Roger T. Couture, Mohan Singh, Wayne Lee, Paul Chahal, Leonard Wankel, Margaret Oseen and Gary Wheeler
The study investigated the effects of two mental training strategies separately and combined on subjects’ shooting performance following an endurance march. Further, the study…
Abstract
The study investigated the effects of two mental training strategies separately and combined on subjects’ shooting performance following an endurance march. Further, the study examined the suitability of a ten‐session training programme for the police force. On Trial 1, following a three hour march, 44 subjects shot 25 rounds. Subjects were then randomly assigned to four groups (biofeedback, relaxation, combined biofeedback and relaxation and control). After two weeks of mental training, subjects performed both tasks again on Trial 2. A repeated two‐way ANOVA indicated a significant improvement (p < 0.01) in shooting accuracy by the combined group. Suitability for this mental training programme was strongly supported by the experimental groups (71 per cent to 80 per cent). Subjects were generally better able to relax and focus. They were also more aware of their body and their physiological control. Results are discussed in light of potential benefits for cognitive strategies in precision tasks following endurance activities.
Details
Keywords
This chapter suggests that traditional views of gender and other social categories existing in a face-to-face environment are reproduced and even exacerbated online (Allen, 2000;…
Abstract
This chapter suggests that traditional views of gender and other social categories existing in a face-to-face environment are reproduced and even exacerbated online (Allen, 2000; Barak, 2005; Bell & de La Rue, 1995; Cooper, Safir, & Rosenmann, 2006; Hargittai, 2008; McGerty, 2000; Soukup, 1999; Sussman & Tyson, 2000). Further, characteristics of the online environment such as anonymity, acceptability, and aloneness allow for the perpetuation of prejudicial attitudes and accompanying misbehavior. This chapter will focus on the characteristics of the online environment that perpetuate misbehavior, especially with regard to harassment based on social demographic categories. In addition, this chapter will explore how social and experiential learning theories can help us understand the increased propensity of misbehavior online and will suggest how universities and organizations can use these principles to decrease misbehavior.
Andrea North-Samardzic and Michael Cohen
We examine the question of whether peer-mentoring programs in higher education develop leadership skills in student mentors.
Abstract
Purpose
We examine the question of whether peer-mentoring programs in higher education develop leadership skills in student mentors.
Methodology/approach
The various forms of peer mentoring are discussed, as well as the benefits that these programs can bestow on mentors. We then turn to a discussion of the relationship between peer mentoring and leadership, and place particular emphasis on implicit leadership theories and the research in this area. A case study of a large peer-mentoring program at an Australian university is undertaken and the various aspects of implicit leadership theory are examined in the light of comments collected from both mentees and mentors.
Findings
Evidence of implicit leadership skills of mentors was seen in the responses of mentees. However, the explicit treatment of leadership skills in the peer-mentoring program needs to be approached in a more deliberate manner if students are to benefit fully from the experience of mentoring.
Originality/value
While the results of this study were inconclusive, it does provide a basis for further inspection of leadership development within peer-mentoring communities.
Details
Keywords
Erica du Toit, Ben Marx and Rozanne Smith
The International Integrated Reporting Council introduced the concept of integrated thinking skills to the accounting world overall. This study uses a constructivist approach to…
Abstract
The International Integrated Reporting Council introduced the concept of integrated thinking skills to the accounting world overall. This study uses a constructivist approach to address the development of integrated thinking skills for future professional accountants during higher education. This issue is relevant as many professional accounting bodies expect that integrated thinking skills are developed during the higher education of prospective professional accountants. Despite this expectation, there is limited guidance available to academics in the accounting education field to do so. By means of a literature review as well as an empirical study, this chapter develops a constructivist model that can be used by academics to develop integrated thinking skills during the higher education of prospective professional accountants. The model addresses the foundation, appropriate pedagogies, disciplinarity type, and point of introduction of integrated thinking principles in accounting education.
Details
Keywords
Janet L. Kottke, Deborah A. Olson and Kenneth S. Shultz
To demonstrate how applied projects integrated within master’s level graduate programs in the organizational sciences provide students with experiences that facilitate the…
Abstract
Purpose
To demonstrate how applied projects integrated within master’s level graduate programs in the organizational sciences provide students with experiences that facilitate the translation of classroom concepts into practices that positively impact individual, organizational, and societal level outcomes.
Methodology/approach
We discuss how the scientist-practitioner model guides our thinking regarding the development of cocurriculum options for master’s level students. To give context, we provide thumbnail sketches of two applied programs — a master’s of science degree program in industrial-organizational psychology and a master’s of business administration (MBA) program — that serve as exemplars for linking practice with science.
Findings
We demonstrated, with specific examples, how practicum courses can bridge curricular and cocurricular offerings in stand-alone master’s programs, thus offering a glimpse into the range of activities completed by master’s students with little to over 20 years of work experience: job analysis, interview protocol development, program evaluation, talent acquisition, performance management, coaching, as well as training strategy ideation and delivery. We conclude the chapter with final reflections on the use of practicum classes in master’s level training.
Originality/value
The practicum courses detailed serve as unique exemplars of how to apply theory and research to organizational problems, thus bridging science and practice in the organizational sciences.
Details
Keywords
Lee E. Bird, Tawny Taylor and Kevin M. Kraft
With the rise of social networking and the immediacy of electronic communication, the potential for harassment, threats, cyberbullying, perceived defamation, and general…
Abstract
With the rise of social networking and the immediacy of electronic communication, the potential for harassment, threats, cyberbullying, perceived defamation, and general incivility is greater than ever before. First Amendment issues create legal, philosophical and practical problems for administrators. In this chapter, the authors examine the intersection of First Amendment protections and student Internet conduct and provide practical information that student conduct administrators can readily apply in their daily work. Included are First Amendment definitions and concepts, an overview of policy considerations to protect the rights of both the individuals involved and the institution, a discussion of the distinctions between public and private institutions, investigation strategies, and a case study to walk readers through an examination of the issues and decision-making best practices for student conduct administrators.
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are…
Abstract
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
Education and new technologies travel parallel pathways, with each often informing development of the other. In recent decades, educators have utilized technologies, such as…
Abstract
Education and new technologies travel parallel pathways, with each often informing development of the other. In recent decades, educators have utilized technologies, such as television and the Internet, to develop and deliver course content. More recently, another technology has emerged that might possibly change education as it is currently practiced. Augmented reality merges manipulable digital imagery into real-world spaces and in real time. The technologies used to create augmented environments already exist in the mass market and have already begun to show up in a wide variety of fields, including education. This chapter will provide an overview of augmented reality and explore current and potential uses in higher education.
Like many faculty teaching in the social sciences or humanities, I've often been frustrated when students show no evidence of having completed assigned readings for my…
Abstract
Like many faculty teaching in the social sciences or humanities, I've often been frustrated when students show no evidence of having completed assigned readings for my discussion-centric literature classes. I recently taught a short story class that emphasized my high expectations for student participation, and the means by which students would collaboratively and nightly analyze assigned texts: Twitter. My students soon embraced Twitter as a collaboration tool, and increasingly came to class with improved attitudes toward, and readiness for, class discussions. The nightly peer-review process made possible by Twitter helped students improve their spoken and written arguments, and deepen their understanding of challenging texts. This chapter tells the story of the discoveries I made about teaching student-centered classes, and about using Twitter as a sandbox where students would share their ideas before coming to the well-attended lectures and class discussions. The chapter concludes with ten recommended strategies for teaching with Twitter.