11. Educational Improvement and Quality Assurance
Paper
Transferring Results of Professional Development into Practice: Designing a framework for systematic review
Dita Nimante, Maija Kokare, Sanita Baranova, Svetlana Surikova
University of Latvia, Latvia
Presenting Author: Nimante, Dita;
Kokare, Maija
Although significant resources are yearly allocated to the professional development of adults in Latvia, there is a lack of evidence on whether the implemented professional development policies and activities has brought the expected practical results, resonating with the insights arrived at worldwide (Kennedy, 2019; Botma et al., 2015; Hughes et al., 2021, etc.), revealing the encountered challenges when transferring the acquired knowledge into practice. The problems still exist despite some early research on transfer of learning (Curry et al., 1994) and many follow up publications on the transfer and impact of professional development. (Borg, 2018; Brion, 2020, 2023; Kennedy, 2016; King, 2014; Blume, et al., 2010; Curry et al., 2005)
Besides, these problems are compounded by the lack of clarity about what effectiveness of transfer really means, and also the lack of evidence on how to transfer professional development results into practice effectively. Despite the concept of transfer is being thoroughly explored, it still requires an in-depth look into the factors influencing the process of applying and transferring training results into practice. (Blume, et als, 2010)
In the context of Latvia, only indirect evidence can be provided on the existence of such transfer. For example, the report "Results of adult education survey" (CSBL, 2018) mentions that 50.7% of respondents in formal education and 65.3% in non-formal education indicated adult education having led to better job performance. Besides, with teachers being one of the most relevant target groups when learning and professional development are in the focus, it should be noted that in 2018, 88.6 % of teachers in Latvia admitted a positive impact on their teaching practices over the 12 months prior to the survey (OECD, 2020). One of the most recent studies on teachers' work and professional development, (UL Interdisciplinary Centre for Educational Innovation, 2023) points to the need for a qualitative transformation of the professional development system for teachers, including the development of a targeted and goal-oriented support system within the organization. Measuring the impact and quality of implementation of professional development was another important finding, as well as preparing professional support staff for different needs.
Nowadays understanding of the nature, implementation and results of professional development has evolved, and there are many definitions, models and approaches to the concept, most of them related to the teacher professional development. The current study seeks to further elaborate the definition of the concept by focusing on holistic perspective of processional development, thus including various forms of learning - formal and informal learning, training, workplace learning, coaching, mentoring, etc.
To find evidence-based solutions for developing effective and efficient ways of professional competences of adults and assessing of the transfer of its results into practice in Latvia, first of all, it is necessary to raise awareness of the existing knowledge base, conduct a conceptual feasibility study, and identify indicators for the transfer of professional development results which in the current situation sufficiently reflect the transfer efficiency revealing also methodological concerns (including the recognition that self-reflected evidence produce ’inflating’ effect; see Blume, et al., 2010) related to the measurement and conclusions.
Three research questions are stated for systematic literature analysis:
1) What characterizes effective professional development? 2) Which theoretical concepts in the scientific literature represent the transfer of adult professional development into practice? 3) What processes and indicators show effective ways of transferring results professional learning outcomes into practice?
Methodology, Methods, Research Instruments or Sources UsedThe research questions will be addressed by using guidelines of Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA, Page at al., 2021). A systematic review attempts to collect all the existing knowledge on the topic area (Grant & Booth, 2009) and uses a systematic approach to synthesize findings of relevant studies, which is why the research is organized in three steps.
First, a preliminary qualitative research of the already published systematic reviews and meta-analysis regarding the transfer of professional development results into practice, the total of 99 units, is done by searching relevant databases (Scopus, ERIC, EBSCO, Sage Journals, SpringerLink Contemporary Journals, Wiley Online Library, Taylor & Francis Library, ScienceDirect, MDPI, Emerald eJournals Premier). The goal of this preliminary research is to identify objectives, keywords, the main theoretical concepts, processes and sectors, and to propose the eligibility criteria (i.e., the inclusion and exclusion criteria related to publication year, language, type of publication, target group, research context, field, etc.) and data sources for the systematic literature analysis according to PRISMA statement (Page at al., 2021).
Then, the research field shall be narrowed to the most appropriate published systematic reviews for the specific project objective selected for detailed analysis to identify indicators for measuring how effective professional development and transfer of professional results into practice are. A decision was made to narrow down the databases where articles were searched (Web of Science and Scopus), as it is mostly possible to find articles published by other publishing houses in these databases.
