Mason Tenaglia and Patrick Noonan
By incorporating senior management's scenarios—alternative stories about the competition, markets, capital investments, new technologies—into the planning process, executives can…
Abstract
By incorporating senior management's scenarios—alternative stories about the competition, markets, capital investments, new technologies—into the planning process, executives can test and build a consensus on the implicit and explicit mental models of their business.
Rachel Louise Geesa, Kat R. McConnell, Nicholas Patrick Elam and Ellie Clark
Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these…
Abstract
Purpose
Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these scholar-practitioners need is unique because of their focus on balancing full-time work, academic, and personal needs. This study aims to explore mentor support systems for mentees in their first and second year of the EdD program through a group mentoring program, which is designed to provide resources and access to mentors to promote successful degree completion in five years or less.
Design/methodology/approach
Mentors participated in monthly presentations and discussions with mentees throughout the 2018–2019 academic year, which were video recorded. At the end of the academic year, mentors partook in an interview or focus group meeting.
Findings
Themes emerged related to mentors’ focus on the dissertation process; emphasis on outreach for support; discussions and work/life balance; selection of presentation topics; perceptions of networking opportunities with mentees; desire to build stronger connections with mentees; and concerns/opinions about the mentoring format.
Research limitations/implications
The design of a mentoring program for EdD mentees varies throughout the doctorate degree pathway. Mentors support mentees in their doctoral journey through presentations and discussions about relevant topics during their first two years in the doctoral program. Additional studies are needed regarding EdD mentoring programs for students in the third year to the completion of the degree.
Originality/value
Few studies exist related to mentoring programs for scholar-practitioners in EdD programs. Results from this research provide EdD faculty and advisors insights to group mentoring and discussion topics for first and second year EdD students, based on the mentors’ perspectives.
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In this paper, I demonstrate an alternative explanation to the development of the American electricity industry. I propose a social embeddedness approach (Granovetter, 1985, 1992…
Abstract
In this paper, I demonstrate an alternative explanation to the development of the American electricity industry. I propose a social embeddedness approach (Granovetter, 1985, 1992) to interpret why the American electricity industry appears the way it does today, and start by addressing the following questions: Why is the generating dynamo located in well‐connected central stations rather than in isolated stations? Why does not every manufacturing firm, hospital, school, or even household operate its own generating equipment? Why do we use incandescent lamps rather than arc lamps or gas lamps for lighting? At the end of the nineteenth century, the first era of the electricity industry, all these technical as well as organizational forms were indeed possible alternatives. The centralized systems we see today comprise integrated, urban, central station firms which produce and sell electricity to users within a monopolized territory. Yet there were visions of a more decentralized electricity industry. For instance, a geographically decentralized system might have dispersed small systems based around an isolated or neighborhood generating dynamo; or a functionally decentralized system which included firms solely generating and transmitting the power, and selling the power to locally‐owned distribution firms (McGuire, Granovetter, and Schwartz, forthcoming). Similarly, the incandescent lamp was not the only illuminating device available at that time. The arc lamp was more suitable for large‐space lighting than incandescent lamps; and the second‐generation gas lamp ‐ Welsbach mantle lamp ‐ was much cheaper than the incandescent electric light and nearly as good in quality (Passer, 1953:196–197).
Hayley E. Christian, Gavin R. McCormack, Kelly R. Evenson and Clover Maitland
This chapter aims to review evidence of the relationships between dog ownership, dog walking and overall walking and the factors associated with dog walking. It reviews the…
Abstract
This chapter aims to review evidence of the relationships between dog ownership, dog walking and overall walking and the factors associated with dog walking. It reviews the evidence using a social ecological framework. The chapter finds that dog ownership and dog walking are associated with higher levels of walking. A number of social ecological factors are associated with dog walking. Motivation and social support provided by the dog to walk and a sense of responsibility to walk the dog are associated with higher levels of dog walking. Positive social pressure from family, friends, dog owners and veterinarians is also associated with higher levels of dog walking. Built and policy environmental characteristics influence dog walking, including dog-specific factors such as access to local attractive public open space with dog-supportive features (off-leash, dog waste bags, trash cans, signage), pet-friendly destinations (cafes, transit, workplaces, accommodation) and local laws that support dog walking. Large-scale intervention studies are required to determine the effect of increased dog walking on overall walking levels. Experimental study designs, such as natural and quasi-experiments, are needed to provide stronger evidence for causal associations between the built and policy environments and dog walking. Given the potential of dog walking to increase population-levels of walking, urban, park and recreational planners need to design neighbourhood environments that are supportive of dog walking and other physical activity. Advocacy for dog walking policy-relevant initiatives are needed to support dog walking friendly environments. Health promotion practitioners should make dog walking a key strategy in social marketing campaigns.
