Search results

1 – 10 of 71
To view the access options for this content please click here
Article
Publication date: 3 July 2021

Petra A. Robinson, Maja Stojanović, Zachary Z. Robinson and Renata Russo Lyons

This paper aims to explore the experiences of a high school senior, a doctoral student, a university professor and an online academic coach with a rapid, unplanned shift…

Abstract

Purpose

This paper aims to explore the experiences of a high school senior, a doctoral student, a university professor and an online academic coach with a rapid, unplanned shift to online learning in the USA during the COVID-19 pandemic to understand the challenges and distinct skills they identify as essential for success in a 100% virtual learning environment.

Design/methodology/approach

Through scholarly personal narratives (SPNs), the researchers shared details and authentic knowledge regarding their experiences and perceptions of successful teaching and learning in a 100% online learning environment.

Findings

The main goal was to identify necessary skills for success in a 100% virtual learning environment resulting from an unplanned shift. The findings show a need for learner and teacher self-directedness in developing a variety of nontraditional, critical literacies.

Originality/value

In light of the imposed and unplanned educational shifts in teaching and learning, this study has strong practical implications for human resource development offered through an analysis of multiple perspectives. This research may lead to a better understanding of how, in a period of rapid, unexpected shifts, individuals need to use self-directedness to leverage personal and professional development opportunities to adapt and succeed in the new environment. Additionally, the authors use an innovative critical theoretical framework to outline the skills the participants report as useful for success in an online classroom during a period of rapid, unexpected shifting.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

Keywords

To view the access options for this content please click here
Article
Publication date: 25 January 2021

Sunyoung Park and Petra A. Robinson

The purpose of this study is to examine how academic coaches, through academic student support, impact graduate student performance in a time-intensive online learning…

Abstract

Purpose

The purpose of this study is to examine how academic coaches, through academic student support, impact graduate student performance in a time-intensive online learning program for pursuing a master’s degree in leadership and human resource development in a research-intensive public university in the Southern USA.

Design/methodology/approach

The participants in this study were 435 graduate students enrolled in their online master’s degree program. Framed by the theory of transactional distance and by adopting a pre-experimental design and the analysis of variance (ANOVA) technique, the student performance in three courses was compared (principles of adult education, research methods and performance analysis) with academic coaches.

Findings

The findings indicate that the average score of students was higher when students received more feedback and comments from an academic coach than less feedback and comments in the performance analysis course. Students who had an academic coach in the adult education class performed better than those who did not have a coach. However, there was not a significant difference in academic performance based on the number of academic coaches (one versus three) in the research methods course.

Originality/value

This preliminary work may lead to a better understanding of how academic coaches can best support adult learners in their pursuits of online postsecondary education. This study would suggest implications for online instructors and institutions to enhance student success and retention in online learning activities by using academic coaching.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

Keywords

To view the access options for this content please click here
Article
Publication date: 30 August 2011

Petra A. Robinson

Downloads
183

Abstract

Details

Journal of European Industrial Training, vol. 35 no. 7
Type: Research Article
ISSN: 0309-0590

To view the access options for this content please click here
Article
Publication date: 16 June 2021

Maja Stojanović and Petra Alaine Robinson

This paper aims to present the experiences, beliefs and perceptions of international faculty at a Research 1 institution in the Southern US regarding the perceived…

Abstract

Purpose

This paper aims to present the experiences, beliefs and perceptions of international faculty at a Research 1 institution in the Southern US regarding the perceived differences between their and their students’ and colleagues’ cultures and first languages.

Design/methodology/approach

Face-to-face interviews were conducted with four international faculty from Europe and Asia who held appointments at a Research 1 institution in the Southern US. The interviews focused on the participants’ communication experiences with students and colleagues from diverse cultural backgrounds.

Findings

The findings have implications for academic and professional development and support as they show that understanding cultural aspects of language and communication can be challenging for individuals who may not be aware of possible cultural differences.

Originality/value

This study is unique because it presents stories of faculty from different backgrounds, who were born on different continents and who learned English at different ages but are all working in a linguistically homogeneous context. Also, the originality of the study comes from examining the intercultural communication between the participating faculty and their students, as well as their colleagues.

Details

Journal for Multicultural Education, vol. 15 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

To view the access options for this content please click here
Book part
Publication date: 3 September 2019

Efe Can Gürcan

What is the historical, normative and institutional setting that helps leading Latin American and Eurasian countries to implement a post-hegemonic agenda and contribute to…

Abstract

What is the historical, normative and institutional setting that helps leading Latin American and Eurasian countries to implement a post-hegemonic agenda and contribute to the multipolarization of global politics? Post-hegemony describes a situation in which the unipolar organization of the world political economy is challenged by a plurality of alternative projects, without however being entirely replaced by another system. Emblematic of post-hegemonic initiatives is the rise of the Brazil, Russia, India, China and South Africa countries who have taken the lead in creating alternative institutions that constrain US global hegemony, while however failing to spearhead a coherent, uniform and confrontational opposition movement. Regarding post-hegemonic regionalism, Latin American regionalism – as represented by Bolivarian Alliance for Our America (ALBA) – is characterized by a social justice-driven agenda that refutes US neoliberal hegemony, whereas the peculiarity of Eurasian regionalism – as represented by Shanghai Cooperation Organization – lies in its security-oriented focus that confronts US interventionism and international terrorism. An underlying commonality of both Latin American and Eurasian experiences is that they constitute a multi-front struggle centered on four main areas: culture, economy, financial cooperation, and regional defense. They both hinge on a strong normative framework and firm commitment in the regionalization of an endogenous culture, educational cooperation, and defense system. They all accord primary importance to social, financial, and infrastructural development. Overall, these experiences suffer from unresolved tensions between national sovereignty and supranationalism alongside the predominance of charismatic leaders inhibiting institutionalization. The limitations and contradictions of post-hegemonic transformations also include Latin America’s inability to resolve the question of extractivism, Eurasia’s neglect of the question of democratic participation, and both regionalism’s failure to offer a coherent alternative model of economic development to US hegemonism.