This will allow to move into the final research stage – the analysis of new original studies (not systematic reviews) to provide answers to the research questions.
Conclusions, Expected Outcomes or FindingsThe proposed systematic literature review (January-March 2024) will identify the main relevant theoretical concepts, processes, models, solutions as well as performance indicators related to effective professional development and effective transfer of its results into practice. So far we conclude that the system is recommended to be designed so that it was focused, personalized and effective, which can be achieved by designing specific, flexible targeted programs according to the needs of different teaching profiles, commissioning/financing forms of professional development that have an impact on practice, both workplace learning and a flexible choice of different modules (micro-courses), etc. The results of systematic literature analysis will empower the next steps of the research, namely, identification of good practice examples transferable into the socio-cultural and legislative contexts in Latvia. This includes the tools for measuring how effective and efficient transfer of professional development into practice is.
This research is funded by the Ministry of Education and Science Republic of Latvia, project “Elaboration of evidence-based solutions for effective professional competence development of adults and assessment of the transfer of its results into practice in Latvia”, project No. VPP-IZM-Izglītība-2023/4-0001.
ReferencesBlume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of Training: A Meta-Analytic Review. Journal of Management, 36(4), 1065-1105.
Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195-216.
Botma, Y., Van Rensburg, G. H., Coetzee, I. M., & Heyns, T. (2015). A conceptual framework for educational design at modular level to promote transfer of learning. Innovations in Education and Teaching International, 52, 499–509.
Brion, C. (2020). Learning transfer: The missing linkage to effective professional development. Journal of Cases in Educational Leadership, 23(3), 32-47. https://doi.org/
Brion, C. (2023). The impact of local culture on adult learning transfer: Implications for human resources professionals. Human Resource Development International, 26(3), 331-340.
CSBL - Central Statistical Bureau of Latvia (2018). Results of adult education survey. https://admin.stat.gov.lv/system/files/publication/2018-03/Nr%208%20Apsekojuma%20Pieauguso%20izglitiba%20rezultati%20%2818_00%29%20LV_EN.pdf
Curry, D. H., Caplan, P. & Knuppel, J. (1994). Transfer of training and adult learning (TOTAL). Journal of Continuing Social Work Education, 6(1), 8-14.
Curry, D., McCarragher, T. & Dellmann‐Jenkins, M. (2005). Training, transfer, and turnover: Exploring the relationship among transfer of learning factors and staff retention in child welfare. Children and Youth Services Review, 27(8), 931-948.
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108.
Hughes, A. M., Zajac, S., Woods, A. L., & Salas, E. (2020). The Role of Work Environment in Training Sustainment: A Meta-Analysis. Human Factors, 62(1), 166-183.
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945-980.
Kennedy, M. M. (2019). How We Learn About Teacher Learning. Review of Research in Education, 43(1), 138-162.
King, F. (2014). Evaluating the impact of teacher professional development: An evidence-based framework. Professional Development in Education, 40(1), 89-111.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D. et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71).
OECD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris,
UL Interdisciplinary Centre for Educational Innovation. (2023). Kā izglītības sistēma var atbalstīt skolotāju, lai skolēni varētu apgūt 21. gadsimta prasībām atbilstošu izglītību? Ieteikumi izglītības politikas veidotājiem [Recommendations for education policy makers on how the education system can support teachers to provide students with a 21st century education]. UL ICEI. https://www.siic.lu.lv/fileadmin/user_upload/lu_portal/projekti/siic/LU_Izglitibas_Sistemas_Atbalsts_Skolotajiem.pdf
11. Educational Improvement and Quality Assurance
Paper
Leadership and School Improvement in Swedish Municipal Adult Education
Ingela Portfelt
Karlstad University, Sweden
Presenting Author: Portfelt, Ingela
In times of global instability because of climate change, international conflicts, war, and increased migration, the interest in adult education has become global. Adult education is seen as the potential driving force for paving the way for human rights, emancipation, citizenship, multiculturalism, equality, and sustainable societies, and brings hope for a peaceful world (UNESCO, 2022). For this reason, UNESCO emphasizes the need for enabling participation in adult education for more individuals over the world. Swedish municipal adult education, MAE, is the largest in the world per capita (Fejes & Henning Loeb, 2021), and therefore, may seem successful. However, viewing participation in itself as a measure of quality in education is questionable, as the educational mission is often complex and related to the national educational system context, which sets the conditions for practice. While UNESCO concludes that most countries have reported progression in quality in adult education, the trends within Swedish MAE are contrasting. Swedish MAE is facing severe challenges in terms of quality, such as many students leaving MAE without passing (65% of all registered students in 2022, according to the Swedish National Agency for Education, 2023), increased detection of grade fabrications (Fejes, Runesdotter & Wärvik, 2015), and mass exodus of professional practitioners (Portfelt, 2021). While the reasons for this condition have mostly been studied from a critical policy analysis perspective, there is a lack of school improvement research. There is consequently a call for such research studies (Fejes & Henning Loeb, 2021).
