Emerson K. Keung and Amanda J. Rockinson-Szapkiw
– The purpose of this study is to examine if there is a relationship between the factors of cultural intelligence and transformational leadership in international school leaders.
Abstract
Purpose
The purpose of this study is to examine if there is a relationship between the factors of cultural intelligence and transformational leadership in international school leaders.
Design/methodology/approach
This correlational research study examined 193 international school leaders, who participated in a survey that included the Cultural Intelligence Scale and the Multifactor Leadership Questionnaire 5X. A standard multiple regression analysis was used to determine if the factors of cultural intelligence predict transformational leadership. The individual contribution of each factor to the model was examined.
Findings
The results indicate that there is a significant positive relationship between cultural intelligence and transformational leadership in international school leaders. Leaders who have a higher level of cultural intelligence exhibit a higher level of transformational leadership style, which suggests that individuals with high-cultural intelligence are able to lead and to manage more effectively in multicultural environments. Behavioral cultural intelligence and cognitive cultural intelligence were found to be the best predictors of transformational leadership.
Practical implication
The results provide insight into the selection, training, and professional development of international school leaders. Practical implications are provided for integrating cultural intelligence into higher education curriculum.
Originality/value
This paper makes a unique contribution to the nomological network of cultural intelligence by identifying which factors of cultural intelligence best predict transformational leadership in international school leaders, a population to which this model had not been previously applied.
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The purpose of this paper is to provide an improved understanding of how a wiki text compares to the use of a traditional text, and to provide an improved understanding of how…
Abstract
Purpose
The purpose of this paper is to provide an improved understanding of how a wiki text compares to the use of a traditional text, and to provide an improved understanding of how integrating audio and video into a learner‐created wiki class text impacts learning.
Design/methodology/approach
For this case study, a causal comparative research design was used to compare students’ learning between the two groups. A one‐way multivariate analysis of variance (MANOVA) was used to analyze the quantitative data. Cognitive learning, affective learning, psychomotor learning, and course points were used as dependent variables.
Findings
Findings of the present study provided evidence that there was a significant difference in the learning, affective learning and psychomotor learning between the two groups; students who used the learner‐created multimedia wiki text reported higher levels of learning than the learners who used the traditional text book. No significant difference existed between groups in terms of course points.
Research limitations/implications
The ability to generalize these findings beyond the present study are limited, since the study examined one course at one university taught by the same instructor. Since the sample was predominately Caucasian females, the result may not generalize to males and other ethnicities. The sample size was small. No experimental control was exercised in this study; therefore, a cause and effect relationship could not be confirmed. Only a possible cause and effect could be determined. Although the participants in each section were similar in demographics, academic achievement, and reason for taking the course, the selection threat due to non equivalent groups is a concern. Although, by using a web‐based survey, participants may have been more honest and felt safer to disclose attitudes and feelings, the self‐report instruments is a limitation. Finally, although migrated by the significant results and moderately large effect sizes, the assumption of the homogeneity of variance‐covariance was not tenable; thus, increasing the possibility of a Type I error.
Practical implications
This study provided evidence for the adoption of learner‐created, multimedia wiki texts as a replacement or supplement to traditional textbooks in higher education. The results demonstrated that learner‐created, multimedia wiki texts are able to support academic achievement as well as traditional textbooks and that students perceive them as superior for cognitive, affective, and psychomotor learning.
Originality/value
While a number of practitioners have described instructional uses for online technologies and many researchers have evaluated learners and faculty satisfaction and perceptions of them, fewer studies have focused upon the impact of web‐supported learning activities on academic success and learning outcomes and even fewer have focused on multimedia web‐supported learning activities. Higher education learning tasks, both traditional and web‐based, have been dominated by “rudimentary, text‐based”. Thus, a need exists to evaluate the ability of multimedia web‐based technologies to support learning tasks.
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The purpose of this paper is to develop and validate the scholar–practitioner research development scale (SPRDS), an instrument to assess research competencies of students…
Abstract
Purpose
The purpose of this paper is to develop and validate the scholar–practitioner research development scale (SPRDS), an instrument to assess research competencies of students enrolled in professional doctoral programs.
Design/methodology/approach
In this instrument development study, an expert panel established the content valid. A factor analysis and internal consistency analysis was used to examine the validity and reliability of the instrument.
Findings
An expert panel deemed the scale as content valid. Results of a factor analysis and internal consistency analysis demonstrated that the scale is both valid and reliable, consisting of five subscales.
Research limitations/implications
The current study provides evidence that the scholar–SPRDS is a valid and reliable instrument to assess research characteristics professional doctorate students’ research competencies, which can be used to extend research on the development of doctoral students in professional doctorate programs.
Practical implications
The instrument can be a useful tool to assess and inform the faculty and administrators about their students, the curriculum and program resources.
Social implications
Equipped with an instrument such as this, faculty and administrators are better armed to assess students’ growth thought out the program, and, in turn, design and deliver research curriculum and mentorship that assists students in developing as scholar–practitioners, which may ultimately lead to success in the program and beyond, impacting the society.
