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Purpose: In their paper titled "A Miracle of Measurement or Accidental Constructivism? How PLS Subverts the Realist Search for Truth," Cadogan and Lee (2022) cast serious doubt on PLS's suitability for scientific studies. The purpose of this commentary is to discuss the claims of Cadogan and Lee, correct some inaccuracies, and derive recommendations for researchers using structural equation models. Design/methodology/approach: This paper uses scenario analysis to show which estimators are appropriate for reflective measurement models and composite models, and formulates the statistical model that underlies PLS Mode A. It also contrasts two different perspectives: PLS as an estimator for structural equation models vs. PLS-SEM as an overarching framework with a sui generis logic. Findings: There are different variants of PLS, which include PLS, consistent PLS, PLSe1, PLSe2, proposed ordinal PLS and robust PLS, each of which serves a particular purpose. All of these are appropriate for scientific inquiry if applied properly. It is not PLS that subverts the realist search for truth, but some proponents of a framework called "PLS-SEM." These proponents redefine the term "reflective measurement," argue against the assessment of model fit and suggest that researchers could obtain "confirmation" for their model. Research limitations/implications: Researchers should be more conscious, open and respectful regarding different research paradigms. Practical implications: Researchers should select a statistical model that adequately represents their theory, not necessarily a common factor model, and formulate their model explicitly. Particularly for instrumentalists, pragmatists and constructivists, the composite model appears promising. Researchers should be concerned about their estimator's properties, not about whether it is called "PLS." Further, researchers should critically evaluate their model, not seek confirmation or blindly believe in its value. Originality/value: This paper critically appraises Cadogan and Lee (2022) and reminds researchers who wish to use structural equation modeling, particularly PLS, for their statistical analysis, of some important scientific principles. [ABSTRACT FROM AUTHOR]

Purpose: One of the misconceptions of teaching and learning for practical-based programmes, such as engineering, sciences, architecture, design and arts, is the necessity to deliver via face-to-face physical modality. This paper refutes this claim by providing case studies of best practices in delivering such courses and their hands-on skillsets using completely online virtual delivery that utilises different formats of 2D and 3D media and tools, supported by evidence of efficiency using learning analytics. Design/methodology/approach: The case studies were designed using pedagogical principles of constructivism and deep learning, conducted within a mixture of 2D and 3D virtual learning environments with flexible interface and tools capabilities. State-of-the-art coding and scripting techniques were also used to automate different student tasks and increase engagement. Regression and descriptive analysis methods were used for Learning Analytics. Findings: Learning analytics of all case studies demonstrated the capability to achieve course/project learning outcomes, with high engagement from students amongst peers and with tutors. Furthermore, the diverse virtual learning tools used, allowed students to display creativity and innovation efficiently analogous to physical learning. Originality/value: The synthesis of utilised media and tools within this study displays innovation and originality in combining different technology techniques to achieve an effectual learning experience. That would usually necessitate face-to-face, hands-on physical contact to perform practical tasks and receive feedback on them. Furthermore, this paper provides suggestions for future research using more advanced technologies. [ABSTRACT FROM AUTHOR]

Purpose – This article aims to outline the scope of this Special Issue and of the six papers. Design/methodology/approach – The paper outlines the concepts and approaches within the knowledge domain which are the focus of the present issue and themes of the papers. Findings – The paper outlines the scope of the Special Issue and of the papers. Originality/value – The value of this paper is to introduce the concepts and approaches which are the focus of the present issue and themes of the papers. [ABSTRACT FROM AUTHOR]

Purpose – The current paper focuses on the increasing demand for generic competences both from governments and industries. Despite this fact, there is insufficient awareness and information in education systems on how to equip graduates with appropriate generic competences for the world of work and citizenship. This is even more complicated in online virtual learning programmes where face-to-face communication is excluded in the design and implementation of the programme curriculum. The paper seeks to question if it is possible to develop generic competences in an online virtual learning environment. Design/methodology/approach – For this purpose, the research develops a theoretical framework based on the generic competences, learning content, learning support and learning activities. The paper argues that an online virtual learning curriculum design differs from a traditional face-to-face classroom environment in terms of learning content, learning activities and nature of learning support. Taking these elements in designing online virtual learning programme would promote acquisition of generic competences among the students. Findings – The research examines possibilities of the online virtual learning platform ALUD (Aprendizaje en Linea de la Universidad de Deusto) at the University of Deusto, Spain, to develop generic competences online. The research demonstrates opportunities of the online virtual learning platform ALUD to develop and practice generic competences among students even without actual and traditional face-to-face educational communication. Originality/value – The paper explores generic competence development through the online virtual learning platform ALUD at the University of Deusto, Spain. It examines possibilities of online education platform of the University of Deusto to produce alignment between what is espoused through the curriculum, what is enacted and how students experience learning through a virtual learning programme in order to develop their generic competences online. The paper argues that the virtual learning platform ALUD provides many opportunities for learners to develop and practise their generic competences even without actual and traditional face-to-face educational programmes. [ABSTRACT FROM AUTHOR]