This study reports on the research project Leadership and school improvement within Swedish MAE that started in 2019 in collaboration between a researcher (author) and two practitioners working within MAE. The collaborative practice was set up as an action research approach, and the multimethod project evolved over time. The research set-up contrasts with the dominating trends in international research on adult education, and responds to a lack of studies using multimethod and/or quantitative methods (Boeren, 2019; Fejes & Nylander, 2019). We eventually came to study eight local MAE institutions in terms of internal quality work and indirectly, their surrounding practices. Analytically, we defined quality work as the practitioners’ systematic work with supporting each student in their learning and progression, based on the students’ individual pre-conditions, learning capacity, and needs, as far as possible to succeed in their studies.
The aim of this study is to explore the preliminary findings from the research project and shed light on how practices emerge in the local MAE institutions in terms of quality work, and what prefigures practice. Research questions are;
- How is the quality work of the local MAE institutions carried out in practice?
- What aspects enable as well as constrain the systematic quality work of the local MAE institutions?
The study uses the theory of practice architecture, TPA, as an analytical framework (Kemmis et al., 2014). Here, practice is defined as social processes that emerge in the interplay between individuals, cultures, and structures, as a result of historical as well as ongoing processes. The focus is on practices and how they are brought into the site. Kemmis et al. (2014) emphasize that practices are constituted by the sayings, doings, and relatings that interplay in relation to the studied phenomena in a specific practice. The sayings, doings, and relatings are prefigured by practice architectures that are present or emerging into the site; sayings by cultural-discursive arrangements, doings by material-economic arrangements, and relatings by social-political arrangements.
Methodology, Methods, Research Instruments or Sources UsedData is generated by multimethod, such as qualitative policy analysis, a survey completed by teachers in eight local MAE institutions analyzed by factor analysis, multivariate analysis, descriptive statistics, and qualitative content analysis of free text options, and interviews with principals in the eight local MAE institutions.
The research project has been approved by the local university’s ethical committee. No personal data have been collected from the respondents. The participants were fully informed about the research project and their rights in accordance with research ethics, and have given their consent to participate in recordings, survey analyses, and reports of the findings. The research project has followed all the ethical guidelines and recommendations of the Swedish Research Council (“Good Research Practice” from 2017, a new edition forthcoming in 2024).
All preliminary findings will be integrated and meta-analyzed through the framework theory of practice architecture. Due to the variety of data and findings, the meaning of findings from each study in the research project will be coded into sayings, doings, and relatings in accordance with the theoretical framework. These codes will then be analyzed to identify the surrounding arrangements. Finally, the interrelations between the arrangements will be analyzed to reveal the practice architecture of the local MAE institutions in terms of quality work, and its constraining and enabling traits (Kemmis et al., 2014).
Conclusions, Expected Outcomes or FindingsHow the quality work of the local MAE institutions is carried out in practice
Participating practitioners in the study seem to have big interest in and compassion for MAE students. However, the quality work of local MAE institutions emerges as unsystematic, sporadic, optional, and coincidental. Principals are mostly described as absent as pedagogical leaders. Professionals emerge as loosely coupled, and there are no systems or routines in place to support professionals in quality work. Individuals, or small sub-groups of professionals with a particular interest in working systematically with quality work, invent their own systems. As a consequence, several parallel systems sometimes exist and compete with one another within one and the same local MAE, which fragments the efforts to work with quality even more. This tends to produce radical introvertism among some of the professionals within MAE, promote the emergence of informal leaders, and create a type of professional autonomy that make practitioners refuse to be led by a formal leader.