Originality/value
There is not a formal or standardized scale to evaluate if professional doctoral students are progressing and developing as practitioner-scholars through their professional doctoral programs. There is not a standardized or universally adopted assessment to determine if professional doctoral programs are meeting the goals and objectives they have set forth. Thus, the aim of this study was to develop and to determine the validity and reliability of a scale to measure a scholar–practitioner’s research competencies in a professional doctoral program.
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Amanda Rockinson-Szapkiw, Jessica Herring Watson, Jackie Gishbaugher and Jillian L. Wendt
While previous research has examined the effectiveness of peer mentoring from the mentee's perspective, more research is needed to uncover how and why the interplay of the…
Abstract
Purpose
While previous research has examined the effectiveness of peer mentoring from the mentee's perspective, more research is needed to uncover how and why the interplay of the peer-mentoring relationship in a virtual format, especially for racial and ethnic minority (REM) women in historically Black colleges and universities (HBCUs) seeking a science, technology, engineering and mathematics (STEM) degree, impacts STEM success. This study seeks to address weaknesses in the mentoring literature by presenting a thorough and thick description of the peer mentoring experience for REM women in HBCU pursuing STEM degrees.
Design/methodology/approach
A multi-site case study approach (Yin, 2014) was employed to explore to what extent, if at all, and how did participating in the virtual STEM peer-mentoring experience influence peer mentees' STEM beliefs, interests, skills and behaviors.
Findings
Findings demonstrated that the experiences of undergraduate REM women mentees supported engagement in virtual STEM peer mentoring as it was beneficial to developing a sense of belonging, enhancing interest in STEM, encouraging STEM identity, building STEM self-efficacy and, ultimately, promoting STEM persistence. The current study provides a rich picture of how and why peer mentoring is perceived as effective by mentees in STEM programs at HBCUs.
Originality/value
The findings from this study contribute greatly to the body of knowledge and will serve as a foundational model on which future VSTEM PM relationships can be built and fostered among other HBCUs, with the potential to broaden participation in STEM.
Amanda Rockinson-Szapkiw and Jillian L. Wendt
The unequitable representation among genders in science, technology, engineering and mathematics (STEM) degrees and careers remains a persisting challenge. Peer mentoring has been…
Abstract
Purpose
The unequitable representation among genders in science, technology, engineering and mathematics (STEM) degrees and careers remains a persisting challenge. Peer mentoring has been cited as one method for supporting women and racial and ethnic minorities in becoming interested in, experiencing self-efficacy in and persisting in STEM. The current study was undertaken to explore how and in what ways peer mentors' participation in the program (namely, the mentoring experience) influenced their STEM self-efficacy beliefs, interests, skills and behaviors, including their intent to persist and actual persistence in STEM.
Design/methodology/approach
Using a multisite case study design, the current study implemented a blended peer mentoring program at two historically black institutions.
Findings
The experience in the peer mentoring process increased mentors' self-efficacy, career interest, perceived mentoring skill development in most areas and intent to persist in STEM. Evidence from the interviews and open-ended survey questions demonstrated that the peer mentoring experience had a direct influence on the mentor's self-efficacy, career interest, leadership and professional skills and persistence. The thematic analysis of the data sources revealed that specific elements of the peer mentoring experience influenced mentors' beliefs, interests, skills and behaviors, including recognition, functioning as a mentor, developing an other's orientation, engaging in a sisterhood and developing competencies.
Originality/value
Findings support the benefit of the blended peer mentoring program model among women who identify as a racial or ethnic minority across two historically black college or universities (HBCUs). Peer mentoring programs should include training to increase competencies and skills, should provide resources targeted to specific mentor needs and should include opportunities for self-reflection and components of faculty support.
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Francisca Beroíza-Valenzuela and Natalia Salas-Guzmán
The purpose of this study is to critically analyze the key factors contributing to gender disparities in the science, technology, engineering and mathematics (STEM) fields and…
Abstract
Purpose
The purpose of this study is to critically analyze the key factors contributing to gender disparities in the science, technology, engineering and mathematics (STEM) fields and propose creative solutions to mitigate these differences. Despite the significance of this issue, it has not received sufficient attention owing to the absence of clarity regarding the factors that exacerbate the gender gap.
Design/methodology/approach
This study used a qualitative methodology that combined the viewpoints of social psychology and educational research to pinpoint and evaluate essential elements. Using a grounded theory approach, semistructured interviews were analyzed, and the obtained data were coded and categorized using ATLAS.ti software.
Findings
This qualitative research identified three key areas: internal and external factors influencing the gender gap, as well as strategic actions within higher education to address these disparities. The innovative contribution of this study lies in its development of a comprehensive theoretical framework that enables the diagnosis, quantification and understanding of these factors and proposes practical measures to mitigate these gender disparities. By promoting greater gender diversity, the proposed model can contribute to more inclusive and sustainable development, which is consistent with the 2030 agenda.
Originality/value
This study highlights the need for a multidimensional approach to address the gender gap in higher education, fills a crucial knowledge gap and provides a theoretical model to guide effective university policies.