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1

Context as a Factor in Senior Civil Service Reform: Opinions and Attitudes of Senior Executives in Lithuania

100%
Civinskas R., Kaselis M., Pivoras S.
Baltic Journal of Law & Politics
|
2016
|
vol. 9
|
issue 1
124-152
EN
This article analyses the contextual factors and their impact on the planned creation of senior civil service (henceforth, SCS) within the Lithuanian civil service system since 2008. Based on a survey of Lithuanian senior executives’ conducted in 2014 and qualitative semi-structured interviews, the aim of this article is to reveal and explain incentives and obstacles of SCS reform in Lithuania. Empirical research data clarifies attitudes of senior civil servants and their role perceptions. Senior executives’ attitudes towards the establishment of the SCS system were clearly positive. However, the research data reveals that supportive attitudes depend on the perception of the roles of senior executives. Senior civil servants who perceived themselves firstly as actors in policy formation and policy implementers were much more favourable towards the creation of SCS than senior civil servants with other role identities.
2
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A conceptual model for driving green purchase among indian consumers

100%
Trivedi P.
Journal of Marketing and Consumer Behaviour in Emerging Markets
|
2015
|
issue 2(2)
49-59
EN
Marketing is considered as responsible for increasing consumerism and overuse of limited resources. An endeavour to promote sustainable consumption is the need of the hour and an answer to growing concerns towards it is required. Marketing can be used as a tool to promote sustainability and increase responsible consumption. Many products which have energy saving potential can be successfully promoted through marketing activities. Increasingly, consumers are becoming aware about the issue and through constant marketing efforts green products and sustainable consumption can be taken to a high level. Contextual factors like value for money, features and selling point communication can play a crucial role in increasing the purchase of green products. Several studies are being conducted in this area but there is still a need for more research particularly in India. This paper will be a contribution to the existing area of knowledge and will focus on discovering the role which marketing can play in promoting sustainability among consumers in India. The factors which are responsible for sustainable consumption are explored and a conceptual model has been suggested which may help marketers in promoting green products and provide a platform for further research.
3
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Dynamics of learner affective development in early FLL

88%
Mihaljević Djigunović J.
Studies in Second Language Learning and Teaching
|
2012
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vol. 2
|
issue 2
159-178
EN
Affective learner factors were first considered as a cause of success in language learning. This was followed by a change in approach and recently authors (e.g., Edelenbos, Johnstone, & Kubanek, 2006) have considered them an important outcome, especially in early foreign language learning (FLL). Current research into affective learner factors in early FLL tries to catch the developmental aspects too, and studies are emerging that take a contextual view as well. This paper describes a study on affective characteristics of young FL learners that combines the developmental and contextual perspectives. Using the case study methodology the author analyses the affective profiles of three young learners of English as a foreign language who were followed for 4 years. The analyses are done taking into account their immediate language learning environment, home support, out-of-school exposure to English and language achievement. The findings suggest that affective learner factors contribute to the dynamic complexity of early FLL.
4
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Dynamics of learner affective development in Early FLL

88%
Michaljevic Djigunovic J.
Studies in Second Language Learning and Teaching
|
2012
|
vol. 2
|
issue 2
159-178
EN
Affective learner factors were first considered as a cause of success in language learning. This was followed by a change in approach and recently authors (e.g., Edelenbos, Johnstone, & Kubanek, 2006) have considered them an important outcome, especially in early foreign language learning (FLL). Current research into affective learner factors in early FLL tries to catch the developmental aspects too, and studies are emerging that take a contextual view as well. This paper describes a study on affective characteristics of young FL learners that combines the developmental and contextual perspectives. Using the case study methodology the author analyses the affective profiles of three young learners of English as a foreign language who were followed for 4 years. The analyses are done taking into account their immediate language learning environment, home support, out-of-school exposure to English and language achievement. The findings suggest that affective learner factors contribute to the dynamic complexity of early FLL.
5
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L2 learner age from a contextualised perspective

