinitha
Rasiah, Ratneswary
Powiązania:
https://bibliotekanauki.pl/articles/2004929.pdf
Data publikacji:
2016-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
formative assessment
humour
student development
learning experience
differentiated classrooms
Opis:
This study examined the perceived impact of formative assessment and humour on the learning experience and the development of graduate attributes of business undergraduate students. Data from 236 valid respondents of a questionnaire was analyzed using Partial Least Squares-Structural Equation Modeling method. The conceptual framework for this study is based on Dewey’s theory of reflective thought and action and Ziv’s theory of the attention-gaining and holding power of humour. Findings indicate positive and significant roles played by formative assessment and humour in enhancing learning experience and student development. It was found that applied academic writing and poster presentations were student-centered learning methods that had a positive impact on learning experience and successfully supported differentiated learners. Humour was found to add value to students’ overall learning experience. The findings of this study will provide higher education institutions with a set of considerations for devising formative assessment strategies and practices that will successfully enhance students’ learning and the development of their competences.
Źródło:
The New Educational Review; 2016, 45; 160-171
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Reframing the L2 learning experience as narrative reconstructions of classroom learning
Autorzy:
Hiver, Phil
Obando, Gabriel
Sang, Yuan
Tahmouresi, Somayeh
Zhou, Ashlee
Zhou, Yang
Powiązania:
https://bibliotekanauki.pl/articles/780545.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 learning experience
language learning story interview
qualitative comparative analysis
Opis:
In this study we investigate the situated and dynamic nature of the L2 learning experience through a newly-purposed instrument called the Language Learning Story Interview, adapted from McAdams’ life story interview (2007). Using critical case sampling, data were collected from an equal number of learners of various L2s (e.g., Arabic, English, Mandarin, Spanish) and analyzed using qualitative comparative analysis (Rihoux & Ragin, 2009). Through our data analysis, we demonstrate how language learners construct overarching narratives of the L2 learning experience and what the characteristic features and components that make up these narratives are. Our results provide evidence for prototypical nuclear scenes (McAdams et al., 2004) as well as core specifications and parameters of learners’ narrative accounts of the L2 learning experience. We discuss how these shape motivation and language learning behavior.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 1; 83-116
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Uczenie się dorosłych w kontekście społecznym. Kluczowe założenia teorii Petera Jarvisa
Adult education in social context. Key foundations of Peter Jarvis’ theory
Autorzy:
Matlakiewicz, Alina
Powiązania:
https://bibliotekanauki.pl/articles/464164.pdf
Data publikacji:
2012
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
społeczne uczenie się
uczenie się oparte na doświadczeniu
refleksyjność
social learning
experience-based learning
reflexivity
Opis:
W artykule odwołano się do koncepcji uczenia się dorosłych Petera Jarvisa, który lokuje je w kontekście społecznym. Autorka analizuje rozumienie pojęcia i procesu uczenia się według P. Jarvisa, który stale powraca do tego obszaru badań, modyfikując swoje podejście. W tekście został przedstawiony model procesu uczenia się, który został stworzony na bazie krytyki cyklu uczenia się Davida Kolba oraz zweryfikowany w badaniach z grupami uczących się dorosłych. W końcowej części artykułu autorka koncentruje się na inspiracjach i kontrowersjach tej koncepcji.
The article refers to adult learning concept of Peter Jarvis who locates it in the social context. The author analyses understanding of the term and the learning process according to P. Jarvis who continuously returns to this research area and modifies his approach. The text presents learning process model created on the basis of David Kolb learning cycle criticism, verified via research on groups of adults undertaking educational activities. In the final part of the article the author concentrates on inspirations and controversies of this concept.
Źródło:
Edukacja Dorosłych; 2012, 1(66); 127-137
1230-929X
Pojawia się w:
Edukacja Dorosłych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary
Autorzy:
Csizér, Kata
Kálmán, Csaba
Powiązania:
https://bibliotekanauki.pl/articles/780883.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 motivation
L2 learning experience
contact experiences
attributions
Opis:
Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 1; 225-246
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Heat and power system as an independent source of electric power. Case study
Autorzy:
Grebski, Wes
Ulewicz, Robert
Powiązania:
https://bibliotekanauki.pl/articles/27315532.pdf
Data publikacji:
2022
Wydawca:
STE GROUP
Tematy:
PBL
energy
Combined Heat and Power (CHP)
student project
learning experience
Opis:
The article describes a student capstone design project completed by a team of five students and implemented by a resort and casino in Northeastern Pennsylvania (NEPA). This project was completed within the framework of project-based learning (PBL). Students had the opportunity to apply the knowledge that they learned in the classroom in a real-world application. Students also had the opportunity to work as a team which was supervised by the faculty. The outcome of the project provided valuable experience in creating of grid, a reliable source of energy. The heat generated as a by-product was used for the purpose of heating hot water and a swimming pool as well as space heating for the hotel and casino during the winter. In the summertime the excessive amount of heat was used to dehumidify the air in the hotel and casino. Dehumidifying the air increased the level of comfort in the hotel and casino as well as in the enclosed swimming pools area. The article is focusing on the cost effectiveness of the off-grid heat-and-power solution. The net present value and internal rate of return as well as the payback time were calculated.
Źródło:
Management Systems in Production Engineering; 2022, 3 (30); 262--268
2299-0461
Pojawia się w:
Management Systems in Production Engineering
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
Autorzy:
Dörnyei, Zoltán
Powiązania:
https://bibliotekanauki.pl/articles/780537.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 Motivational Self System
L2 Learning Experience
engagement
motivated behavior
Opis:
The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 1; 19-30
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Professional development on the aspect of learning from experience
Autorzy:
Tolutienė, Gitana
Powiązania:
https://bibliotekanauki.pl/articles/452139.pdf
Data publikacji:
2015
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
professional
becoming a professional
professionalism
professional development
learning from experience
learning through action
Opis:
Th is paper deals with the number of important issues: how to become a professional, able to carry out ones functions competently, and seek for autonomy; what conditions the professionalism; how to improve professionalism in practice and everything. An overview of a professional, the conceptions of the concept of professionalism, the essence of the development of professionalism in practice are examined, the interrelationship between the learning from experience, practice and professional development is reasoned. Key empirical research fi ndings are presented: the approaches of teachers / andragogues who upgrade qualifi cations at Klaipėda University Institute of Continuing Studies, Lithuania, to professional development in practice on the aspect of learning from experience.
Źródło:
Journal of Modern Science; 2015, 24, 1; 11-26
1734-2031
Pojawia się w:
Journal of Modern Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Creative drama in both school and after-school musical education
Autorzy:
Felix, Belo
Powiązania:
https://bibliotekanauki.pl/articles/28407847.pdf
Data publikacji:
2004-04-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
creative drama
interpretation
socialization
musical activities
communication
theatralization
experience learning
conflict
tension
cooperation
poly-esthetic formation
moral education
creativity
children's theatre
musical-dramatic activities
Opis:
The author exposes theoretical substantiation as well as practical utilization of new integrative musical-dramatic activities which have become a part of the latest textbooks and methodical handbooks of musical education in Slovak elementary schools. He brings forth basic information on the method of creative drama as well as its application in both school and after-school musical education.
Źródło:
The New Educational Review; 2004, 2; 119-130
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
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