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Book part
Publication date: 28 August 2018

Kevin G. McDonald

This evaluation examines the impact of the academic and social connection efforts of the Multicultural Center for Academic Success (MCAS) Summer Bridge (SB) program on the academic

Abstract

This evaluation examines the impact of the academic and social connection efforts of the Multicultural Center for Academic Success (MCAS) Summer Bridge (SB) program on the academic performance and retention of its student participants. Specifically, the SB program incorporates academic and social connection theoretical frameworks provided by Vincent Tinto (1975) and Doug Guiffrida (2006), and this study seeks to ascertain the program’s impact on student performance and retention.

The study used an adaptation of the Pascarella and Terenzini (1980) Institutional Integration Scale Survey and focus-group interviews of past SB participants to provide data. Additionally, the study conducted a comparative analysis between SB participant grade point averages and persistence rates with general population students or students of color, a dominant demographic within the MCAS SB program.

The study finds a correlation between the academic and social connection efforts of the center, and the academic performance and retention percentages of its student participants.

Article
Publication date: 5 May 2015

Natalie S. Mikhaylov and Isidro Fierro

The purpose of this paper is to explore the process of development of cultural knowledge and cosmopolitan identities among international management students in multicultural…

Abstract

Purpose

The purpose of this paper is to explore the process of development of cultural knowledge and cosmopolitan identities among international management students in multicultural learning environments and to investigate how international business students develop global mindset during their studies.

Design/methodology/approach

A comparative analysis was conducted within four undergraduate management and business administration programs in international higher educational institutions, based on constructivist grounded theory methodology. The empirical study is grounded in data that were collected from triangulated multiple sources: qualitative semi-structured interviews with students, faculty and student services professional (n = 95) from 23 countries, participant observation in four programs and document reviews, and were analyzed using the dimensional analysis.

Findings

The study presents a global mindset development process model, which takes into the account social capital of the learners, as well as the existing and emergent social ties.

Practical implications

The paper provides tentative recommendations for the steps that management educational programs and multinational companies can take to promote an environment conductive for cultural knowledge exchange.

Originality/value

The paper presents the development of global mindset as a social learning process; in particular, it addresses the role social capital plays in knowledge generation and sharing in multicultural learning environment. It contributes to the understanding of cultural knowledge development in social networks. Additionally, the paper examines the feasibility of development of global mindset in international higher educational.

Details

Journal of International Education in Business, vol. 8 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 13 June 2016

Terence Hicks and J. Luke Wood

Given that a relatively large percentage of college students entering historically black colleges and universities (HBCUs) are first-generation students and considering the low…

Abstract

Purpose

Given that a relatively large percentage of college students entering historically black colleges and universities (HBCUs) are first-generation students and considering the low completion rate among this group in the science, technology, engineering and mathematics (STEM) discipline, the purpose of this preliminary meta-synthesis study is intended to facilitate a greater understanding of the academic and social adjustment among college students, particularly first-generation college students enrolled in STEM disciplines at HBCUs. Therefore, this meta-synthesis will shed light and offer important recommendations for university administrators and faculty members in supporting the academic and social adjustment of these students in STEM fields at HBCUs.

Design/methodology/approach

This review of literature was conducted using a meta-synthesis approach (also referred to as integrative review). A meta-synthesis is based on a process by which findings across multiple studies are organized and presented (Turner, Gonzalez and Wood, 2008; Wood, 2010). This approach is used to provide insight to academicians and practitioners alike on the status of research on a given phenomenon (Bland, Meurer and Maldonado, 1995; Patterson, Thorne, Canam and Jillings, 2001; Wood, 2010). We engaged in a cyclical process of collecting, annotating, and synthesizing research over a 45-year time-frame (1970 to 2015). This produced over 50 cited resources with more than 100 scholars including peer-reviewed articles, reports, books, book chapters, and conference papers.

Findings

Factors present in the literature that affected students enrolled in a STEM program at a HBCU are grouped into three contexts: (a) first-generation academic and social characteristics, (b) first-generation college dropout and transition, and (c) first-generation STEM retention. Tables 2 to 4 provide these contexts by author and year of publication. Within these general groupings, four interrelated themes emerged from the literature: (a) prior academic performance and STEM discipline, (b) college adjustment and STEM discipline, (c) social integration and STEM discipline, and (d) academic integration and STEM discipline.

Originality/value

This information may help professors and university professionals in the STEM fields to be more aware of the challenges faced by incoming college students. More empirical work is needed in this area in a way that is useful for understanding and enhancing professors’ and university professionals’ knowledge. To this end, research that carefully describes what HBCU professors and university professionals know or their ideas about teaching college students, especially first-generation students enrolled in the STEM discipline, is needed.