Details

Class History and Class Practices in the Periphery of Capitalism
Type: Book
ISBN: 978-1-78973-592-5

Keywords

To view the access options for this content please click here
Article
Publication date: 13 November 2017

Rosa Maria Banda, Alonzo M. Flowers and Petra Robinson

Hispanic-serving institutions (HSIs), like other universities, are faced with challenges related to faculty diversity. The literature related to faculty at HSIs is scant…

Abstract

Purpose

Hispanic-serving institutions (HSIs), like other universities, are faced with challenges related to faculty diversity. The literature related to faculty at HSIs is scant and so this paper aims to address this gap by problematizing faculty diversity at these institutions.

Design/methodology/approach

By means of a document analysis, the authors have scoured the data on faculty demographics at these institutions and the findings of the study are threefold.

Findings

First, a lack of accessible and transparent data exists. Second, there is a lack of available demographic information and third, this creates a dismal narrative regarding faculty diversity at HSIs.

Research limitations/implications

Further critical research is warranted as a means to uncover data on faculty diversity at HSIs.

Originality/value

This study supports the need for a critical consciousness lens to problematize faculty diversity at HSIs.

Details

Journal for Multicultural Education, vol. 11 no. 4
Type: Research Article
ISSN: 2053-535X

Keywords

To view the access options for this content please click here
Book part
Publication date: 1 January 2009

Bruce E. Moon

Woller, Dunford, and Woodworth (1999) and Morduch (2000) were among the first to discuss the existence of a “schism” in the study of microfinance. Although the exact…

Abstract

Woller, Dunford, and Woodworth (1999) and Morduch (2000) were among the first to discuss the existence of a “schism” in the study of microfinance. Although the exact dimensions of this divide are stated differently by various authors, the existence of alternative schools of thought is widely accepted (Brett, 2006; Bhatt & Tang, 2001; Mitlin, 2002; Robinson, 2001; Rhyne, 1998).

Details

Moving Beyond Storytelling: Emerging Research in Microfinance
Type: Book
ISBN: 978-1-84950-682-3

To view the access options for this content please click here
Book part
Publication date: 11 November 2015

Aaron T. Rowland

The Latin American region experienced an electoral shift to the political left during the 2000s but this leftist shift did not radically alter the political economy of the…

Abstract

Purpose

The Latin American region experienced an electoral shift to the political left during the 2000s but this leftist shift did not radically alter the political economy of the region. Following Jessop’s (2008) strategic-relational approach to theorizing about the state, this paper focuses on the perspective that the structure of the state is both an outcome of prior social struggles and a structuring mechanism for the social actors that attempt to enact political and economic reforms.

Methodology/approach

After demonstrating what this has historically meant for the types of state that have existed in Latin America during the past century by reviewing some of the literature on the corporatist and bureaucratic-authoritarian states and clientelism, this paper argues that the neoliberal reforms of the 1980s and 1990s constituted a new type of state – the Latin American neoliberal state. This analysis is then focused on the literature that seeks to describe the new lefts in the region, while continuing to focus on the role of the neoliberal state in structuring these new lefts’ terrain of struggle.

Findings

Understanding the new lefts in Latin America and the types of reforms that they are capable of making requires that we better understand this new type of state. Due to the structural limitations imposed by the neoliberal state, the lefts are not able to radically alter the region’s political economy.

Details

States and Citizens: Accommodation, Facilitation and Resistance to Globalization
Type: Book
ISBN: 978-1-78560-180-4

Keywords

To view the access options for this content please click here
Book part
Publication date: 14 November 2018

Fergus McNeill

Abstract

Details

Pervasive Punishment
Type: Book
ISBN: 978-1-78756-466-4

To view the access options for this content please click here
Article
Publication date: 29 July 2014

Alex J. Bowers and Bradford R. White

The purpose of this paper is to examine the independent effects of principal background, training and experience as well as teacher academic qualifications on school…

Abstract

Purpose

The purpose of this paper is to examine the independent effects of principal background, training and experience as well as teacher academic qualifications on school proficiency growth through time.

Design/methodology/approach

The authors analyzed the entire population of all elementary and middle schools in the state of Illinois, n=3,154 schools, from 2000 to 2001 through 2005-2006 using growth mixture modeling. The authors examined growth at the school level in the percentage of students meeting or exceeding standards on the Illinois Standard Achievement Test, analyzing separate models for Chicago and non-Chicago schools.

Findings

The results suggest that there are two statistically significantly different latent school proficiency trajectory subgroups through the six-year time period, one high and one low, for both Chicago and non-Chicago schools. In addition, the models suggest that teacher academic qualifications, principal training, principal experience as a principal and an assistant principal, and experience of the principal as a teacher previously in their schools are significantly related to school proficiency growth over time, dependent upon school context.

Practical implications

Recent studies on the independent effects of principal experience, training and teacher academic qualifications have shown inconsistent results on school achievement growth. The authors demonstrate that principal training and background may have an effect on school-level proficiency score growth.

Originality/value

This study is one of the first to examine statistically different proficiency growth trajectories using an entire state-wide data set over a long-term, six-year timeframe.

1 – 10 of 71