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1 – 10 of 36
Article
Publication date: 9 October 2023

Julianne A. Wenner, Megan Frary and Paul J. Simmonds

Historically, graduate education’s goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic…

Abstract

Purpose

Historically, graduate education’s goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic careers. STEM GSs must be equipped for success regardless of career aspirations, which can be done by strengthening GSs’ professional identities. This study aims to explore an interdisciplinary partnership designed to strengthen STEM GS professional identity.

Design/methodology/approach

The STEM Partnership Project (SPP), asked STEM GSs to serve as disciplinary experts and teach STEM content to elementary teacher candidates (TCs) so the TCs could design and teach an elementary science lesson. GSs also enrolled in a one-credit course to support SPP participation and activities. Over five semesters, the authors collected data from 28 STEM GSs across different disciplines and degree programs in the form of course assignments, surveys and interviews.

Findings

The SPP supported the development of a professional identity by having GSs serve as and feel like experts; increasing GSs’ sense of belonging in their field; increasing GSs’ self-confidence that they could (learn to) teach a wide variety of audiences; and raising GSs’ awareness of their ability to serve others via their field.

Originality/value

The SPP’s outcomes were consistent across STEM disciplines, did not require GSs to take on large amounts of coursework, nor did it cost much beyond materials for the various lessons. Furthermore, the key components that strengthened GSs’ professional identities could be adapted for different contexts and institutions.

Details

Studies in Graduate and Postdoctoral Education, vol. 15 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 21 November 2023

Valerie Nesset, Nicholas Vanderschantz, Owen Stewart-Robertson and Elisabeth C. Davis

Through a review of the literature, this article seeks to outline and understand the evolution and extent of user–participant involvement in the existing library and information…

Abstract

Purpose

Through a review of the literature, this article seeks to outline and understand the evolution and extent of user–participant involvement in the existing library and information science (LIS) research to identify gaps and existing research approaches that might inform further methodological development in participant-oriented and design-based LIS research.

Design/methodology/approach

A scoping literature review of LIS research, from the 1960s onward, was conducted, assessing the themes and trends in understanding the user/participant within the LIS field. It traces LIS research from its early focus on information and relevancy to the “user turn”, to the rise of participatory research, especially design-based, as well as the recent inclusion of Indigenous and decolonial methodologies.

Findings

The literature review indicates that despite the reported “user turn”, LIS research often does not include the user as an active and equal participant within research projects.

Originality/value

The findings from this review support the development of alternative design research methodologies in LIS that fully include and involve research participants as full partners – from planning through dissemination of results – and suggests avenues for continuing the development of such design-based research. To that end, it lays the foundations for the introduction of a novel methodology, Action Partnership Research Design (APRD).

Details

Journal of Documentation, vol. 80 no. 2
Type: Research Article
ISSN: 0022-0418

Keywords

Open Access
Article
Publication date: 1 March 2024

Doreen L. Mazzye and Joan Gujarati

Research in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation…

Abstract

Purpose

Research in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation context. There are specific features of a TRP that yield results in the development of teachers. However, there are often barriers to full implementation of a TRP that schools and university partnerships must consider and resolve. The purpose of this article is to disseminate the lessons we have learned and processes we have developed in navigating the barriers and complexities of shifting toward a TRP.

Design/methodology/approach

The university faculty members with a dual role as Professional Development School (PDS) liaisons examine, reflect on, and present their multiyear process of moving from an undergraduate traditional teacher preparation model to a teacher residency model.

Findings

In response to the barriers of funding, defining roles and responsibilities, and changes in leadership, we developed an undergraduate residency blueprint to navigate these challenges productively. One of the goals of this document is to provide clarity for all stakeholders as well as be a transparent solution for leadership transitions. The blueprint serves as a guide for the details of residency program design.

Originality/value

In movement toward a TRP, there are often barriers to full implementation that schools and university partnerships must consider and resolve. This article provides a model for partnerships seeking to navigate teacher residency work.

Details

PDS Partners: Bridging Research to Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2833-2040

Keywords

Article
Publication date: 17 October 2023

Aditi Gupta, Ying Liu, Tsung-Cheng Lin, Qichen Zhong and Tad Suzuki

The purpose of this paper is to summarize the findings from focus group interviews conducted with librarians and library staff, faculty and students. It highlights the…

Abstract

Purpose

The purpose of this paper is to summarize the findings from focus group interviews conducted with librarians and library staff, faculty and students. It highlights the significance of implementing inclusive teaching and culturally responsive strategies in instructional settings and interactions with library patrons and seeks to emphasize the importance of developing guidelines, best practices and effective strategies.

