This qualitative study explores the past experiences of six post-secondary students who self-identified as Lesbian, Gay, Bisexual, and/or Queer (LGBQ) and held leadership roles in…
Abstract
This qualitative study explores the past experiences of six post-secondary students who self-identified as Lesbian, Gay, Bisexual, and/or Queer (LGBQ) and held leadership roles in student organizations at one large public institution. The purpose of this exploration was to better understand the impact of friendship on the development of a leadership identity. Utilizing Komives et al.’s (2005) Leadership Identity Development (LID) model as a framework, data were obtained from a series of three in-depth interviews with each participant and analyzed through a grounded theory approach. The significance of friendship was noted across all stages of the LID model. Based upon my findings and the suggestions put forth by the participants, a number of recommendations are made for higher education research and practice.
Belinda Johnson White and Keith Hollingsworth
This article demonstrates how the Leadership and Professional Development course at Morehouse College, an all-male historically Black college in Atlanta, Georgia, goes beyond…
Abstract
This article demonstrates how the Leadership and Professional Development course at Morehouse College, an all-male historically Black college in Atlanta, Georgia, goes beyond teaching traditional leadership and professional development skills and exposes students to the impact of being a “professional of color” in corporate America. This paper will explore the need for African Americans to have skills related to corporate success that go beyond those needed by Whites and the pedagogical techniques used to develop the additional skill sets in undergraduate students of color. Anecdotal and empirical evidence regarding the effectiveness of the course is provided.
Thomas Grigalunas, Simona Trandafrr, Meifeng Luo, James Opaluch and Suk-Jae Kwon
This paper analyzes two external costs often associated with port development, cost to fisheries from marine dredge disposal and damages from air pollution, using estimates of…
Abstract
This paper analyzes two external costs often associated with port development, cost to fisheries from marine dredge disposal and damages from air pollution, using estimates of development and operation for a proposed (but since cancelled) container port as a case study. For dredge disposal, a bio-economic model was used to assess short- and long-term and indirect (joodweb) damages to fisheries from marine disposal of clean sediments. In the case of air pollution, estimates of annual activity levels and emission coefficients are used to estimate incremental annual emissions of three key pollutants (NOx, HC and CO) for trucks, trains, yard vehicles, and vessels. These estimates allow for phasing in of strict new air pollution regulations. For both external costs, sensitivity analyses are used to reflect uncertainty. Estimates of shadow values in year 2002 dollars amount from $0.094 per cubic yard to $0.169 per cubic yard of clean dredged material for the selected disposal site and from $0.0584 per mile (jor current control standards) to $ 0. 0023 per mile (after phasing in of new regulations) for air pollution from heavy trucks.
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Una T. Daly, James Glapa-Grossklag, Alyssa Nguyen and Ireri Valenzuela
The Open for Antiracism program supports faculty to change their teaching practices to be antiracist through the affordances of open educational resources (OER) and open pedagogy…
Abstract
Purpose
The Open for Antiracism program supports faculty to change their teaching practices to be antiracist through the affordances of open educational resources (OER) and open pedagogy. This study aims to raise questions about how professional development impacts student outcomes, and how faculty perceive the utility of OER and open pedagogy to support antiracist teaching and learning.
Design/methodology/approach
An evaluation plan examined how faculty participants perceived the effectiveness of OER and open pedagogy to make their classes antiracist. Students compared their experiences in treated classes with those in other classes. Participating faculty completed pre- and post-surveys and a subset sat for interviews.
Findings
Faculty participants felt prepared to implement antiracist practices using OER and open pedagogy. Eighty-seven percent reported they were highly likely to recommend the program and 80% plan to continue using open pedagogy. Eighty percent of students reported they were more active or engaged than in other classes and that they examined biases of the discipline.
Originality/value
This study raises the question of how antiracist teaching approaches impact student outcomes over a longer term. Further, how can changes to teaching strategies impact institutions? Do teams of instructors offer support in ways that lead to a greater voice within an institution?
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Amy M. C. Brown, Matthew Sowcik, Nicole L. P. Stedman and James C. Bunch
This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and…
Abstract
This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal & Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019)
Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564)
The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.
Jean Kelso Sandlin and Monica L. Gracyalny
This study examined how audience characteristics and attitudes relate to their perceptions of sincerity and forgiveness of apologies by public figures posted on YouTube.
Abstract
Purpose
This study examined how audience characteristics and attitudes relate to their perceptions of sincerity and forgiveness of apologies by public figures posted on YouTube.
Design/methodology/approach
Four hundred twenty-seven adult participants recruited through Amazon's Mechanical Turk completed an online survey via Qualtrics. Participants were randomly assigned to view two of four public figure apologies posted on YouTube.
Findings
Results indicated that audience fandom and perceived reputation and attractiveness of the public figure were related to perceptions of sincerity and forgiveness; and perceptions of sincerity and forgiveness were related to intentions of future support.
