Search results

As qualitative researchers struggle to come to grips with the technological revolution, they are faced with the necessity of learning and teaching qualitative data analysis software in higher education research courses. This change has significant implications for their practice as researchers and teachers. In this article we provide experienced‐based recommendations for individual practice (research instructors, dissertation advisers, and doctoral students) and for institutional practice (scaling up for deep integration of qualitative data analysis software). Our recommendations are grounded in hard‐earned experience gleaned from many years of working with individuals and institutional contexts to improve the use of qualitative research in higher education.

As qualitative researchers struggle to come to grips with the technological revolution, they are faced with the necessity of learning and teaching qualitative data analysis software in higher education research courses. This change has significant implications for their practice as researchers and teachers. In this article we provide experienced‐based recommendations for individual practice (research instructors, dissertation advisers, and doctoral students) and for institutional practice (scaling up for deep integration of qualitative data analysis software). Our recommendations are grounded in hard‐earned experience gleaned from many years of working with individuals and institutional contexts to improve the use of qualitative research in higher education.

In this article, two experienced QR instructors argue that reflective attention to the tools and materials used by researchers and instructors can help to enhance student learning. Identifying three sorts of things in QR those on which research is conducted (texts, images, etc.); the technologies used by the researcher, from software to notebooks; and the objects of the culture under study the authors discuss three examples of their use of things in the context of QR. A detailed case discussion based on the authors’ experience with flip chart paper, NVivo software and Tinkertoy concept maps reveals some of the benefits of attention to things. Based on their analysis, the authors conclude that there are four ways in which a focus on things can support learning and teaching: by scaffolding student understanding, by providing transparency in the learning and research process, by representing and supporting multiple views and perspectives, and by promoting reflexivity and reflection.

In this study, the authors explored the situation of the doctoral candidate in the social sciences as they were confronted by crisis and forced to make changes to their dissertation research plans. The authors conceptualized this as a methodological pivot, or an unexpected shift in trajectory, in which candidates engaged and that culminated in new research plans.

Using situational analysis, a form of qualitative grounded theory, the authors conducted interviews and collected extant artifacts to understand the situations of the candidate engaged in the pivot. The analysis produced a situational map and a grounded theorizing. The authors also bound the analysis by a specific time period: the COVID-19 pandemic in the USA.

The grounded theorizing evidenced stages of pivoting, reflected as an internal process of grieving. Participants also endured external institutional impediments around programmatic support, funding and policy. Each internal and external situation exerted some degree of pressure on the candidate’s pivot. Technology and its impact on fieldwork, methodological assets and epistemological shifts mediated internal and external situations to produce the pivot.

This work is unique in that it expands on the field of study and practice that has emerged from the complexity of crisis in education, situated predominantly in lower to middle-income countries. In higher income countries, like the USA, educational institutions remain unprepared for crisis. This work underscores this paucity. The authors also build on the literature that addresses the challenges graduate learners face with support and its implications for persistence.

The purpose of this study is to extend the research of Michael, Schwartz, and Balraj pertaining to presidential effectiveness. Faculty senate chairpersons, academic deans, senior‐level institutional officers, and student leaders were surveyed in order to ascertain whether there was a relationship between stakeholders' perceptions and whether the findings support the original study conducted by Michael et al.

A descriptive, survey research methodology was utilized to survey 36 institutions of higher learning in the state of Ohio. Each participant was requested to complete a two‐page survey that included questions related to indicators of presidential effectiveness, factors associated with the president's role at their respective institution, and ways of improving presidential effectiveness. Analysis of the data included a descriptive analysis of means and standard deviations; Spearman rho coefficient to obtain correlations of ranked data; and an Analysis of Variance to identify differences among each independent variable.

Analysis of the data showed that participants agreed that all of the indicators of effectiveness were important. Additionally, stakeholders and trustees agree more than they disagree on the indicators of effectiveness and the role of a president.

The implications of this research suggest that an assessment of the president should include institutional stakeholders in the process coupled with a detailed assessment of the institution. Strong oversight by the governing board is important to ensure integrity of the process, respect for individuals and the office of the president, and support for the professional development of a president.

This study extended the research of Michael et al. pertaining to presidential effectiveness.

The author's purpose is to identify and analyze the progress of proposals and dissertations after mentor–mentee relationships rapidly transitioned to intensive online doctoral mentoring as a result of coronavirus 2019 (COVID-19).

An exploratory pedagogic research design was implemented in 2020 to examine the COVID-19 Dyadic Online Mentoring Intervention, a four-month individualized approach to mentorship. A survey was completed by mentees in an educational leadership cohort that revealed the benefits and drawbacks of technology for learning within online doctoral mentoring contexts. Additional sources of data were published literature, mentor's notes, email exchanges, and scholarly enrichment products.

Data analysis yielded three themes: (1) mentoring strategies were utilized; (2) the pandemic unsettled reality and (3) personal professional development opportunities were evident. Although life challenges were exacerbated by the pandemic, the online doctoral mentoring intervention met dissertation-related needs and supported academic progress in a Doctorate in Education degree program.