Design/methodology/approach

Using focus groups, this study interviewed librarians and library staff, faculty and students. This research approach identified, reviewed and assessed existing programs and practices in instruction and library interactions.

Findings

The findings from this paper indicate that while faculty and librarians are making individual efforts to promote inclusivity in teaching and interacting with patrons, many participants expressed the necessity for institutional-level training, guidelines and good practices on how to achieve and implement culturally responsive and inclusive teaching strategies.

Originality/value

The methodology utilized in this study can be adapted by other libraries or institutions aiming to explore the practice of inclusive pedagogy and culturally responsive teaching within their own context. The insights from the study inform the development of strategies that librarians, faculty and staff can employ to integrate inclusive and culturally responsive teaching into their instruction and services for the wider academic community.

Article
Publication date: 31 October 2023

Xan Y. Goodman and Samantha Ann Godbey

The purpose of this paper is to provide readers with a deeper theoretical understanding of liminality, its utility in understanding the experiences of graduate student researchers…

Abstract

Purpose

The purpose of this paper is to provide readers with a deeper theoretical understanding of liminality, its utility in understanding the experiences of graduate student researchers and how being explicit about the liminal nature of the graduate student experience can be especially impactful for students from marginalized communities.

Design/methodology/approach

This conceptual paper examines liminality as an essential component of researcher identity development and how an awareness of this liminality relates to effective and inclusive librarian support of graduate student researchers. The authors explore the affective and academic implications of operating in this liminal state and how direct acknowledgment of this inbetweenness, especially within the spaces of classroom instruction and research consultations, can be leveraged as an inclusive practice. The authors ground this exploration in critical pedagogy.

Findings

Graduate student researchers often operate in an unacknowledged liminal state, which causes students to question the importance of their previous knowledge and life experiences and feel discouraged and uncertain about their potential place in academia. This is particularly damaging to students from communities that have been traditionally marginalized and excluded from higher education.

Originality/value

The authors are liaison librarians to education and health sciences at a large, minority-serving, urban research institution in the western USA and draw on their experience supporting students in disciplines that include many students returning to graduate studies after substantial professional experience. This work makes a contribution to library and information studies by focusing on the concept of liminality. The authors offer a conceptual perspective on liminality relative to librarians and their support role in the graduate student experience.

Details

Reference Services Review, vol. 52 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Open Access
Article
Publication date: 16 May 2023

Maria Ashilungu and Omwoyo Bosire Onyancha

The purpose of this study was to determine the extent to which teaching staff cooperated with librarians in collection development, specifically in relation to electronic…

47255

Abstract

Purpose

The purpose of this study was to determine the extent to which teaching staff cooperated with librarians in collection development, specifically in relation to electronic resources, and to identify barriers they encountered while performing collection development activities.

Design/methodology/approach

A mixed methods approach was adopted for the study. Quantitative and qualitative techniques of data collection and analysis were used to obtain a comprehensive understanding of the research topic. Data were gathered through a self-administered questionnaire and interviews. A total of 149 faculty members completed the questionnaire, yielding a response rate of 51.2%, while 16 library staff members were interviewed to obtain qualitative data.

Findings

The majority of the teaching staff who participated in the study affirmed that they had cooperated with subject librarians in collection development. A high percentage (62.4%) of the faculty members had collaborated with subject librarians in collection development activities. Only 37.6% of the faculty members had not participated in collection development activities with subject librarians to acquire library electronic resources. According to faculty members, some of the main challenges affecting collection development at the University of Namibia were a lack of catalogues for electronic resources and a lack of lists of titles from vendors. Moreover, librarians were not always available to assist faculty members. It is recommended that faculty members be part of the process of selecting materials and that a good relationship be fostered between librarians and faculty members to bring value to collection development activities.

Originality/value

Collection development in respect of electronic resources is a complex process to be undertaken by a single entity and, therefore, requires the collaboration of all stakeholders involved. In the case of institutions of higher learning, these stakeholders include faculty, librarians and vendors. The emergence of a variety of e-resources demands a meticulous strategy on the part of libraries to ensure they can offer a wide range of up-to-date and accurate resources that meet the evolving needs of their users. To the best of the authors’ knowledge, studies that are similar to this one have not been conducted in Namibia before. This case study presents useful findings and lessons on faculty–librarian cooperation for effective collection development, not only at the University of Namibia library but also at other academic libraries in economies with similar characteristics.

