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Open Access
Article
Publication date: 29 June 2022

Karen A. Tarnoff, Kathleen J. Barnes and Eric D. Bostwick

The purpose of this study is to identify signs of unnecessary assurance of learning (AoL) complexity and to provide suggestions for simplifying the AoL processes.

Abstract

Purpose

The purpose of this study is to identify signs of unnecessary assurance of learning (AoL) complexity and to provide suggestions for simplifying the AoL processes.

Design/methodology/approach

While this paper is grounded in the existent AoL literature, the paper also presents several anecdotal observations from the authors’ practical knowledge in designing, leading, maintaining and consulting on AoL systems and processes.

Findings

Based on both a conceptual review of AoL literature and the authors’ own experiences, the authors outline 13 specific symptoms of unnecessary AoL complexity, identify potential underlying causes for each symptom and propose practical solutions that can increase the efficiency and effectiveness of dysfunctional AoL systems and processes.

Research limitations/implications

Although this work is grounded in the existent AoL literature, the present paper presents several anecdotal observations from the authors’ experiences. While the intent is to provide guidance that is actionable, it is understood that variability exists within and across schools and programs. Future research is needed to provide a more formal structure for reviewing AoL complexity, efficiency and effectiveness.

Practical implications

While future research is needed to provide a more formal structure for reviewing AoL complexity, efficiency and effectiveness, the intent of this paper is to provide guidance that is actionable with the understanding that variability exists within and across schools and programs.

Social implications

Society increasingly is demanding accountability from institutions of higher learning, and properly structured AoL programs can provide evidence of institutional effectiveness in preparing students to be productive members of society in their chosen fields of study. Stated succinctly, “although accountability matters, learning still matters most” (Angelo, 1999, n.p.).

Originality/value

Consideration of the 13 symptoms presented here along with other drivers that are unique to each school and program should result in the identification and development of practicable remedies to simplify AoL processes and systems, increase efficiency and effectiveness and improve the documentation of improvements to student learning.

Details

Organization Management Journal, vol. 20 no. 2
Type: Research Article
ISSN: 2753-8567

Keywords

Open Access
Article
Publication date: 6 September 2021

Karen A. Tarnoff, Eric D. Bostwick and Kathleen J. Barnes

Faculty participation in the assurance of learning (AoL) is requisite both for the effective operation of the system and for accreditation compliance, but faculty often resist…

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Abstract

Purpose

Faculty participation in the assurance of learning (AoL) is requisite both for the effective operation of the system and for accreditation compliance, but faculty often resist engaging in AoL tasks. The purpose of this paper is to provide specific recommendations to address faculty concerns and to guide AoL systems toward maturity.

Design/methodology/approach

This paper provides a comprehensive model of faculty resistance perspectives aligned to AoL maturity, provides specific responses to faculty resistance and introduces success markers of progress toward maturity.

Findings

Specifically, a three-stage model of AoL system maturity is presented and aligned with five faculty perspectives. For each faculty perspective, responses targeting causal factors are proposed and signs of progress toward the next level of faculty engagement are highlighted.

Practical implications

Faculty and AoL leaders will be able to identify their current stage of AoL system maturity and implement practical solutions to move to the next stage of system maturity.

Social implications

Understanding the motivations for faculty resistance will facilitate more meaningful and effective internal interactions as a school seeks to improve its AoL system. In turn, a more effective AoL system will promote better learning experiences for students; and better learning allows students to become productive in their chosen careers more quickly, thus improving society as a whole.

Originality/value

To the knowledge, no prior paper has organized faculty resistance along a maturity continuum, provided targeted responses based on the level of maturity or included signs that indicate growth toward the next level of maturity.

Details

Organization Management Journal, vol. 18 no. 5
Type: Research Article
ISSN:

Keywords

Article
Publication date: 8 April 2014

George E. Smith, Kathleen J. Barnes and Claudia Harris

– This review explores the parallels between the characteristics of learning organizations and the characteristics of ethical organizations.

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Abstract

Purpose

This review explores the parallels between the characteristics of learning organizations and the characteristics of ethical organizations.

Design/methodology/approach

A review of the literature was conducted to examine the characteristics of learning organizations and those that encourage and support ethical behavior.

Findings

There are significant parallels between the characteristics of learning organizations and those of ethical organizations. These include leadership, culture, communication, systems thinking, and problem-solving orientation, which are important in creating learning organizations and in encouraging ethical behavior. These parallels encourage social network stimulation, acceptance of new ideas, open discussion, the ability to disagree without rancor, a lessening of hierarchy, employees seeing themselves as part of a larger whole. All of these elements create an environment wherein organizational members are able to contend with and resolve ethical problems.

Practical implications

When endeavoring to foster an ethical organizational environment, managers can be aware of the benefits of creating a learning organization, as the two correspond closely. Additionally, managers in learning organizations can leverage this capacity to enhance ethical decision making and behavior.

Originality/value

Research on learning organizations has often centered on their value in encouraging innovation and on strategies for implementing the changes needed to establish them. This paper identifies and discusses the parallels between the characteristics of learning organizations and ethical organizations. This is an area that has not been directly explored in the extant literature.

