Pub Date : 2023-05-09DOI: 10.1177/19394225231171592
Minkyung Choi
Women faculty in higher education, and particularly BIPOC women faculty in community colleges, often bear the weight of emotional labor, or the expectation of managing both their feelings as well as their students’ emotional needs. Because emotional labor goes unrecognized, this places a strain on faculty who balance teaching, research, and advising in addition to emotional labor. The purpose of this paper is to explore the emotional labor performed by BIPOC women faculty in community colleges and ways institutions can value and support this work.
{"title":"BIPOC Women Faculty in Community Colleges and the Expectations of Emotional Labor","authors":"Minkyung Choi","doi":"10.1177/19394225231171592","DOIUrl":"https://doi.org/10.1177/19394225231171592","url":null,"abstract":"Women faculty in higher education, and particularly BIPOC women faculty in community colleges, often bear the weight of emotional labor, or the expectation of managing both their feelings as well as their students’ emotional needs. Because emotional labor goes unrecognized, this places a strain on faculty who balance teaching, research, and advising in addition to emotional labor. The purpose of this paper is to explore the emotional labor performed by BIPOC women faculty in community colleges and ways institutions can value and support this work.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"1 1","pages":"104 - 107"},"PeriodicalIF":1.1,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72509796","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}
Pub Date : 2023-05-09DOI: 10.1177/19394225231171601
Beixi Li
Adult ESL is a high-turnover field, and volunteers are a critical component of the adult ESL workforce. Existing research focuses on learners’ experience in the classroom. There is limited attention to how teachers might change as a result of encountering immigrant learners in adult ESL. The purpose of this study was to understand the informal and incidental learning activities experienced by teachers in adult ESL settings and the impact of the learning on their intercultural maturity development. This study is based on survey data from 212 adult ESL teachers. The results demonstrated that adult ESL presented opportunities for informal and incidental learning for teachers. Both volunteers and paid instructors identified learning from teaching as the most important source of learning. Participation in informal and incidental learning activities was positively correlated with intercultural maturity. Further, organizational support promoted informal and incidental learning.
{"title":"The Relationship Between Informal and Incidental Learning of Volunteers in Adult ESL and Their Intercultural Maturity","authors":"Beixi Li","doi":"10.1177/19394225231171601","DOIUrl":"https://doi.org/10.1177/19394225231171601","url":null,"abstract":"Adult ESL is a high-turnover field, and volunteers are a critical component of the adult ESL workforce. Existing research focuses on learners’ experience in the classroom. There is limited attention to how teachers might change as a result of encountering immigrant learners in adult ESL. The purpose of this study was to understand the informal and incidental learning activities experienced by teachers in adult ESL settings and the impact of the learning on their intercultural maturity development. This study is based on survey data from 212 adult ESL teachers. The results demonstrated that adult ESL presented opportunities for informal and incidental learning for teachers. Both volunteers and paid instructors identified learning from teaching as the most important source of learning. Participation in informal and incidental learning activities was positively correlated with intercultural maturity. Further, organizational support promoted informal and incidental learning.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"11 1","pages":"146 - 158"},"PeriodicalIF":1.1,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75791733","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}
Pub Date : 2023-05-09DOI: 10.1177/19394225231171584
Hilary Landorf
This is a narrative inquiry of Dr. Joan Wynne’s transformative leadership in education that traces the roots of Wynne’s social justice activism and rich descriptions and examples of her transformative leadership qualities. Akin to a Russian doll, integrity is the overall case within which all of Wynne’s transformative leadership qualities reside—constant love and caring for others; respect for other’s ideas, and the shifting of their perspectives; deep and active listening skills; the ability to build and maintain networks of relationships; commitment to the theory and practice of social justice; and hope in the power of youth to enact positive social change.