Aspects that enable as well as constrain the systematic quality work of the local MAE institutions
On the one hand, social-political arrangements enable quality work, as the content in policy focuses systematically on supporting students in their learning. On the other hand, social-political arrangements constrain such quality work by putting MAE into an educational market, forcing local MAE institutions to compete by reducing efforts and costs, not requiring special education teachers or student health, and allowing municipalities to organize MAE under school boards with no knowledge of the educational assignment of MAE. Local quality work is enabled by principals that prioritize their pedagogical leadership, educate their local school board about the mission of MAE, arrange their local MAE to focus on students’ learning and progression, and use scientific approaches to professionalize local MAE professions.
ReferencesBoeren, E., Cabus, S. & Mackie, A. (2023). Participation in Adult Learning: System Characteristics and Individuals’ Experiences. In: Holford, J., Boyadjieva, P., Clancy, S., Hefler, G., Studená, I. (eds) Lifelong Learning, Young Adults and the Challenges of Disadvantage in Europe. Palgrave Studies in Adult Education and Lifelong Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-14109-6_4
Fejes, A., Nylander, E. (2019). Introduction: Mapping the Research Field on Adult Education and Learning. In: Fejes, A., Nylander, E. (eds) Mapping out the Research Field of Adult Education and Learning. Lifelong Learning Book Series, vol 24. Springer, Cham. https://doi.org/10.1007/978-3-030-10946-2_1
Fejes, A., & Henning Loeb, I. (2021), Om komvux och skolutveckling. (About MAE and school improvement) In Hirsh, Å. & Olin, A. (red), (2021). Skolutveckling i teori och praktik. Malmö: Gleerups Utbildning AB.
Fejes, A., Runesdotter., C., & Wärvik, G.B. (2016). Marketisation of adult education: Principals as business leaders, standardised teachers and responsibilised students. International Journal of Lifelong Education, 2016. 35(6), pp.664-681. http://dx.doi.org/10.1080/02601370.2016.1204366
Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing Practices, Changing Education. Singapore: Springer Science-Business Media. https://doi.org/10.1007/978-981-4560-47-4.
Portfelt, I. (2021). Komvuxrektorers professionella autonomi – frivillig eller påtvingad? I Att jobba som rektor: - om rektorer som professionella yrkesutövare / [ed] Ahlström, B., Berg, G., Håkansson Lindqvist, M. & Sundh, F., Lund: Studentlitteratur , 2021, 1, s. 137-151.
UNESCO (2023). Fifth Global Report on Adult Learning and Education. https://unesdoc.unesco.org/ark:/48223/pf0000381666
11. Educational Improvement and Quality Assurance
Paper
Teaching/Learning Methodologies for Solving Internal Communication Challenges in Tourism and Hospitality Enterprises
Ineta Luka
Turiba University, Latvia
Presenting Author: Luka, Ineta
The development of information and communication technologies, the spread of various social networks, the development of AI, has greatly impacted organizations, the way how they manage communication. This is especially true about the industries where communication is directly related with selling their product, tourism and hospitality industry among them.
Communication is a complex, social and never-ending process which takes place in a definite socio-cultural environment. Communication has been defined as ‘the exchange of knowledge (founded upon information exchange)' (Gontier, 2022), ‘a transmission of information that implies the emission of the message’ (Matias & Cardoso, 2021, 133), ‘a unique, powerful, and complicated form of human behaviour' (Waldron 2022: 1), and ‘the use of symbols that represent ideas, which then create meanings that can be shared’ (Topić, 2023, 537).
Communication happens in different contexts, among different interlocutors and for various purposes. In ECER2022, the author presented the article on intergenerational communication problems in tourism enterprises (Luka, Šakytė-Statnickė, Budrytė-Ausiejienė, 2023). In ECER2023 teaching/learning initiatives to organize adult learning to solve intergenerational communication problems were presented (Šakytė-Statnickė, Budrytė-Ausiejienė, Luka, Drozdova, 2023). The contribution of ECER2024 will focus on internal organizational communication, its challenges and the skills and knowledge necessary for efficient internal communication and the methodologies on how they could be developed.
Theoretical framework is based on the theories of organizational communication, focusing on internal communication, and the development of knowledge and skills required for efficient internal organizational communication.
Business communication refers to information exchange between a company and its employees ‘based on an examination of the structure and operation of communication networks and systems’ (Kraljević, Russo, 2022, 112). Communication in organizations is divided into internal and external communication. In turn, internal communication may be further subdivided into two-way symmetrical communication (a dialogue between the management and the employees) and asymmetrical communication (upward or downward) (Balakrishnan, Angusamy, & Rosli, 2024).
