E. D. L. Santos, Daniel G. Dominguez, Kevin G. LaFrance
This paper describes the use of advisory boards in the development of two competency-based business programs: one graduate and the other undergraduate. Though the programs varied significantly in structure and content, both used focus group methodology to collect comprehensive and relevant input from advisory board members comprised of local subject matter experts. Analysis of each program’s developmental efforts demonstrates that, while the programs varied significantly in many aspects, both achieved the intended outcome. In both cases, advisory board input contributed to the development of a competency model and associated program curriculum that closely aligned with the program’s specific disciplines.
{"title":"Innovation in Competency-Based Program Development: Leveraging the Advisory Board Faculty Alliance.","authors":"E. D. L. Santos, Daniel G. Dominguez, Kevin G. LaFrance","doi":"10.5929/2011.1.1.5","DOIUrl":"https://doi.org/10.5929/2011.1.1.5","url":null,"abstract":"This paper describes the use of advisory boards in the development of two competency-based business programs: one graduate and the other undergraduate. Though the programs varied significantly in structure and content, both used focus group methodology to collect comprehensive and relevant input from advisory board members comprised of local subject matter experts. Analysis of each program’s developmental efforts demonstrates that, while the programs varied significantly in many aspects, both achieved the intended outcome. In both cases, advisory board input contributed to the development of a competency model and associated program curriculum that closely aligned with the program’s specific disciplines.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130277487","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}
{"title":"UNIVERSITY READING: HOW DO WE TURN IT ON?","authors":"J. Trice, Barbara Wilmes","doi":"10.5929/2011.1.1.8","DOIUrl":"https://doi.org/10.5929/2011.1.1.8","url":null,"abstract":"","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122489598","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}
Considering the vitally important role that the superintendent plays in the overall functioning and wellbeing of any school district, the filling of that position should never be done in haste. Due to the importance of this process and the time it requires, school districts often employ an interim superintendent. In this single case study, one researcher engaged in qualitative research by actually assuming the role of an interim superintendent in a small West Texas school. The findings that emerged from this study consisted of identifying duties and roles of the interim superintendent in comparison with those of the regular superintendent. Major differences were found in the roles of the two positions. Keywords: interim superintendent, role, duties, case study
{"title":"The Interim Superintendent: A Case Study.","authors":"G. Bigham, Susan J. Nix","doi":"10.5929/2011.1.1.6","DOIUrl":"https://doi.org/10.5929/2011.1.1.6","url":null,"abstract":"Considering the vitally important role that the superintendent plays in the overall functioning and wellbeing of any school district, the filling of that position should never be done in haste. Due to the importance of this process and the time it requires, school districts often employ an interim superintendent. In this single case study, one researcher engaged in qualitative research by actually assuming the role of an interim superintendent in a small West Texas school. The findings that emerged from this study consisted of identifying duties and roles of the interim superintendent in comparison with those of the regular superintendent. Major differences were found in the roles of the two positions.\u0000\u0000Keywords: interim superintendent, role, duties, case study","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128486047","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}
Student perceptions of 63 concentration year MSW students, grades, and faculty perceptions were examined to evaluate differences in educational outcomes and in learning experiences among a traditional classroom model, a mixed or hybrid model, and a webinar online model for delivery of integrative field seminars. No significant differences were found in the grades among the three models. Findings showed strong support for the traditional model for students in local field internships and the webinar model for students in distant site placements. Reciprocity among students and faculty was a major factor in seminar integration and effectiveness, regardless of the mode of delivery.
{"title":"Student Perceptions of Integrative Field Seminar: A Comparison of Three Models","authors":"H. Harris, Dennis R. Myers","doi":"10.5929/2013.3.2.3","DOIUrl":"https://doi.org/10.5929/2013.3.2.3","url":null,"abstract":"Student perceptions of 63 concentration year MSW students, grades, and faculty perceptions were examined to evaluate differences in educational outcomes and in learning experiences among a traditional classroom model, a mixed or hybrid model, and a webinar online model for delivery of integrative field seminars. No significant differences were found in the grades among the three models. Findings showed strong support for the traditional model for students in local field internships and the webinar model for students in distant site placements. Reciprocity among students and faculty was a major factor in seminar integration and effectiveness, regardless of the mode of delivery.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"11 1 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":"127492279","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 describes the process of conceptualizing and implementing a one-to-one technology initiative at a regional comprehensive university. Organized around the principle that sustainable change requires attention to clear, justifiable goals, attention to key decisions, the development of stakeholder investment, adequate training, building appropriate infrastructure, and a concern for sustainability, the authors provide specific examples detailing how the change initiative in which they participated addressed each of those areas.
