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Journal articles on the topic 'Macro-skills'
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Dimaano, Matilda Heralde, and Ngô Thị Thu Hương. "Performance and difficulties in English language macro-skills by freshman students in selected colleges in Bacgiang City, Vietnam." Journal of English Language and Literature 11, no. 3 (2019): 1139–48. http://dx.doi.org/10.17722/jell.v11i3.416.
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Knowledge in four macro-skills (i.e., listening, speaking, reading, and writing) are needed by learners for effective communication. The consistent search for improvement on these macro-skills helps promote self-development, effective communication and success in many different environments and context. Learners are motivated by opportunities that may come during learning of macro-skills which in turn allow the skills to subconsciously grow and develop naturally within the learner. This study aims to evaluate the performance and difficulties in English language macro-skills of freshmen Vietnamese students in selected Colleges in Bacgiang City. It made use of the descriptive method of research. The subjects of the study are 299 first year college students taking up basic English course in the three colleges in Bacgiang namely: Ngo Gia Tu College, Industry and Technology College and Vocational College. The data gathering instrument used is a teacher-made test. Results of the study showed that the level of students’ performance in the macro-skills of reading, writing, listening and speaking were all average. There were significant differences in the students’ performance among the macro-skills indicating non-relatedness of the macro-skills to each other. Students encountered difficulties in comprehension for macro-skills in reading and listening; while sharpening writing skill is the difficulty encountered for the macro-skill in writing; and pronunciation for the macro-skill in speaking. The most serious among the difficulties in macro-skills are those that pertain to comprehension both in reading and listening. The findings of the study suggest that English teachers have to be encouraged to provide more language exercises for their students to improve their language deficiencies; intervention measures must be developed based on the language deficiencies identified; similar studies on English language macro-skills will have to be conducted in universities to determine their students’ language performance and difficulties.
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Applegate, Rachel. "Educating Assessors: Preparing Librarians with Micro and Macro Skills." Evidence Based Library and Information Practice 11, no. 2 (2016): 74. http://dx.doi.org/10.18438/b89d0p.
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Abstract
 
 Objective – To examine the fit between libraries’ needs for evaluation skills, and library education and professional development opportunities. Many library position descriptions and many areas of library science education focus on professional skills and activities, such as delivering information literacy, designing programs, and managing resources. Only some positions, some parts of positions, and some areas of education specifically address assessment/evaluation skills. The growth of the Library Assessment Conference, the establishment of the ARL-ASSESS listserv, and other evidence indicates that assessment skills are increasingly important.
 
 Method – Four bodies of evidence were examined for the prevalence of assessment needs and assessment education: the American Library Association core competencies; job ads from large public and academic libraries; professional development courses and sessions offered by American Library Association (ALA) divisions and state library associations; and course requirements contained in ALA-accredited Masters of Library Science (MLS) programs. 
 
 Results – While one-third of job postings made some mention of evaluation responsibilities, less than 10% of conference or continuing education offerings addressed assessment skills. In addition, management as a topic is a widespread requirement in MLS programs (78%), while research (58%) and assessment (15%) far less common. 
 
 Conclusions – Overall, there seems to be more need for assessment/evaluation skills than there are structured offerings to educate people in developing those skills. In addition, roles are changing: some of the most professional-level activities of graduate-degreed librarians involve planning, education, and assessment. MLS students need to understand that these macro skills are essential to leadership, and current librarians need opportunities to add to their skill sets.
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Abdullahi, Aliyu, Nurazan Binti Mohmad Rouyan, and Siti Salwa Mohd Noor. "A Review on the Factors Affecting the Learning of Arabic Macro-Skills Among Malay Undergraduate Students." Humanities and Social Science Research 1, no. 1 (2018): p53. http://dx.doi.org/10.30560/hssr.v1n1p53.
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This research intends to review a number of studies on the factors which might have an influence on the learning of Arabic as second language macro-skills (reading, writing, listening, and speaking) among Malay undergraduate students. The reviewed articles are categorised into four groups: literature related to factors affecting the speaking skills, literature related to factors affecting the writing skills, literature related to factors affecting the listening skills, and literature related to factors affecting the reading skills. However, different empirical studies reviewed confirm many factors have significant correlations with the students' performances in learning Arabic language macro-skills. Such factors are Malay students' attitude towards the Arabic language; the use of Arabic for communication purposes; lack of confidence and teaching techniques. However, some studies account different results. This mixture of results regenerates from diversities in methodology, variables used and the time of the study.
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Kadhim Te'ima, Faris. "Iraqi EFL Teachers' Awareness and Use of Micro and Macro-skills." لارك 2, no. 29 (2019): 1–13. http://dx.doi.org/10.31185/lark.vol2.iss29.1369.
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 الملخص 
 إنَّ تدريس اللغة الانكليزية وتعلّمها يتطلب التمكّن من مجموعة من المهارات, منها المهارات الرئيسة الأربع: الإصغاء, الكلام, القراءة, والكتابة, وكلٌّ من هذه المهارات تحتوي على مهارات فرعية أخرى تسمّى المهارات الصغيرة (الثانوية) والمهارات الكبيرة (الرئيسة), وإنّ معرفة المهارات الفرعية تُعدُّ ضروريةً لمدرسي اللغة الانكليزية بوصفها لغة أجنبية؛ لأنّ عملية التدريس لا تنجز إلّا بمعرفة تلك المهارات, وتُعدّ تلك المهارات الرئيسة والثانوية جزءاً لا يتجزّأ من العملية التدريسية التي من خلالها يستطيع المدرسون أن يضعوا أهداف الدرس, وتحليله, ووضع اختبارات, وتحديد الوقت المطلوب لكلِّ نشاطٍ دراسيّ, وغيرها؛ ولمعرفة مدى ادراك تلك المهارات واستعمالها من قبل المدرسين أعدّتْ أداة تتكون من مقابلة واستبيان عرضتْ على عيّنة من المدرسين, وأظهرت النتائج أنّ أغلبَ مدرسي اللغة الانكليزية العراقيين لم يدركوا تلك المهارات, ولم يستعملوها في عملية التدريس .
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Hamdani, Saboor Zafar, Tehreem Arshad, Sharmeen Aslam Tarar, and Rukhsana Kausar. "Personal narrative skills of Urdu speaking preschoolers." Narrative Inquiry 29, no. 1 (2019): 50–81. http://dx.doi.org/10.1075/ni.17063.ham.
