Search results

Within the developing exploration of the role of the scholar-practitioner, the situation in which scholar-practitioners engage in the scholarship of practice in their own organizational systems has not received much attention. This chapter adopts the position that scholar-practitioners are not merely practitioners who do research but rather that they integrate scholarship in their practice and generate actionable knowledge, that is, knowledge that is robust for scholars and actionable for practitioners. This chapter explores the phenomenon of scholar-practitioners engaging in the scholarship of practice in their own organizational systems as inside change agents. It discusses how scholar-practitioners engage in inquiry-in-action in first-, second-, and third-person modes of inquiry and practice in the present tense and provides a methodology and methods for such engagement that it be rigorous, reflective, and relevant.

This chapter provides two case studies of online graduate student engagement where a community of learning is fostered using Bronfenbrenner’s (1979, 2001) ecological systems theory. The first case study explores an online graduate Sustainability Science course where students were provided with a space in VoiceThread to create video blogs (vlogs) and to extend course content with dialogue based on their values, relationships, and perspectives on issues like environmental degradation, social justice, and quality of life. The second case study surveys an online graduate course in Solar Energy, Technology, and Policy. These students completed a scholar-practitioner interview assignment of a solar energy expert, professional, entrepreneur, or policymaker. Both vlogging and scholar-practitioner interviews engaged graduate students in all of Bronfenbrenner’s (1979, 2001) ecological systems. For the vlogging assignment, the microsystem, mesosystem, and macrosystem were the most engaged; whereas for the scholar-practitioner interview assignment, the microsystem and exosystem were the most engaged. With respect to community building, both assignments fostered student-to-student interactions. The scholar-practitioner interview also fostered student-to-scholar-practitioner interactions, and, in some cases, student-to-alumni interactions. Innovative course assignments that engage professional, part-time graduate students with course content and other students, allow them to apply new knowledge, and broaden their professional connections are ideal.

This chapter presents case studies of two doctoral students in a program designed to develop leadership for social justice. Amidst criticisms that doctorate programs promote neither research nor professional expertise, the question of program relevance is addressed by asking a different question. How are urban school leaders uniquely positioned to conduct research that can transform schools? The tale of two scholar-practitioners illustrates the changes in site and district practices that result from collaborative, site-based studies. Inquiries were grounded in critical theory: by collaborating with those most affected by policy, school leaders and participants transformed inequitable practices at and beyond their schools.

Leadership scholar-practitioners seldom need to be sold on the benefits of working together. Rather leadership educators want to know how to teach adult leadership scholar-practitioners how to work together across differences. The aim of this paper is to guide leadership development practitioners on how to nurture leadership that can address the complex problems the changing global arena demand of us today and into the future. We argue when preparing adult leadership scholar-practitioners, using adult learning theories and paying attention to the interdisciplinary roots of the field of leadership might lead to better learning and engagement with real world challenges. In this paper we present a leadership development model we call interdisciplinary leadership. First, we discuss the interdisciplinary roots of leadership. Second, we describe interdisciplinary leadership as a tapestry – an intricate combination of identities, practices, and outcomes used to prepare people to address complex problems. Finally, we describe the mission, structure, curriculum, and instructional strategies that can be used by leadership educators when applying interdisciplinary leadership. This model acknowledges the identity, practices, and outcomes needed to develop scholar-practitioners of leadership and provides practical techniques to help leadership educators prepare leaders to work together across differences to address complex problems.

The purpose of this paper is to develop and validate the scholar–practitioner research development scale (SPRDS), an instrument to assess research competencies of students enrolled in professional doctoral programs.

In this instrument development study, an expert panel established the content valid. A factor analysis and internal consistency analysis was used to examine the validity and reliability of the instrument.

An expert panel deemed the scale as content valid. Results of a factor analysis and internal consistency analysis demonstrated that the scale is both valid and reliable, consisting of five subscales.

The current study provides evidence that the scholar–SPRDS is a valid and reliable instrument to assess research characteristics professional doctorate students’ research competencies, which can be used to extend research on the development of doctoral students in professional doctorate programs.

The instrument can be a useful tool to assess and inform the faculty and administrators about their students, the curriculum and program resources.

Equipped with an instrument such as this, faculty and administrators are better armed to assess students’ growth thought out the program, and, in turn, design and deliver research curriculum and mentorship that assists students in developing as scholar–practitioners, which may ultimately lead to success in the program and beyond, impacting the society.

There is not a formal or standardized scale to evaluate if professional doctoral students are progressing and developing as practitioner-scholars through their professional doctoral programs. There is not a standardized or universally adopted assessment to determine if professional doctoral programs are meeting the goals and objectives they have set forth. Thus, the aim of this study was to develop and to determine the validity and reliability of a scale to measure a scholar–practitioner’s research competencies in a professional doctoral program.

This study illustrates the experience of scholar–practitioner collaboration for data-driven decision-making through the problematic of optimizing facility locations and minimizing logistics costs for La Palette Rouge (LPR) of Portugal.

The authors used a mixed mixed-method approach involving (1) a quantitative exploratory analysis of big data, which applied analytics and mathematical modeling to optimize LPR's logistics network, and (2) an illustrative case of scholar–practitioner collaboration for data-driven decision-making.