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Patrick Gunnigle and Alan Daly
Evaluates an attempt to increase numerical and (particularly)functional flexibility in a large chemical processing plant in theRepublic of Ireland. Additionally, focuses on the…
Abstract
Evaluates an attempt to increase numerical and (particularly) functional flexibility in a large chemical processing plant in the Republic of Ireland. Additionally, focuses on the training implications of managerial initiatives to introduce flexible working arrangements. The case evidence is based on interviews and documentation from senior and line management, employees and trade union representatives. Reviews the nature of craft integration and the various problems encountered in negotiations between the various parties. Explores the training agenda associated with craft integration and suggests various issues for consideration by companies seeking to achieve craft integration and improvements in flexibility.
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Gerry M. Rayner and Juliey Beckman
As participation in higher education widens with concomitant increases in the number and diversity of commencing students, so does the need for programs that will support their…
Abstract
As participation in higher education widens with concomitant increases in the number and diversity of commencing students, so does the need for programs that will support their transition and retention. In response to this need, a growing awareness of the value of mentorship in Australian universities has resulted in the introduction of peer mentoring programs for students in many institutions. Mentorship, however, can take many different forms. This chapter reports on a model of academic (faculty) mentorship for commencing science students belonging to a range of defined disadvantaged groups. The program was initially funded by an internal grant, with voluntary participation by eligible students. At the end of the first semester, participants overwhelmingly endorsed the program as having enhanced their transition experience and improved their prospects for academic progress and retention. Despite reduced funding, the program was retained over two subsequent years with slight modifications based on student feedback, together with consideration of its most effective elements. The success of this academic mentorship program demonstrates the potential value of such approaches in the university retention and success of disadvantaged students.
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Melissa Jane Hardie and Kieryn McKay
In 2012, the Department of English at the University of Sydney, Australia, established The LINK Project, a faculty-driven outreach program that builds sustainable partnerships…
Abstract
In 2012, the Department of English at the University of Sydney, Australia, established The LINK Project, a faculty-driven outreach program that builds sustainable partnerships with low socioeconomic status (SES) secondary schools across the state of New South Wales. Focused on discipline-centered engagement, LINK positions pedagogic work as a vital site for the advancement of a social inclusion agenda. However, the operative logic of such programs present a distinct set of pedagogical challenges if they are to negotiate the established scholarly frameworks that resist principles of inclusion and threaten to displace and exclude the cultural knowledges, skills, and capitals of students of low SES backgrounds.
This chapter postulates a framework for productive disciplinary engagement that generates new spaces for “relational equity” (Boaler, 2008) between post-secondary institutions and outreach high schools and within diverse tertiary classrooms. It draws on three LINK learning modules designed to foster new ways of forming attachments and enhancing achievement in outreach contexts. In doing so, it describes an approach that seeks to open higher education institutions to multiple knowledges and ways of knowing (Gale & Mills, 2013) in the pursuit of what Jacques Rancière (1987, p. 2) calls “the minimal link of a thing in common.”
