New Paper available

The paper “On the Relation between Task-Variety, Social Informal Learning, and Employability” is now available as “Online First” here: http://link.springer.com/article/10.1007/s12186-018-9212-4

Abstract

Fluctuating demands and fast-changing job-requirements require organizations to invest in employees so that they are able to take up new tasks. In this respect, fostering employees’ employability is high on the agenda of many organizations. As a prerequisite for creating employability, many scholars have focused on the role of social informal learning. In this study, we extend this perspective and examine the relationships between task variety, social informal learning, and employability. We hypothesized that task variety is a catalyst for social informal learning, which in turn enhances employees’ employability. We contribute empirical evidence for this mechanism. However, while task variety leads to social informal learning and, subsequently, the competences needed for employability, task variety also may have negative direct effects on employability. We discuss the implications of these findings for future research and practice.

Full text here.

Cite As

Froehlich, D. E., Segers, M. S. R., Beausaert, S. A. J., & Kremer, M. (2018). On the relation between task-variety, social informal learning, and employability. Vocations and Learning, 1–15. https://doi.org/10.1007/s12186-018-9212-4

 

Froehlich, D. E. (2019). Exploring social relationships in “a mixed way”: Mixed Structural Analysis. Paper presented at the AERA Annual Meeting 2019, Toronto.

My paper “Exploring social relationships in “a mixed way”: Mixed Structural Analysis” was accepted for presentation at the next AERA Annual Meeting in Toronto in April 2019. If you prefer to read about this, wait for the soon-to-be-published  edited volume on Mixed Methods Social Network Analysis: Theories and Methodologies in Learning and Education.

Reference

Froehlich, D. E. (2019). Exploring social relationships in “a mixed way”: Mixed Structural Analysis. Paper presented at the AERA Annual Meeting 2019, Toronto.
Froehlich, D. E., Rehm, M., & Rienties, B. C. (2019). Mixed Methods Social Network Analysis: Theories and Methodologies in Learning and Education. London: Routledge.
By the way: You may also check out my course on social network analysis on udemy. This one is in English. You can get a discount here.

New Publication: Chapter in “Schlüsselwerke der Netzwerkforschung”

If you are interested in social network analysis and happen to speak German, you should get yourself the newly published “Schlüsselwerke der Netzwerkforschung”. It’s a massive book that contains many short summaries and evaluations of important social network related texts. Find more information at the book’s homepage. I contributed a chapter focusing on Burt (2005): Brokerage and Closure.

By the way: You may also check out my course on social network analysis on udemy. This one is in English. You can get a discount here.

Citation

Froehlich, D. E. (2018). Burt (2005): Brokerage & Closure. In B. Holzer & C. Stegbauer (Eds.), Schlüsselwerke der Netzwerkforschung. VS Verlag für Sozialwissenschaften.

Preprint: Explanatory sequential research designs on autopilot: Using R Markdown to increase research and evaluation efficiency

Abstract

In this paper, we show how automation on the side of the quantitative strand of research may help to alleviate this issue. For that purpose, we focus on explanatory sequential designs, where a quantitative strand of research is followed by a qualitative strand of research (Creswell, 2009). This is a common research design found in MMMR where quantitative results are further explained using qualitative methods (Schoonenboom, Johnson, & Froehlich, 2018). For instance, a survey may be followed by in-depth interviews with individuals from the survey population to help with contextualizing and interpreting the results. We report how R Markdown, a tool for report automation based on R (Froehlich, 2018b; Xie, 2013), may be used to increase research efficiency when applying such designs. We strongly believe that the quantitative strands of explanatory sequential designs lend themselves to such automation in order to free up resources for the (often labor intensive) qualitative strand. Next to increasing research efficiency, this measure is also helpful in aiding practitioners that do want to apply scientific methods, but do not possess the necessary in-depth knowledge about (quantitative) research methods.

Access

https://doi.org/10.17605/OSF.IO/JD8PF

Cite as

Froehlich, D. E. (2018). Explanatory sequential research designs on autopilot: Using R Markdown to increase research and evaluation efficiency. https://doi.org/10.17605/OSF.IO/JD8PF

Accepted Publication: On the relation between task variety, social informal learning, and employability

The article “On the relation between task variety, social informal learning, and employability” will soon the published in Vocations & Learning (I’ll update you once it is ready).

Abstract

Fluctuating demands and fast changing job-requirements require organizations to invest in employees so that they are able to take up new tasks. In this respect, fostering employees’ employability is high on the agenda of many organizations. As a prerequisite for creating employability, many scholars have focused on the role of social informal learning. In this study, we extend this perspective and examine the relationships between task variety, social informal learning, and employability. We hypothesized that task variety is a catalyst for social informal learning, which in turn enhances employees’ employability. We contribute empirical evidence for this mechanism. However, while task variety leads to social informal learning and, subsequently, the competences needed for employability, task variety also may have negative direct effects on employability. We discuss the implications of these findings for future research and practice.

Keywords: employability, social informal learning, task variety, workplace learning

Reference

Froehlich, D. E., Segers, M. S. R., Beausaert, S. A. J., & Kremer, M. (Forthcoming). On the relation between task-variety, social informal learning, and employability. Vocations and Learning.

