Laura Baker, Elias A. Demetriades, Saba Senses-Ozyurt
Despite the preponderance of evidence that achieving gender balance in corporate leadership ranks is a value proposition which results in higher profits and better overall corporate performance, little research has been done to question the efficacy of existing leadership development constructs for women. This study used a multiphase, mixed-methods approach to explore which factors influence women’s leadership development in male dominated organizational setting. The study included seven interview participants and38 survey respondents. All participants were female supervisors aged 26-72 working in a male dominated and technical organization. Results from the semi-structured interviews were used to shape the survey content which included open ended, scaled, and multiple choice questions. Results from both the interviews and the surveys revealed that women predominately learn leadership through social cognitive interactions, followed by experiential learning. Work sponsored courses were the primary source of leadership doctrine. The study utilized a sequential, two-phased mixed methods approach. The first phase consisted of semi-structured one-on-one interviews with female participants selected randomly from the organization‘s e-mail distribution list. To facilitate this, all women on the electronic distribution list were assigned a number. A random number generator was then used to select women for the interviews. Twenty one women were sent an e-mail invitation requesting volunteers to participate. Seven women responded indicating they would like to participate. The interviews were scheduled and conducted at the women‘s places of work in their private offices. Using thematic, phenomenological analysis of the interview content, primary outcomes were extracted. These findings were then used to create online survey questions for a larger sample population. The surveys were administered by sending a new e-mail invitation out to the remaining female leaders that did not participate in interviews. The e-mail requested voluntary participation and contained a link to the online survey. The survey results were utilized to perform more detailed quantitative analyses and obtain a deeper understanding of women‘s leadership development. development. They learn how to lead by watching and interacting with other good and bad leaders. Second to social-cognitive learning, the results demonstrated that experiential learning also had a significant influence on women‘s leadership development, particularly with regard to facing and overcoming adversity. These findings demonstrate the importance of having positive role models in organizations desiring to achieve gender balance among their leadership ranks. Champions for women leaders can be male or female, so long as they satisfy the need for interaction, connectedness, and encouragement in order to help build confidence and encourage the women to pursue leadership training, promotions, and stretch assignments.
{"title":"Women’s Leadership Development: A Social Cognitive Approach","authors":"Laura Baker, Elias A. Demetriades, Saba Senses-Ozyurt","doi":"10.30845/jesp.v7n1p8","DOIUrl":"https://doi.org/10.30845/jesp.v7n1p8","url":null,"abstract":"Despite the preponderance of evidence that achieving gender balance in corporate leadership ranks is a value proposition which results in higher profits and better overall corporate performance, little research has been done to question the efficacy of existing leadership development constructs for women. This study used a multiphase, mixed-methods approach to explore which factors influence women’s leadership development in male dominated organizational setting. The study included seven interview participants and38 survey respondents. All participants were female supervisors aged 26-72 working in a male dominated and technical organization. Results from the semi-structured interviews were used to shape the survey content which included open ended, scaled, and multiple choice questions. Results from both the interviews and the surveys revealed that women predominately learn leadership through social cognitive interactions, followed by experiential learning. Work sponsored courses were the primary source of leadership doctrine. The study utilized a sequential, two-phased mixed methods approach. The first phase consisted of semi-structured one-on-one interviews with female participants selected randomly from the organization‘s e-mail distribution list. To facilitate this, all women on the electronic distribution list were assigned a number. A random number generator was then used to select women for the interviews. Twenty one women were sent an e-mail invitation requesting volunteers to participate. Seven women responded indicating they would like to participate. The interviews were scheduled and conducted at the women‘s places of work in their private offices. Using thematic, phenomenological analysis of the interview content, primary outcomes were extracted. These findings were then used to create online survey questions for a larger sample population. The surveys were administered by sending a new e-mail invitation out to the remaining female leaders that did not participate in interviews. The e-mail requested voluntary participation and contained a link to the online survey. The survey results were utilized to perform more detailed quantitative analyses and obtain a deeper understanding of women‘s leadership development. development. They learn how to lead by watching and interacting with other good and bad leaders. Second to social-cognitive learning, the results demonstrated that experiential learning also had a significant influence on women‘s leadership development, particularly with regard to facing and overcoming adversity. These findings demonstrate the importance of having positive role models in organizations desiring to achieve gender balance among their leadership ranks. Champions for women leaders can be male or female, so long as they satisfy the need for interaction, connectedness, and encouragement in order to help build confidence and encourage the women to pursue leadership training, promotions, and stretch assignments.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"279 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122164405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was designed to determine the teachers’ sex and students’ preferences of teachers’ personality traits among selected Public High School. It aimed to determine the significant difference between the teachers’ sex and students’ preference of teachers’ personality traits when grouped to male and female, find out the significant difference between the teachers’ sex and students’ preference of teachers’ personality traits when grouped to year level, and find out the significant difference between the teachers’ sex and students’ preferences of teachers’ personality traits. There were four hundred two (402) male and female students of selected public Junior High School in Western Misamis Oriental, Philippines involved in the study. This study utilized the quantitative descriptive research design. Result showed that both male and female teachers revealed highly significant difference on teachers’ personality traits such as fair, democratic, responsive, understanding, kindly, stimulating, original, alert, attractive, and responsible. This study concluded that teachers’ sex can affect the students’ preferences on teachers’ personality traits.