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Abstract The present study aimed to explore the personal narrative skills of Urdu speaking preschoolers, aged between 4 and 5 years. The study also aimed to investigate the gender differences in narrative skills, and relationship and the predictive association between macro- and microstructure skills. A total of 80 preschoolers were recruited using two-stage sampling (convenience and purposive). After screening the participants for intellectual functioning, three personal narratives were collected from each participant. The results revealed non-significant differences on the basis of age and gender. A significant correlation was found between the macro- and microstructure skills in children. NDW (number of different words), TNW (total number of words), and MLU (mean length of utterance) were revealed as significant predictors of macrostructural competencies in children. This was the first research that highlighted the narrative skills of Urdu speaking preschoolers. Hence, the patterns identified might help in extending the theory and research in this field.
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Labicane, Gianinna Elaine Malapote. "FOREIGN LANGUAGE ANXIETY EXPERIENCES OF FILIPINO STUDENTS ACROSS THE FOUR MACRO SKILLS." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 5, no. 1 (2021): 254–64. http://dx.doi.org/10.30743/ll.v5i1.3761.
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Throughout the years, scholars have determined that foreign language learning is associated with negative emotional reactions rooted from communication apprehension, test anxiety, and fear of negative evaluation; a phenomenon more widely known as Foreign Language Anxiety (FLA), which has effectively hindered language learning for many students. Moreover, it does not help that the abrupt and drastic pedagogical transformations brought about by the COVID-19 pandemic in itself has proven to be stressful and anxiety-provoking for the learners. In this context, the aim of this study was to determine the foreign language anxiety experienced by Filipino learners in the remote learning setup. This mixed method study gathered data from 83 Filipino college students about their FLA experience across the four macro skills: reading, writing, listening and speaking amidst remote learning. Results revealed the participants experienced the highest level of anxiety with speaking. However, it must be noted that the fear of making mistakes and fear of negative evaluation can be observed across all the four macro-skills. Participants also struggle with opportunities to improve across the four macro skills due to the intermittent internet connection, inadequate resources, and limited interaction with their teachers and peers.
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Elshahawy, Khaled Elkotb Mahmoud. "Practicing English Through Digital Devices: Practices and Perceptions of the EFL Undergraduate Students Majoring in English Language." International Journal of Language and Literary Studies 2, no. 1 (2020): 21–37. http://dx.doi.org/10.36892/ijlls.v2i1.109.
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This research paper briefly considers the significance of practicing English through digital devices for EFL Saudi undergraduate university students majoring in English language. As the Computer Assisted Language Learning (CALL) acronym is no longer suitable for investigating and describing EFL practices to improve the English language learners' macro skills, namely, listening, speaking, reading and writing .This is because we are now in a ‘post-CALL era’ of Mobile Assisted Language Use (MALU) with digital literacy skills as a defining characteristic for the 21st century English language learners.The current study highlighted the practices and perceptions of Languages and Translation Department students majoring in English Language at Tayma University College in Saudi Arabia. In order to collect the necessary data, the study used a four- point options Lekert scale questionnaire. The study used a mixed method of quantitative and qualitative approaches. The participants of the study were 40 students (20 males and 20 females). The study was conducted in the first semester of the academic year 2018/2019. The findings of the study proved that the students were highly motivated to use the digital devices to improve their English language proficiency macro skills. Based on these results, the study recommends implementing the digital devices in the EFL curricular to improve the EFL learners’ macro skills.
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Mante-Estacio, Ma Joahna, Paolo Nino Valdez, and Dennis Pulido. "Effective teaching of the macro-skills: reflections from Filipino teachers of English." Reflective Practice 19, no. 6 (2018): 844–54. http://dx.doi.org/10.1080/14623943.2018.1539662.
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Zerden, Lisa de Saxe, Amanda Sheely, and Mathieu R. Despard. "Debunking macro myths: findings from recent graduates about jobs, salaries, and skills." Social Work Education 35, no. 7 (2016): 752–66. http://dx.doi.org/10.1080/02615479.2016.1188915.
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BONIFACCI, PAOLA, MARGHERITA BARBIERI, MARTA TOMASSINI, and MAJA ROCH. "In few words: linguistic gap but adequate narrative structure in preschool bilingual children." Journal of Child Language 45, no. 1 (2017): 120–47. http://dx.doi.org/10.1017/s0305000917000149.
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AbstractThe aim of this study was to compare linguistic and narrative skills of monolingual and bilingual preschoolers and to estimate linguistic predictors of the macro-structural level of narratives. A battery of linguistic measures in Italian was administered to sixty-four Monolinguals and sixty-four Early Bilinguals; it included Vocabulary, Phonological Awareness, Morphosyntactic Comprehension, Phonological Memory, Letter Knowledge, and Story Sequencing tasks. The narratives produced in the Story Sequencing task were coded. Bilinguals underachieved, compared to monolinguals, in vocabulary, phonological awareness and morphosyntactic comprehension; they also differed in Type and Token indexes and in free morphology, but not in the level of macro-structural complexity. Macro-structural parameters were predicted by Mean Length of Utterances in monolinguals, but not in bilinguals. Bilingual children are able to structure stories in their L2 with monolingual-like cohesive complexity, although ‘in few words', that is, with weak L2 linguistic skills.
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Rufaidah, Erika. "IMPROVEMENT STRATEGY OF EARLY CHILDHOOD LANGUAGE DEVELOPMENT THROUGH THE ROLE PLAYING METHODS IN MACRO PLAY CENTER AT RA. BAITUSSALAM CIMAHI." Empowerment 7, no. 2 (2018): 142. http://dx.doi.org/10.22460/empowerment.v7i2p142-153.983.
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Abstract Development of Early Childhood Education (PAUD) learning includes the field of developing behavioral formation and the field of developing basic skills. The field of developing behavioral formation includes religious and moral and social emotional values. While the development of basic abilities includes language, cognitive, and physical or motoric abilities. One area of basic development that needs to be developed is language development. Language skills are important because speaking with children will express their desires and can communicate with others around them. Language is an expression of mind and knowledge when children will interact with others. Children who are growing and developing communicate the needs of their thoughts and feelings through language, The objectives of this research are: (1) Describe the planning strategy to improve the development of early childhood language through the role playing method in the macro play center. (2) Describe the implementation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (3) Describe the evaluation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (4) Describe the results of strategies to improve the development of early childhood language through role playing methods in the macro play center. Learning methods that can be used to help improve children's language development are through the role playing method in the macro play center. With the role playing method in the macro play center, it is hoped that the development of children's language will be improved.Keywords: Language Development, Early Childhood, Macro Play Center
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Miller, Shari E., Carolyn J. Tice, and Diane M. Harnek Hall. "The Generalist Model: Where do the Micro and Macro Converge?" Advances in Social Work 9, no. 2 (2008): 79–90. http://dx.doi.org/10.18060/203.
