Browsing by Author "Salem, Tarek"

Now showing 1 - 3 of 3
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    Becoming a community engaged professional in management studies using relational pedagogy
    (2019) Chika-James, Theresa; Salem, Tarek
    Overview: Roles of community engaged professionals: Understand the concepts of community engaged scholarship. Collaborate with students and community organizations as co educators, co learners, co generators of knowledge. Integrate research, teaching and service through community engagement. Mentor students and faculty to build community engagement scholarship and portfolio. Provide leadership to advance community engagement scholarship in higher institution of learning (e.g. MacEwan University School of Business).
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    Effects of employee creative problem-solving on innovation outcomes and non-financial performance: the moderating role of culture and communication
    (2020) Ouedraogo, Noufou; Ouakouak, Mohammed Laid; Salem, Tarek
    The purpose of this paper is to investigate the effects of employees’ creative problem-solving on organisations’ innovation outcomes, as well as the effects of innovation outcomes on organisations non-financial performance. Based on a sample of 320 participants from diverse organisations, using structural equation modelling techniques, we find that creative problem-solving does not have any effect on innovation outcomes, except with the moderating influence of an innovative culture or communication. We also find that innovation outcomes have a positive relationship with non-financial performance. We make theoretical contributions into the antecedents of innovation outcomes, while offering several practical insights for leading creative employees and managing innovation.
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    Our gains, pains, and hopes: Community partners’ perspectives of service-learning in an undergraduate business education
    (2022) Chika-James, Theresa; Salem, Tarek; Oyet, Mercy C.
    In assessing the impact of service-learning, most studies focus on its effects on students’ learning than community partners and the communities served; leaving largely unanswered, the question of whether service-learning in business education still contributes value to community organizations and the wider society. This study investigates the impact of service-learning on communities through the perspectives of community partners from nonprofit and for-profit organizations in Canadian urban communities. Using semi-structured interviews and qualitative analysis, the authors collected and analyzed data from 30 participants to confirm their perspectives of service-learning in an undergraduate business education. The study found that service-learning offered practical benefits to communities and presented challenges that impacted partners’ experiences of service-learning. The penultimate sections of the paper provide recommendations for the improvement of the pedagogical practices of service-learning and advancement of community organizations. Key recommendations to maximize benefits for community partners include more faculty-community partners’ collaboration and creating networking opportunities for community partners.