Jim Lee, Hannah Sunerman and Lindsay Hastings
While there are well-established personal benefits to being a mentor, such as increased life satisfaction and job performance (Ramaswami & Dreher, 2007), how mentors grow and…
Abstract
While there are well-established personal benefits to being a mentor, such as increased life satisfaction and job performance (Ramaswami & Dreher, 2007), how mentors grow and develop requires exploration. We meet this need by presenting six key themes from two recent research studies related to the experiences that mentors perceived as contributing to their development. The growth of two leadership theories in particular were explored: generativity and Psychological Capital. Six themes emerged: (a) curricular training, (b) exposure to leadership outcomes, (c) being mentored by peers, (d) experiences with mentee, (e) reflection, and (f ) observing a ripple effect. These themes offer insights on how curricular and co-curricular experiences might maximize leadership development of students and ground leadership interventions, such as mentoring, in theory and research.
Scholars such as Hebblethwaite (2012) argue that societal elements like the pressure for students to learn French in Haiti are deeply rooted in colonial traditions which were…
Abstract
Purpose
Scholars such as Hebblethwaite (2012) argue that societal elements like the pressure for students to learn French in Haiti are deeply rooted in colonial traditions which were originally intended to hinder long-term development and continue to do so within the country. The purpose of this paper is to widen the scope of Hebblethwaite’s discussion on language and question other social norms within educational institutions, which are having a negative impact on educational attainment. This purpose is accomplished by way of an empirical study of primary school education reform efforts in Haiti through a lens of de-coloniality as defined by Walter Mignolo (2005).
Design/methodology/approach
Given that this is an empirical study on education reform in Haiti, I have conducted this study solely through the analysis of literature and evidence from past work on education reform in Haiti and other countries with similar challenges. The body of the research is separated into two parts, and the first is a critical historical analysis of the context. The second is a comparative analysis of two different case studies on education reform projects that have occurred in Haiti. This will also be followed by a conclusive analysis of similar efforts in communities around the world.
Findings
This study demonstrates that primary school students, teachers and their communities in Haiti respond better to education development projects that place mother-tongue learning, grassroots community participation and culturally relevant pedagogy at the forefront of daily operational planning. These factors would play a key role in setting the foundation for students to be both productive Haitian citizens first and global citizens second. The literature reviewed also demonstrates that historically, education has focused far too heavily on models that work for or originate from the global north and not enough on building an education system tailored to Haiti.
Research limitations/implications
Since barriers such as societal norms need to be addressed through organic grassroots movements, which take time to be effective, reform from this perspective is better suited for the longer term than the shorter term. In the conclusion, this is considered to be a limitation when it comes to identifying short-term solutions to education, especially given that grassroots projects such as Buiga-Sunrise take time to establish winning practices that support self-sufficiency.
Originality/value
Literacy rates in Haiti for the year 2012 were around 48% for adults and 72% for youth (UNESCO Institute for Statistics, 2012). Not to mention that only 50% of children attend primary schools and 20% attend secondary schools (UNICEF Haiti, 2011, as cited in Jean-Marie and Sider, 2014). Such low educational attainment shows a need for greater access to education, and as much as the privatisation of schools is a significant barrier, as argued by Sider and Jean Marie, there are other impactful factors that remain to be addressed.
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This chapter delves into the significant role Higher Education Institutions (HEIs) play in advancing the Sustainable Development Goals (SDGs) aim of strengthening and refocusing…
Abstract
This chapter delves into the significant role Higher Education Institutions (HEIs) play in advancing the Sustainable Development Goals (SDGs) aim of strengthening and refocusing institutional efforts toward the 2030 Agenda and beyond. Acknowledging the limited progress made toward the 2030 Agenda, the chapter discusses the extent to which universities are meeting their social and ethical responsibilities in fostering sustainable development and human rights. Through an examination of the relationship between universities and the SDGs (including criticism of their role in reinforcing urban inequalities), the chapter articulates a vision for HEIs to embrace transformative partnerships, interdisciplinary approaches, and community engagement to rebuild public trust and reinforce their place as pivotal actors in driving social and economic progress. Three essential tasks for HEIs are identified: fostering SDG synergies, establishing trust and collaboration with local communities, and advancing a data-informed progress assessment that provides a roadmap for how to use the SDGs to further new agendas.
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Yucong Lao and Yukun You
This study aims to uncover the ongoing discourse on generative artificial intelligence (AI), literacy and governance while providing nuanced perspectives on stakeholder…
Abstract
Purpose
This study aims to uncover the ongoing discourse on generative artificial intelligence (AI), literacy and governance while providing nuanced perspectives on stakeholder involvement and recommendations for the effective regulation and utilization of generative AI technologies.
Design/methodology/approach
This study chooses generative AI-related online news coverage on BBC News as the case study. Oriented by a case study methodology, this study conducts a qualitative content analysis on 78 news articles related to generative AI.
Findings
By analyzing 78 news articles, generative AI is found to be portrayed in the news in the following ways: Generative AI is primarily used in generating texts, images, audio and videos. Generative AI can have both positive and negative impacts on people’s everyday lives. People’s generative AI literacy includes understanding, using and evaluating generative AI and combating generative AI harms. Various stakeholders, encompassing government authorities, industry, organizations/institutions, academia and affected individuals/users, engage in the practice of AI governance concerning generative AI.
Originality/value
Based on the findings, this study constructs a framework of competencies and considerations constituting generative AI literacy. Furthermore, this study underscores the role played by government authorities as coordinators who conduct co-governance with other stakeholders regarding generative AI literacy and who possess the legislative authority to offer robust legal safeguards to protect against harm.