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Although macro issues are integral to social work, students continue to struggle with the acquisition of knowledge and skills pertaining to larger systems. Educators have developed innovative methods to integrate learning across systems of various sizes however it appears an imbalance persists. This challenge is supported by baccalaureate student responses to a social work program evaluation. Four years of data from 295 undergraduate students revealed that they felt less prepared to practice with larger, macro systems. Changes in curriculum to reflect collaboration and holism, and more research are needed to adequately provide macro learning and macro practice opportunities within the generalist model and in the context of the current socio-economic-political environment.
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Nahar, Syamsu, Wahyuddin Nur Nasution, and Sunita Sari. "The Effect of Role-Play Learning Strategy and Self-Concept on Social Skills of Children Age 5-6 Years Old in Aisyah Az-Zahra Medan." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 3 (2020): 810–16. http://dx.doi.org/10.33258/biolae.v2i3.334.
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This study aims to determine: (1) differences in the social skills of children who carry out learning activities using macro role playing strategies and those using micro role playing, (2) differences in social skills of children who have high self-concept and children who have low self-concept, and (3) the interaction between role playing strategies and self-concept on social skills. The populations in this study were children aged 5-6 years. This research was conducted at PAUD Aisyah Az-zahra Medan. The research method used was quasi-experimental. The collection technique was a questionnaire and a test, then the data analysis technique was a two-way analysis of variance. The results showed (1). the average social skills of children who learn to use macro role playing strategies are higher, namely = 8.80 compared to those who use micro role playing strategies = 6.50, with f-count = 9.096 > f-table = 3.48, with a level significant 0.05, (2) the average social skills of children who have high self-concept is higher with an average = 9.15 while the average social skills of children who have low self-concept = 7.96 with f-count = 5,967> f-table = 3.48 with a significant level of 0.05, and (3) there is an interaction between playing with self-concept on children's social skills with f-count = 4.591> f-table = 3.48 at a significant level of 0, 05.
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Isisag, Korkut Uluc. "The efficacy of macro-linguistics in developing reading skills: an integrated lesson plan." Procedia - Social and Behavioral Sciences 9 (2010): 698–703. http://dx.doi.org/10.1016/j.sbspro.2010.12.220.
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Shipper, F., D. A. Pearson, and D. Singer. "A Study and Comparative Analysis of Effective and Ineffective Leadership Skills of Physician and Non-Physician Health Care Administrators." Health Services Management Research 11, no. 2 (1998): 124–35. http://dx.doi.org/10.1177/095148489801100207.
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This paper explores and compares, at both micro and macro levels, the leadership skills of effective and ineffective managers in a health care setting. In addition, it compares the leadership skills of physician and non-physician health care administrators at both levels. The results indicate that effective managers have significantly different leadership skill profiles than ineffective managers. Furthermore, effective managers have a more complete set of skills and are not as likely to rely on one type of skills as the ineffective managers. In addition, no substantial evidence was found to support prior assertions that physician administrators would be deficient in leadership skills.
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Thomas, Madhavappallil. "Transforming Classroom Learning Through Community Study Projects in Macro-Social Work Practice Courses." International Journal of Community and Social Development 1, no. 3 (2019): 192–210. http://dx.doi.org/10.1177/2516602619872858.
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This article describes the use of an experiential community study project in teaching a macro-practice course with focus on community engagement in an advanced generalist practice Master of Social Work (MSW) programme in the USA. Implemented in stages, this project is designed to provide students an opportunity to develop community practice knowledge and skills. Quantitative and qualitative data collected from students show how this project developed in them the ability to analyse community characteristics and problems as well as helped them become more culturally sensitive. In developing community profiles and assessing community needs, students could also enhance their analytical and critical thinking skills. These experiential projects are very relevant and useful for social work students and programmes which do not have an opportunity for community practice in their field placement as part of their education. The author argues that such initiatives are likely to reduce the marginalisation of macro-practice courses in social work programmes. Pedagogical and practice implications for macro-practice courses and social work education are also discussed.
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Rodomanchenko, Aida. "Roundtable Discussion in Language Teaching: Assessing Subject Knowledge and Language Skills." Journal of Language and Education 3, no. 4 (2017): 44–51. http://dx.doi.org/10.17323/2411-7390-2017-3-4-44-51.
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Roundtable discussions have been effectively used for educational purposes for years. However, being widely used in an academic environment as a tool for education, roundtable discussions remain under-investigated as a form of summative and formative assessment. The purpose of this research was to determine the efficiency of a roundtable discussion to evaluate subject knowledge and to test EFL/ESL proficiency level both during the classroom assessment and final examination. To use a roundtable discussion as an objective assessment tool, clear criteria were developed. They included but were not limited to scoring the task completion, macro and micro skills in speaking and language components, which were assessed according to the CEFR descriptor bands appropriate to the students’ level of learning. Being crucial to the development of general communicative competence, macro and micro skills in speaking were also taken into account during the assessment stage. Results of the research showed that roundtable discussions were clearly advantageous to face-to-face interviews in honing general academic skills, assessing subject knowledge of the course and students’ EFL/ESL language skills. This suggests that the use of roundtable discussions can be recommended as a form of summative and formative assessment.
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Storey, Keith. "The Impact of Technology on Assessing Social Skills." Journal of Special Education Technology 11, no. 4 (1992): 189–95. http://dx.doi.org/10.1177/016264349201100403.
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The social skill of persons with disabilities has been found to influence employment, schooling, friendships, community involvement, and overall quality of life. However, the ability of researchers and practitioners to assess social skills has been limited by reliance upon paper and pencil recording procedures. The development of computer technology offers refinement and expansion of the ability to adequately assess social skills. In this paper, the impact of technology on assessing social skills in persons with disabilities is addressed in terms of describing the technology, implications of the technology, and the role of micro versus macro analysis.