Details

Journal for Multicultural Education, vol. 10 no. 2
Type: Research Article
ISSN: 2053-535X

Keywords

Book part
Publication date: 28 February 2019

Mary A. Smith, Angela M. White, Kelsie M. Bernot, Cailisha L. Petty, C. Dinitra White, Grace E. Byfield, Robert H. Newman, Roy J. Coomans and Checo J. Rorie

As the US transitions to a majority–minority population, the underrepresentation in the science, technology, engineering, and mathematics (STEM) workforce must be resolved to…

Abstract

As the US transitions to a majority–minority population, the underrepresentation in the science, technology, engineering, and mathematics (STEM) workforce must be resolved to ensure that our nation maintains its competitiveness and global economic advantage. The persistent problem of retaining underrepresented minority (URM) students in STEM continues to be a national priority after several decades of attention. The role of historically black colleges and universities (HBCUs) in addressing this challenge cannot be overstated, given their history in producing African American STEM graduates. As the largest HBCU in the country, North Carolina A&T State University (NC A&T) serves a combined undergraduate and graduate population of 11,877 students, 78% of which self-identify as African American. To overcome the multiple challenges that impede retention and persistence to degree completion in biology, the Department of Biology at NC A&T has adopted a major cultural shift in its advising strategy. The new approach encompasses a Life Mapping and Advising Model that builds faculty–student relationships and engages both parties effectively in the process. The model includes six important pillars to drive student success: (1) dedicated advising space, the Life Mapping and Advising Center (LMAC), (2) effective advisors, (3) integrated peer mentor and peer tutoring programs, (4) an intrusive advising strategy, (5) integration with first-year student success courses, and (6) life coaching. Although the program is in its infancy, based on the first-year assessment data, we have observed many promising trends that, together, point toward successful retention and persistence of our students in the major.

Details

Broadening Participation in STEM
Type: Book
ISBN: 978-1-78756-908-9

Keywords

Book part
Publication date: 28 June 2011

Scott E. Evenbeck and Frank E. Ross

Purpose – Indiana University Purdue University Indianapolis (IUPUI) developed learning communities incorporating a first year seminar to serve all entering students in their first…

Abstract

Purpose – Indiana University Purdue University Indianapolis (IUPUI) developed learning communities incorporating a first year seminar to serve all entering students in their first semesters of university study to increase student academic achievement and persistence.

Methodology/approach – The first year seminars are taught by an instructional team of faculty member, academic advisor, student mentor, and librarian. There is an instructional template for the more than 150 sections of the seminar taught each fall across – academic units rather than a common syllabus. The seminar is often coupled with writing, communication, psychology, or other general education course with students in a cohort group learning together across courses.

Findings – Program evaluation results consistently show a 9% positive impact on retention when comparing student outcomes for participants vs. nonparticipants, controlling for background characteristics.

Research limitations/implications – This structured approach serving nearly all entering students as a required course reinforces the importance of mandating interventions on a large scale, in a context of planning and improvement.

Practical implications – The institution developed the program over 20 years, and revisions to the program have been based on program evaluation. Careful attention to experiences before the learning communities (orientation programs in the summer and bridge programs just before the beginning of the academic year) and after the learning communities when the students move to their second semesters of study is critical.

Social implications – Approximately half the students in the learning communities are first generation college students and approximately half are low income students. This intervention has been central to the university's context of widening participation in higher education.

Details

Institutional Transformation to Engage a Diverse Student Body
Type: Book
ISBN: 978-0-85724-904-3

Keywords

Article
Publication date: 14 July 2023

Runyong Liao and Feng Feng

The purpose of this study is to explore the antecedents of digital technology adoption by firms, specifically the role of strategic leader social ties such as board networks and

Abstract

Purpose

The purpose of this study is to explore the antecedents of digital technology adoption by firms, specifically the role of strategic leader social ties such as board networks and executive academic connections in promoting digital transformation. Moreover, the authors also aim to examine the moderating effect of exploratory innovation strategy on the relationship between board networks, academic connections and digital transformation.

Design/methodology/approach

This study uses the panel data of Chinese A-share listed companies from 2010 to 2019. Through text analysis of data such as company annual report, media interaction, asset annotation and International Patent Classification, the authors measure degrees of digital transformation from four dimensions: management attention, media discussion, digital input and digital output. Further, this study employs social network analysis and instrumental variable method to examine the causal relationship between strategic leader social ties and digital transformation.

Findings

The study finds that an expansive board network can significantly promote the digital transformation process of companies, in which academic connection of senior executives plays a positive synergistic role with board network. Additionally, firms with exploratory innovation strategies are more likely to utilize board networks to accelerate their digital transformation process.

