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1 – 10 of 180Anna P. Whitehall, Caitlin G. Bletscher and Denise M. Yost
Today’s graduate education should provide students with technical specialization and professional skills to holistically prepare them as genuine leaders, ready to address today’s…
Abstract
Today’s graduate education should provide students with technical specialization and professional skills to holistically prepare them as genuine leaders, ready to address today’s complex and ethical dilemmas in the workplace. Inclusion of professional development complements their technical specialty by providing opportunities to develop successful, self-aware, authentic leadership within their fields. One way to develop these skills is through an interdisciplinary, online leadership development course. This study examines the effectiveness of an online leadership course in building authentic leadership skills over five academic semesters. Scores on the authentic leadership measure show statistical significance between the pre- and post-tests, with positive effect sizes in transparency and self-awareness. Results suggest that this online course, focused on personal and professional development, improves students’ understanding of themselves and the world around them and capacity to gain the trust of their followers.
Taylor N. Allbright, Julie A. Marsh, Kate E. Kennedy, Heather J. Hough and Susan McKibben
There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’…
Abstract
Purpose
There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students.
Design/methodology/approach
Case study methods, including interviews, observations and document analysis, were employed.
Findings
The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents.
Originality/value
This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.
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The purpose of this paper is to examine whether the impact of persistent racial bias, discrimination and racial violence is facilitated by otherwise well-intentioned individuals…
Abstract
Purpose
The purpose of this paper is to examine whether the impact of persistent racial bias, discrimination and racial violence is facilitated by otherwise well-intentioned individuals who fail to act or intercede. Utilizing the aversive racism framework, the need to move beyond awareness raising to facilitate behavioral changes is discussed. Examining the unique lens provided by the aversive racism framework and existing research, the bystander effect provides important insights on recent acts of racial violence such as the murder of Mr. George Floyd. Some promise is shown by the work on effective bystander behavior training and highlights the need for shared responsibility in preventing the outcomes of racial violence and discrimination to create meaningful and long-lasting social change.
Design/methodology/approach
This paper uses literature based on the aversive racism framework together with the literature on the bystander effect to understand the factors, conditions and consequences for lack of intervention when the victim is African American. This paper also provides evidence and theory-based recommendations for strategies to change passive bystanders into active allies.
Findings
The use of the aversive racism framework provides a powerful lens to help explain the inconsistencies in the bystander effect based on the race of the victim. The implications for intervention models point to the need for behavioral and competency-based approaches that have been shown to provide meaningful change.
Practical implications
Several different approaches to address incidents of racial aggression and violence have been developed in the past. However, given the principles of aversive racism, a unique approach that considers the inconsistencies between self-perceptions and actions is needed. This sets a new agenda for future research and meaningful behavioral intervention programs that seek to equip bystanders to intercede in the future.
Social implications
The need to address and provide effective strategies to reduce the incidence of racial aggression and violence have wide-ranging benefits for individuals, communities and society.
Originality/value
By connecting the aversive racism framework to the bystander effect, the need for different models for developing responsive and active bystanders can be more effectively outlined.
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Stephanie Franklin, Heidi Binder-Matsuo and Shuba Gopal
The purpose of this study was to assess whether a simple intervention could sustain new hires’ high engagement levels beyond the first six months. This case study illustrates how…
Abstract
Purpose
The purpose of this study was to assess whether a simple intervention could sustain new hires’ high engagement levels beyond the first six months. This case study illustrates how a simple intervention can extend the “job honeymoon“ – a brief period of high engagement – up to a year post hire.
Design/methodology/approach
This study reports the results of a randomized, controlled study in one organization using a “wise intervention,” a method derived from social science research in educational settings.
Findings
This case study illustrates that it is possible to extend the job honeymoon up to a year post-hire. Acknowledging to new hires that transitions are challenging produced a statistically significantly higher sense of belonging and higher employee satisfaction up to 9+ months post-hire.
Research limitations/implications
This work was inspired by research from Gregory M. Walton, and it illustrates the potential value for application in the workplace. However, its generalizability to all organizations will require further study.
Practical implications
This work is most relevant for human resources leaders and managers who want to ensure new hires are well supported. This study found that acknowledging the difficulty of a transition increases the engagement of new team members substantially and likely enhances productivity and team effectiveness for months to come.
Originality/value
The highly counterintuitive but critically important idea of this study is that people need reassurance that transitions might feel hard but are a shared experience. Providing that reassurance is a simple, easy-to-apply approach to support the newest members of a team or organization and sustain their engagement for months to come.
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Jantien Gerdes, Sui Lin Goei, Mariëtte Huizinga and Doret de Ruyter
The purpose of this paper is to develop an analytic framework for studying interdisciplinary learning in collaboration between schools and child support services. The analytic…
Abstract
Purpose
The purpose of this paper is to develop an analytic framework for studying interdisciplinary learning in collaboration between schools and child support services. The analytic framework connects the concept of boundary crossing with the social–psychological processes of trust and identity formation.
Design/methodology/approach
The paper is written from a theoretical point of view. Empirical research data from two schools are used to illustrate the use and merit of the proposed framework.
Findings
The framework proved to be useful for identifying the level of co-work in the two schools. In addition, the framework helped to shed light on how the support for trust and identity formation by the school management aids interdisciplinary learning.
Research limitations/implications
The most essential feature of the suggested framework is its use of complex theoretical concepts. Examining each concept in detail would ignore the interconnected nature of concepts in the framework, as well as the fact that it is not yet known how this interconnectedness works. Therefore, the framework is based on a generalised use of the concepts.
Practical implications
The contribution of the framework for practice lies in its potential to shed light on how processes in interdisciplinary collaboration can be shaped. The framework can be used to inform contextual interventions that seek to optimize collaborative structures.
Originality/value
The paper contributes to understanding the complex processes that constitute interdisciplinary learning in collaboration.
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Adetumilara Iyanuoluwa Adebo and Hanina Halimatusaadiah Hamsan
This paper is determined to examine the role of body image and materialism in predicting the identity exploration of university students when conspicuous consumption is a mediator…
Abstract
Purpose
This paper is determined to examine the role of body image and materialism in predicting the identity exploration of university students when conspicuous consumption is a mediator variable.
Design/methodology/approach
The study used a quantitative method. Data were collected from students of three federal universities in Nigeria. The sample size was 331. A self-report questionnaire was used to collect data and analysis was performed using the partial least squares structural equation modelling.
Findings
Findings reveal that materialism has a negative association in predicting the identity exploration of students. At the same time, there was a significant full and partial mediating effect of conspicuous consumption on the relationship between body image and materialism on identity exploration, respectively.
Research limitations/implications
The study provides valuable information for parents in understanding how conspicuous consumption may influence their children’s identity formation. The findings can also be helpful for educators in the design of discussions and interventions for students on the social-psychological antecedents of conspicuous consumption and identity exploration. Government and regulatory agencies can use the study’s findings to shape student financial literacy and consumer protection policies.
Originality/value
This study makes both theoretical and methodological contributions to the existing literature. It provided concrete empirical evidence establishing a subtle connection between the symbolic self-completion theory and the identity status paradigm. It is also amongst the first single research conducted within the scope of these two theories in the Nigerian higher education context.
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The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).
Abstract
Purpose
The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).
Design/methodology/approach
First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).
Findings
While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.
Research limitations/implications
This is not a formal review or meta-analysis.
Practical implications
This paper will be a useful resource for teachers and those interested in PK-20 education.
Social implications
This paper highlights the problems and opportunities for bringing compassion into education settings.
Originality/value
To date, no review of compassion in PK-20 exists.