Amber Dailey‐Hebert and Emily Donnelli
The purpose of this paper is to offer the proposition that by marrying service‐learning and eLearning pedagogies, educators can devise innovative pedagogical approaches that…
Abstract
Purpose
The purpose of this paper is to offer the proposition that by marrying service‐learning and eLearning pedagogies, educators can devise innovative pedagogical approaches that respond to the personal characteristics and educational preferences of today's “millennial” learners.
Design/methodology/approach
The paper explores the complementary pedagogical theories of service‐learning and eLearning in the context of preparing millennial learners for an increasingly “unscripted” future.
Findings
Research suggests that learners today must be equipped to make knowledge applicable in any setting, to gain the dispositions needed to effectively communicate globally, and to operate within advanced technological systems. Technology is not only a part of what shapes and defines learners' unscripted future; it is likewise essential to education within the context of that unscripted future. When considered in light of the unscripted future faced by millennial learners, service‐learning can gain greater relevance when merged with eLearning pedagogy.
Originality/value
The paper presents an integrative pedagogy of service‐eLearning, offering a discussion of both the theoretical frameworks and practical considerations undergirding this approach.
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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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Anne Cohn Donnelly and Trinita Logue
The North Side Children' Agency (NSCA) was a twenty-three-year-old nonprofit organization founded to serve very low-income working parents who qualified for income-based…
Abstract
The North Side Children' Agency (NSCA) was a twenty-three-year-old nonprofit organization founded to serve very low-income working parents who qualified for income-based government child care subsidies. In support of its mission, the NSCA operated year-round, full-day child care programs at seven different sites for children from six weeks through twelve years of age. It employed a standard nonprofit governance model with a volunteer board of directors, each of whom was assigned to one of six committees, which functioned quite independently. After years of success, in 2004 the NSCA faced a serious cash shortage and its first deficit in a decade. Board members were not only surprised by the crisis but also unprepared to deal with the short- and long-term issues it raised. Board members required strong leadership to organize them to identify the causes of the crisis and think strategically about the organization' response.
Anticipate how changes in the external environment and government policy can have an impact on a nonprofit' operations and mission Identify ways to organize governance to maximize effectiveness and minimize blind spots Use strategic thinking to identify causes of a crisis and potentially redefine a nonprofit' mission Identify the lack of control over funding and the overreliance on one funding source as primary pitfalls of nonprofits that deliver services paid for by the government
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![Kellogg School of Management](/insight/static/img/kellogg-school-of-management-logo.png)
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Anne Cohn Donnelly and Trinita Logue
The North Side Children's Agency (NSCA) was a twenty-three-year-old nonprofit organization founded to serve very low-income working parents who qualified for income-based…
Abstract
The North Side Children's Agency (NSCA) was a twenty-three-year-old nonprofit organization founded to serve very low-income working parents who qualified for income-based government child care subsidies. In support of its mission, the NSCA operated year-round, full-day child care programs at seven different sites for children from six weeks through twelve years of age. It employed a standard nonprofit governance model with a volunteer board of directors, each of whom was assigned to one of six committees, which functioned quite independently. After years of success, in 2004 the NSCA faced a serious cash shortage and its first deficit in a decade. Board members were not only surprised by the crisis but also unprepared to deal with the short- and long-term issues it raised. Board members required strong leadership to organize them to identify the causes of the crisis and think strategically about the organization's response.
Anticipate how changes in the external environment and government policy can have an impact on a nonprofit's operations and mission Identify ways to organize governance to maximize effectiveness and minimize blind spots Use strategic thinking to identify causes of a crisis and potentially redefine a nonprofit's mission Identify the lack of control over funding and the overreliance on one funding source as primary pitfalls of nonprofits that deliver services paid for by the government>
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![Kellogg School of Management](/insight/static/img/kellogg-school-of-management-logo.png)
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Niki Panteli, Jason R.C. Nurse, Emily Collins and Nikki Williams
The paper posits that the enforced work from home (WFH) arrangement due to Covid-19 provides a unique setting for the study of trust in changing contexts. The purpose of this…
Abstract
Purpose
The paper posits that the enforced work from home (WFH) arrangement due to Covid-19 provides a unique setting for the study of trust in changing contexts. The purpose of this study, therefore, is to examine to what extent Covid-19 WFH changed trust relationships among remote employees, their managers and organisations and how this has taken place.