Research limitations/implications
“Sameness” between the public figure and audience did not garner a more favorable response to the apology, and this is not consistent with earlier studies. For race similarity, the results could have been a reflection of the low number of non-White participants. However, results could indicate that “sameness” is not as simplistic as demographic sameness, such as race, sex or age.
Practical implications
The authors’ findings elevate the importance of gathering and benchmarking pre-crisis attitudinal research to better equip and inform communication professionals for crisis response. In addition, the study suggests that a public figure's strong reputation and fanbase provide a type of inoculation, lessening reputational damage.
Social implications
The finding that perceived attractiveness relates positively to perceptions of sincerity and forgiveness is consistent with psychological research indicating attractiveness has many positive social implications – even in mediated communication.
Originality/value
Evidence suggests social media apologies matter. Communication professionals need to approach apology opportunities with a keen awareness that relational outcomes and intentions of future support can shift based on social media audiences' attitudes related to the public figure.
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Adrián Mendieta-Aragón, Julio Navío-Marco and Teresa Garín-Muñoz
Radical changes in consumer habits induced by the coronavirus disease (COVID-19) pandemic suggest that the usual demand forecasting techniques based on historical series are…
Abstract
Purpose
Radical changes in consumer habits induced by the coronavirus disease (COVID-19) pandemic suggest that the usual demand forecasting techniques based on historical series are questionable. This is particularly true for hospitality demand, which has been dramatically affected by the pandemic. Accordingly, we investigate the suitability of tourists’ activity on Twitter as a predictor of hospitality demand in the Way of Saint James – an important pilgrimage tourism destination.
Design/methodology/approach
This study compares the predictive performance of the seasonal autoregressive integrated moving average (SARIMA) time-series model with that of the SARIMA with an exogenous variables (SARIMAX) model to forecast hotel tourism demand. For this, 110,456 tweets posted on Twitter between January 2018 and September 2022 are used as exogenous variables.
Findings
The results confirm that the predictions of traditional time-series models for tourist demand can be significantly improved by including tourist activity on Twitter. Twitter data could be an effective tool for improving the forecasting accuracy of tourism demand in real-time, which has relevant implications for tourism management. This study also provides a better understanding of tourists’ digital footprints in pilgrimage tourism.
Originality/value
This study contributes to the scarce literature on the digitalisation of pilgrimage tourism and forecasting hotel demand using a new methodological framework based on Twitter user-generated content. This can enable hospitality industry practitioners to convert social media data into relevant information for hospitality management.
研究目的
2019冠狀病毒病引致消費者習慣有根本的改變; 這些改變顯示,根據歷史序列而運作的慣常需求預測技巧未必是正確的。這不確性尤以受到大流行極大影響的酒店服務需求為甚。因此,我們擬探討、若把在推特網站上的旅遊活動視為聖雅各之路 (一個重要的朝聖旅遊聖地) 酒店服務需求的預測器,這會否是合適的呢?
研究設計/方法/理念
本研究比較 SARIMA 時間序列模型與附有外生變數 (SARIMAX)模型兩者在預測旅遊及酒店服務需求方面的表現。為此,研究人員收集在推特網站上發佈的資訊,作為外生變數進行研究。這個樣本涵蓋於2018年1月至2022年9月期間110,456個發佈資訊。
研究結果
研究結果確認了傳統的時間序列模型,若涵蓋推特網站上的旅遊活動,則其對旅遊需求方面的預測會得到顯著的改善。推特網站的數據,就改善預測實時旅遊需求的準確度,或許可成為有效的工具; 而這發現對旅遊管理會有一定的意義。本研究亦讓我們進一步瞭解朝聖旅遊方面旅客的數碼足跡。
研究的原創性
現存文獻甚少探討朝聖旅遊的數字化,而本研究不但在這方面充實了有關的文獻,還使用了一個根據推特網站上使用者原創內容嶄新的方法框架,進行分析和探討。這會幫助酒店從業人員把社交媒體數據轉變為可供酒店管理之用的合宜資訊。
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Caren Brenda Scheepers and Rebone Mahlangu
This study explored the motives, relationship dynamics and outcomes of male executives in mentoring Black African women within the context of South Africa. The authors…
Abstract
Purpose
This study explored the motives, relationship dynamics and outcomes of male executives in mentoring Black African women within the context of South Africa. The authors investigated the experiences of White, Black African, coloured, and Indian male mentors conducting cross-gender and cross-race mentoring in South Africa.
Design/methodology/approach
A qualitative study was conducted with 21 male executives within South Africa's male-dominated financial services industry. Data were collected via semi-structured, one-on-one virtual video interviews. The study endeavoured to deeper understand the mentors' experiences during their interactions with the intersecting marginalised identities of Black African women as protégés.
