With distance learning increasing in popularity across the country and the world, a review of the extant literature as it relates to distance learning and face-to-face learning is warranted. In particular, this paper examined distance learning, including a historical overview, prevailing themes in past research, and studies relating the importance of the community concept in distance education. Also analyzed were research studies in which the importance of culture and values were addressed. Subsequently, the rationale for the development of instruments to quantify values, including the Schwartz Value Scale (SVS), was provided. Growth in online education has created an environment where educators must meet new challenges while having little practical experience. Research, then, is – and will be – needed to guide future practice and pedagogy. Therefore, to provide institutions with much-needed information about the value profile of the distance-learning student, it is essential that research on student values is performed. This information could aid in the creation and implementation of programs aimed at increasing student success and decreasing student withdrawals. In sociological terms, then, distance-learning courses would meet the criteria set forth for societies: courses are groupings of individuals living or participating in a territorial space. Furthermore, courses contain formal, and develop informal, structures that regulate the allocation of rewards. Keywords: higher education, distance learning, culture, values, conceptual
{"title":"DISTANCE AND FACE-TO-FACE LEARNING CULTURE AND VALUES: A CONCEPTUAL ANALYSIS","authors":"Carmen Tejeda-Delgado, Brett J. Millan, J. Slate","doi":"10.5929/2011.1.2.10","DOIUrl":"https://doi.org/10.5929/2011.1.2.10","url":null,"abstract":"With distance learning increasing in popularity across the country and the world, a review of the extant literature as it relates to distance learning and face-to-face learning is warranted. In particular, this paper examined distance learning, including a historical overview, prevailing themes in past research, and studies relating the importance of the community concept in distance education. Also analyzed were research studies in which the importance of culture and values were addressed. Subsequently, the rationale for the development of instruments to quantify values, including the Schwartz Value\u0000Scale (SVS), was provided. Growth in online education has created an environment where educators must meet new challenges while having little practical experience. Research, then, is – and will be – needed to guide future practice and pedagogy. Therefore, to provide institutions with much-needed information about the value profile of the distance-learning student, it is essential that research on student values is performed. This information could aid in the creation and implementation of programs aimed at increasing student success and decreasing student withdrawals. In sociological terms,\u0000then, distance-learning courses would meet the criteria set forth for societies: courses are groupings of individuals living or participating in a territorial space. Furthermore, courses contain formal, and develop informal, structures that regulate the allocation of rewards.\u0000\u0000Keywords: higher education, distance learning, culture, values, conceptual","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128780673","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 mixed methods follow-up single case study was two-fold: to determine if a school district was able to sustain a professional learning community (PLC) and to identify factors that enhanced, inhibited, or promoted the sustainability of a PLC from a district-wide perspective, with particular focus on how a change in leadership, i.e. a new superintendent, affected the sustainability of PLC attributes. In addition, the role of trust in influencing the sustainability of a professional learning community will be discussed in this paper.
{"title":"The District-Wide Sustainability of a Professional Learning Community during Leadership Changes at the Superintendency Level.","authors":"Chuey Abrego, Anita M. Pankake","doi":"10.5929/2011.1.1.2","DOIUrl":"https://doi.org/10.5929/2011.1.1.2","url":null,"abstract":"The purpose of this mixed methods follow-up single case study was two-fold: to determine if a school district was able to sustain a professional learning community (PLC) and to identify factors that enhanced, inhibited, or promoted the sustainability of a PLC from a district-wide perspective, with particular focus on how a change in leadership, i.e. a new superintendent, affected the sustainability of PLC attributes. In addition, the role of trust in influencing the sustainability of a professional learning community will be discussed in this paper.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"24 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":"123313602","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}
Bhanu Balasubramnian, Tanja Steigner, Kevin R. Coulson
{"title":"Pedagogical Design for a Cross-Functional Course in the Accelerated MBA Program.","authors":"Bhanu Balasubramnian, Tanja Steigner, Kevin R. Coulson","doi":"10.5929/2011.1.1.1","DOIUrl":"https://doi.org/10.5929/2011.1.1.1","url":null,"abstract":"","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"15 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":"129616313","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":"Mentoring Tenure-Track Faculty in Academe","authors":"D. J. Davis, P. Boyer, I. Russell","doi":"10.5929/2011.1.1.3","DOIUrl":"https://doi.org/10.5929/2011.1.1.3","url":null,"abstract":"","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"46 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":"129003184","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}
Teacher education graduates in their early years of service are ill-prepared to act as building-level change agents who can advocate for the enhanced use of technology in the classroom. In this study, a group of experienced teachers seeking the M.Ed. in Educational Technology suggest that the lack of confidence which new teachers show in relation to technology can be traced back to the absence of rigorous technical skill-building in both their Introduction to Educational Technology class and methods classes. These tech-savvy mid-career teachers then identify obstacles to enhancing pre-service teacher education programs with more effective preparation in teaching with technology and discuss ways to overcome these obstacles. They conclude that a rethinking of how technology teacher training programs are conceptualized and administered is needed.
