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1 – 10 of over 3000Critical and justice-oriented approaches to leadership are incomplete without attention to racism and racialization. This study employed basic qualitative inquiry to examine…
Abstract
Critical and justice-oriented approaches to leadership are incomplete without attention to racism and racialization. This study employed basic qualitative inquiry to examine racialized legitimation within student affairs leadership education through lenses of whiteness as property and legitimacy. Findings detail how leadership educators sought to gain and/or maintain legitimacy and the ways racialization is embedded in these processes through professional experiences, leadership knowledge, and identity. Implications for research and practice are discussed.
Alexandre Borba Salvador, Mariana Bassi-Suter and Nicola Forsdike
This study aims to understand how marketing faculty become reference-educators of business executives by exploring the factors that contribute to their teaching performance.
Abstract
Purpose
This study aims to understand how marketing faculty become reference-educators of business executives by exploring the factors that contribute to their teaching performance.
Design/methodology/approach
Exploratory qualitative research, using in-depth interviews in which the object of the study was the marketing educator, based on three Brazilian business schools.
Findings
The teaching performance depends on the teaching practice, which is influenced by technical knowledge, pedagogical factors and personal features. The development of a practitioner-educator is a complex process that arises from both formal and informal learning.
Research limitations/implications
Deepens the understanding of marketing educators’ individual factors, proposing a model to expand the knowledge of the factors shaping a reference-educator.
Practical implications
Raises awareness among managers of Higher Education institutions of the relevance of the development of its educators considering not only pedagogical skills but also marketing and social skills.
Social implications
Improvements in education generate a positive contribution to society. Better marketing educators may result in better professionals, which could, ultimately, generate more benefits both for corporations and for society.
Originality/value
Existing literature has neglected the understanding of how marketing educators’ individual factors may impact on good teaching to create a well-rounded practitioner-educator. This study seeks to address that gap by exploring how marketing faculty, especially practitioners of marketing, become reference-educators, that is, educators identified as exemplars of good practice by their students and peers.
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This research explores the instructional strategies most frequently used by leadership educators who teach academic credit-bearing undergraduate leadership studies courses through…
Abstract
This research explores the instructional strategies most frequently used by leadership educators who teach academic credit-bearing undergraduate leadership studies courses through a national survey and identifies signature pedagogies within the leadership discipline. Findings from this study suggest that class discussion—whether in the form of true class discussion or a hybrid of interactive lecture and discussion—is the signature pedagogy for undergraduate leadership education. While group and individual projects and presentations, self-assessments and instruments, and reflective journaling were also used frequently, overall, discussion-based pedagogies were used most frequently. These findings offer attributes that a variety of leadership educators have shared as effective for teaching and learning within the discipline and may facilitate the development of new leadership programming policies, provide direction for future research, and contribute to the existing body of literature.
Jenna Epstein, Jodi Eirich and Jane Wildesen
The purpose of this study was to examine how beginning teachers’ participation in a microcredential based on trauma-informed classroom management and restorative discipline…
Abstract
Purpose
The purpose of this study was to examine how beginning teachers’ participation in a microcredential based on trauma-informed classroom management and restorative discipline (TIMRD) practices might enhance their self-efficacy (SE), through an understanding of their own trauma response, its neurobiological basis and classroom interventions that focus on student wellness and teacher self-care.
Design/methodology/approach
Using a single case study design, participants completed a pre- and post-assessment before and after completion of a TIMRD microcredential.
Findings
A total of seven teaching fellows completed the microcredential process. Results indicate that the use of a microcredential for professional learning assisted with decreasing sense of burnout while increasing professional SE, SE related to classroom management and instructional strategies (ISs).
Originality/value
New teachers commonly struggle with a lack of professional efficacy for a variety of reasons, yet all teachers present with their own personal trauma. Increasing new teachers’ sense of resilience through addressing their own trauma and the impact of student trauma is integral to increasing teaching SE and reducing rates of burnout.
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Christel Persson, Daniel Einarson and Maria Melén
This study aims to address how a higher education pedagogical course in sustainable development (SD) for university educators affects their teaching efforts in providing…
Abstract
Purpose
This study aims to address how a higher education pedagogical course in sustainable development (SD) for university educators affects their teaching efforts in providing sustainability matters for students.
Design/methodology/approach
With the aim of improving that course, a case study approach was used to understand how the educators made use of the course in their teaching practice. Data were collected as written and oral feedback reflections and as semi-structured interviews at course completion.
Findings
Educators clearly express that they understand the concept “about” SD, but there are only vague expressions of a developed teaching repertoire to address education “for” SD in their teaching practice.
Research limitations/implications
When it comes to the purposes of developing sustainability literacy among students, implications from the study furthermore address the needs for further clarifications on both structure and intent on the course presented in this contribution.