The quantitative analysis compared more than 20 million possible configurations and proposed the optimal logistics structures. The proposed optimization model minimizes the logistics costs by 22%. Another optimal configuration revealed that LPR can minimize logistics costs by 12% through closing one of its facilities. The illustrative description demonstrates that well-established resource-rich multinational enterprises do not necessarily have the in-house capabilities and competencies to handle and analyze big data.

The mathematical modeling for optimizing logistics networks demonstrates that outcomes are readily actionable for practitioners and can be extended to other country and industry contexts with logistics operations. The case illustrates that synergistic relationships can be created, and the opportunities exist between scholars and practitioners in the field of Logistics 4.0 and that scientific researcher is necessary for solving problems and issues that arise in practice while advancing knowledge.

The study illustrates that several Logistics 4.0 challenges highlighted in the literature can be collectively addressed through scholar–practitioner collaborations. The authors discuss the implications of such collaborations for adopting virtual and augmented reality (AR) technologies and to develop the capabilities for maximizing their benefits in mature low-medium technology industries, such as the food logistics industry.

This chapter informs current research and practice in organization development and change (ODC) with an actionable knowledge of the social science philosophies. It adds value to the scholarship of ODC by charting the progression of philosophies of social science, by showing how researchers in ODC structure their inquiry based on the inherent philosophical dimensions, and by offering useful and actionable knowledge for research and practice. The aim of the chapter is to reflect on the practice of ODC as a social science and to consolidate its social science philosophies so to provide solid philosophical and methodological foundations for the field.

Nipissing University in North Bay, Ontario, Canada, working in partnership with leading health science centers in Toronto, Ontario, has developed a unique second-degree entry Bachelor of Science in Nursing (BScN) program called the Scholar Practitioner Program. This program is a response to the increasing demand for nursing programs which builds on prior university learning.

The program uses an educational model based on narrative inquiry and cognitive apprentice pedagogies. Narrative inquiry pedagogy is the overarching philosophical framework of the program, which embraces values that connect teachers and learners. A spirit of inquiry is cultivated in every student and a research culture embedded in the student’s practice.

The six-semester two-year full-time program occurs in a learner-driven environment which shapes how specific semester program objectives are met. A strong emphasis is placed on experiential learning within the Toronto-based academic health sciences centers.

A continuous interactive process involving teachers and learners encourages self-directed learning and participant accountability. Application of knowledge and skills in a professional, caring, and holistic manner is expected. This type of undergraduate learning environment which includes immersion in the employment milieu enables the future scholar practitioner to be relevant in the evolving profession of nursing.

The purpose of this paper is to identify the different leadership development techniques used to develop leaders from the human resource development (HRD) and performance improvement (PI) literature, and to categorize the development techniques using Garavan et al.’s (2015) multifaceted typology of development where development has recently emerged in the literature as a “central and important process” (p. 360).

This literature review followed the guidelines for an integrative literature review presented by Torraco (2005) and Imel (2011). This literature review was a freestanding literature review designed to provide directions for future research and development within the HRD discipline.

This literature review categorized over 500 leadership development techniques and mapped them with previously identified leadership capacities into Garavan et al.’s (2015) development typology. Once mapped, the authors were able to identify the most common leadership capacities and related development techniques for each development domain in the typology.

This research provides a tool for identifying required leadership capacities and development techniques that could be used by scholars and scholar-practitioners to conduct further research, as an aid in designing future leadership development programs and as instructional materials in the classroom.

Leadership is becoming a shared construct in today’s literature. Leadership as a shared construct has multiple shareholders, both internal and external of the agent. To better meet the needs of these shareholders, this research provides tools for the scholar and scholar-practitioner for leadership development that can be catered to one’s needs – as opposed to a one-size fits all strategy.

This paper highlights the HRD and PI literature, and provides a pragmatic tool for leadership development. This tool can be used by scholars for future research and for testing, as well as by scholar-practitioners for designing future leadership development programs.

Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these scholar-practitioners need is unique because of their focus on balancing full-time work, academic, and personal needs. This study aims to explore mentor support systems for mentees in their first and second year of the EdD program through a group mentoring program, which is designed to provide resources and access to mentors to promote successful degree completion in five years or less.

Mentors participated in monthly presentations and discussions with mentees throughout the 2018–2019 academic year, which were video recorded. At the end of the academic year, mentors partook in an interview or focus group meeting.

Themes emerged related to mentors’ focus on the dissertation process; emphasis on outreach for support; discussions and work/life balance; selection of presentation topics; perceptions of networking opportunities with mentees; desire to build stronger connections with mentees; and concerns/opinions about the mentoring format.

The design of a mentoring program for EdD mentees varies throughout the doctorate degree pathway. Mentors support mentees in their doctoral journey through presentations and discussions about relevant topics during their first two years in the doctoral program. Additional studies are needed regarding EdD mentoring programs for students in the third year to the completion of the degree.

Few studies exist related to mentoring programs for scholar-practitioners in EdD programs. Results from this research provide EdD faculty and advisors insights to group mentoring and discussion topics for first and second year EdD students, based on the mentors’ perspectives.