Design/methodology/approach
The study used semi-structured interviews with employees and managers from different organisations across different sectors. Interviews were supported with image prompts as suggested by the storyboarding method, and took place between November 2020 and February 2021. Thematic analysis was used to analyse the data.
Findings
The findings identified factors that contribute to trust disruption and factors that led to trust preservation within the changing workspace landscape enforced by WFH environment. Employees reported trust in their organisations, feeling as though their organisations proven resilient at the time of the crisis caused by the pandemic. Interestingly, managers reported trust in employees to remain productive but also anxieties due to the possible presence of others in the household.
Originality/value
The study identified factors that affect intra-organisational trust that have not been previously recognised, exposing tensions and challenges that may disrupt trust relations between managers and employees whilst also identifying evidence of trust preservation in the Covid-19 WFH context. The study has implications for workplace learning within the remote, WFH context, which are discussed.
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Emily M. Douglas and Kerry A. Lee
Approximately 1,750–2,000 children die in the United States annually because of child abuse or neglect. Official statistics show that women are more often the perpetrators of…
Abstract
Approximately 1,750–2,000 children die in the United States annually because of child abuse or neglect. Official statistics show that women are more often the perpetrators of abuse and neglect-related deaths, even though child welfare professionals largely attribute these deaths to men. Either acting alone or with another individual, mothers are responsible for roughly 60% of deaths and either together or alone, fathers are responsible for roughly 40% of deaths. Despite the consistency of this information, it is not widely accepted by child welfare workers – the professional group whose job it is to identify risk factors and to protect children from harm. Previous research shows that workers are more likely to believe that men are responsible for children’s deaths and that deaths are perpetrated by non-family members. In this chapter, we explore the potential explanations for workers’ misperceptions including the role of gender norms, ideology, confusion concerning how children die, and also which kinds of cases result in criminal charges and thus, shape the public’s understanding of fatal child maltreatment. Incomplete and inadequate information about the perpetration of maltreatment deaths potentially puts children at risk for future fatalities. Implications for child welfare and social service professionals, their training, and practice are discussed.
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Josephine Pui-Hing Wong, Alan Tai-Wai Li, Maurice Kwong-Lai Poon and Kenneth Po-Lun Fung
Canadian HIV/AIDS researchers, service providers and policy-makers are faced with new challenges of providing effective and inclusive care that meets the needs of the changing…
Abstract
Purpose
Canadian HIV/AIDS researchers, service providers and policy-makers are faced with new challenges of providing effective and inclusive care that meets the needs of the changing populations infected with and affected by HIV. Since 2005 immigrants and refugees from ethno-racial minority communities have comprised close to 20 percent of all new HIV infections in Canada. Anecdotes shared by PLWHAs and service providers indicated that mental health challenges faced by newcomer PLWHAs was a priority concern for HIV prevention, treatment and care. This paper reports on the results of an exploratory study, which examined the complex factors that influence the mental health of immigrants and refugees living with HIV/AIDS (IR-PLWHAs).
Design/methodology/approach
This exploratory study is informed by a critical social science paradigm, which acknowledges that the everyday reality is shaped by interlocking systems of social processes and unequal power relations. The paper used a qualitative interpretative design and focus groups to explore the intersecting effects of living with HIV/AIDS, migration and settlement, and HIV stigma and discrimination on the mental health of IR-PLWHAs.