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Bordelon, Thomas D. "People First: A Case Study in Partnering with the Community." Journal of Baccalaureate Social Work 8, no. 2 (2003): 147–61. http://dx.doi.org/10.18084/1084-7219.8.2.147.
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This case study demonstrates the process by which a class composed of senior social work students learns macro practice values and skills by partnering with a community organization. The products of this collaboration emerge from the real-life problem scenario in which students, community partners, and the social work educator collaborate to develop the skills necessary to resolve problems. Through community partnership, social work educators are in the position to expand the opportunities for students to develop critical thinking skills, and provide opportunities to practice community organization within the classroom setting.
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Sanchez, Joje Mar Perino. "Translational Skills of Students in Chemistry." Science Education International 29, no. 4 (2018): 213–19. http://dx.doi.org/10.33828/sei.v29.i4.3.
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Understanding chemistry requires the interplay of several modes of representations which can be observed in the translational skills of students. This paper investigated the extent of the translational skills of students exposed to conventional lecture method (CLM) and the integrated macro-micro-symbolic approach (IMMSA). Individual interviews were conducted, and the results were presented based on Johnstone’s Chemistry Triangles. Findings revealed that the CLM group had a fair extent of translational skills, lacked two-way translations, and followed pattern 1 skills. On the other hand, the IMMSA group had satisfactory skills, included two-way translations, and followed patterns 1 and 2. This led to the conclusion that interplay within and between chemical modes of representation creates a relational understanding in chemistry. It was suggested that teachers should start their instruction from microscopic terminal for deeper understanding in the macroscopic and symbolic levels.
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Hoyng, Rolien. "The politics of skill and potential in an ‘emerging’ region: Upskilling initiatives in Istanbul." European Journal of Cultural Studies 21, no. 6 (2017): 651–68. http://dx.doi.org/10.1177/1367549416682969.
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This article examines upskilling programs that involve information and communication technologies in the city of Istanbul, Turkey. While their learning aims range from basic computer skills to entrepreneurship and innovativeness, upskilling programs do not just stimulate skills and potential to learn, create and collaborate. They also introduce discourses and techniques that govern the latter. This article analyzes the politics of skill and potential in the so-called ‘emerging region’, where potential as a human resource becomes articulated to prognosticated macro-economic development yet where skill trends are equivocal. Focusing on both the curriculum design of upskilling programs and everyday practices of learning, I explore the subjection of skill and potential to rationalities of macro-economic development and informational-capitalist logics of accumulation as well as the possibility of resistance to such subjection. To this end, this article designs a nexus of upskilling/deskilling and empowerment/disempowerment, which highlights empirical and normative complexities in the debate on skill trends in cultural studies and adjacent fields.
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Mackie, Paul Force-Emery, and George Leibowitz. "Teaching Community Organizing? A Postmodernist Comparison Between Alinsky's Conflict and Eichler's Consensus Models." Journal of Baccalaureate Social Work 18, no. 1 (2013): 73–88. http://dx.doi.org/10.18084/basw.18.1.00p8v50825223261.
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Social work students are expected to develop competency in and be able to use macro practice concepts in communities. One common area of macro practice involves organizing communities to improve socioeconomic environments. This article compares 2 prevailing models of community organization— Alinsky's conflict and Eichler's consensus models— from a postmodernist perspective. The goal is to guide educators and students in determining the appropriate use of each model based on the conditions influencing the need to organize. A case study is included to provide an opportunity to engage in a critical thinking exercise aimed at further honing practitioners’ skills.
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Ilmi, A. M., S. Sukarmin, and W. Sunarno. "Development of TPACK based-physics learning media using macro VBA to enhance critical thinking skills." Journal of Physics: Conference Series 1521 (April 2020): 022052. http://dx.doi.org/10.1088/1742-6596/1521/2/022052.
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Jones, >A C., E. Toscano, N. Botting, et al. "Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices." Research in Developmental Disabilities 59 (December 2016): 268–82. http://dx.doi.org/10.1016/j.ridd.2016.09.010.
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Sokolec, Jeanne E. "Linking Curricular Sequences: A Module for Developing Social Policy." Journal of Baccalaureate Social Work 7, no. 1 (2001): 121–29. http://dx.doi.org/10.18084/1084-7219.7.1.121.
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Integrative assignments that incorporate skills from related sequences are one method of strengthening previously learned skills as well as providing a more naturalistic learning experience. This article discusses an assignment in a macro-level social policy course in which the students are required to conduct a needs assessment that they had learned in a research course taken previously. Theoretical material is included as support for such an assignment. Advantages of an integrative assignment are discussed from the point of the view of the student.
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Baron, Robert A., and Jintong Tang. "Entrepreneurs' Social Skills and New Venture Performance: Mediating Mechanisms and Cultural Generality." Journal of Management 35, no. 2 (2008): 282–306. http://dx.doi.org/10.1177/0149206307312513.
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This research seeks to extend previous findings concerning the relationship between entrepreneurs' social skills and new venture performance. Two potential mediators of such effects (entrepreneurs' success in obtaining information and essential resources) were investigated, and data were collected in a culture not included in previous studies (China). Results indicate that several social skills (e.g., social perception, expressiveness) are significantly related to measures of new venture performance and that these effects are indeed mediated by the two proposed mediating variables. Implications of these findings for efforts to understand how micro-level variables influence macro-level measures of new venture performance are discussed.
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Crista Wijayanti, Erythrina. "A Study On Media In Listening Comprehension At Second Year Students Of English Language Education Program." Education of English as Foreign Language 4, no. 1 (2021): 37–48. http://dx.doi.org/10.21776/ub.educafl.2021.004.01.04.
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There were two findings in this research. First, media that helped the students in understanding Listening Comprehension materials and second, the students’ reasons in choosing the media seen from two aspects: (1) how the media helped the students to master the micro and macro skill of listening and (2) how the media helped the students to understand the listening comprehension process. The first finding showed 74.13% of students selected audio visual media that helped them in understanding Listening Comprehension, while 25.175% and 0.695% of them preferred audio and visual media respectively. The second finding showed to improve to the macro skills of listening, 61.73% of the students argued that they were helped by audio visual media, while 38.26% of them were helped by audio media. On the other hand, 53.35% of the students aired their opinion that their micro skills of listening were improved through the use of audio visual media and 46.64% of them stated that they are helped with the audio media use. Film, television, video, computer, gadget, games and song accommodated all of the eight listening comprehension processes. Therefore, the researcher suggests that the teacher should use audio media to help the students in mastering the micro skill of listening and audio visual media to assist the students in understanding the macro skill of listening. In addition, film, television, video, computer, gadget, games and song should be used to support the students in comprehending the listening comprehension process.