{"title":"Joan Wynne on Living the Life of Yet","authors":"Hilary Landorf","doi":"10.1177/19394225231171584","DOIUrl":"https://doi.org/10.1177/19394225231171584","url":null,"abstract":"This is a narrative inquiry of Dr. Joan Wynne’s transformative leadership in education that traces the roots of Wynne’s social justice activism and rich descriptions and examples of her transformative leadership qualities. Akin to a Russian doll, integrity is the overall case within which all of Wynne’s transformative leadership qualities reside—constant love and caring for others; respect for other’s ideas, and the shifting of their perspectives; deep and active listening skills; the ability to build and maintain networks of relationships; commitment to the theory and practice of social justice; and hope in the power of youth to enact positive social change.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"11 1","pages":"81 - 89"},"PeriodicalIF":1.1,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88749518","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}
Pub Date : 2023-05-09DOI: 10.1177/19394225231171585
Courtney McElhaney Peebles
by TESOL and Multilingualism enthusiasts who want to see its specific practices through a translanguaging lens. One of the limitations of this book concerns with the teachers’ diverse contributions that should affect policy development. Although some parts have touched how teachers’ voices and government affirmation about teachers as prospective policy makers contribute to policy development in TESOL and multilingualism, only NESTs’ voices in Korea which clearly contributes to the decision of shifting the ideology from native-speakerism to TEE. This indicates that the editors focus on the policy development, the concept and implementation of each policy as well as impact on the language policy enhancement. The editors’ goal in connecting three edges of a triangle (past, present, and future) has covered all empirical proceedings regarding how policy is developed according to multiple aspects that each country encounters within certain periods of time in a field of TESOL as it intersects with multilingualism. Therefore, this book is an advisable reference for English language teachers, pre-service teachers, researchers, policy developers, and administrators.
{"title":"Book Reviews: Becoming a white antiracist: A practical guide for educators, leaders, and activists by Brookfield, S. D., & Hess, M. E.","authors":"Courtney McElhaney Peebles","doi":"10.1177/19394225231171585","DOIUrl":"https://doi.org/10.1177/19394225231171585","url":null,"abstract":"by TESOL and Multilingualism enthusiasts who want to see its specific practices through a translanguaging lens. One of the limitations of this book concerns with the teachers’ diverse contributions that should affect policy development. Although some parts have touched how teachers’ voices and government affirmation about teachers as prospective policy makers contribute to policy development in TESOL and multilingualism, only NESTs’ voices in Korea which clearly contributes to the decision of shifting the ideology from native-speakerism to TEE. This indicates that the editors focus on the policy development, the concept and implementation of each policy as well as impact on the language policy enhancement. The editors’ goal in connecting three edges of a triangle (past, present, and future) has covered all empirical proceedings regarding how policy is developed according to multiple aspects that each country encounters within certain periods of time in a field of TESOL as it intersects with multilingualism. Therefore, this book is an advisable reference for English language teachers, pre-service teachers, researchers, policy developers, and administrators.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"199 1","pages":"174 - 176"},"PeriodicalIF":1.1,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75956211","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}
Pub Date : 2023-05-09DOI: 10.1177/19394225231171600
A. Zagrebina
Positive priming encourages adult immigrant students to become more involved in their learning activities and increases their chances of success in their host society. The use of priming effects in teaching adult immigrants, however, is not sufficiently explored in the educational literature. This article therefore fills this gap by presenting a pedagogical strategy consisting in using positive priming activities in civic integration classes to develop a positive mental attitude in students. The paper explains how the effect of positive priming can be achieved by engaging adult students in sharing their positive impressions and experiences in the host society. The practical strategies discussed were tested in multicultural groups composed of men and women and they can be used by educators to animate civic integration courses as well as instructors working with adult students in other programs.
{"title":"Perspectives in AE: Employing Positive Priming in Civic Integration Classes for Adult Immigrants","authors":"A. Zagrebina","doi":"10.1177/19394225231171600","DOIUrl":"https://doi.org/10.1177/19394225231171600","url":null,"abstract":"Positive priming encourages adult immigrant students to become more involved in their learning activities and increases their chances of success in their host society. The use of priming effects in teaching adult immigrants, however, is not sufficiently explored in the educational literature. This article therefore fills this gap by presenting a pedagogical strategy consisting in using positive priming activities in civic integration classes to develop a positive mental attitude in students. The paper explains how the effect of positive priming can be achieved by engaging adult students in sharing their positive impressions and experiences in the host society. The practical strategies discussed were tested in multicultural groups composed of men and women and they can be used by educators to animate civic integration courses as well as instructors working with adult students in other programs.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"2 1","pages":"159 - 163"},"PeriodicalIF":1.1,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79668531","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}
Pub Date : 2023-03-01DOI: 10.1177/19394225231171576
L. Gerken, Lisa M. Baumgartner
Day habilitation provides informal and non-formal adult education programming for individuals with disabilities, who often go unrecognized by the adult education field because of infantilization that precludes them from common perceptions of “adults,” contributing to a dearth of information about day hab access and programming in adult education literature. In this paper, we critically examine day hab access and programming issues in Texas, discussing barriers regarding costs and stigmas toward attendees from adult educators’ perspectives. We include practical recommendations for the field, such as embracing person-centered approaches and entering discussions about day habilitation programming to improve outcomes for participants.