{"title":"Implementing a One-to-One Technology Initiative in Higher Education","authors":"Daryl Fridley, Diana Rogers-Adkinson","doi":"10.5929/2015.5.2.5","DOIUrl":"https://doi.org/10.5929/2015.5.2.5","url":null,"abstract":"This paper describes the process of conceptualizing and implementing a one-to-one technology initiative at a regional comprehensive university. Organized around the principle that sustainable change requires attention to clear, justifiable goals, attention to key decisions, the development of stakeholder investment, adequate training, building appropriate infrastructure, and a concern for sustainability, the authors provide specific examples detailing how the change initiative in which they participated addressed each of those areas.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"34 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":"114759293","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 aims of this study were to describe current policy practice related to the use of the HESITM Exit Exam in schools of nursing and to determine which policies result in higher HESI Exit Scores. Deans and directors of nursing schools that administered Elsevier HESI Exit Exam to students during the 2010 academic year were queried. Data were collected regarding students’ HESI Exit Exam results, national nursing licensure examination outcomes, and the schools’ standardized testing policies. A stratified random sample of schools and a total of 5438 student records were obtained, 3084 from Associate Degree (AD) and 2354 from Baccalaureate Degree (BD) programs. NCLEX®-RN outcomes were known for all but 316 (5.8%) students. Four standardized exam policy components were related to higher HESI Exit Exam scores. The study confirmed the robust predictive accuracy of the HESI Exit Exam. A national United States sample of BD and AD nursing programs has demonstrated that standardized end of program assessment results are related to faculty implementation strategies and certain policy components. Evidence-based policy strategies should be evaluated longitudinally to support policy decisions.
{"title":"Standardized Predictive Testing: Practices, Policies, and Outcomes.","authors":"L. Barton, P. Willson, R. Langford, B. Schreiner","doi":"10.5929/2014.4.2.2","DOIUrl":"https://doi.org/10.5929/2014.4.2.2","url":null,"abstract":"The aims of this study were to describe current policy practice related to the use of the HESITM Exit Exam in schools of nursing and to determine which policies result in higher HESI Exit Scores. Deans and directors of nursing schools that administered Elsevier HESI Exit Exam to students during the 2010 academic year were queried. Data were collected regarding students’ HESI Exit Exam results, national nursing licensure examination outcomes, and the schools’ standardized testing policies. A stratified random sample of schools and a total of 5438 student records were obtained, 3084 from Associate Degree (AD) and 2354 from Baccalaureate Degree (BD) programs. NCLEX®-RN outcomes were known for all but 316 (5.8%) students. Four standardized exam policy components were related to higher HESI Exit Exam scores. The study confirmed the robust predictive accuracy of the HESI Exit Exam. A national United States sample of BD and AD nursing programs has demonstrated that standardized end of program assessment results are related to faculty implementation strategies and certain policy components. Evidence-based policy strategies should be evaluated longitudinally to support policy decisions.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"1 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":"125813551","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 purpose of this article is to explore the relationship between social justice leadership and organizational decision making in order to make recommendations for how principals can make more socially just decisions in difficult school contexts. This article begins with a discussion of social justice leadership, facets and theories associated with social justice, and how facets can be contradictory and problematic in practice. Then, rational choice theory is presented to detail key assumptions and criticisms that are associated with decision-making in complex organizations. Next, rational choice theory is utilized as a straw man for analyzing principal decision-making in complex organizations in order to highlight how competing facets of social justice or inherent leadership dilemmas can arise and complicate decision-making. This article concludes with practice oriented recommendations for principals and other leaders seeking to create more socially just schools. Keywords: social justice leadership, decision-making, principals, urban education