Article
Publication date: 18 March 2024

James D. Grant

The goal was emancipatory, to characterise and dislodge oppressive management practices, to allow for the possibility of seeking an alternative organisational construction free of…

Abstract

Purpose

The goal was emancipatory, to characterise and dislodge oppressive management practices, to allow for the possibility of seeking an alternative organisational construction free of postcolonial/subaltern subordination and discrimination in a local, well-documented narrative.

Design/methodology/approach

The study was informed by a postcolonial/subaltern perspective and drew on the employment experience of an Aboriginal woman, Canada’s first Indigenous Dean of a law school. The researcher employed a combination of case study and critical discourse analysis with the aim of advancing rich analyses of the complex workings of power and privilege in sustaining Western, postcolonial relations.

Findings

The study made several conclusions: first, that the institution, a medium-sized Canadian university, carefully controlled the Indigenous subaltern to remake her to be palatable to Western sensibilities. Second, the effect of this control was to assimilate her, to subordinate her Indigeneity and to civilise in a manner analogous to the purpose of Indian residential schools. Third, that rather than management’s action being rational and neutral, focused on goal attainment, efficiency and effectiveness, it was an implicit moral judgement based on her race and an opportunity to exploit her value as a means for the university’s growth and status.

Originality/value

Through a postcolonial/subaltern perspective, this study demonstrated how management practices reproduced barriers to the participation of an Indigenous woman and the First Nations community that an organisation was intended to serve. The study demonstrated how a Western perspective – that of a university’s administration, faculty and staff – was privileged, or taken for granted, and the Indigenous perspective subordinated, as the university remained committed to the dispossession of Indigenous knowledge and values.

Details

Qualitative Research in Organizations and Management: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1746-5648

Keywords

Article
Publication date: 17 October 2023

Sarah E. Brown and Kari D. Weaver

To illuminate the experience of working with students using the innovative pedagogical approach of dramaturgy, this pedagogy can more effectively address systemic bias within…

Abstract

Purpose

To illuminate the experience of working with students using the innovative pedagogical approach of dramaturgy, this pedagogy can more effectively address systemic bias within academia.

Design/methodology/approach

This paper is rooted in dramaturgical theory which suggests that how a person's identity or background is being constantly reshaped by their interactions with one another and the world around them. Within a classroom setting, it applies to contexts where group activities have a required performative aspect.

Findings

The authors found that taking a dramaturgical approach can be a very effective active learning technique within a one-shot information literacy instruction context.

Originality/value

Creative approaches to information literacy instruction often remain untried, and the combination of this work and the consideration of dramaturgical theory within the framework of inclusive pedagogy is a distinct contribution to the field.

Details

Reference Services Review, vol. 52 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Open Access
Article
Publication date: 26 March 2024

Laura Hedin, Lydia Gerzel-Short, Lisa Liberty and Jason Pope

District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic…

Abstract

Purpose

District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.

Design/methodology/approach

In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.

Findings

25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.

Research limitations/implications

Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.

Practical implications

Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.

Social implications

The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.

Originality/value

Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.

Details

PDS Partners: Bridging Research to Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2833-2040

Keywords

Article
Publication date: 31 January 2024

Camille Washington-Ottombre

Studies have shown that higher education institutions (HEIs) need to achieve deep organizational learning to develop and implement long-term strategies for responding to the…

Abstract

Purpose

Studies have shown that higher education institutions (HEIs) need to achieve deep organizational learning to develop and implement long-term strategies for responding to the climate crisis. This study aims to analyze the sustainability efforts of HEIs, in particular those who use the sustainability tracking, assessment and rating system (STARS), to ascertain what type of organizational learning is being achieved.

Design/methodology/approach

This paper does this by analyzing perceptions of learning amongst this group of HEIs. More specifically, it analyzes survey data regarding perceptions of types and system levels of organizational learning achieved by 116 HEIs in the USA that currently use or have used STARS in the past. The approach also aims to develop a macro view of the relationships between practicing campus sustainability, using sustainability reporting tools and learning as an organization.

Findings

An examination of the practice of campus sustainability and its relationship to organizational learning reveals that the use of sustainability reporting promotes broad learning, but deep learning at the level of the organization is seldom achieved.

Practical implications

Given the success of using sustainability reporting tools to diffuse knowledge and foster broad learning, this paper argues that such tools should incorporate more metrics relative to soft organizational characteristics of HEIs to shift organizational cultures and foster deeper organizational learning.

Originality/value

This work constitutes one of the few studies analyzing empirical data on campus sustainability, sustainability reporting and organizational learning for a large number of HEIs.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

Keywords

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