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FAUTLEY, MARTIN. "Why Music Educators Really Understand Skills." British Journal of Music Education 35, no. 1 (2018): 1–4. http://dx.doi.org/10.1017/s0265051718000049.
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The issue of knowledge and skills as competing factors in education has been considered in BJME editorials previously, notably 30(2) and 33(2) (Fautley & Murphy, 2013, 2016). This is a matter which not only affects the English system specifically, however, as there are strains of it being felt in many jurisdictions throughout the world. It is worth revisiting in this editorial because of a number of elements of the ways in which conceptualisations of this dichotomy are influencing what is enacted in policy. This is having an impact at both the macro and micro levels in and between schools and education systems (Schmidt, 2017).
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Al-Seghayer, Khalid. "Factors Underlying Current Saudi EFL Teachers’ Approaches to Teaching the Four Macro and Micro Language Skills." International Journal of English Linguistics 11, no. 5 (2021): 44. http://dx.doi.org/10.5539/ijel.v11n5p44.
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A close examination of the underlying pedagogical and related factors that shape and direct English as a foreign language (EFL) teachers’ instructional approaches and behaviors highlights the impossibility of teaching the core and language skills and language-related areas effectively when using the current outdated techniques. The purpose of this article is to orient the reader and succinctly identify the key factors underlying current Saudi EFL teachers’ approaches to teaching the four macro and micro language skills. It delineates the various factors that influence the current EFL teaching process in the Saudi English education system, along with briefly sketching Saudi EFL teachers’ approaches to teaching each language skill. To this end, this discussion contributes to increasing consciousness of factors that affect the actual pedagogy of EFL teachers in Saudi EFL classrooms and perhaps to encouraging Saudi EFL teachers to exert their effectiveness in Saudi EFL classrooms and strive for better performance.
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Kaukab, M. Elfan. "The Development of MSMEs International Networks through Internationalization." SHS Web of Conferences 86 (2020): 01022. http://dx.doi.org/10.1051/shsconf/20208601022.
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This article studies the effects of relationship bonding, entrepreneurial cognition, and market dynamism towards internationalization and their impacts in MSMEs network growth. This article examines hypotheses derived from theory and research employing structural model analysis in 150 exporting-MSMEs in Central Java province, Indonesia. This research reveals that relationship bonding influences internationalization while entrepreneurial cognition and market dynamism do not. Internationalization affects the MSMEs network growth. This leads to the finding that MSMEs internationalization in Central Java, Indonesia is promoted more by social factors instead of individual and macro environment, while network growth is stimulated by individual and macro environment instead of social factors. Social determinant directs internationalization and individual and macro determinant regulates network expansion. The implementation of network theory and ecosystem management theory to comprehend MSMEs internationalization and network growth. This research provides supports to encourage educators and policy makers upgrade the skills of MSMEs practitioners in developing international business. This research compares social perspective, individual perspective, and macro environment in an empirical study in a developing country. This research offers solution to comprehend internationalization and network growth involving market dynamism and entrepreneurial cognition as well as bonding relationship as determinants.
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Ivanov, Yu N., and I. D. Masakova. "On Teaching the SNA at Economic Universities." Voprosy statistiki 27, no. 2 (2020): 85–95. http://dx.doi.org/10.34023/2313-6383-2020-27-2-85-95.
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The article considers the importance of studying the System of National Accounts (SNA) at economic universities for increasing knowledge on functioning economy at macro level and acquiring broad economic thinking skills. In this context, the article considers underlying SNA concepts, definitions, and classifications that determine the content of its key aggregates (GDP, GNI, National wealth and others). The article clarifies specific types of knowledge that can be obtained by studying the SNA. These pertain to the content of the economic process at the macro level, the role of economic transactions carried out by economic agents, measuring different aspects of the economic process, rates of economic growth, distribution and redistribution of incomes, transactions in financial instruments.
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CERRATO, MARIO, and ANDREA IANNELLI. "TESTING FOR RANDOM WALK AND STRUCTURAL BREAKS IN HEDGE FUNDS RETURNS." International Journal of Theoretical and Applied Finance 09, no. 03 (2006): 341–58. http://dx.doi.org/10.1142/s0219024906003615.
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We investigate the presence of managerial skills in different categories of hedge funds. Our approach is more flexible that others [7, 10] since it does not make any a priori assumptions regarding the distribution of returns. We find that the Global Macro and Market Neutral funds do not follow a pure random walk. In fact, for both these models the drift parameter is statistically significant. This result rejects our initial hypothesis that hedge funds (expected-excess) returns are on average zero. Indeed, the positive intercept can be interpreted as evidence of managerial skill. We conclude that investors seeking to invest in hedge funds should consider Market Neutral funds and Global Macro funds as possible investments.
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Boud, David, and Trina Jorre de St Jorre. "The move to micro-credentials exposes the deficiencies of existing credentials." Journal of Teaching and Learning for Graduate Employability 12, no. 1 (2021): 18–20. http://dx.doi.org/10.21153/jtlge2021vol12no1art1023.
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The rush to short courses and use of micro-credentials prompted by responses to the pandemic has greatly accelerated a trend already underway. However, few studies have examined the impact of short courses or micro-credentials on skills or employment outcomes, and this hasty move draws attention to major problems in the ways in which higher education credentials - macro and micro -are designed and assessed.
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Cant, Michael Colin, Cindy Erdis, and Claudette van Niekerk. "The death of SME’s by regulations: an investigation into the qualifications and skills required in the SME financial sector." Corporate Ownership and Control 12, no. 3 (2015): 581–86. http://dx.doi.org/10.22495/cocv12i3c5p9.