{"title":"Teachers’ Sex and Students’ Preferences of Teachers’ Personality Traits among Selected Public Junior High School in Western Misamis Oriental, Philippines","authors":"Dulce Ann Laput Gaid, Bella C. Mugot","doi":"10.30845/jesp.v7n2p9","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p9","url":null,"abstract":"This study was designed to determine the teachers’ sex and students’ preferences of teachers’ personality traits among selected Public High School. It aimed to determine the significant difference between the teachers’ sex and students’ preference of teachers’ personality traits when grouped to male and female, find out the significant difference between the teachers’ sex and students’ preference of teachers’ personality traits when grouped to year level, and find out the significant difference between the teachers’ sex and students’ preferences of teachers’ personality traits. There were four hundred two (402) male and female students of selected public Junior High School in Western Misamis Oriental, Philippines involved in the study. This study utilized the quantitative descriptive research design. Result showed that both male and female teachers revealed highly significant difference on teachers’ personality traits such as fair, democratic, responsive, understanding, kindly, stimulating, original, alert, attractive, and responsible. This study concluded that teachers’ sex can affect the students’ preferences on teachers’ personality traits.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"170 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123257224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Building the educational process in primary school on an active teaching, which is implemented by including mathematical problems with the content of developmental and interdisciplinary links in math classes makes the learning process intresteing and attractive and increases pupils’ interest. The paper dwells on the methodology for working out the systems of mathematical problems with the content of developmental and interdisciplinary links, which is based on the original scheme that we developed. There has been developed the methodology for teaching how to solve mathematical problems with the content of developmental and interdisciplinary links in primary school, psychological and pedagogical patterns of realizing these problems, indicators of including them in the teaching process and the results of the educational experiment, confirming that the the original approaches realized in this work ensure higher quality of mathematics education of primary school pupils and their inclusion in an active teaching using the systems of specially selectedproblems.
{"title":"Active Teaching of Primary School Pupils (I-III Grades) Using Mathematical Problems With the Content of Developmental and Interdisciplinary Skills","authors":"Tamar Dograshvili","doi":"10.30845/jesp.v6n4p9","DOIUrl":"https://doi.org/10.30845/jesp.v6n4p9","url":null,"abstract":"Building the educational process in primary school on an active teaching, which is implemented by including mathematical problems with the content of developmental and interdisciplinary links in math classes makes the learning process intresteing and attractive and increases pupils’ interest. The paper dwells on the methodology for working out the systems of mathematical problems with the content of developmental and interdisciplinary links, which is based on the original scheme that we developed. There has been developed the methodology for teaching how to solve mathematical problems with the content of developmental and interdisciplinary links in primary school, psychological and pedagogical patterns of realizing these problems, indicators of including them in the teaching process and the results of the educational experiment, confirming that the the original approaches realized in this work ensure higher quality of mathematics education of primary school pupils and their inclusion in an active teaching using the systems of specially selectedproblems.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131454353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Studies have demonstrated that written school wellness policies (SWPs) exist, but policies lack comprehensiveness and vary widely in strength of the language used to address mandated components. SWPs should support creating a healthy nutrition environment, however, it is unclear the extent to which they do. The aim of this study was to examine the association between overall quality (strength and comprehensiveness) of written SWPs and the observed physical, situational and policy nutrition environment and specific areas of interest within Midwestern elementary schools. Methods: Twenty-six schools were visited during the 2017-2018 academic year. At each school, SPAN-ET was used to assess the physical, situational and policy environment within the school. Schools were categorized as ‘poor’, ‘fair’, ‘good’ and ‘best’ in each nutrition environment section based on the number of criteria met within specific areas of interest. Written SWPs were scored by two trained researchers, using WellSAT 2.0, prior to the onsite school visit, and strength and comprehensiveness of written SWPs were determined. Results: Strength scores for the nutrition standards section of written SWPs were positively correlated with scores for the observed garden features area of interest (r = .55, p<.01) and comprehensiveness scores for the nutrition education section of written SWPs were negatively correlated with scores for the observed school meals area of interest (r = -.53, p<.05). Mean written SWP nutrition section scores did not vary across observed physical, situational or policy nutrition environment scores, or overall observed nutrition environment score. Conclusion: Examining written SWPs together with the observed school environment can help to identify gaps between how policies are written and how they are being implemented within schools. This information has the potential to shape policy development, implementation and in turn, the school nutrition environment.