{"title":"Administrative Strategies for Preparing Teaching Candidates to Be Building-Level Technology Change Agents.","authors":"Richard Rose","doi":"10.5929/2011.1.1.10","DOIUrl":"https://doi.org/10.5929/2011.1.1.10","url":null,"abstract":"Teacher education graduates in their early years of service are ill-prepared to act as building-level change agents who can advocate for the enhanced use of technology in the classroom. In this study, a group of experienced teachers seeking the M.Ed. in Educational Technology suggest that the lack of confidence which new teachers show in relation to technology can be traced back to the absence of rigorous technical skill-building in both their Introduction to Educational Technology class and methods classes. These tech-savvy mid-career teachers then identify obstacles to enhancing pre-service teacher education programs with more effective preparation in teaching with technology and discuss ways to overcome these obstacles. They conclude that a rethinking of how technology teacher training programs are conceptualized and administered is needed.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"6 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":"124467120","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 a qualitative study of two school districts’ efforts to support school leaders in developing the knowledge and skills to analyze, understand, and transform system inequities. The results suggest that, despite being armed with knowledge and skills, leaders may be reluctant to act even when doing so is within the scope of their authority. This work draws from Fullan’s (2003) concept of moral imperative and examines the connection between moral imperative and women’s ways of leading. The findings have implications for educational leadership programs that seek to prepare school leaders capable of challenging and changing inequitable systems. Keywords: leadership, moral imperative, school reform, equity, women’s leadership
{"title":"A Connection between Moral Imperative and Women's Leadership?.","authors":"S. W. Nelson, Patricia L. Guerra, B. G. Henry","doi":"10.5929/2011.1.1.12","DOIUrl":"https://doi.org/10.5929/2011.1.1.12","url":null,"abstract":"This paper describes a qualitative study of two school districts’ efforts to support school leaders in developing the knowledge and skills to analyze, understand, and transform system inequities. The results suggest that, despite being armed with knowledge and skills, leaders may be reluctant to act even when doing so is within the scope of their authority. This work draws from Fullan’s (2003) concept of moral imperative and examines the connection between moral imperative and women’s ways of leading. The findings have implications for educational leadership programs that seek to prepare school\u0000leaders capable of challenging and changing inequitable systems.\u0000\u0000Keywords: leadership, moral imperative, school reform, equity, women’s leadership","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"71 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":"127162673","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}
University technology transfer is a collaborative effort between academia and industry involving knowledge sharing and learning. Working closely with their university partners affords biotechnology firms the opportunity to successfully develop licensed inventions and gain access to novel scientific and technological discoveries. These factors may enhance a firm’s entrepreneurial orientation by supporting innovative, proactive, and risk-taking behaviors. This study investigates whether university technology transfer characteristics such as the transfer process, transfer modes (formal and informal), and transfer terms influence entrepreneurial orientation. Using survey data from biotechnology firms that develop human health therapies, the findings suggest that the transfer process and informal technology transfer promote a firm’s ability to act entrepreneurially. Exclusive licensing terms, on the other hand, have a negative influence, and formal technology transfer does not significantly contribute to a firm’s entrepreneurial disposition. Keywords: research, quantitative, entrepreneurship, technology
{"title":"UNIVERSITY TECHNOLOGY TRANSFER FACTORS AS PREDICTORS OF ENTREPRENEURIAL ORIENTATION","authors":"D. Kirkman","doi":"10.5929/2011.1.1.4","DOIUrl":"https://doi.org/10.5929/2011.1.1.4","url":null,"abstract":"University technology transfer is a collaborative effort between academia and industry involving knowledge sharing and learning. Working closely with their university partners affords biotechnology firms the opportunity to successfully develop licensed inventions and gain access to novel scientific and technological discoveries. These factors may enhance a firm’s entrepreneurial orientation by supporting innovative, proactive, and risk-taking behaviors. This study investigates whether university technology transfer characteristics such as the transfer process, transfer modes (formal and informal), and transfer terms influence entrepreneurial orientation. Using survey data from biotechnology firms that develop human health therapies, the findings suggest that the transfer process and informal technology transfer promote a firm’s ability to act entrepreneurially. Exclusive licensing terms, on the other hand, have a negative influence, and formal technology transfer does not significantly contribute to a firm’s entrepreneurial disposition.\u0000\u0000Keywords: research, quantitative, entrepreneurship, technology","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"12 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":"127381058","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}
S. Williamson, R. Stevens, Lawrence S. Silver, K. E. Clow
This study uses Internet survey methodology to target management instructors’ views on the cost of textbooks and the strategies that might be exercised by universities, publishers, and legislatures to control cost increases. From a random sample of 2,893 management professors selected, using university websites, from universities throughout the United States, 228 provided useable responses. Findings suggest that management instructors, particularly those with years of experience, acknowledge the concerns their students have over high textbook prices. They are willing to have legislation enacted to force changes in the marketing of the textbooks by publishers, but they do not want university policies that unduly (from their perspective) restrict their choices for texts. Nor are they in favor of possible publisher cost saving strategies that appear to add administrative burdens on faculty involved in the adoption process. Future research should include investigating techniques for reducing the rising costs of textbooks.