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The financial services sector were faced with numerous challenges of a macro and market nature, even before the financial and economic downturn in 2008, which aggravated the competition among SMEs even further (UEAPME, n.d.:1). The need for the correct skills for the business became more and more important placing a higher premium on the identifying and maintaining of proficient employees in SMEs (UEAPME, n.d.:1), These needed skills became also more and more important in the financial sector. The aim of this study is therefore to investigate the qualifications held and skills required by SMEs in the financial services sector of South Africa in order to be able to address the various regulatory issues and requirements. A non-probability quota sampling approach was used, where 32 small business respondents in the financial services sector participated in the study. The study revealed that SMEs in the financial services sector lack the necessary qualifications and skills to successfully grow and develop their business
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Menggo, Sebastianus, I. Nyoman Suparwa, and I. Gede Astawa. "FACTORS HINDERING THE ACHIEVEMENT OF ENGLISH COMMUNICATIVE COMPETENCE." Aksara 31, no. 1 (2019): 137. http://dx.doi.org/10.29255/aksara.v31i1.235.137-152.
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English communicative competence is one of the prime preferences for learners in this current century, including tourism academy students. As the consequence, learners are equipped by relevant skills including how to articulate English communicative competence insight effectively. Learners are encouraged to fulfill the of micro and macro components of English communicative competence and minimize the factors hindered to be a competent English speaker. The aims of this research were to analyze the factors hindering communicative competence and disclose the micro and macro component problems of English communicative competence at the fourth semester of hotel department students enrolled in three-year diploma program in Denpasar tourism academy. This was descriptive-quantitative study and involved 30 students and one English lecturer as respondents at this college. Data were collected through in-depth interview, questionnaire, field observation, and students’ English communicative competence document. Then, data were analysed by using software program, Excel Chart Data Series. The result indicates that internal factors were more affecting than external factors and micro components were more complicated than macro components in the students’ English communicative competence.
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Menggo, Sebastianus, I. Nyoman Suparwa, and I. Gede Astawa. "Factors Hindering the Achievement of English Communicative Competence." Aksara 31, no. 1 (2019): 149. http://dx.doi.org/10.29255/aksara.v31i1.235.149-163.
Full textAbstract:
English communicative competence is one of the prime preferences for learners in this current century, including tourism academy students. As the consequence, learners are equipped by relevant skills including how to articulate English communicative competence insight effectively. Learners are encouraged to fulfill the of micro and macro components of English communicative competence and minimize the factors hindered to be a competent English speaker. The aims of this research were to analyze the factors hindering communicative competence and disclose the micro and macro component problems of English communicative competence at the fourth semester of hotel department students enrolled in three-year diploma program in Denpasar tourism academy. This was descriptive-quantitative study and involved 30 students and one English lecturer as respondents at this college. Data were collected through in-depth interview, questionnaire, field observation, and students’ English communicative competence document. Then, data were analysed by using software program, Excel Chart Data Series. The result indicates that internal factors were more affecting than external factors and micro components were more complicated than macro components in the students’ English communicative competence.
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Obi, Lovelin, Paul Hampton, and Bankole Awuzie. "Total Interpretive Structural Modelling of Graduate Employability Skills for the Built Environment Sector." Education Sciences 10, no. 12 (2020): 369. http://dx.doi.org/10.3390/educsci10120369.
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Contemporary practices and future projections in the Built Environment (BE) sector highlight an increasing demand on Higher Education Institutions (HEIs) to produce graduates possessing relevant skills aligned to meet workplace demands. This study aims to analyse the key skills influencing BE graduate employability in the United Kingdom (UK) for the benefit of HEIs. This investigation leverages on a critical review of extant literature and an elicitation of the perceptions of targeted macro, meso, and micro level key stakeholders in the BE sector to identify key employability skills. The Total Interpretive Structural Modelling (TISM) technique was used to analyse the contextual interrelationships among the identified skills to develop a hierarchical model that provides HEI with insight for BE curriculum development. Six key employability skillsets hierarchically modelled into four levels were identified as crucial for potential graduates to successfully attract and adapt to contemporary practices in the Built Environment sector. Findings reveal communication and team-working skills as critical, independent skills driving the successful development of the remaining four skillsets. This research extends the literature on employability skills by investigating the interactions of various skills that predominantly predicts graduate employability in the Built Environment sector. The resulting TISM skills model provides hierarchical and logical interdependencies beneficial to assist HEIs to strategically design BE curricular to enhance graduate employability.
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Spence, Susan H. "Developments in the Assessment of Social Skills and Social Competence in Children." Behaviour Change 8, no. 4 (1991): 148–66. http://dx.doi.org/10.1017/s081348390000663x.
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The present paper reviews recent developments in the assessment of children's social competence and social skills. Current conceptual models of social competence and social skills are discussed and provide a basis against which assessment measures can be evaluated. Although many measures are now available, there is a lack of integration of assessment devices within a conceptually sound framework of an assessment system. Such an assessment system should distinguish between social competence and social skills, should take into account developmental, sex and cultural factors, and should assess at micro-versus macro-skill and overt versus cognitive levels of behaviour. The system should then integrate information within a cognitive-behavioural analysis, using data from a wide range of informants, from a range of settings. Greater attention to matters of reliability and validity of assessment measures is also necessary in the development of such a system.
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Susilowati, Tintin. "Building Fluency In Writing II Based On Micro And Macro Skills Of Writing By Using Peer Assessment." Kodifikasia 12, no. 1 (2018): 129. http://dx.doi.org/10.21154/kodifikasia.v12i1.1428.
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Writing is difficult for English Department students in Indonesia. Students commonly have low ability to write and have very limited time to practice this skill. To overcome students’ problems in writing, the use of peer assessment can be an appropriate way to improve fluency in writing since this research is held to: (1) elaborate the roles of peer assessment to build fluency in writing classes, (2) identify the types of activity in writing class by implementing peer assessment, (3) explore the strengths of peer assessment to build fluency in writing, and (4) to prove the effectiveness of peer assessment to build fluency in writing.This is a mixed method research. The subjects of this research are nine students of TI.B class in academic years 2016/ 2017. To collect the data, some instruments such as field note, observation, documentation and test were used. Interactive analysis and statistical analysis (t-test) were applied to analyze quantitative data. Furthermore, statistical analysis using SPSS 20 used to analyze quantitative data.The results of the research are: (1) the use of peer assessment minimizes students’ apprehension in writing, (2) constructive activities are important to lead students in conducting active and critical learning, (3) peer assessment is meaningful to build students to be authentic writers and readers, (4) peer assessment is effective to build students’ fluency in writing indicated by the result of hypothesis test.
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Poissonnier, Hugues. "Geopolitics: a new field of expertise for buyers." Strategic Direction 33, no. 2 (2017): 10–11. http://dx.doi.org/10.1108/sd-11-2016-0157.