Findings
The authors found that the mentoring relationship is central to mentoring Black African women. This relationship is often influenced by the mentors' parental approach to mentoring, with resultant negative consequences, including the protégé not taking accountability for driving the relationship. Mentors' stereotypical expectations of women as homemakers and carers also influenced mentoring experiences. Mentors' motives included growing next generation leaders, which led to mentors' job satisfaction.
Originality/value
This study contributes an account of male executives' motivations for mentoring Black African women, the relationship dynamics as well as negative mentoring experiences, and the mentoring outcomes for protégés and mentors. Intersectionality theory was used to highlight the mentors' lack of insight into the intersecting marginalised identities of Black African women in the unique South African context, where inequalities in terms of class, race, and gender are amplified.
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This paper explores the work of the educational theorist Gert Biesta in a setting outside of the context where it was originally developed. It aims to address how Biesta’s…
Abstract
This paper explores the work of the educational theorist Gert Biesta in a setting outside of the context where it was originally developed. It aims to address how Biesta’s approach can help educators and policy makers question the philosophical underpinnings of education in the UAE and thereby start a conversation that is currently absent in this context. The paper comprises three elements: first, an overview of Biesta’s educational theory is given with a focus on ‘subjectification’ and his self-titled “pedagogy of interruption”. Secondly and in brief, I use Biesta’s framework of educational dimensions to analyse the philosophy underlying education in the United Arab Emirates using published government documents and media sources. Thirdly, I report a small-scale qualitative analysis of a specific educational space, three General Studies Courses in a UAE tertiary institution, to investigate the ‘risky’ possibilities involved in implementing a pedagogy of interruption. I find that despite a dominant policy discourse that discounts subjectification, there are significant opportunities for students to develop a strong sense of self. These opportunities are created by a small but strongly motivated group of teachers and taken up, on the whole enthusiastically, by students. However, my assertions are limited by a number of challenges which warrant further research. This paper hopes to provide a meaningful contribution to the limited discussion regarding the aims and expectations of education in the Middle East, and finds a pertinent philosophical grounding for liberal studies teaching in a tertiary context. As such the paper will be of value both to policy and decision makers in the Middle East and to teachers and trainers who teach in multi-cultural and international contexts.
The purpose of this paper is to examine the ways assemblaging communities work to support, hinder or disrupt literacy pedagogy in one English Language Arts (ELA) classroom…
Abstract
Purpose
The purpose of this paper is to examine the ways assemblaging communities work to support, hinder or disrupt literacy pedagogy in one English Language Arts (ELA) classroom. Through an expanded understanding of community based on the concept of assemblage, this paper discusses the ways in which one teacher’s critical literacies instructional practices emerged, configured and ruptured through the assemblaging communities’ that affected her enactment of critical literacies pedagogy. A focus on assemblaging communities recognizes the de/re/territorializing power of the evolving groups of bodies that produce a classroom and pedagogy in particular ways.
Design/methodology/approach
Drawing on observational field notes and informal exchanges, this qualitative study uses post-structural and post-human theory to examine the assemblaging communities that produced the enactment of critical literacies pedagogy in a seventh grade ELA classroom. Assemblage theory is used to analyze data to examine the assemblaging communities that de/re/territorialized in Ms T’s teaching in relation to critical literacies pedagogy. This analytical orientation allowed for a nuanced look at communities as evolving, de/re/territorializing formations that, in this study, created tensions for enacting critical literacies pedagogy.
Findings
Assemblaging communities are always producing classrooms in particular ways, demonstrating the complexities and realities of enacting literacy pedagogy. Through analysis of the data, the rupture between the assemblaging communities that produced the enactment of critical literacies pedagogy and the assemblaging communities that produced test prep (and altered critical literacies) became apparent. Ruptures like this must be attended to because enacting critical literacies pedagogy is never done neutrally and without attention to the assemblaging communities that are always de/re/territorializing pedagogy, teachers may not be equipped to respond to the unexpected ruptures as well as material realities produced from these.
Practical implications
Educators can use the concept of assemblaging communities for recognizing the territories that shape their literacy pedagogy. By foregrounding assemblaging communities, researchers and educators may be more appropriately equipped to consider the real-time negotiations at play when enacting critical literacies pedagogy in the classroom. Enacting critical literacies pedagogy is never done neutrally, and attention to the assemblaging communities that are always de/re/territorializing pedagogy, teachers may be more equipped to respond to the material realities that are produced through their pedagogical actions.
Originality/value
This study suggests assemblaging communities as a way to productively move forward a perspective on communities that foregrounds the moving bodies that produce communities differently in evolving ways and their de/re/territorializing forces that create material realities for classrooMs Assemblaging communities moves the purpose from defining a community or interpreting what it means to looking at what it does, how it functions and for this study, how assemblaging communities produced critical literacies pedagogy in one classroom.