Susan V. Iverson, Brenda L. McKenzie and Malina Halman
Givensocietalcallsfortransformationalleadershipthatwillliftpeopletohigherlevelsof motivation and critical consciousness, this paper critiques existing student leadership education…
Abstract
Givensocietalcallsfortransformationalleadershipthatwillliftpeopletohigherlevelsof motivation and critical consciousness, this paper critiques existing student leadership education efforts and proposes that leadership educators adopt core tenets of feminism in order to prepare students to be engaged, change-oriented leaders in their communities. Today’s literature on student leadership development places an over-emphasis on positional leadership, technical problems, and leadership competencies. Feminism can serve as a theoretical strategy for addressingtheseproblemsbyconsideringthecomplexitiesofidentity,re-conceptualizingpower, amplifying student voice, and encouraging activism. In particular, we argue that consciousness- raising is essential for leadership development and offer ways in which it can be employed within leadership curriculum, among student leaders, and among leadership educators.
For more than two decades, clinical legal education scholars have touted the value of cultural competence. Professors, practitioners, and law school administrators now agree that…
Abstract
For more than two decades, clinical legal education scholars have touted the value of cultural competence. Professors, practitioners, and law school administrators now agree that experiential learning opportunities not only provide students with exposure to real clients and organic factual scenarios but also offer students the opportunity to work with diverse individuals. Indeed, because cultural competence is so important to the lawyer–client relationship, many clinical programs offer classroom instruction on cultural competence before allowing students to interact with clients.
Generally, clinical education is reserved for upper-level law students while first-year students spend their time immersed in doctrinal courses and a legal writing and analysis course. Clinical faculty have no opportunity to introduce cultural competence skills to law students unless they enroll in a clinic. As a result, many students receive no training in cultural competence.
This chapter proposes a framework for introducing cultural competence during the first year of law school. The central focus of the framework is the concept of cultural self-awareness. Through an education in cultural self-awareness, students will learn that they are cultural beings whose perspectives on the law are colored by their own life experiences and any attending biases. They will also learn that judicial decision-makers, like other human beings, are influenced by their culture. This approach is necessary to disabuse first-year law students of the notion the law is objective, gender-neutral and colorblind. The chapter offers specific strategies for a Torts course, but the general concepts are applicable to the other first-year courses.
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Aggie Ebrahimi Bazaz, Jessica Denke, Kathryn Ranieri and Susan Falciani Maldonado
The radical center is a space of convergence among overlapping circles, a space in which various ecosystems come into contact. In this chapter, we discuss curricular approaches…
Abstract
The radical center is a space of convergence among overlapping circles, a space in which various ecosystems come into contact. In this chapter, we discuss curricular approaches that take their home in this radical center, leveraging documentary mediamaking practices to connect students, disciplinary approaches, community members, and organizing efforts in relationships of transparency, accountability, and mutuality. In such contexts, students can be equipped to create responsible documentaries through engaged pedagogies that focus on critical documentary theory and understanding of individual location (Coles, 1997). This chapter presents two case studies that facilitated documentary-as-praxis in different communities in the Lehigh Valley, in Pennsylvania.
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Jeremy Erickson and Carol Ann Davis
In the United States, the mandate to provide access to general education curriculum standards for all learners is clear. This chapter provides an overview and a framework for…
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In the United States, the mandate to provide access to general education curriculum standards for all learners is clear. This chapter provides an overview and a framework for making individualized and curriculum choices for learners with low-incidence disabilities and cognitive deficits. Topics covered include reconciling an ecological curriculum model with a standards-based framework and an expanded discussion on embedding individualized learning targets within the ongoing lessons, routines, and activities of inclusive classrooms. Carefully planned and implemented embedded instruction can provide a match between a student’s need for individualized instruction and the everyday practices of inclusive classrooms.
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Susan Albers Mohrman and Stu Winby
We argue that in order to address the contemporary challenges that organizations and societies are facing, the field of organization development (OD) requires frameworks and…
Abstract
We argue that in order to address the contemporary challenges that organizations and societies are facing, the field of organization development (OD) requires frameworks and skills to focus on the eco-system as the level of analysis. In a world that has become economically, socially, and technologically highly connected, approaches that foster the optimization of specific actors in the eco-system, such as individual corporations, result in sub-optimization of the sustainability of the natural and social system because there is insufficient offset to the ego-centric purposes of the focal organization. We discuss the need for OD to broaden focus to deal with technological advances that enable new ways of organizing at the eco-system level, and to deal with the challenges to sustainable development. Case examples from healthcare and the agri-foods industry illustrate the kinds of development approaches that are required for the development of healthy eco-systems. We do not suggest fundamental changes in the identity of the field of organizational development. In fact, we demonstrate the need to dig deeply into the open systems and socio-technical roots of the field, and to translate the traditional values and approaches of OD to continue to be relevant in today’s dynamic interdependent world.