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Purpose This paper aims to show the interest of using geopolitical analysis for buyers. Design/methodology/approach This study is a historical approach. Findings Geopolitics is very useful for buyers to develop new skills among their suppliers. Originality/value This paper shows that evolutions of the macro environment are more and more impactful for companies. Taking geopolitical considerations into account is a new key of relevance for purchasing decisions.
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Singleton, Judy. "Service Learning: The Effect on BSW Student Interest in Aging." Journal of Baccalaureate Social Work 14, no. 1 (2009): 31–43. http://dx.doi.org/10.18084/basw.14.1.t37pg42lx32xj611.
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Strategies for developing and putting into practice an experiential aging-rich learning curriculum for baccalaureate social work students are presented. Specific service learning opportunities required of students in class assignments are discussed. Included in these are projects involving micro social work practice skills with cognitively impaired older adults and macro skills used in completing a retirement center's wellness program assessment and an adult day care program's market ing/community outreach plan. The critical component of reflection for both service learning and field practica is analyzed. A continuing need for faculty to network in both the aging and social work communities is explored as a technique for enhancing experiential learning opportunities for students.
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Kebede, Gedefaw Abie, and Yihenew Melese Milkitie. "A Panoramic Evaluation of Literary Texts in Preparatory Students’ English Text Books." Theory and Practice in Language Studies 8, no. 8 (2018): 996. http://dx.doi.org/10.17507/tpls.0808.11.
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Learning language through literature has got a great emphasis in foreign language class room since the use of literary text as a resource for teaching macro and micro skills is very popular within the field of language learning. Literary texts increase the learners’ proficiency of integrated language learning as they enable the learners to apply all macro and micro skills. Of the issues to be considered, the contents, their levels of difficulty, their diversity and the appropriateness of the tasks designed based on the contents. This study evaluated the literary texts in preparatory students English text books. Based on the objectives of the study, both qualitative and quantitative research method was employed. The result of the study indicated that the most of the literary texts are above the language competence of the students and the teachers. Teachers strongly affirmed that they have faced to understand the literary texts’ language. The literary texts are not considering the students’ cultural background since almost all of the texts are written by foreign in a foreign context. Moreover, the majority of the literary texts are not related with the unit topic of the book. Using the literary materials in language class, therefore, should take into account the students’ need, motivation, interests, cultural background and language competence.
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Saarinen, Arttu Olavi, Pekka Räsänen, and Antti Kouvo. "Two dimensions of trust in physicians in OECD-countries." International Journal of Health Care Quality Assurance 29, no. 1 (2016): 48–61. http://dx.doi.org/10.1108/ijhcqa-04-2015-0041.
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Purpose – The purpose of this paper is to analyse citizens’ trust in physicians in 22 OECD countries. Design/methodology/approach – The authors measure trust in physicians using items on generalised and particularised trust. Individual-level data are received from the ISSP Research Group (2011). The authors also utilise macro variables drawn from different data banks. Data were analysed using descriptive statistics and xtlogit regression models. The main micro-level hypothesis is that low self-reported health is strongly associated with lower trust in physicians. The second micro-level hypothesis is that frequent meetings with physicians result in higher trust. The third micro-level hypothesis assumes that males, and older and better educated respondents, express higher trust compared to others. The first macro-level hypothesis is that lower income inequality leads to higher trust in physicians. The second macro-level hypothesis is that greater physician density leads to higher trust in physicians. Findings – The authors found that the influence of individual and macro-level characteristics varies between trust types. Results indicate that both trust types are clearly associated with individual-level determinants. However, only general trust in physicians has weak associations with macro-level indicators (mainly physician density) and therefore on institutional cross-country differences. It seems that particularised trust in a physician’s skills is more restricted to the individuals’ health and their own experiences meeting doctors, whereas general trust likely reflects attitudes towards the prevalent profession in the country. Originality/value – The findings hold significance for healthcare systems research and for research concerning social trust generally.
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Kuruvilla, Sarosh, and Aruna Ranganathan. "Economic Development Strategies and Macro-and Micro-Level Human Resource Policies: The Case of India's “Outsourcing” Industry." ILR Review 62, no. 1 (2008): 39–72. http://dx.doi.org/10.1177/001979390806200103.
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This detailed case study of India's “outsourcing” industry illustrates the challenges in linking macro and micro human resource policies with an economic development strategy based on export-oriented services. The rapid expansion in the outsourcing of services to India has raised the possibility that this sector will be a key engine of India's economic growth. Based on extensive field research carried out over a four-year period, the authors of this study argue that four interrelated human resource policy challenges threaten the outsourcing industry's growth: two “macro” problems (current skill shortages and the inability of the country to produce higher levels of skills for the long-term growth and sustainability of the industry), and two micro problems (very high levels of employee turnover and rapidly increasing employee costs). The authors evaluate current policy responses and suggest options.
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CHANG, MYONG-HUN. "EMERGENT SOCIAL LEARNING NETWORKS IN ORGANIZATIONS WITH HETEROGENEOUS AGENTS." Advances in Complex Systems 14, no. 02 (2011): 169–99. http://dx.doi.org/10.1142/s0219525911002925.
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Two distinct learning mechanisms are considered for a population of agents who engage in decentralized search for the common optimum. An agent may choose to learn via innovation (individual learning) or via imitation (social learning). The agents are endowed with heterogeneous skills in engaging in the two modes of learning. When the agents choose imitation, they also choose whom to learn from. This leads to the emergence of a social learning network among agents in the population. This paper focuses on the impact the endowed learning skills have on the individual's choice of learning mechanism as well as the micro and macro structure of the evolving network. Finally, it explores the impact the degree of environmental volatility has on the structure of such networks.
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Oguilve-Araya, Verónica. "A Strategic Plan for Academic Improvement (PEMA). Case Study to Determine the Improvement of Linguistic Competence of Students in the English Major." Revista Espiga 18, no. 38 (2019): 111–32. http://dx.doi.org/10.22458/re.v18i38.2519.
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A Strategic Plan for Academic Improvement (PEMA) was implemented for students to develop their linguistic and academic competence in the English Teaching Major for I and II Cycles at Universidad Estatal a Distancia (UNED). The 24-week personalized online course provided students with extra linguistic practice, focusing on their specific needs. Tutors designed lessons based on the students’ weaknesses, worked on their skills weekly, and gave them feedback after each session. Students created a portfolio with self-assigned exercises and also shared their challenges, feelings and expectations with their teachers. Even when the students’ language development in the 4 macro skills was not linear because of the complexity of language learning, both students and teachers reported that PEMA helped them perform better in different academic tasks.