I won the teaching award of the FHWien of the WKW now, too

After winning the teaching award of the University of Vienna earlier this year, the FHWien of the WKW awarded their prize to me, too.  Both awards are about innovative teaching using digital media / flipped classroom.

At the FHWien of the WKW, I  was awarded for a  statistics course in a lab setting. In my SPSS online course you can find similar videos.

Call for Abstracts for an edited volume on Analyzing Group Interactions

Aim of this edited volume

The objective of this book is to give a practical overview of different methods applicable to analyze group interactions. Each chapter will focus on a distinct qualitative, quantitative, or mixed methodological approach.

Against this backdrop, we invite abstracts for chapters that address methodological approaches to analyze group interactions.  All chapters of the book will have the same structure and should not be longer than 5000 words, to provide the idea of a practical useful overview.

If you feel unsure about your submission, please get in touch with us to verify the suitability of your project.

Editors

Matthias Huber (University of Vienna), matthias.huber@univie.ac.at

Dominik E. Froehlich (University of Vienna), dominik.froehlich@univie.ac.at

Submission

Expected Date of Publication: End of 2019

Submission Deadline: End of February 2019

Submit your abstract (200-300 words) by 30.9.2018 here: http://survey2.dominikfroehlich.com/index.php/475276

 

 

 

New co-authored publication: Combining Multiple Purposes of Mixing Within a Mixed Methods Research Design

A paper I have written with Judith Schoonenboom and Burke Johnson was published this week. It’s open access an you can find it here.

Abstract

In the mixed methods literature over the past 25 years, purposes of mixing have typically been treated as characteristics of an overall mixed methods design. However, many purposes operate on a within-study basis rather than applying to the entire study. Furthermore, in perhaps the majority of studies, researchers rely on multiple purposes of mixing. For example, an explanatory-sequential design will often include more purposes than just “explanation.” Some purposes are identified at the beginning of the study, and other purposes emerge during the conduct of the study. We demonstrate how multiple purposes are identified and incorporated into a design by examining a published research study (Glewwe, Kremer, & Moulin, 2009). We emphasize that all mixed methods research (MMR) authors need to be explicit about the multiple “mixed methods purposes” operating in a research study. Following this recommendation will help MMR become more sophisticated about mixing and integration, and it will increase the transparency of our research.

Cite as

Schoonenboom, J., Johnson, R. B., & Froehlich, D. E. (2018). Combining Multiple Purposes of Mixing Within a Mixed Methods Research Design. International Journal of Multiple Research Approaches, 10(1), 271–282. https://doi.org/10.29034/ijmra.v10n1a17

New publication: Non-Technological Learning Environments in a Technological World: Flipping Comes To The Aid

For the first time, I have written about actual (my very own) Higher Ed practice! I turned my design based research project centered on the flipped learning concept (for which I also won the university-wide UNIVie Teaching Award 2018) into an academic publication. It’s open access, so you can check it out yourself. And it is also my first publication available in Spanish!

Abstract

We live in a world permeated by digital technologies. Still, however, this digitization is not always reflected in the learning environments of higher education institutions, which raises questions about the adequacy of the instructional outcomes. In this paper, I maintain that the concept of the inverted or flipped classroom may be a fruitful path to including learning “hands-on” with technology even in learning environments absent of any technological resources. The rationale for this proposition is that flipped elements transfer the demand for technology from the teaching environment to the student. I report on a design-based research project to put this claim to a first test. The qualitative and quantitative data collected all support the idea that flipped classroom elements may help overcome differences in terms of availability of technology in different learning environments. The implications for universities and higher education teachers are discussed.

Cite as

Froehlich, D.E. (2018). Non-technological Learning Environments in a Technological World: Flipping Comes to the Aid. Journal of New Approaches in Educational Research, 7(2), 88-92. doi: 10.7821/naer.2018.7.304

 

New publication: Work in progress: the progression of competence-based employability

My paper “Work in progress: the progression of competence-based employability” was just published in Career Development International.

Abstract

Purpose:  Employability and its components have received a lot of attention from scholars and practitioners. However, little is known about the interrelations between these different components of employability and how employees progress within their employability trajectories. Therefore, a model of such progression was constructed and tested using Van der Heijde and Van der Heijden’s (2006) employability measurement instrument. The paper aims to discuss these issues.

Design/methodology/approach: The propositions were tested empirically by applying a Rasch model using a sample of 167 Austrian business consultants.

Findings: The findings lend some support for the hypothesized progression model of employability. Specifically, the items measuring occupational expertise are largely located in the group of items that were relatively likely to be endorsed. Also, the items of personal flexibility and anticipation and optimization were, in general, less likely to be endorsed than the items of occupational expertise.

Research limitations/implications: The major thrust of this paper is a theoretical one. However, the empirical demonstration tentatively supports the proposed model, which implies that further, more robust longitudinal research in this direction may be a worthwhile endeavor.

Practical implications: By understanding which competences are important at which stage or across which stages of an individual’s career, career advisors and human resource management professionals can give more targeted advice concerning career management practices.

Originality/value: The present study contributes to the literature by investigating how employees may make progress within their employability trajectories.

Cite as

Froehlich, D. E., Liu, M., & Van der Heijden, B. I. J. M. (2018). Work in Progress: The Progression of Competence-Based Employability. Career Development International, 23(2), 230–244.

« Older posts