{"title":"Despite Best Intentions: A Critical Analysis of Social Justice Leadership and Decision Making.","authors":"David E. DeMatthews, A. Mungal, P. Carrola","doi":"10.5929/2015.5.2.4","DOIUrl":"https://doi.org/10.5929/2015.5.2.4","url":null,"abstract":"The purpose of this article is to explore the relationship between social justice leadership and organizational decision making in order to make recommendations for how principals can make more socially just decisions in difficult school contexts. This article begins with a discussion of social justice leadership, facets and theories associated with social justice, and how facets can be contradictory and problematic in practice. Then, rational choice theory is presented to detail key assumptions and criticisms that are associated with decision-making in complex organizations. Next, rational choice theory is utilized as a straw man for analyzing principal decision-making in complex organizations in order to highlight how competing facets of social justice or inherent leadership dilemmas can arise and complicate decision-making. This article concludes with practice oriented recommendations for principals and other leaders seeking to create more socially just schools. \u0000\u0000Keywords: social justice leadership, decision-making, principals, urban education","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"1 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":"115578205","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}
Lester, B. M., & Sparrow, J. D. (Eds.). (2001). Nurturing children and families: Building on the legacy of T. Berry Brazelton. Malden, MA: Wiley-Blackwell. 376 pp. ISBN 978-1-4051-9600-0
Lester, B. M., & Sparrow, J. D. (Eds.).(2001).Nurturing children and families：Building on the legacy of T. Berry Brazelton.Malden, MA: Wiley-Blackwell.376 pp.ISBN 978-1-4051-9600-0
{"title":"Book Review: Nurturing children and families: building on the legacy of t. berry brazelton","authors":"Kathleen E. Fite","doi":"10.5860/choice.48-4779","DOIUrl":"https://doi.org/10.5860/choice.48-4779","url":null,"abstract":"Lester, B. M., & Sparrow, J. D. (Eds.). (2001). Nurturing children and families: Building on the legacy of T. Berry Brazelton. Malden, MA: Wiley-Blackwell. 376 pp. ISBN 978-1-4051-9600-0","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"94 2 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":"130940847","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}
Scholarly attention regarding faculty involvement has primarily focused on faculty opinions of shared governance and faculty influence on institutional decision-making. There has been limited attention given to academic service productivity and the effectiveness of traditional approaches toward the accomplishment of faculty service requirements. This paper discusses disruptive technological change as a subset of disruptive innovation and proposes a technology-based framework for increasing service productivity while maintaining effort with regard to faculty service requirements in academic institutions. Specifically, a social networking tool is used to approach academic service projects with organic involvement and measured progress. It is suggested that such an approach may have positive implications toward increasing productivity in academic service. Further, additional benefits inherent in the tool make possible the leveraging of external networks for further productivity gains with no increase in resources while fostering a standardization of products across universities.
{"title":"Disrupting Faculty Service: Using Technology to Increase Academic Service Productivity.","authors":"P. Burnett, Kenneth Shemroske, Mohammed F. Khayum","doi":"10.5929/2014.4.2.6","DOIUrl":"https://doi.org/10.5929/2014.4.2.6","url":null,"abstract":"Scholarly attention regarding faculty involvement has primarily focused on faculty opinions of shared governance and faculty influence on institutional decision-making. There has been limited attention given to academic service productivity and the effectiveness of traditional approaches toward the accomplishment of faculty service requirements. This paper discusses disruptive technological change as a subset of disruptive innovation and proposes a technology-based framework for increasing service productivity while maintaining effort with regard to faculty service requirements in academic institutions. Specifically, a social networking tool is used to approach academic service projects with organic involvement and measured progress. It is suggested that such an approach may have positive implications toward increasing productivity in academic service. Further, additional benefits inherent in the tool make possible the leveraging of external networks for further productivity gains with no increase in resources while fostering a standardization of products across universities.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"72 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":"122958806","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}
{"title":"Analysis of the Higher Education Act Reauthorizations: Financial Aid Policy Influencing College Access and Choice","authors":"Robin L. Capt","doi":"10.5929/2013.3.2.4","DOIUrl":"https://doi.org/10.5929/2013.3.2.4","url":null,"abstract":"","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"2 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":"129236991","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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