Technology-mediated mentoring during crises involves more than modality changes. Faculty mentors should not be solely responsible for mitigating program and dissertation disruption. Academic cultures must support the adoption of pedagogic innovations like high-quality online doctoral mentoring.

Online doctoral mentoring structures utilizing synchronous and asynchronous technologies can help mentees make academic progress in a crisis, not only in “normal” times.

The purpose of this paper is to assess perceptions of body-worn cameras (BWCs) among citizens who had BWC-recorded police encounters, and to explore the potential for a civilizing effect on citizen behavior.

From June to November 2015, the authors conducted telephone interviews with 249 citizens in Spokane (WA) who had a recent BWC-recorded police encounter.

Respondents were satisfied with how they were treated during the police encounter and, overall, had positive attitudes about BWCs. However, only 28 percent of respondents were actually aware of the BWC during their own encounter. The authors also found little evidence of a civilizing effect but did document a significant, positive connection between awareness of the BWC and enhanced perceptions of procedural justice.

Authors only interviewed citizens who had encounters with officers wearing BWCs. However, variation in BWC awareness among citizens allowed the authors to construct a proxy “non-BWC condition” for comparison.

The pre-conditions necessary to produce a civilizing effect among citizens are complex and difficult to achieve. The intriguing relationship between BWC awareness and procedural justice suggests the technology may have the potential to improve police legitimacy.

The study is among the first to explore attitudes about BWCs among those who have their police encounters recorded, and results demonstrate high levels of support among this population. Findings bode well for continued adoption of BWCs in policing.

The purpose of this conceptual study is to reflect on “career” and consider the ways in which its meaning and structure have changed and will continue to change during the era of Industry 4.0. It contends that career advice to students and soon-to-be graduates is an integral part of the educational process and that an understanding of the challenges and opportunities presented by career should be initiated within academia.

The study is a critical reflection on the literature and the present author’s experience and practice in student career advisement, particularly in the management and business sectors. The methodology used is essentially phenomenological, and the central approach is to make sense of the changing construct of career and the ways in which those changes impact relevant stakeholders. The work is not empirically based and may well have limited generalizability. Nevertheless, it is hoped that it will be of particular interest, value and relevancy to students, graduates and those engaged in career-related issues.

This study contends that the ongoing evolution of career is best understood as a shift from a progressive sequences of “doing” towards a more expansive and meaningful narrative of “being” and becoming. Recognition of this shift, especially for those studying business-centered subjects, will provide graduates with a better map and direction as they embark on their career trajectories.

Graduation success is critically important for individuals, educational institutions and society at large. A fundamental aspect of perceived success, particularly for business school graduates, is the ability to develop a rewarding career trajectory. This study offers original perspectives on career and presents suggestions that may be of value to those who are about to graduate, to their educational institutions and to those who will deal with them in their work and professional futures.

By studying the leadership role of management and faculty in a Pakistani University to find out gaps in the delivery of technology integrated services in enrolment and advisory capacity offered at the beginning of every new term at the University of Central Punjab in Lahore, Pakistan, this paper seeks to find the impact of the process of service delivery on customer loyalty and positive word of mouth, the key objectives for attaining quality.

A mixed methods approach, comprising survey and interviews were used to investigate customer satisfaction. Factorial analysis and SEM modeling was applied to quantitative data, whereas coding and interpretive analysis were used for qualitative data.

The results highlight the differences in leadership style adopted by management and faculty. The SEM model suggests that, as long as students lack autonomy and perceive a lack of empowerment of faculty, their satisfaction with the enrolment and advisory services will be affected negatively and will result in negative outcomes on word of mouth.

The small sample and contextual nature of study limit the scope of generalization. However, the analysis contributes toward improving the leadership approach of Pakistani management and faculty at private universities.

The study identifies the challenges faced by the management in providing customer satisfaction with the services by approaching the problem from a different angle, i.e. leaders' use of their cognitive resources and their relationship focusing on customer satisfaction. It extends the research literature on leadership styles as being applicable to student services available.

The purpose of this paper is to give an overview of the initial transformation of one academic library's digital media library into the institutional repository (IR) of its entire academic organization.

Provides a description of an academic digital library's evolution into an institutional repository, accompanied by both practical and philosophical analyses.

Materials supporting an academic institution's scholarship (from colleges and from supporting organizations on campus) can play an important part in the success of an institutional repository. Standards for metadata content, data structures and hierarchies of collections must be followed consistently, and adequate storage for digital media within an institutional repository is necessary to have in advance of anticipated demand for the smooth operation of the IR and continued access to materials. Gray areas between the role of an institutional repository and the role of that organization's archives need to be addressed in the future.

Academic libraries can be highly successful in producing an institute repository by developing relationships with various organizations on campus in addition to the academic programs. Maintaining standards throughout the IR is crucial to future growth in an organized and consistent manner. Philosophical considerations of the role of the IR should be addressed in the beginning stages of the development of the IR for eliminating confusion and duplication of its contents with other campus organizations.

This paper describes the development of a digital library, created and maintained by an academic library, and its gradual change into a de facto institutional repository. Other libraries in the planning stages or initial steps of creating a campus‐wide digital library or an institutional repository can benefit from the description of possible successes and problems that they could encounter during implementation.