Purpose: An education system can only be successful if it can develop future-ready learners who can continue to learn after graduation, take on their future lifework and thrive in the future society and environment. This article examines the economic, social and environmental trajectories of Singapore and proposes that it is important for future-ready learners to develop habits of practices that will support the skills, knowledge and values that are pertinent to these trajectories. Design/methodology/approach: School leaders are responsible for creating environments and implementing practices that are conducive for fostering habits of practices that are crucial for future-ready outcomes. The authors discuss the inadequacies of traditional teaching and learning practices in supporting these habits and elucidate how newer paradigms such as constructivism, connectivism, coagency and communities of practice might be more useful in achieving this. The authors also present a case study of a school leadership preparation programme that aims to develop future-ready learners. Findings: This paper provides insights into how newer paradigms of teaching and learning can be supportive for developing desirable habits of practices for future readiness. Originality/value: This discussion piece introduces a fresh concept – habits of practices – that is relevant in preparing future-ready learners in Singapore. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this essay is the provision of a conceptual approach for a manager-as-coach to use for instructional purposes with an employee. Using scenistic materials (cases, incidents, stories), the aim of the essay is to assist the practitioner apply a practical and relatively adaptable instructional approach. While it is intended for application with a single employee, the approach, with modifications, may be used in a small group environment. Design/methodology/approach: The methodology was directed to the study of manager-as-coach, application of a class of instructional tools, theories of constructivism and situated cognition and the joint (manager–employee) implementation of an action guide aimed at learning and performance improvement. Review and coordination of these areas resulted in a detailed guide for action. Findings: Use of scenistic materials for instructional purposes adds to the repertoire of tools for a manager desiring to act in a coaching capacity. A step-by-step program of activities is offered for practical application. Created for experimentation and use is a research result-driven practical guide/action plan. Practical implications: The design of the approach expressed requires the manager-as-coach to prepare for instruction and participate in it to the extent that the manager likely contributes to her/his own knowledge and skills in the areas under study. The step-by-step design not only guides the instructional process, it demands that the participants are fully engaged in creating new knowledge, assumptions and examples of practical implementation of what has been learned. Originality/value: Currently, there is little information or research available to guide a manager in a coaching capacity in the use of situation-based (scenistic) instructional materials. The approach offered in this essay not only considers employee knowledge apprehension but also aims at performance3 improvement in a particular context. Additionally, the approach presented requires dialog, negotiation and focused application, all of which may help the participants improve the quality of their relationship. [ABSTRACT FROM AUTHOR]

Purpose: Ancient Chinese architecture is famous for its wooden frame structure and unique position in world architecture history. As numerous types of components and complex combinations exist, the overall structural system and how they are interlocked have always been crucial but challenging parts of the study. Students find it hard to understand and remember the concepts using traditional 2D paper media, making such knowledge unattractive to pass on to the new generation. To overcome the challenges, this research aims to examine the effect of combining Virtual Reality (VR) with digital interaction games in learning structural characteristics (dougong) of ancient Chinese architecture. Design/methodology/approach: This research develops an interactive cognitive system in the VR environment based on constructivist theory to improve the learning approach of ancient Chinese architecture. Applying an experimental procedure, the feedback of an experimental group using the VR cognition system and a control group using traditional learning 2D media are collected to examine the differences in learning effectiveness and user experience. Findings: This study develops an interactive cognitive system to aid in learning the structural system of ancient Chinese architecture. The results indicate that integrating VR and interactive learning games can increase students' positive attitudes and learning effectiveness towards ancient Chinese architecture. Originality/value: This study integrates VR technology and interactive games to improve the learning approach. It examines the effect of applying the concept of human–computer interaction in learning ancient Chinese buildings. The concept of designing the interactive cognitive system is expected to guide students gradually to be the main body of learning and stimulate their learning enthusiasm and motivation. [ABSTRACT FROM AUTHOR]