Details

The Learning Organization, vol. 21 no. 2
Type: Research Article
ISSN: 0969-6474

Keywords

Content available
Article
Publication date: 20 November 2018

Anders Örtenblad

324

Abstract

Details

The Learning Organization, vol. 25 no. 6
Type: Research Article
ISSN: 0969-6474

Book part
Publication date: 31 July 2020

David B. Szabla, Elizabeth Shaffer, Ashlie Mouw and Addelyne Turks

Despite the breadth of knowledge on self and identity formation across the study of organizations, the field of organizational development and change has limited research on the…

Abstract

Despite the breadth of knowledge on self and identity formation across the study of organizations, the field of organizational development and change has limited research on the construction of professional identity. Much has been written to describe the “self-concepts” of those practicing and researching in the field, but there have been no investigations that have explored how these “self-concepts” form. In addition, although women have contributed to defining the “self” in the field, men have held the dominant perspective on the subject. Thus, in this chapter, we address a disparity in the research by exploring the construction of professional identity in the field of organizational development and change, and we give voice to the renowned women who helped to build the field. Using the profiles of 17 American women included in The Palgrave Handbook of Organizational Change Thinkers, we perform a narrative analysis based upon the concepts and models prevalent in the literature on identity formation. By disentangling professional identity formation of the notable women in the field, we can begin to see the nuance and particularities involved in its construction and gain deeper understandings about effective ways to prepare individuals to work in and advance the field.

Article
Publication date: 26 February 2019

Tia Navelene Barnes and Kathleen McCallops

The purpose of this paper is to examine educators’ beliefs, perceptions and use of culturally responsive practices in implementing a social-emotional learning (SEL) intervention.

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Abstract

Purpose

The purpose of this paper is to examine educators’ beliefs, perceptions and use of culturally responsive practices in implementing a social-emotional learning (SEL) intervention.

Design/methodology/approach

Focus groups with school personnel in a school with a diverse student population that had sustained success with an SEL intervention were conducted. Grounded theory was used to analyze data.

Findings

The analyses produced 11 interrelated themes.

Practical implications

School personnel noted that instruction in culturally responsive practices was foundational and should occur before SEL intervention implementation commences to ensure the use of culturally responsive practices as part of SEL implementation. Moreover, they noted the importance of school community buy-in (administrator, faculty, staff, parent and student) in supporting school-based SEL intervention sustainability.

Social implications

Within the USA, continued diversification of the student population is predicted, while the teaching force is projected to remain primarily White, middle class and female. Consequently, educators often differ in cultural background from their students, which has implications for SEL instruction. Incorporating the use of culturally responsive pedagogy in teaching SEL skills is one approach to addressing this cultural mismatch.

Originality/value

There are currently few studies that explore educator perceptions of SEL and no studies that examine the use of culturally responsive pedagogy in teaching SEL.

Details

Journal for Multicultural Education, vol. 13 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 1 July 1926

THIS number will appear at the beginning of the Leeds Conference. Although there is no evidence that the attendance will surpass the record attendance registered at the Birmingham…

Abstract

THIS number will appear at the beginning of the Leeds Conference. Although there is no evidence that the attendance will surpass the record attendance registered at the Birmingham Conference, there is every reason to believe that the attendance at Leeds will be very large. The year is one of importance in the history of the city, for it has marked the 300th anniversary of its charter. We hope that some of the festival spirit will survive into the week of the Conference. As a contributor has suggested on another page, we hope that all librarians who attend will do so with the determination to make the Conference one of the friendliest possible character. It has occasionally been pointed out that as the Association grows older it is liable to become more stilted and formal; that institutions and people become standardized and less dynamic. This, if it were true, would be a great pity.

Details

New Library World, vol. 29 no. 2
Type: Research Article
ISSN: 0307-4803

Content available
Book part
Publication date: 2 July 2020

Kathleen M. Moriarty

Abstract

Details

Transforming Information Security
Type: Book
ISBN: 978-1-83909-928-1

Article
Publication date: 1 July 1940

THIS issue opens the new volume of THE LIBRARY WORLD and it is natural that we should pause to glance at the long road we have travelled. For over forty years our pages have been…

Abstract

THIS issue opens the new volume of THE LIBRARY WORLD and it is natural that we should pause to glance at the long road we have travelled. For over forty years our pages have been open to the most progressive and practical facts, theories and methods of librarianship; our contributors have included almost every librarian who has held an important office; and we have always welcomed the work of younger, untried men who seemed to have promise— many of whom have indeed fulfilled it. In the strain and stress of the First World War we maintained interest and forwarded the revisions in library methods which adapted them to the after‐war order. Today we have similar, even severer, problems before us, and we hope to repeat the service we were then able to give. In this we trust that librarians, who have always regarded THE LIBRARY WORLD with affection, will continue to support us and be not tempted because of temporary stringency, to make a victim of a journal which has given so long and so independent a service.

Details

New Library World, vol. 43 no. 1
Type: Research Article
ISSN: 0307-4803

Article
Publication date: 1 December 2004

George K. Stylios

Examines the tenth published year of the ITCRR. Runs the whole gamut of textile innovation, research and testing, some of which investigates hitherto untouched aspects. Subjects…

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Abstract

Examines the tenth published year of the ITCRR. Runs the whole gamut of textile innovation, research and testing, some of which investigates hitherto untouched aspects. Subjects discussed include cotton fabric processing, asbestos substitutes, textile adjuncts to cardiovascular surgery, wet textile processes, hand evaluation, nanotechnology, thermoplastic composites, robotic ironing, protective clothing (agricultural and industrial), ecological aspects of fibre properties – to name but a few! There would appear to be no limit to the future potential for textile applications.

Details

International Journal of Clothing Science and Technology, vol. 16 no. 6
Type: Research Article
ISSN: 0955-6222

Keywords

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