{"title":"Association between Written School Nutrition Wellness Policies and the Observed Nutrition Environment within the Elementary Schools","authors":"Shadai Martin, J. Meendering, L. McCormack","doi":"10.30845/jesp.v6n3p8","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p8","url":null,"abstract":"Background: Studies have demonstrated that written school wellness policies (SWPs) exist, but policies lack comprehensiveness and vary widely in strength of the language used to address mandated components. SWPs should support creating a healthy nutrition environment, however, it is unclear the extent to which they do. The aim of this study was to examine the association between overall quality (strength and comprehensiveness) of written SWPs and the observed physical, situational and policy nutrition environment and specific areas of interest within Midwestern elementary schools. Methods: Twenty-six schools were visited during the 2017-2018 academic year. At each school, SPAN-ET was used to assess the physical, situational and policy environment within the school. Schools were categorized as ‘poor’, ‘fair’, ‘good’ and ‘best’ in each nutrition environment section based on the number of criteria met within specific areas of interest. Written SWPs were scored by two trained researchers, using WellSAT 2.0, prior to the onsite school visit, and strength and comprehensiveness of written SWPs were determined. Results: Strength scores for the nutrition standards section of written SWPs were positively correlated with scores for the observed garden features area of interest (r = .55, p<.01) and comprehensiveness scores for the nutrition education section of written SWPs were negatively correlated with scores for the observed school meals area of interest (r = -.53, p<.05). Mean written SWP nutrition section scores did not vary across observed physical, situational or policy nutrition environment scores, or overall observed nutrition environment score. Conclusion: Examining written SWPs together with the observed school environment can help to identify gaps between how policies are written and how they are being implemented within schools. This information has the potential to shape policy development, implementation and in turn, the school nutrition environment.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131925911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Through a study of school mission statements, this paper offers a unique examination and perspective on the shifting priorities of school. A random sample of 50 Massachusetts public high school mission statements was collected in 2001 and again in 2019. Analyzing the school mission statements using a pre-established coding rubric, 95% of schools had thematically changed their mission during this 18-year span. On average, the number of themes represented in mission statements increased from 5.1 to 6.2 per school. While emotional (91%), cognitive (86%), and civic (67%) development remained the most frequently occurring themes across mission statements, a significant increase in the frequency of career preparation (19% in 2001 to 38% in 2019) and challenging environment (38% in 2001 to 62% in 2019) was observed in 2019. Considerations of how local, state, and national reform efforts and policies may relate to trends in school purpose and mission statements themes are discussed.