Purpose – Academic approaches to the challenge of enhancing sustainability in research in university contexts illustrate that universities are affected by the very same values and socio-ecological issues they set out to address, making transformation difficult at every level. A theoretical and practical framework designed to facilitate cultural transformation is therefore necessary for conceptualising the problem and delineating possible strategies to enhance sustainability in research. Organisational change is also required, possibly on a university-by-university basis, where cross-institutional learning may be possible with personal behaviours that enhance collaboration across disciplinary and administrative divides. Design/methodology/approach – This paper contends that action research, in particular, community action research (CAR), offers the best approach to this task because it focusses on learning and change, and these are both essential to cultural transformation. A case study from a university in Western Australia is used to demonstrate this approach. Findings – The case study analysis shows some evidence for the presence of knowledge for organisational transformation, and that future monitoring cycles will be needed to detect the extent of the change. Originality/value – The paper introduces CAR as an approach to advance the change for sustainability in higher education and discusses some of the implications for universities who are looking to incorporate sustainability as a major part of their culture. [ABSTRACT FROM AUTHOR]

Purpose -- "User" is the lingua franca term used across IT design, often critiqued for giving a reductionist portrayal of the human relationship with technologies. The purpose of this paper is to argue that equating "user" with flesh and blood "people out there" is naive. Not only that, it closes important options in conducting human-centered design. Design/methodology/approach -- The authors conceptually elaborate a relational understanding of the user and integrate research findings on user representations found at the intersection of human- centered design and social studies of technology. Findings -- The user is best understood as a relational term that bridges between people out there and renditions of them relevant for design. A distinction between "user representations" and "engaged use" is a key distinction to clarify this further. Research to date demonstrates that R&D organizations have a wide range of user representations and positioning human-centered design to these would advance its likely yield. Research limitations/implications -- The strategic positioning of user studies and other human- centered design within R&D organizations is a growing research area that merits further research. Practical implications -- Descriptions of users would benefit from being more strategic in order to become viable amidst other design concerns. This can be aided by, for instance, visualizing the "users" that different fractions in the company rely on and compare these to the users indicated by human- centered design. Originality/value -- The paper makes an original reconceptualization of the user and integrates literature on user representations to open new options for conducting human-centered design. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to report on the design and creation of a knowledge management course aimed at facilitating student creation and use of social interactive learning tools for enhanced learning. Design/methodology/approach – The era of social media and web 2.0 has enabled a bottom-up collaborative approach and new ways to publish work on the web, promoted by tools such as YouTube video service. In this spirit a knowledge management course was designed aiming to facilitate university students to compose videos on different difficult concepts in the theory part of the course by searching for explanations on the web and by creating a Windows Media Player video focusing on the self-defined problems. The videos created by the students were published on a wiki (Wetpaint) and the students were encouraged to actively share knowledge and learn from one another by familiarising themselves with the videos of the other students. In order to utilise cognitive and social constructivism, as well as problem-based learning, the principles of the Jigsaw method were used to enable different students to create videos on different themes. Findings – Based on the authors' experiences it is suggested that curriculum and syllabus planning should be transformed toward a more student-centred approach. This is the most natural in the context of knowledge management, which emphasizes the meaning of participation and knowledge sharing. The social constructivist learning theory emphasizes the meaning of interaction in successful learning. By publishing videos created by the students themselves, by commenting on videos created by other students and by reading comments expressed by others the approach proved to be beneficial for learning in many ways. Research limitations/implications – The research limitation lies in the differences of quality, format and sizes of these videos produced and the efforts and time requirements for editing and use. Practical implications – The present finding and report implies more of these resources could be generated by students in other courses in other study areas encouraging use of these types of resources, engaging students with the curriculum, and encouraging interaction amongst students promoting deeper understanding, more positive learning experiences and the generation of curriculum teaching materials by students for class work, making learning more student focused. Originality/value – The paper focuses on a unique process that allows the use of social technology by students for the generation of materials for use in learning. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to introduce the reader to investigate some aspects of investment decision making from a constructivist perspective. Design/methodology/approach – The constructivist perspective is introduced in its dual nature of epistemology and of modelization. From constructivist epistemology, the paper mentions the corollaries of theoretical pluralism and cognitive pragmatism. From Kruglanski and Ajzen's Lay epistemology theory, the paper presents in more detail a constructivist modelization for the study and improvement of formal processes of investment decision making. Findings – Beginning from the proposed framework, the paper indicates the lines for the development of a critical (or reflective) investment decision-making attitude. This is an investment decision making which is able to reflect on its own constructs and cognitive processes in order to develop investment processes with a higher "constructivist awareness" and efficacy. Originality/value – The proposed modelization can contribute to the work of those dedicated to the development of better formal processes of investment. The paper presents three examples of possible applications potentially useful for the improvement of the processes of asset valuation of value investors. [ABSTRACT FROM AUTHOR]

