Search results

Collegiality is the modus operandi of universities. Collegiality is central to academic freedom and scientific quality. In this way, collegiality also contributes to the good functioning of universities’ contribution to society and democracy. In this concluding paper of the special issue on collegiality, we summarize the main findings and takeaways from our collective studies. We summarize the main challenges and contestations to collegiality and to universities, but also document lines of resistance, activation, and maintenance. We depict varieties of collegiality and conclude by emphasizing that future research needs to be based on an appreciation of this variation. We argue that it is essential to incorporate such a variation-sensitive perspective into discussions on academic freedom and scientific quality and highlight themes surfaced by the different studies that remain under-explored in extant literature: institutional trust, field-level studies of collegiality, and collegiality and communication. Finally, we offer some remarks on methodological and theoretical implications of this research and conclude by summarizing our research agenda in a list of themes.

This study examined the relationship of soft skills gained to the amount of leadership education completed by graduates from the Department of Leadership studies at a Midwestern regional university. Those who received no leadership education were compared with those who received a leadership certificate and those who received a bachelor’s degree in Organizational Leadership. The study provided insight into whether academic leadership education enhances graduate’s soft skill development and assessed the impact this had on their perception of teamwork proficiency. Results indicate that a bachelor’s degree in leadership does make limited significant changes in graduates’ soft skill proficiency as compared with graduates who received a leadership certificate. Multiple significant changes were found in graduates with bachelor’s degrees as compared with graduates who received no leadership coursework.

The purpose of this study was to understand if selected leadership pedagogy (hands on activities) utilized in an organizational behavior classroom contributed to the development of workplace readiness skills. Since successful organizational behavior classes and hands on learning can lead to successful graduates, the importance of leadership pedagogy emerges. In the case here, the participants in one organizational behavior class were followed through a single semester providing feedback to the instructors on the perceived effectiveness of the participatory activities. The researchers found that, in this case, the students shared mixed reactions to the activities, but were able to share positive impacts and gains they felt they received from participating in those activities. Readiness skills were developed, however recommendations for further research and practice are included.

Confronting the unveiled sophisticated structural and physical characteristics of permanent magnets, notably the samarium–cobalt (Sm-Co) alloy, This work aims to introduce a simulation scheme that can link physics-based micromagnetics on the nanostructures and magnetostatic homogenization on the mesoscale polycrystalline structures.

The simulation scheme is arranged in a multiscale fashion. The magnetization behaviors on the nanostructures examined with various orientations are surrogated as the micromagnetic-informed hysterons. The hysteresis behavior of the mesoscale polycrystalline structures with micromagnetic-informed hysterons is then evaluated by computational magnetostatic homogenization.

The micromagnetic-informed hysterons can emulate the magnetization reversal of the parameterized Sm-Co nanostructures as the local hysteresis behavior on the mesostructures. The simulation results of the mesoscale polycrystal demonstrate that the demagnetization process starts from the grain with the largest orientation angle (a) and then propagates to the surrounding grains.

The presented scheme depicts the demand for integrating data-driven methods, as the parameters of the surrogate hysteron intrinsically depend on the nanostructure and its orientation. Further hysteron parameters that help the surrogate hysteron emulate the micromagnetic-simulated magnetization reversal should be examined.

This work provides a novel multiscale scheme for simulating the polycrystalline permanent magnets’ hysteresis while recapitulating the nanoscale mechanisms, such as the nucleation of domains, and domain wall migration and pinning. This scheme can be further extended to simulate the part-level hysteresis considering the mesoscale features.

This paper highlights an assignment in a combination upper-division undergraduate and graduate civic leadership class at a Midwestern state comprehensive university. The three-part assignment challenges students’ critical thinking skills and research capabilities while simultaneously necessitating the exploration of contrasting viewpoints on contentious issues.

Intentionally exposing students to diverse perspectives in a controlled environment.

We posit that the severity and frequency of these issues can be mitigated through focused efforts.

Students are better prepared to engage in civil debate on controversial topics, which continuously divide our communities, after completing a class using this pedagogical strategy.