{"title":"An Analysis of High School Mission Statements in Massachusetts from 2001 to 2019","authors":"Damian Bebell, Steven E. Stemler, D. Heimler","doi":"10.30845/jesp.v7n2p1","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p1","url":null,"abstract":"Through a study of school mission statements, this paper offers a unique examination and perspective on the shifting priorities of school. A random sample of 50 Massachusetts public high school mission statements was collected in 2001 and again in 2019. Analyzing the school mission statements using a pre-established coding rubric, 95% of schools had thematically changed their mission during this 18-year span. On average, the number of themes represented in mission statements increased from 5.1 to 6.2 per school. While emotional (91%), cognitive (86%), and civic (67%) development remained the most frequently occurring themes across mission statements, a significant increase in the frequency of career preparation (19% in 2001 to 38% in 2019) and challenging environment (38% in 2001 to 62% in 2019) was observed in 2019. Considerations of how local, state, and national reform efforts and policies may relate to trends in school purpose and mission statements themes are discussed.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116626371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As a result of the 2019 COVID-19 pandemic, approximately 90% of students across 192 countries, including the United States, were abruptly transitioned from face to face classes to virtual learning due to virus related closures (United Nations Educational, Scientific and Cultural Organization, 2020). While most colleges and universities responded by transitioning all of their face to face courses virtually, that was not a viable or realistic option for students enrolled in for-credit, academic internship and field experience courses given the inherent nature of the courses where students work in a discipline or profession related organization under the supervision of a field supervisor and guided by internship faculty (Davis Bivens, 2011). The following article is a qualitative examination of two social and professional science programs, one in Criminology and the other Social Work, and their experience in successfully transitioning undergraduate internship courses from face to face to virtual courses amid the COVID-19 global pandemic. We make recommendations for faculty supervising internships, field experiences, and other experiential learning activities such as service learning and co-operative education, to anticipate for and prepare for disruptions due to disasters, pandemics, and other critical incidents.
{"title":"Navigating Internships and Field Experience in the Wake of a Global Pandemic: A Qualitative Examination of Two Undergraduate Program Experiences","authors":"Nicola Davis Bivens, Y. M. Byrd","doi":"10.30845/jesp.v7n3p6","DOIUrl":"https://doi.org/10.30845/jesp.v7n3p6","url":null,"abstract":"As a result of the 2019 COVID-19 pandemic, approximately 90% of students across 192 countries, including the United States, were abruptly transitioned from face to face classes to virtual learning due to virus related closures (United Nations Educational, Scientific and Cultural Organization, 2020). While most colleges and universities responded by transitioning all of their face to face courses virtually, that was not a viable or realistic option for students enrolled in for-credit, academic internship and field experience courses given the inherent nature of the courses where students work in a discipline or profession related organization under the supervision of a field supervisor and guided by internship faculty (Davis Bivens, 2011). The following article is a qualitative examination of two social and professional science programs, one in Criminology and the other Social Work, and their experience in successfully transitioning undergraduate internship courses from face to face to virtual courses amid the COVID-19 global pandemic. We make recommendations for faculty supervising internships, field experiences, and other experiential learning activities such as service learning and co-operative education, to anticipate for and prepare for disruptions due to disasters, pandemics, and other critical incidents.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"356 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132794424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Giorgos K. Fountzoulas, M. Koutsouba, Evgenia Nikolaki
Critical thinking as a cognitive process refers to the critical thinking skills of a conscious person who explores a situation or a problem from different perspectives. In order to measure this cognitive process and skills many tools have been established. However, the accurate assessment of critical thinking skills depends on the instruments’ properties being invariant or similar across cultural, ageing and other groups. For this reason, qualitative and quantitative assessments methods have been proposed and used. The aim of this study is to explore the concept of critical thinking and to present the critical thinking assessment tools used worldwide with special reference in Greece and Cyprus. For this purpose, literature-based research methodology was adopted that included analysis and evaluation of relevant published literature. The literature review showed that though many tools have been introduced for measuring critical thinking skills only thirteen of them have undergone the processes of validity and credibility procedures worldwide. Moreover, these thirteen tools include both qualitative and quantitative research methods, with qualitative ones to prevail. Finally, in Greece and Cyprus, the research of critical thinking and the assessment of critical thinking skills is a new established field and only few researches have been conducted using structured tools.