Purpose – This paper seeks to compare different national PR histories in order to unfold the degree of abstract reflection in PR history writing. It aims to provide some suggestions for a future PR historiography, based on this comparison. Design/methodology/approach – The paper compares British, German, and US American PR historiography. The study is based on a comparison of 36 PR histories. A triple matrix of theoretization is used in order to differentiate the histories. Findings – Within the comparison American PR historiography accounts for 24 public relations history approaches, whereas Great Britain (1) and Germany (11) offer fewer histories. However, this richness in quantity does not lead to theoretical diversification. Owing to the paradigmatic obligation to a progressivist understanding, American PR historiography actually entails only one theoretic approach, while its German equivalent includes three different theoretic approaches and British PR historiography – being at its start – at least contains one explicitly non-progressivist, methodologically well-informed, fact-oriented example. Paradoxically, the prevailing American PR historiography, on the one hand, conceptualizes PR as a modern phenomenon but, on the other hand, claims even ancient beginnings. Research limitations/implications – The corpus of analysis contains only studies that attempt to supply an encompassing overview of (national) PR history. Practical implications – Public relations managers may use these findings to achieve a more nuanced critical understanding of the history of their occupation, and thereby reflect on its current state, which may lead to intensified ethical endeavours. Originality/value – The paper presents a pioneer systematic comparison of the three national PR histories, which may lead to enhanced national and general PR historiography. Another value is the establishment of a theoretically informed comparative measuring instrument, which (in future) can also be applied in order to compare and improve other national PR historiographies. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to examine Socratic dialogue in asynchronous online discussions in relation to constructivism. The links between theory and practice in teaching are to be discussed whilst tracing the origins of Socratic dialogue and recent trends and use of seminar in research based institutions. Design/methodology/approach – Many online degree courses employ asynchronous discussions where the teacher, acting as a moderator, is seen as the guide on the side rather than the sage on the stage. Such an approach, employing collaborative learning, is often described as constructivist. Practitioners may see the term constructivist as simply a convenient label to describe a range of effective teaching practices. Even when it is said that knowledge is constructed, this may be viewed as little more than a metaphor. There are however, behind these labels, epistemological theories such as radical constructivism and social constructivism which pose serious challenges to traditional views that perception is guided by contact with an independent reality and that science involves a search for objective truth. Many significant philosophical objections can be raised against these theories. The links between the theory and teaching practices of proven value are tenuous. There is an alternative explanation of the origins of teaching practices associated with asynchronous discussions. Findings – Asynchronous discussion makes it possible for all students to make an initial written contribution based on both research and industry experience, as well as an extensive participation in a written debate. The relative ease of assessing contributions to a written debate helps overcome the problem of the seminar where only one person may get credit for his or her contribution. Contributions can to a great extent be made when it is convenient for both moderator and students. Research limitations/implications – The present study has considered the case of one institution; it will be useful to examine it for many. Practical implications – Asynchronous online discussion is one of the highest forms of Socratic dialogue. Originality/value – This is a different approach to the traditional belief and new ideas for consideration are presented. The Socratic dialogue has been developed as both an oral and written tradition from the works of authors like Plato, through to the development of the medieval university with its disputations and oral examinations, the introduction of seminars in research based universities inspired by Humboldt, the development of scholarly journals, and on to the asynchronous online discussions in the era of the Web. [ABSTRACT FROM AUTHOR]