Findings
The paper found that in addition to social and economic marginalization, IR-PLWHAs experienced multiple stressors associated with their HIV status: neurocognitive and physical impairments, HIV stigma and discrimination, and fear of deportation. The paper also found that the experiences of stigma and discrimination among IR-PLWHAs were complex and contextual, closely linked to their social positions defined by the intersecting dimensions of race, class, gender, citizenship, sexualities, body norms, and HIV status. The paper concludes that effective HIV prevention, treatment and care, and mental health promotion in newcomer and ethno-racial minority communities must consider the bio-psycho-social connections of different stressors and the interlocking systems of oppression faced by IR-PLWHAs.
Research limitations/implications
This study was exploratory in nature with a small number of participants who were recruited through AIDS organizations in Toronto. Consequently, the recruitment strategy may reach only those who were connected to the AIDS organizations. The paper believes that IR-PLWHAs who were not connected to the AIDS organizations might experience even more social exclusion and marginalization. These factors may limit the transferability of this study.
Originality/value
This is the first study that explores the bio-psycho-social connections and intersecting determinants of mental health among immigrants and refugees living with HIV and AIDS in Canada. The results of this study contribute to cross-sector dialogue among practitioners and researchers in the HIV/AIDS, mental health, and immigration and settlement services sectors.
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The purpose of this paper is to examine what impacts university students perceived from their short-term intensive international courses as part of undergraduate multidisciplinary…
Abstract
Purpose
The purpose of this paper is to examine what impacts university students perceived from their short-term intensive international courses as part of undergraduate multidisciplinary education.
Design/methodology/approach
The study design was informed by interpretative phenomenological analysis. Semi-structured interviews explored informants’ views of their experience to elicit key themes of their experience.
Findings
The analysis resulted in four major themes: personal development, generic skills, global perspectives and subject-specific matter. Some text segments were coded with multiple themes, which suggests that the impacts of short-term international courses are multifaceted.
Research limitations/implications
Academic topics of the courses substantially centred around humanities and social sciences at a particular university. This paper furthermore primarily depended on students’ self-reported answers, and it is possible that the participants who chose to enrol in the elective international courses may be principally willing to acquire global competence. Therefore, this study did not set out to present the generalised impacts of any short-term international courses.
Practical implications
The findings could be used as a conceptual tool for the design and evaluation of new and existing courses. In addition, the four major themes that this study elicited are useful as a cue for students’ self-reflection about their own learning experiences.
Originality/value
There have been significant efforts devoted to increasing the quantity of short-term international programs, but there has been less focus on the quality of these programs. This study supports the findings of existing literature but also identified one of the potential unfavourable impacts that short-term international courses may have on students’ development.
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Barbara de la Harpe and Thembi Mason
The promise of Next Generation Learning Spaces appears to remain unfulfilled. This chapter explores why and how the design of professional learning for academics teaching in such…
Abstract
The promise of Next Generation Learning Spaces appears to remain unfulfilled. This chapter explores why and how the design of professional learning for academics teaching in such spaces can and should be transformed. It takes a fresh look at why old professional development is failing and proposes a new way to engage academics in their own professional learning. Rather than continuing with traditional professional development that is most often, ad hoc, formal and centrally driven, comprising mandated professional development workshops and a website that may only be visited once, the chapter explores the move from ‘old’ professional development to ‘new’ professional learning. It draws on the fields of organisational theory, cognitive theory and behavioural economics.
New professional learning is characterised by a ‘pull’ rather than a ‘push’ philosophy. Academic staff themselves drive their own learning, choosing what, when and how they want to learn to become better teachers. Multiple and various learning opportunities embedded in day to day work are just-in-time, self-directed, performance-driven and evaluated within an organisational system. In this way the institutional setting influences behaviour by ‘nudging’ habits and setting defaults resulting in academics making the ‘right’ decisions and doing the ‘right’ thing. By addressing the compelling issue of how to enhance academic staff teaching capability, this chapter can help university leaders to think beyond the professional development approaches of yesterday. Aligning with this new direction will result in enhanced learning and teaching in the future.