Research limitations/implications

One limitation of this study is the use of Chinese A-share listed companies as the sample, which may limit the generalizability of the findings to other contexts. Additionally, the study focuses only on two types of strategic leader social ties and does not consider other potential antecedents of digital transformation.

Practical implications

This research provides insights for governments to promote digital economy and industrial upgrading. Policymakers can facilitate industrial digital transformation by creating a supportive policy environment that encourages university–industry collaboration. By fostering academic entrepreneurship and cross-border knowledge transfer, governments can create a thriving ecosystem for digital innovation, thereby enhancing industrial competitiveness and economic growth.

Social implications

This study helps to improve social welfare. By reducing production costs and enhancing customer experience, digital transformation increases economic surplus for both consumers and manufacturers, enabling society as a whole to benefit from the digital dividend. By promoting collaboration across borders and embracing a digital-friendly culture, businesses and governments can achieve long-term success in the digital age and contribute to building more prosperous and sustainable societies.

Originality/value

This research makes several contributions to the literature on digital transformation and leadership. Firstly, this paper empirically examines the role of board network and executive academic connection in promoting the adoption of digital technology, filling the research gap of leadership antecedents of digital transformation. Secondly, the authors put forward a relatively comprehensive measure for digital transformation, which could help to advance the literature on digital transformation and provide a more nuanced perspective on this topic. Finally, the paper enriches the theoretical understanding of board network and executive academic connection from the perspective of social capital theory and organizational learning theory.

Details

Kybernetes, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 3 June 2014

Nikos Bozionelos

The purpose of this paper is to develop a comprehensive account for careers within the Greek academic system. Historical, cultural and geographical features of the country have…

Abstract

Purpose

The purpose of this paper is to develop a comprehensive account for careers within the Greek academic system. Historical, cultural and geographical features of the country have created a unique context that has shaped the way academic careers evolve.

Design/methodology/approach

The primary methods of data collection were retrospective participant observation and discussions in interview form with individuals who have had various types of experience with the Greek Higher Education system.

Findings

The major factor that shapes careers in Greek academia is social capital or know-whom that operates within a broader cultural environment where institutional collectivism is extremely low, the in-group – out-group distinction is a major element, and political party affiliation plays a key role in everyday affairs. As a result academic careers in Greece are almost exclusively determined by membership, a priory or earned, to an “in-group” that is linked via blood, family friendship, business and political party ties. This “in-group” uses its social capital to control academic careers across all stages for the benefit of its members.

Research limitations/implications

There are method limitations, but relevant concerns were largely alleviated by precautionary measures and the way data were utilized. Ethnography may be the most appropriate method to disentangle the way networks and social capital impact careers.

Practical implications

Achieving substantive change, such as increasing meritocracy, within a sector may be impossible without considering the broader cultural context that encapsulates it.

Originality/value

The study is among the very first to unveil the “dark side” of social capital, and show how social capital may benefit the interests of in-groups at the expense of the collective.

Details

Career Development International, vol. 19 no. 3
Type: Research Article
ISSN: 1362-0436

Keywords

Article
Publication date: 4 February 2014

Nino Pataraia, Anoush Margaryan, Isobel Falconer, Allison Littlejohn and Jennifer Falconer

The aim of this exploratory study is to investigate the role of personal networks in supporting academics' professional learning. In particular, the paper examines the composition…

Abstract

Purpose

The aim of this exploratory study is to investigate the role of personal networks in supporting academics' professional learning. In particular, the paper examines the composition of academics' networks and the implications of network tendencies for academics' learning about teaching.

Design/methodology/approach

The study adopts a mixed-methods approach. Firstly, the composition of academics' networks is examined using social network analysis. Secondly, the role of these networks in academics' learning about teaching is analysed through semi-structured interviews.

Findings

Findings reveal the prevalence of localised and strong-tie connections, which could inhibit opportunities for effective learning and spread of innovations in teaching. The study highlights the need to promote connectivity within and across institutions, creating favourable conditions for effective professional learning.

Research limitations/implications

While the study makes a valuable contribution to the literature, the generalisability of these findings is limited, because the sample is restricted to 37 academics. Participants' characteristics and networking behaviours may not be fully representative of academics in a wider range of contexts and settings. Another limitation is that the evaluation of people's learning was limited to self-reported measures. Future research should measure a broader range of evidence related to academics' professional networks.

Practical implications

This study extends the discussion of professional learning in academia in a novel way, by taking a social network perspective. The approach employed attempts to enrich the limited understanding of academics' networks, by unpacking the ways in which academics' personal networks support their learning.

Originality/value

The originality of this work lies in its intent to uncover relationships that condition professional learning and enhancement of teaching practice. Reflection on personal networks can potentially enable individuals to determine the effectiveness of their networks and the significance of their network connections.