88%
Mihaljevic Djigunovic J.
Studies in Second Language Learning and Teaching
|
2014
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vol. 4
|
issue 3
419-441
EN
In this qualitative study the author focuses on age effects on young learners’ L2 development by comparing the L2 learning processes of six young learners in an instructed setting: three who had started learning English as L2 at age 6/7 and three who had started at age 9/10. Both earlier and later young beginners were followed for three years (during their second, third and fourth year of learning English). The participants’ L2 development was measured through their oral output elicited by a two-part speaking task administered each year. Results of the analyses are interpreted taking into account each learners’ individual characteristics (learning ability, attitudes and motivation, self-concept) and the characteristics of the context in which they were learning their L2 (attitudes of school staff and parents to early L2 learning, home support, in-class and out-of-class exposure to L2, socio-economic status). The findings show that earlier and later young beginners follow different trajectories in their L2 learning, which reflects different interactions which age enters into with the other variables.
6
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Contextual factors, methodological principles and teacher cognition

88%
Walsh R., Wyatt M.
Studies in Second Language Learning and Teaching
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2014
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vol. 4
|
issue 4
693-718
EN
Teachers in various contexts worldwide are sometimes unfairly criticized for not putting teaching methods developed for the well-resourced classrooms of Western countries into practice. Factors such as the teachers’ “misconceptualizations” of “imported” methods, including Communicative Language Teaching (CLT), are often blamed, though the challenges imposed by “contextual demands,” such as large class sizes, are sometimes recognised. Meanwhile, there is sometimes an assumption that in the West there is a happy congruence between policy supportive of CLT or Task-Based Language Teaching, teacher education and supervision, and curriculum design with teachers’ cognitions and their practices. Our case study of three EFL teachers at a UK adult education college is motivated by a wish to question this assumption. Findings from observational and interview data suggest the practices of two teachers were largely consistent with their methodological principles, relating to stronger and weaker forms of CLT respectively, as well as to more general educational principles, such as a concern for learners; the supportive environment seemed to help. The third teacher appeared to put “difficult” contextual factors, for example, tests, ahead of methodological principles without, however, obviously benefiting. Implications highlight the important role of teacher cognition research in challenging cultural assumptions.
7
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Contextual factors, methodological principles and teacher cognition

88%
Walsh R., Wyatt M.
Studies in Second Language Learning and Teaching
|
2014
|
vol. 4
|
issue 4
693-718
EN
Teachers in various contexts worldwide are sometimes unfairly criticized for not putting teaching methods developed for the well-resourced classrooms of Western countries into practice. Factors such as the teachers’ “misconceptualizations” of “imported” methods, including Communicative Language Teaching (CLT), are often blamed, though the challenges imposed by “contextual demands,” such as large class sizes, are sometimes recognised. Meanwhile, there is sometimes an assumption that in the West there is a happy congruence between policy supportive of CLT or Task-Based Language Teaching, teacher education and supervision, and curriculum design with teachers’ cognitions and their practices. Our case study of three EFL teachers at a UK adult education college is motivated by a wish to question this assumption. Findings from observational and interview data suggest the practices of two teachers were largely consistent with their methodological principles, relating to stronger and weaker forms of CLT respectively, as well as to more general educational principles, such as a concern for learners; the supportive environment seemed to help. The third teacher appeared to put “difficult” contextual factors, for example, tests, ahead of methodological principles without, however, obviously benefiting. Implications highlight the important role of teacher cognition research in challenging cultural assumptions.
8