The latest research presented in literature higlights the following knowledge and skills crucial for efficient internal organizational communication: 1) knowledge of understanding internal communication and its role within an organization, organizational culture, crisis management, strategic use of digital media and understanding multicultural and global issues 2) oral communication skills, listening, empathy, flexibility to change, teamwork, interpersonal communication and leadership (Yue, Thelen, 2023; Gomes, Santos, Martins, 2023; Verčič, Špoljarić, 2020; Verčič, Men, 2023; Waititu, Barker, 2023).
Therefore, it is essential to apply such teaching/learning methods that would increase the employees’ essential knowledge and develop skills mentioned above in various contexts, practising symmetrical and asymmetrical communication situations. Integration of digital and analogue learning methods and tools may be beneficial therein (Orr, Luebcke, Schmidt, et al., 2020). It is especially important because in the future the contrast between a physical and a virtual space will become less and less important, the two spaces will probably merge.
Reciprocal questioning is of utmost importance as well. In practice, learners are trained to ask generic questions of each other, following the teaching of a piece of content. For example: What is the main idea here? How would you compare this with . . .? Collaborative learning groups, jigsaw groups, chatrooms, concept mapping, problem-solving tasks are other opportunities (Biggs, Tang, 2011).
Project-based and games-based learning are usuful as well (Council Recommendtion, 2018) as they incraese learner engagement.
The aim of the research presented in ECER2024 is to analyze internal organizational communication goals, practices, benefits and challenges in tourism and hospitality enterprises and offer teaching/learning methods to eliminate the existing problems.
Research question: What challenges of internal communication do tourism and hospitality industry companies face and what teaching/learning methods may be applied to educate employees in managing more efficient internal organizational communication?
Methodology, Methods, Research Instruments or Sources UsedThis research was conducted in the Nordplus Adult Development project „NordTourNet-3: Solving Communication Problems of Different Generations in Tourism Companies” (NPAD-2020/10015; 2020-2023). The project partners are three education institutions from Lithuania, Latvia and Sweden implementing adult education programs.
The qualitative exploratory research conducted is in line with interpretivism paradigm to understand ‘individual cases and situation’ and meanings holistically (Coe, 2017, 6).
Qualitative exploratory research (Collis, Hussey, 2009) applying 12 semi-structured interviews and 9 unobtrusive social observations in tourism companies were done (Aurini, Heath, Howells, 2016).
This contribution employs the data derived from 12 in-depth semi-structured expert interviews with top level tourism and hospitality industry management representatives and business owners conducted in Lithuania, Latvia and Sweden face-to-face onsite or using video conferencing applications (Zoom or Cisco Webex) (Aurini, Heath, Howells, 2016). The interviews were transcribed, coded and analysed applying qualitative content analysis (Croucher, Cronn-Mills, 2019, 162).
Criterion sample was created, involving 4 participants from Lithuania, 5 participants from Latvia and 3 participants from Sweden representing 4 accommodation enterprises, 2 catering enterprises, 6 participants represented tour organization (travel agencies, tour operating companies, tourist information centres). The companies employed from 2 to 23 employees.
The interview guide included 5 parts. This contribution focuses on the data of Part 2 (information about participants and their companies), Part 3 (internal communication of the company, including the social media used), Part 5 (different communication problems encountered in the company and their reasons).
The research was conducted during the Covid-19 period and post-Covid period from January 2021 to June 2022.
Research limitations: participants managed or owned small or medium-sized enterprises. This is a typical situation in the target countries, wherein a great majority of accommodation and catering enterprises are family run businesses. However, providing the sample had included also participants from large enterprises, the results could have differed. Another limitation was the Covid-19 period since all companies had to sack part of their employees as tourism was among the first industries to suffer from the crisis.
Conclusions, Expected Outcomes or Findings3 categories of themes were defined: 1) the main goals of internal communication in the organization, 2) the internal communication channels used in the organization, and 3) the strengths and weaknesses of internal communication in the organization.
The main goals of internal communication depend on the type of the company. Below LV, LT, SE stand for the respective country:
1) For accommodation business: pass on information to the employees (LV2, LV5, LT1), ensure that daily duties are fulfilled properly (LV5), get feedback from employees about job satisfaction (LT1), improve language skills (SE3).
2) For catering business: ensure reputation (LT4), improve language skills (SE2), escape miscommunication and eliminate disagreements (SE2).
3) For tour organization: provide high standard of services (LV1, LT2, LT3), set goals and reach them (LV3), make sure that the information is passed to all employees (LV4, LT2, SE1), brainstorm business ideas (LV4).