{"title":"Critical Thinking and Its Assessment: A Literature Review with Special Reference in Greece and Cyprus","authors":"Giorgos K. Fountzoulas, M. Koutsouba, Evgenia Nikolaki","doi":"10.30845/jesp.v6n2p9","DOIUrl":"https://doi.org/10.30845/jesp.v6n2p9","url":null,"abstract":"Critical thinking as a cognitive process refers to the critical thinking skills of a conscious person who explores a situation or a problem from different perspectives. In order to measure this cognitive process and skills many tools have been established. However, the accurate assessment of critical thinking skills depends on the instruments’ properties being invariant or similar across cultural, ageing and other groups. For this reason, qualitative and quantitative assessments methods have been proposed and used. The aim of this study is to explore the concept of critical thinking and to present the critical thinking assessment tools used worldwide with special reference in Greece and Cyprus. For this purpose, literature-based research methodology was adopted that included analysis and evaluation of relevant published literature. The literature review showed that though many tools have been introduced for measuring critical thinking skills only thirteen of them have undergone the processes of validity and credibility procedures worldwide. Moreover, these thirteen tools include both qualitative and quantitative research methods, with qualitative ones to prevail. Finally, in Greece and Cyprus, the research of critical thinking and the assessment of critical thinking skills is a new established field and only few researches have been conducted using structured tools.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"241 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114842301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The persistent organ shortage shows that many people remain unresponsive to this dilemma. Increasing waiting list mortality notwithstanding social education has remained unchanged. The slogan considering that organ donation “is a gift of life” persists as the primary catchphrase on education campaigns. Fear of death, mutilation, distrust of medical teams and religious uncertainty are possible barriers to donation along with lack of information and education on what organ transplants mean nowadays for society. People’s acknowledgment of slogans such as: “Throughout our lives we are all potential recipients of organs and tissues”; “The body after death is a unique source of health for all” and the catchphrase”; Sharing the donated organs could be a social agreement”, should be considered as expression of promising educational programs. Finally, a curricular programming in donation and transplants in schools and universities will be an important contribution in the search for solution of this critical problem.
{"title":"Critical Review of Public Organ Donation Education Programs","authors":"F. Cantarovich","doi":"10.30845/JESP.V6N1P6","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P6","url":null,"abstract":"The persistent organ shortage shows that many people remain unresponsive to this dilemma. Increasing waiting list mortality notwithstanding social education has remained unchanged. The slogan considering that organ donation “is a gift of life” persists as the primary catchphrase on education campaigns. Fear of death, mutilation, distrust of medical teams and religious uncertainty are possible barriers to donation along with lack of information and education on what organ transplants mean nowadays for society. People’s acknowledgment of slogans such as: “Throughout our lives we are all potential recipients of organs and tissues”; “The body after death is a unique source of health for all” and the catchphrase”; Sharing the donated organs could be a social agreement”, should be considered as expression of promising educational programs. Finally, a curricular programming in donation and transplants in schools and universities will be an important contribution in the search for solution of this critical problem.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"214 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132361821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the use of data through a predictive analytical approach to shift the current culture of academic advising from one of compliance to one that focuses on student learning and success in all areas of an educational experience.As educational institutions demonstrate an ever-increasing reliance on the use of data to make evidence-based decisions, the use of much of the same data can be used to develop an evidence-based profile of student performance. Advisors using analytics can predict future outcomes and proactively guide students to make betterdecisions regarding their selection of an academic major or coursework pathways, improving a student’s likelihood of attaining a degree and consequent success in a given field. Due to the technological advances in the areas of educational data mining and the use of analytics, the capacity to guide students using rational, evidence-based information is now a possibility. This paper sets the stage for the use of predictive analytics that can influence a cultural shift in academic advising while offering caution that educational institutions must assess the quality of the data decisions that are being made.
{"title":"The Use of Predictive Analytics to Shift the Culture of Academic Advising Toward a Focus on Student Success","authors":"Paul R. Bowdre","doi":"10.30845/jesp.v7n3p3","DOIUrl":"https://doi.org/10.30845/jesp.v7n3p3","url":null,"abstract":"This paper explores the use of data through a predictive analytical approach to shift the current culture of academic advising from one of compliance to one that focuses on student learning and success in all areas of an educational experience.As educational institutions demonstrate an ever-increasing reliance on the use of data to make evidence-based decisions, the use of much of the same data can be used to develop an evidence-based profile of student performance. Advisors using analytics can predict future outcomes and proactively guide students to make betterdecisions regarding their selection of an academic major or coursework pathways, improving a student’s likelihood of attaining a degree and consequent success in a given field. Due to the technological advances in the areas of educational data mining and the use of analytics, the capacity to guide students using rational, evidence-based information is now a possibility. This paper sets the stage for the use of predictive analytics that can influence a cultural shift in academic advising while offering caution that educational institutions must assess the quality of the data decisions that are being made.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128235517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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