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Cortoni, Ida, and Jelena Perovic. "Sociological analysis of Montenegrin teachers’ digital capital." Comunicação e Sociedade 37 (June 29, 2020): 169–84. http://dx.doi.org/10.17231/comsoc.37(2020).2397.
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Starting with the concept of digital capital in social sciences, this article presents the key findings of the “Global Kids Online” nationally representative survey of primary and high school teachers’ digital skills and practices that was conducted in Montenegro with Unicef’s support in 2018. Digital capital, as any other form of capital within Bourdieu’s perspective, has a sociological validity only in correlation with other forms of capital – such as economic, cultural and social – in a limited context and according to a multi-dimensional approach which goes from a macro- to a micro-social perspective (Pandolfini, 2016). This article identifies and discusses three perspectives of digital capital – macro, meso-social and micro – and their material (technologies, digital services and school experiments with devices) and non-material resources (digital competencies). Analysis of data from the Montenegrin research relating to this perspective shows that the daily practice of using digital technology in classrooms seems to be marginal, even though most teachers have access to the internet in their schools. Currently the majority of teachers are using the internet at school mostly just for checking information online. Their digital competencies are not generally advanced: on average, social and operational skills are the most developed, while their creative skills are least developed. Therefore, to support the development of children’s media literacy through formal education, further investments towards the strengthening of teachers’ digital competencies need to be made and the research shows that the demand for digital pedagogy courses already exists among most teachers. In other words, the Montenegrin research points to the need to invest more in education and experimentation related to the meso- and micro-social perspectives of digital capital.
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Shin, Jieun, and Sun Young You. "The mediating effect of self-efficacy in the relationship between communication skills and practices of preventing infectious diseases among daycare center teachers in South Korea." Child Health Nursing Research 27, no. 1 (2021): 56–64. http://dx.doi.org/10.4094/chnr.2021.27.1.56.
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Purpose: This study investigated the practices of preventing infectious diseases by daycare center teachers. The focus was on the mediating effects of self-efficacy in the relationship between communication skills and practices of preventing infectious diseases.Methods: This study used a descriptive correlational design. The participants were 164 daycare center teachers. Hierarchical regression was used to test the mediating effect of self-efficacy in the relationship between communication skills and practices of preventing infectious diseases. Data were analyzed using the independent t-test, one-way analysis of variance, Pearson correlation coefficients, and hierarchical regression. The mediation effect was analyzed using an SPSS Macro program, PROCESS.Results: Significant relationships were found between communication skills and practices of preventing infectious diseases (β=.19, <i>p</i><.001), self-efficacy and practices of preventing infectious diseases (β=.59, <i>p</i><.001), and communication skills and self-efficacy (β=.27, <i>p</i><.001). Self-efficacy had a significant mediating effect (β=.17, 95% confidence interval=0.07~0.29) on practices of preventing infectious diseases.Conclusion: In order to improve practices of preventing infectious diseases among daycare teachers, it is necessary to develop and apply interventions and methods that can increase effective communication skills and self-efficacy.
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Md Abdul Karim Ruman. "Challenges of Teaching English Listening, Speaking, Reading and Writing Skills at Qawmi Madrasas under BEFAQ in Bangladesh." International Journal of Linguistics, Literature and Translation 4, no. 7 (2021): 125–38. http://dx.doi.org/10.32996/ijllt.2021.4.7.14.
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One of the recent aims and objectives of Qawmi madrasa education is to make the madrasa students adequately proficient in English to participate in the competitive sectors of Bangladesh for better career options. Though they consider English as an international language of communication and higher education, they pay very little attention to this language teaching and learning. Using a mixed-methods approach, the present study tried to explore how the 4 macro-skills of the English language are taught in Qawmi madrasas under the BEFAQ board and what challenges the teachers and the students encounter in teaching-learning situations. Analyzing the questionnaires, interviews, and classroom observations, it was found that only reading and writing skills are focused in the syllabus, textbooks, classroom, and testing; whereas listening and speaking skills are either informally practiced very little or avoided from all arenas. Consequently, language learners cannot achieve communicative competence in English. Finally, the researcher attempts to put forward some recommendations regarding the English syllabus, textbook contents, teaching method, and testing system to the Qawmi madrasa board and authority, madrasa teachers, and Bangladesh government for facing the challenges and making the students proficient in all basic skills of English language.
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Valk, Reimara, Mandy Van der Velde, Marloes Van Engen, and Betina Szkudlarek. "Warm welcome or rude awakening?" Journal of Indian Business Research 7, no. 3 (2015): 243–70. http://dx.doi.org/10.1108/jibr-09-2014-0064.
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Purpose – The purpose of this exploratory, empirical study is to gain insight into repatriation experiences and repatriate turnover intention of employees from India and The Netherlands who either were or had been on international assignments in the respective countries. Design/methodology/approach – Interviews were conducted with 25 Dutch and 30 Indian international assignees (IAs) and repatriates in both India and The Netherlands. Thematic analysis resulted in four themes: met and unmet expectations of career advancement opportunities; knowledge transfer and labour marketability; economic growth versus economic recession and alternative employment opportunities; and boundaryless careers: adventure and entrepreneurship. Findings – Repatriate expectations about the use of knowledge, skills and abilities gained in the host country moderate the relationship between the macro-economic situation of the home country and repatriate attrition/retention, such that met expectations of Indian respondents decreased their intention to leave the organisation, even in a conducive macro-economic context with ample alternative employment opportunities. Unmet expectations of Dutch respondents increased their intention to leave the organisation, even in an unfavourable macro-economic context with few alternative employment opportunities. Research limitations/implications – The sample of Indian and Dutch IAs and repatriates may limit generalisation of the findings to samples from other countries with distinct cultural contexts and macro-economic conditions. Practical implications – Global organisations that set realistic expectations about re-entry career opportunities for repatriates, facilitate knowledge transfer after repatriation, and adequately respond to boundaryless career ambitions of repatriates, can reduce repatriate turnover intention and attrition. Originality/value – This study shows that repatriate attrition versus retention is embedded in the macro-economic context of the home country, leading to three types of career mobility upon completion of an international assignment: intra-organisational mobility; organisational boundary-crossing; and geographical boundary crossing.