The internal communication channels are similar to all countries:
1) Written: e-mail (LV2, LV3, LV4, LV5, LT2, LT3, SE2), WhatsApp or FB group (LV3, LV5, LT1, LT3, LT4, SE2), messaging (LT2, SE3), google drive (LT1, LT3).
The predominance of e-mail is explained by participant LT2: ‘Email is the main means of communication because all information has to be in writing’.
2) Oral: phone calls (LV2, LV3, LT1, LT2, LT3, SE2, SE3), F2F meetings (LV4, LT1, LT2, LT3, LT4, SE1, SE2, SE3), visits (LV3, LT1), video conferencing application (LT3).
F2F communication is preferred in all businesses, disregarding the company size.
Such weaknesses were discovered: cultural differences (LV1), lack of information, quality of information passed (LV2, LV5, LT2, LT3, LT4), language problems (LV2, LV5), lack of feedback (LV3, LT1, LT2), communication barriers (LV2, LV3, LV4, SE2), breaking the rules (LT2), intergenerational communication conflicts (LT2, LT3), different approaches to communication channels (LT2).
References*Aurini, J.D., Heath, M., Howells, S. (2016). The How to of Qualitative Research. Sage.
*Balakrishnan, K., Angusamy, A., Rosli, M.D.R. (2024). Two-way asymmetrical communication mediating internal communication and employee engagement. Environment and Social Psychology, 9(2), 2074.
*Biggs, J., Tang, C. (2011). Teaching for Quality Learning at University. What the student does. McGraw-Hill Education.
*Coe, R.J. (2017). The nature of educational research. R.J. Coe (Eds.), Research Methods & Methodologies in Education, (5-14), Sage.
*Collis, J., Hussey, R. (2009). Business Research. Basingstoke: Palgrave Macmillan.
*Council Recommendation of 22 May 2018 on key competences for lifelong learning, 2018/C 189/01.
*Croucher, S.M., Cronn-Mills, D. (2019). Understanding Communication Research Methods. Routledge.
*Gomes, P., Santos, E., Martins, E. (2023). An exploratory analysis of internal communication in times of the COVID-19 pandemic. Global Business and Organizational Excellence (GBOE), 42, 37-49.
*Gontier, N. (2022). Defining Communication and Language from Within a Pluralistic Evolutionary Worldview. Topoi, 41, 609-622.
*Kraljević, S., Russo, A. (2022). Communication in the Management Process -Productive Communication. Pomorski zbornik, 62, 111-124.
*Luka, I., Drozdova, V., Šakytė-Statnickė, G., Budrytė-Ausiejienė, L. (2023). Solving Intergenerational Communication Problems in Tourism and Hospitality Enterprises. Journal of Education Culture and Society, 14(1), 207-228.
*Matias, A. & Cardoso, L. (2021). Defining communication: factors and barriers of a complex concept. European Journal of Social Sciences Studies, 7(1), 131-141.
*Orr, D., et al. (2020). Higher Education Landscape 2030: A Trend Analysis based on the AHEAD International Horizon Scanning. Springer Open.
*Šakytė-Statnickė, G., Budrytė-Ausiejienė, L., Luka, I., Drozdova, V. (2023). Internal and External Communication between Employees of Different Generations: Emerging Problems in Lithuanian, Latvian, and Swedish Tourism Organizations. Journal of Tourism and Services, 14(26).
*Topić, M. (2023) Editorial 28.4: Interpersonal Communication and Social Listening. Corporate Communications: an international journal, 28(4), 537-543.
*Verčič, A.T., Men, L.R. (2023). Redefining the link between internal communication and employee engagement. Public Relations Review, 49, 102279.
*Verčič, A.T. Verčič, D., Čož, S., Špoljarić, A. (2024). A systematic review of digital internal communication. Public Relations Review, 50, 102400.
*Waititu, P., Barker, R. (2023). Employees’ Perceptions on the use of Online Internal Communication for Knowledge Sharing. The Electronic Journal of Knowledge Management, 21(2), 103-113.
*Waldron, V.R. (2022). Foreword: Yes, reading interpersonal communication theory can be life changing. In Braithwaite, D.O., Schrodt, P. (eds.), Interpersonal Communication: Multiple Perspectives, 1-7. Taylor & Francis.
*Yue, C.A., Thelen, P.D. (2023). The state of internal communication in Latin America: An international Delphi study. Public Relations Review, 49, 102262.
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