Christine M. Cress, Miki Yamashita, Rebecca Duarte and Heather Burns
This investigation sought to identify learning outcomes for undergraduate students at a US college enrolled in community‐based learning courses. Specifically, the purpose of this…
Abstract
Purpose
This investigation sought to identify learning outcomes for undergraduate students at a US college enrolled in community‐based learning courses. Specifically, the purpose of this paper is to examine the similarities and differences between American students' and international students' development of leadership skills through senior level service‐learning (SL) courses and analyzed the role of teaching methods on those outcomes.
Design/methodology/approach
Over 150 SL courses from students representing 30 countries were examined at a major university in the USA. US and non‐US student leadership and learning outcomes were cross‐tabulated with instructional techniques to analyze for statistically significant differences.
Findings
Facilitating leadership skill development is a function of utilizing transformational rather than traditional classroom teaching techniques.
Practical implications
Transformational teaching and learning methods such as collaborative projects, student‐selected readings, and group decision‐making in SL courses help transform students' views of themselves, their communities, and the world as they consider their roles as leaders in an unscripted future.
Originality/value
Few studies have examined the instructional elements in SL that transform student knowledge and leadership skills especially across such a breadth and variety of SL courses and student cultural backgrounds.
Details
Keywords
This study seeks to examine the processes through which leadership is fostered and developed within student leadership development programs. While there has been some scholarly…
Abstract
This study seeks to examine the processes through which leadership is fostered and developed within student leadership development programs. While there has been some scholarly literature written in this area, a dearth in the literature exists with respect to providing a detailed chronicle and examination of the complete processes employed within an exemplary student leadership development program. Through the analysis of such a program – validated by a recent NASPA (2011) study as an exemplar in the field of student leadership development – such a program will be examined. Through a qualitative, grounded theory approach using interviews to inductively build a framework of understanding, seven themes of student leadership development are identified. How these findings extend existing literature is then presented, as is a new theoretical model illustrating the process through which leadership is fostered and developed within students, thereby aiding the construction of future programs.
Amy L. Kenworthy and Laurie N. DiPadova‐Stocks
The purpose of this paper is to provide a context for the compilation of papers and commentaries included in this International Journal of Organizational Analysis special issue on…
Abstract
Purpose
The purpose of this paper is to provide a context for the compilation of papers and commentaries included in this International Journal of Organizational Analysis special issue on “Scripting the next wave of exigent issues for service‐learning in our unscripted future: when technology, globalism, and community engagement collide.”
Design/methodology/approach
The authors of this paper are the Guest Editors for the special issue. As such, in this paper, they provide a brief history of why the special issue was created and how it serves as an extension to the first special issue (Vol. 17 No. 1, 2009).
Findings
There are five papers and six commentary pieces included in this special issue. Each raises a charge, or challenge, to the reader in terms of moving forward with service‐learning in the uncertain, complex, and highly unscripted environments.
Practical implications
The practical implications of this paper are those that relate to future research and practice in the service‐learning domain. This is contextualized as part of the collective challenge as the author move forward in a world where local, regional, national, and international connectedness intersects with social, economic, and technological pressures.
Originality/value
As the introduction, this paper is unique in that it provides an overview of the contents for the entire special issue.
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Christine Cress, Tricia Mulligan and Thomas Van Cleave
Transformational learning outcomes of short-term faculty-led international service-learning experiences can by stymied by cultural shock and improperly facilitated programs…
Abstract
Transformational learning outcomes of short-term faculty-led international service-learning experiences can by stymied by cultural shock and improperly facilitated programs. Moreover, dissonance in dimensions of the self in contrast to foreign traditions and social interactions can be especially salient in American student encounters in India. How students resolve and make meaning of their own emotional entropy is traced across two institutional programs, two courses (1 undergraduate and 1 graduate), and multiple India community partner sites. An evidence-based pedagogical model and strategies for preparation, praxis, and processing are offered in supporting student reflection of themselves as global beings and in development of global agency which is manifested as intrapersonal, interpersonal, intercultural, academic, and professional competencies.
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Alison E. Adams and Thomas E. Shriver
Existing research indicates that collective identity is critical in sustaining social movements, especially in the face of significant opposition. We extend this literature by…
Abstract
Existing research indicates that collective identity is critical in sustaining social movements, especially in the face of significant opposition. We extend this literature by analyzing the ways collective identity evolves and develops over time to combat external barriers and obstacles. Drawing from a unique dataset on activists in the post-communist Czech environmental movement, we analyze how women rallied around their gendered identity to protest against nuclear power. Our analysis focuses on the case of the South Bohemian Mothers (Jihočeské matky), an organization that rallied specifically around the protection of children and healthy communities. The activists faced extensive obstacles including: post-communist patriarchal institutions and sexism; the South Bohemian Daddies, a male-dominated pro-nuclear countermovement; and pervasive anti-environmentalist sentiments. Our results highlight the complex and evolutionary nature of collective identity and the role it can play in sustaining activism in the face of external challenges.