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Keywords
- Equity and diversity
- English studies
- widening participation
- social inclusion
- university-school partnerships
- low socioeconomic status (low SES) students
- first-in-family/first-generation students
- socioeducational disadvantage
- discipline-centered outreach
- sociocultural incongruence
- inclusive learning activities
- universal teaching
It may be remarked that the area immediately concerned is about 1,700 square miles, or somewhat greater than the area of the County of Kent. We say immediately concerned, as the…
Abstract
It may be remarked that the area immediately concerned is about 1,700 square miles, or somewhat greater than the area of the County of Kent. We say immediately concerned, as the Governments of St. Vincent, St. Lucia, and others submitted samples for examination, but these related to criminal investigations and call for no comment. In Trinidad itself what may be called the upper classes are of European origin—British, French, or Spanish. There is a high proportion of East Indians, i.e., from Asia, and the lower classes are of mixed negro origin. It is, perhaps, as well to remind readers of these facts. The records of criminal investigation undertaken by the Department at the request of the police authorities suggest by their number and nature that we are here concerned with people who in general are in a somewhat lower state of social culture than that which is found, for instance, in an English district. This would tend to react on the Health Administration generally by increasing the difficulties already existing that arise from a tropical climate and a sparse population very largely engaged in agricultural pursuits, or in industries closely allied thereto. The Port of Spain, the capital, contains perhaps a fifth of the total population and a higher proportion of persons of European origin than elsewhere. The Health Authorities of the city, however, still seem disinclined to avail themselves as fully as they might do of the resources of the Government Chemist's Department. Few samples appear to be sent for examination, though it hopefully stated that more samples of foods and drugs may be sent in when the new Food and Drugs Act replaces the existing one. The Medical Officer of the Port of Spain sends in water samples from the main sources of supply every week for chemical examination. The results of examination are satisfactory, but even in the British Isles water is not the chief form of sustenance, and the need for a due examination of foods and drugs—especially the last—is shown by the facts that while the number of food samples submitted for examination has decreased, the number found to be unsatisfactory has increased. As to drugs, it is sufficient to quote the words of the report, “No samples of drugs were submitted under the Ordinance, so that it is not possible to offer any opinion as to whether or not adulteration is practised of these important articles which are sold to the public. We believe this sin of omission to be one of long standing. The total number of samples and exhibits of all kinds was 4,950. Of these, 4,359 were official and 548 were unofficial, a decrease of 437 and 131 respectively. Out of this total 1,058 were samples of foods, or baking powder, vinegar, and so forth. The number found to be unsatisfactory was 131, or 12·4 per cent. This is a high percentage of failures. It is due almost entirely to cows' milk of poor quality. Three hundred and eighty‐five samples were examined, and 12·4, or 32·2 per cent. were reported against. Out of 163 samples of butter and cooking butter 2·5 per cent were deficient in fat. Having regard to the tenor of this report, the distinction here made between “butter” and “cooking butter” seems to be a rather unfortunate one. In the shops and kitchens of this country the distinction used to be accepted. But why a substance which is, by implication, inferior or unpalatable and unfit to be eaten with bread, might still be used in cooking, has never been clear to us. The unaccepted defence of a baker—convicted over here of putting bad eggs in his pastry—“The stink goes off in the baking,” comes to mind. The fat deficiency ranged from 6·10 to 3·63. Out of 128 coffee samples three were adulterated with burnt sugar. The general position with regard to food—especially in the case of milk—seems to be very unsatisfactory. The remarks of the Govern‐ment Chemist are unquestionably fully justified.
Janie Busby Grant and Karin Oerlemans
Tertiary teaching in Australia, as elsewhere, now incorporates a wide array of learning resources delivered across different modes to support student learning. Since the late…
Abstract
Tertiary teaching in Australia, as elsewhere, now incorporates a wide array of learning resources delivered across different modes to support student learning. Since the late 1990s, the sector has seen a rapid increase in use of materials that can be delivered online; however, not all students benefit, with static or falling participation rates among vulnerable student groups. This chapter describes the development and implementation of the federally funded Structural Adjustment Fund Flexibility, Innovation, Retention, Engagement (SAFFIRE) initiative to use new technologies to provide choice, flexibility, access, and support for students through a revamped curriculum in a medium-sized Australian university. SAFFIRE provided an opportunity to explore the introduction of flexible resources in tertiary teaching, including understanding the drivers, barriers, supports, and key factors in successful deployment of the changes. Within this context, the authors present a case study examining the effectiveness of course content delivery via video in an undergraduate psychology statistics course. The efficacy of video-based learning in the course was assessed through access rates, feedback, and performance, revealing strong evidence for the inclusion of video aids to improve student performance and satisfaction. The interpretation of the case study is embedded in the wider context of the process of deploying flexible online delivery within tertiary education.