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Marja Vauras, Simone Volet and Susan Bobbitt Nolen
This chapter aims to seek insight into engagement in context, conceived through Productive Disciplinary Engagement (PDE), which can be perceived as a condition for sustained…
Abstract
This chapter aims to seek insight into engagement in context, conceived through Productive Disciplinary Engagement (PDE), which can be perceived as a condition for sustained disciplinary and interdisciplinary interest and motivation. Despite ongoing trends in the design and implementation of enriched learning environments that are expected to boost effective use of material and digital tools along with new sources of information, the empirical research on their motivational and emotional consequences is still in its infancy. These environments challenge, cognitively as well as motivationally, emotionally, and socially, both students and teachers alike. Keeping in mind the challenging times for future learning and work-life, engagement and motivation are discussed with a focus on science disciplines. In these fields, there is a strong call for proficient skills in collaborative team learning, problem-solving, and collective knowledge creation in anticipation of an uncertain, challenging future. Knowledge-intensive work and knowledge demands are escalating along with fast technological development, and simultaneously tasks that demand new, not yet even existing and partly unpredicted knowledge and expertise are increasing. In addition, knowledge and expertise are progressively more distributed, with new knowledge, products and innovations being created in collaboration that crosses disciplinary borders. In this chapter, three case illustrations in different science fields and learning contexts provide empirical evidence for the discussion on the learned lessons from these illustrated studies designed to support PDE, and the potential significance of PDE for productive collaboration, sustained disciplinary interest, and motivation given later development of adaptive expertise.
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Shuang Ren, Guiyao Tang and Susan E. Jackson
This study proposes and tests a model grounded in resource-based theory to describe how the formal rules embedded in an organization's green human resource management (GHRM…
Abstract
Purpose
This study proposes and tests a model grounded in resource-based theory to describe how the formal rules embedded in an organization's green human resource management (GHRM) combine with informal cues communicated by members of the firm's upper echelon, including the CEO and members of the top management team (TMT), to affect a firm's environmental performance.
Design/methodology/approach
Multi-source data were collected from 240 human resource managers, chief financial officers and CEOs in 80 firms.
Findings
The results show that CEO ethical leadership moderates the positive relationship between GHRM and TMT green commitment, which in turn mediates the relationship between GHRM and firms' environmental performance.
Originality/value
The tested importance of CEO ethical leadership as an organizational condition that amplifies the effectiveness of strategically aligned HRM systems offers new theoretical insights to advance HRM scholarship.
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Ekawee Vaitoonkiat and Peerayuth Charoensukmongkol
This study aims to investigate stakeholder orientation’s influence on firm’s performance and analyze four types of stakeholder orientations: customer, competitor, employee and…
Abstract
Purpose
This study aims to investigate stakeholder orientation’s influence on firm’s performance and analyze four types of stakeholder orientations: customer, competitor, employee and shareholder. Moreover, this research extended the previous literature by examining perceived market uncertainty’s moderating effect, which can influence the effects of the orientation to all four stakeholder groups’ effects on firm performance.
Design/methodology/approach
The study collected questionnaire data from 370 small and medium-sized enterprises in the steel fabrication industry in Thailand, and hierarchical regression analysis was used to test the hypotheses.
Findings
The results of the main effect analysis indicated that customer, competitor and employee orientation affected firm’s performance positively and significantly; however, the analysis did not support shareholder orientation’s significant contribution. Moreover, the analysis of the moderating effect showed that perceived market uncertainty moderated customer and competitor orientation’s effect on firm’s performance positively and significantly. However, perceived market uncertainty moderated employee and shareholder orientation’s effects on firm’s performance negatively and significantly.
Originality/value
This study advances prior research by showing that stakeholder orientation’s role in firms’ performance may be contingent on the nature of market conditions that firms experience. In particular, this research demonstrated that not all aspects of stakeholder orientation may be beneficial for firms to maintain high performance under high market uncertainty.
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Michael A. Merz, Dana L. Alden, Wayne D. Hoyer and Kalpesh Kaushik Desai