Eve Fine, Jennifer Sheridan, Molly Carnes, Jo Handelsman, Christine Pribbenow, Julia Savoy and Amy Wendt
We discuss the implementation of workshops for faculty search committees at the University of Wisconsin-Madison. A central focus of the workshops is to introduce faculty to…
Abstract
Purpose
We discuss the implementation of workshops for faculty search committees at the University of Wisconsin-Madison. A central focus of the workshops is to introduce faculty to research on the influence of unconscious bias on the evaluation of job candidates and to recommend evidence-based strategies for minimizing this bias. The workshops aim to help universities achieve their goals of recruiting excellent and diverse faculty.
Methodology
With basic descriptive statistics and a simple logistic regression analysis, we utilize several datasets to examine participants’ responses to the workshop and assess changes in the percentage of women who receive offers and accept positions.
Findings
Faculty members are becoming aware of the role bias can play in evaluating faculty applicants and are learning strategies for minimizing bias. In departments where women are underrepresented, workshop participation is associated with a significant increase in the odds of making a job offer to a woman candidate, and with a non-significant increase in the odds of hiring a woman.
Limitations
This study is limited by our inability to assess the diversity of the applicant pools our faculty search committees recruit and by lack of control over the myriad other factors that influence hiring. Data are from a single institution and therefore these results may not generalize to other universities.
Originality/value
Educating faculty search committees about the role of unconscious bias and presenting them with evidence-based strategies for minimizing its influence promotes changes that contribute to increasing representation of women faculty.
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Richard A.E. North, Jim P. Duguid and Michael A. Sheard
Describes a study to measure the quality of service provided by food‐poisoning surveillance agencies in England and Wales in terms of the requirements of a representative consumer…
Abstract
Describes a study to measure the quality of service provided by food‐poisoning surveillance agencies in England and Wales in terms of the requirements of a representative consumer ‐ the egg producing industry ‐ adopting “egg associated” outbreak investigation reports as the reference output. Defines and makes use of four primary performance indicators: accessibility of information; completeness of evidence supplied in food‐poisoning outbreak investigation reports as to the sources of infection in “egg‐associated” outbreaks; timeliness of information published; and utility of information and advice aimed at preventing or controlling food poisoning. Finds that quality expectations in each parameter measured are not met. Examines reasons why surveillance agencies have not delivered the quality demanded. Makes use of detailed case studies to illustrate inadequacies of current practice. Attributes failure to deliver “accessibility” to a lack of recognition on the status or nature of “consumers”, combined with a self‐maintenance motivation of the part of the surveillance agencies. Finds that failures to deliver “completeness” and “utility” may result from the same defects which give rise to the lack of “accessibility” in that, failing to recognize the consumers of a public service for what they are, the agencies feel no need to provide them with the data they require. The research indicates that self‐maintenance by scientific epidemiologists may introduce biases which when combined with a politically inspired need to transfer responsibility for food‐poisoning outbreaks, skew the conduct of investigations and their conclusions. Contends that this is compounded by serious and multiple inadequacies in the conduct of investigations, arising at least in part from the lack of training and relative inexperience of investigators, the whole conditioned by interdisciplinary rivalry between the professional groups staffing the different agencies. Finds that in addition failures to exploit or develop epidemiological technologies has affected the ability of investigators to resolve the uncertainties identified. Makes recommendations directed at improving the performance of the surveillance agencies which, if adopted will substantially enhance food poisoning control efforts.
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Muhammad Ashraf Fauzi, Christine Nya-Ling Tan, Puteri Fadzline Muhamad Tamyez, Nurul Ashykin Abd Aziz and Walton Wider
Gender bias and stereotypes are universal issues in today’s society. This study presents a comprehensive review of women’s leadership based on bibliometric analysis. The feminist…
Abstract
Purpose
Gender bias and stereotypes are universal issues in today’s society. This study presents a comprehensive review of women’s leadership based on bibliometric analysis. The feminist approach to leadership is helpful in many ways, and it could be the type of leadership needed in the challenging world of academia. Women present unique characteristics and traits, particularly their motherly approach to leadership.
Design/methodology/approach
A review of the literature based on bibliometric analysis by mapping the knowledge structure of the subject is conferred by uncovering the past, present and future trends based on three bibliometric analyses.
Findings
The finding suggests that gender equality, stereotypes and barriers in women’s leadership are at the forefront of the subject in HEIs. The overall system, mindset and willingness for institutional transformation are needed to change the mindset of accepting women as leaders of HEIs.
Research limitations/implications
This study brought the significant idea of increasing women’s empowerment in HEIs, eventually strengthening institutional leadership’s capability towards advanced education.
Originality/value
This study would present a crucial foundation in women’s empowerment, particularly from the HEIs perspective and from the generic women’s leadership literature.