{"title":"Sticker Shock: Management Professors' Perspectives on the Rising Costs of College Textbooks.","authors":"S. Williamson, R. Stevens, Lawrence S. Silver, K. E. Clow","doi":"10.5929/2011.1.1.11","DOIUrl":"https://doi.org/10.5929/2011.1.1.11","url":null,"abstract":"This study uses Internet survey methodology to target management instructors’ views on the cost of textbooks and the strategies that might be exercised by universities, publishers, and legislatures to control cost increases. From a random sample of 2,893 management professors selected, using university websites, from universities throughout the United States, 228 provided useable responses. Findings suggest that management instructors, particularly those with years of experience, acknowledge the concerns their students have over high textbook prices. They are willing to have legislation enacted to force changes in the marketing of the textbooks by publishers, but they do not want university policies that unduly (from their perspective) restrict their choices for texts. Nor are they in favor of possible publisher cost saving strategies that appear to add administrative burdens on faculty involved in the adoption process. Future research should include investigating techniques for reducing the rising costs of textbooks.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"30 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":"121225450","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}
Across the institutional spectrum, universities are attempting to reposition themselves as more research dominant institutions, a pattern referred to as “mission creep.” Such changes in university missions have several critical implications for faculty members and their work. In this qualitative study, we interviewed ten tenure-track faculty members to explore how they make sense of and respond to Sun University’s creeping university mission. Through qualitative data analysis, we found that faculty use organizational scripts to construct and make sense of their role, yet they do so towards different ends. Some faculty members own the transition and attempt to contribute to its success, while others negotiate the transition by mobilizing these very same scripts. Finally, a third subgroup resists the transition to research status altogether by using the organizational scripts in different ways. Ultimately, this study shows the importance of organizational scripts as faculty members used them in disparate ways to carry out the personal ambition and hopes that faculty often have for their work.
{"title":"University in Transition: Faculty Sense-Making and Responses","authors":"Leslie D. Gonzales, Rodolfo Rincones","doi":"10.5929/2011.1.1.9","DOIUrl":"https://doi.org/10.5929/2011.1.1.9","url":null,"abstract":"Across the institutional spectrum, universities are attempting to reposition themselves as more research dominant institutions, a pattern referred to as “mission creep.” Such changes in university missions have several critical implications for faculty members and their work. In this qualitative study, we interviewed ten tenure-track faculty members to explore how they make sense of and respond to Sun University’s creeping university mission. Through qualitative data analysis, we found that faculty use organizational scripts to construct and make sense of their role, yet they do so towards different ends. Some faculty members own the transition and attempt to contribute to its success, while others negotiate the transition by mobilizing these very same scripts. Finally, a third subgroup resists the transition to research status altogether by using the organizational scripts in different ways. Ultimately, this study shows the importance of organizational scripts as faculty members used them in disparate ways to carry out the personal ambition and hopes that faculty often have for their work.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"31 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":"129654502","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 article addresses the connection between two continuing trends in higher education: semester evaluation of faculty by students (SE’s) and grade inflation. The two phenomena are explored historically; then a two-part plan is proposed to enhance the evaluation of both students and faculty. This solution does not replace current evaluation practices; it merely adds information on each student’s relative performance. Although subject to criticism as radical reform, the plan is offered as a feasible check on grade inflation and diminished student responsibility—one that is consistent with long held higher education values, as well as recent calls for increased educational accountability. The author concludes that such efforts offer hope in reversing a set of disturbing trends in student achievement. Keywords: college grading, grade inflation, instructor evaluation, student achievement
{"title":"Radical Change in Faculty and Student Evaluation: A Justifiable Heresy?.","authors":"Jeffery Gentry","doi":"10.5929/2011.1.1.7","DOIUrl":"https://doi.org/10.5929/2011.1.1.7","url":null,"abstract":"This article addresses the connection between two continuing trends in higher education: semester evaluation of faculty by students (SE’s) and grade inflation. The two phenomena are explored historically; then a two-part plan is proposed to enhance the evaluation of both students and faculty. This solution does not replace current evaluation practices; it merely\u0000adds information on each student’s relative performance. Although subject to criticism as radical reform, the plan is offered as a feasible check on grade inflation and diminished student responsibility—one that is consistent with long held higher education values, as well as recent calls for increased educational accountability. The author concludes that such efforts\u0000offer hope in reversing a set of disturbing trends in student achievement.\u0000\u0000Keywords: college grading, grade inflation, instructor evaluation, student achievement","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"13 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":"117061652","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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