HRM Context in Practice and Scientific Research

75%
Pocztowski A.
Zarządzanie Zasobami Ludzkimi
|
2019
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issue 6(131) HRM Context
17-34
EN
Literature devoted to human resource management calls for greater attention to the importance of context in management practice as well as scientific research. The article presents the essence of context and its division into contextual factors that have an impact on HRM. This is followed by discussions of contextual aspects most often appearing in Polish publications after the year 2000. These include the transformation of the socioeconomic system, internationalization and globalization, the development of an economy and companies based on knowledge, new organizational and legal forms of providing work, diversity in human resources, and the industry–specifics of an organization. A conclusion may be derived from these considerations: Although context is present in research into HRM, it is usually an overall characterization of the background to the examined problem. This leads to the assumption that there is a need to expand the scope of research into contextual factors in a direction allowing analyses of dependencies between them and the policies and practice of human resource management.
PL
W literaturze przedmiotu z dziedziny zarządzania zasobami ludzkimi podnosi się kwestię zwrócenia większej uwagi w praktyce zarządzania i badaniach naukowych na znaczenie kontekstu. Jego. istotę i podział jego czynników, które wpływają na ZZL, przedstawiono w tym artykule. Następnie omówiono najczęściej występujące w polskich publikacjach po 2000 roku aspekty kontekstowe, a mianowicie: transformację systemu społeczno-gospodarczego, umiędzynarodowienie i globalizację, rozwój gospodarki i przedsiębiorstw opartych na wiedzy, nowe formy organizacyjno-prawne świadczenia pracy, zróżnicowanie zasobów ludzkich oraz specyfika branżowa organizacji. Z przeprowadzonych rozważań wynika wniosek, że kontekst jest wprawdzie obecny w badaniach ZZL, stanowi jednak najczęściej ogólną charakterystykę tła badanego problemu. W związku z tym nasuwa się wniosek o konieczności poszerzenia zakresu badania czynników kontekstowych w kierunku analizowania zależności między nimi a politykami i praktykami zarządzania zasobami ludzkimi.
9
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Wystąpienie problemu prawnego jako funkcja czynników indywidualnych i kontekstowych. Analiza ekonometryczna z wykorzystaniem hierarchicznego modelu logitowego

63%
Florczak W., Grabowski W.
Studia Prawno-Ekonomiczne
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2017
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vol. 105
193-213
PL
Celem artykułu jest kwantyfikacja wpływu uwarunkowań mikroekonomicznych i mezoekonomicznych na indywidualne prawdopodobieństwo wystąpienia problemu prawnego. Na podstawie przeglądu literatury zidentyfikowano indywidualne czynniki ryzyka, zaś w oparciu o bazy danych regionalnych dla polskich powiatów ustalono listę regresorów mezoekonomicznych. Łącząc informacje dotyczące cech socjoekonomicznych respondentów z danymi regionalnymi, oszacowano parametry strukturalne hierarchicznego modelu logitowego. Zbiór regresorów objął czynniki mikro, zarówno obiektywne, jak i subiektywne – takie jak dochód, wiek, wykształcenie, stan cywilny, miejsce zamieszkania, postawę wobec prawa, świadomość prawną, kapitał ludzki czy aktywność społeczną – oraz czynniki mezo: uwarunkowania demograficzne i ekonomiczne. Z badania przeprowadzonego na reprezentatywnej próbie dorosłych Polaków wynika, że czynniki ryzyka wystąpienia problemu prawnego zależą głównie od indywidualnych cech socjoekonomicznych respondentów, zaś uwarunkowania kontekstowe mają znacznie drugorzędne.
EN
The aim of this paper to quantify micro- and meso-level risk factors affecting individual demand for legal aid in Poland. On the basis of a literature survey and information taken from regional databases a set of relevant explanatory variables has been established, whose structural parameters were estimated by means of a hierarchical logit model. The regressors contained both objective and subjective micro-level information – such as income, age, education, gender, marital status, place of residence, personal attitude towards law, knowledge of law, social capital, and social activity – as well as meso-level information from demographic and economic areas. It follows from the results obtained on a representative sample of adult Poles that the risk factors belong mainly to the micro-level group, whereas contextual factors are of minor importance.
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