Details

Journal of Workplace Learning, vol. 26 no. 1
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 5 May 2022

Kate Thuy Mai and Zahirul Hoque

This paper explores why and how, and in what context, individuals' accounting of self, ethics and morality and self-knowledge of the limits of accountability can frame their…

Abstract

Purpose

This paper explores why and how, and in what context, individuals' accounting of self, ethics and morality and self-knowledge of the limits of accountability can frame their account giving and judging in an organisational formal performance evaluation process.

Design/methodology/approach

Building upon the Butlerian notions of accountability as advanced by Messner (2009) and Roberts (2009), the authors conducted a qualitative field study at a Vietnamese public university, involving face-to-face interviews, observation of performance evaluation meetings and examination of archival documents.

Findings

The authors found that individuals experience conflicting ethical and moral values when they rely on their self-knowledge of accountability (the ability to self-account) in their account giving and judging in the university's formal academic performance evaluation process. In addition, the authors found that when individuals want to provide the best account to the account demander, their understanding of their ability to self-account and the formal organisational accountability process influence their views on what authentic account giving means. As a result, enhanced ethics-to-others has the potential to be an ethical burden and may not lead to authentic or beyond minimum accounting of “self”. Yet, in the Vietnamese socio-cultural and political context within which the university operates, and in the situation of ethical and moral conflicts in self-accountability, the authors found evidence of individuals' self-accountability behaviours that is based on the co-existence of a sense of responsibility to others and self-knowledge of the limits of accountability.

Research limitations/implications

Although this study was limited to one Vietnamese public university, its findings enhance the knowledge about how individual ethical and moral values, self-knowledge of the limits of accountability and the formal organisational accountability process connect with each other in the socio-cultural and political context within which an organisation operates.

Practical implications

The study highlights the role of the context of local socio-cultural norms and values and of physical social interaction in developing the sense of connection to others, which influences the way individuals' ethical and moral values are mobilised to shape account-giving and judging behaviours.

Social implications

The emphasis on the role of the sense of connection to others on personal accountability and the emphasis on physical, face-to-face interaction in developing sense of connection to others leads to an interesting issue regarding the sense of connection in the virtual social interaction setting, which has become increasingly popular globally, especially during and after the COVID-19 pandemic, and its implication for the use of personal ethical and moral values in organisational accountability practices.

Originality/value

Adding to the conversation on how a formal organisational accountability process can be effective, this study identified (1) the unpredictable outcomes of using ethics as rules for accountability practices due to potentially conflicting ethical values; (2) the diverse understandings of self-accounting, leading to different ideas of authentic accounting; and (3) the possibility of moral accountability behaviours based on the co-existence of a sense of connection to others and an understanding of the limits of accountability.

Details

Accounting, Auditing & Accountability Journal, vol. 36 no. 1
Type: Research Article
ISSN: 0951-3574

Keywords

Article
Publication date: 16 March 2018

Girts Racko

The purpose of this paper is to examine how knowledge exchange between academics and clinicians in Collaborations for Leadership in Applied Health Research and Care (CLAHRCs) is…

Abstract

Purpose

The purpose of this paper is to examine how knowledge exchange between academics and clinicians in Collaborations for Leadership in Applied Health Research and Care (CLAHRCs) is influenced by their social position based on their symbolic and social capitals, that is, their personal professional status and connections to high-status professional peers, knowledge brokers, and unfamiliar professional peers.

Design/methodology/approach

Using an online survey, the author triangulates the cross-sectional measurement of the effects of academic and clinicians’ social position in the initial and later phases of CLAHRCs with the longitudinal measurement of these effects over a two-year period.

Findings

First, academics and clinicians with a higher personal professional status are more likely to develop joint networks and decision making both in the early and later phases of a CLAHRC. Second, academics and clinicians who are more connected to higher status occupational peers are more likely to develop joint networks in the early phase of a knowledge exchange partnership but are less likely to become engaged in joint networks over time. Third, involvement of knowledge brokers in the networks of academics and clinicians is likely to facilitate their inter-professional networking only in the later partnership phase.

Practical implications

Academics and clinicians’ capitals have a distinctive influence on knowledge exchange in the early and later phases of CLAHRCs and on a change in knowledge exchange over a two-year period.

Originality/value

Prior research on CLAHRCs has examined how knowledge exchange between academics and clinicians can be encouraged by the creation of shared governance mechanisms. The author advances this research by highlighting the role of their social position in facilitating knowledge exchange.

Details

Journal of Health Organization and Management, vol. 32 no. 2
Type: Research Article
ISSN: 1477-7266

Keywords

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