Practical implications
The educators as well as their students will be exposed to, and trained in concepts, to prepare them to act in alignment with SD. This, in turn, meets requirements from higher education authorities concerning SD at higher education institutions.
Social implications
A core aim of the covered approach is to support student readiness in SD, and for those to become future agents of positive change.
Originality/value
This study has a focus on presenting how educators change the structures of courses and learning elements to approach SD in their teachings.
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Asunción Llena Berñe, Anna Planas-Lladó, Carles Vila-Mumbrú and Paloma Valdivia-Vizarreta
This study aims to identify the contextual and relational factors that enhance and limit the empowerment of young people from the perspective of social education professionals.
Abstract
Purpose
This study aims to identify the contextual and relational factors that enhance and limit the empowerment of young people from the perspective of social education professionals.
Design/methodology/approach
Bronfenbrenner's bioecological model made it possible to locate the narratives of the educators in the territory. These narratives include field diaries, i.e. hybrid narratives that include visual, written and spoken materials, and focus groups with 11 educators from different fields of action and related to youth empowerment projects.
Findings
According to these educators, the most important factors for empowering young people are their immediate environment, and the issues that affect them most. For these factors to be empowering, young people need to be accompanied, with support based on connectedness, horizontality and the creation of safe spaces and learning experiences. Both the microsystem and the mesosystem form the immediate reality for their action. Aware of this, educators do the work of connecting with the exosystem.
Practical implications
It is evident why communities are spaces with opportunities for youth empowerment, and the authors observe the need for more transversal and less welfare-based social and youth policies that generate empowerment instead of dependency.
Social implications
This methodology evidenced the environmental structures of educators and the dissimilar levels to explore and understand the work of educators and the complex interrelationships, which play an important role in empowerment processes.
Originality/value
This research presents a new perspective that allows traditional qualitative reflection to be embedded in the bioecological model. All of this sheds light on relational ecosystems with young people and proposes youth policies, in this case, oriented towards empowerment.
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Éva Tamás, Marie-Louise Södersved Källestedt, Håkan Hult, Liisa Carlzon, Klas Karlgren, Magnus Berndtzon, Magnus Hultin, Italo Masiello and Renée Allvin
Information is scarce on healthcare managers' understanding of simulation educators' impact on clinical work. Therefore, the aim of this study was to explore healthcare managers'…
Abstract
Purpose
Information is scarce on healthcare managers' understanding of simulation educators' impact on clinical work. Therefore, the aim of this study was to explore healthcare managers' perceptions of the significance of clinically active simulation educators for the organisation.
Design/methodology/approach
Healthcare managers were invited to be interviewed in a semi-structured manner. Inductive thematic analysis was used to identify and analyse patterns of notions describing the managers' perceptions of simulation educators' impact as co-workers on their healthcare organisations.
Findings
The identified relevant themes for the healthcare unit were: (1) value for the manager, (2) value for the community and (3) boundaries. Simulation educators were perceived to be valuable gatekeepers of evidence-based knowledge and partners in leadership for educational issues. Their most prominent value for the community was establishing a reflective climate, facilitating open communication and thereby improving the efficacy of teamwork. Local tradition, economy, logistics and staffing of the unit during simulation training were suggested to have possible negative impacts on simulation educators' work.
Practical implications
The findings might have implications for the implementation and support of simulation training programs.
Social implications
Healthcare managers appreciated both the personal value of simulation educators and the effect of their work for their own unit. Local values were prioritised versus global. Simulation training was valued as an educational tool for continual professional development, although during the interviews, the managers did not indicate the importance of employment of pedagogically competent and experienced staff.
Originality/value
The study provided new insights about how simulation educators as team members affect clinical practice.
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Michael DiCicco and Shawn A. Faulkner
The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over…
Abstract
Purpose
The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.
Design/methodology/approach
The authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.
Findings
Results suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.
Research limitations/implications
Inherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.
Practical implications
Researchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.
Originality/value
This work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.
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Candida Brush, Birgitte Wraae and Shahrokh Nikou
Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from…
Abstract
Purpose
Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.
Design/methodology/approach
Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.
Findings
The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.
Originality/value
The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.
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Daniel M. Jenkins and Julie E. Owen
This study combines multiple national datasets on leadership educator demographics, education, positions, and experiences, in order to answer the question: Who teaches leadership…
Abstract
This study combines multiple national datasets on leadership educator demographics, education, positions, and experiences, in order to answer the question: Who teaches leadership? Comparing leadership educators across both curricular and co-curricular contexts allows a snapshot of the diverse perspectives of leadership educators and informs a set of critical questions and challenges for the field. Questions about the preparation and socialization of leadership educators, the development of pathways for faculty from traditionally underserved backgrounds, and the multiple roles and identities of leadership educators merit further investigation.