{"title":"Do They Even Need “Adult” Education? A Programming Critique of Day Habilitation","authors":"L. Gerken, Lisa M. Baumgartner","doi":"10.1177/19394225231171576","DOIUrl":"https://doi.org/10.1177/19394225231171576","url":null,"abstract":"Day habilitation provides informal and non-formal adult education programming for individuals with disabilities, who often go unrecognized by the adult education field because of infantilization that precludes them from common perceptions of “adults,” contributing to a dearth of information about day hab access and programming in adult education literature. In this paper, we critically examine day hab access and programming issues in Texas, discussing barriers regarding costs and stigmas toward attendees from adult educators’ perspectives. We include practical recommendations for the field, such as embracing person-centered approaches and entering discussions about day habilitation programming to improve outcomes for participants.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"14 1","pages":"51 - 55"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88427896","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}
Pub Date : 2023-03-01DOI: 10.1177/19394225231171571
Sarah M. Ray
{"title":"Book Review: The handbook of adult and continuing education","authors":"Sarah M. Ray","doi":"10.1177/19394225231171571","DOIUrl":"https://doi.org/10.1177/19394225231171571","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"19 1","pages":"56 - 57"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82537622","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}
Pub Date : 2023-03-01DOI: 10.1177/19394225231171569
Craig M. McGill
This paper seeks to better understand the workplace learning that occurs in the executive office (henceforth referred to as EO) of the NACADA: The Global Community of Academic Advising through a conversation with the association’s Executive Director, Dr. Charlie Nutt. After providing a context of NACADA and its EO as well as my interview with Nutt, I summarize the interview and analyze it through the lens of important competencies of effective managers as described by Gilley and colleagues.
{"title":"The Innerworkings of the Learning Activities in the Executive Office of a Professional Association: A Conversation With Dr. Charlie Nutt","authors":"Craig M. McGill","doi":"10.1177/19394225231171569","DOIUrl":"https://doi.org/10.1177/19394225231171569","url":null,"abstract":"This paper seeks to better understand the workplace learning that occurs in the executive office (henceforth referred to as EO) of the NACADA: The Global Community of Academic Advising through a conversation with the association’s Executive Director, Dr. Charlie Nutt. After providing a context of NACADA and its EO as well as my interview with Nutt, I summarize the interview and analyze it through the lens of important competencies of effective managers as described by Gilley and colleagues.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"46 1","pages":"46 - 50"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81615178","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}
Pub Date : 2023-03-01DOI: 10.1177/19394225231171578
Damien Michaud, Simone C. O. Conceição
The lack of understanding about the process by which individuals subjectively experience remote work in virtual teams led to a phenomenological study drawing data from 10 interviews with telecommuters, who worked remotely more than 80% of the time. Using in-depth, semi-structured interviews, study findings contribute to the literature on Virtual Human Resource Development (VHRD) with five aspects of working remotely in virtual teams: (1) Telecommuters perceive time as an elastic, boundless aspect of how they work; (2) Telecommuters perceive increased effectiveness as a result of their work arrangements; (3) Individual initiative mediates the challenges of the social and emotional experience of telecommuting; (4) The social and emotional experience of telecommuting in virtual teams is impacted by the perception of others; and (5) The emotional experience of presence is enhanced by informal interactions. The article concludes with implications for VHRD scholars and practitioners in the post-COVID-19 workplace.
{"title":"Telecommuters Working Remotely in Interdependent Virtual Teams: The Lines Between Work and Home","authors":"Damien Michaud, Simone C. O. Conceição","doi":"10.1177/19394225231171578","DOIUrl":"https://doi.org/10.1177/19394225231171578","url":null,"abstract":"The lack of understanding about the process by which individuals subjectively experience remote work in virtual teams led to a phenomenological study drawing data from 10 interviews with telecommuters, who worked remotely more than 80% of the time. Using in-depth, semi-structured interviews, study findings contribute to the literature on Virtual Human Resource Development (VHRD) with five aspects of working remotely in virtual teams: (1) Telecommuters perceive time as an elastic, boundless aspect of how they work; (2) Telecommuters perceive increased effectiveness as a result of their work arrangements; (3) Individual initiative mediates the challenges of the social and emotional experience of telecommuting; (4) The social and emotional experience of telecommuting in virtual teams is impacted by the perception of others; and (5) The emotional experience of presence is enhanced by informal interactions. The article concludes with implications for VHRD scholars and practitioners in the post-COVID-19 workplace.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"19 1","pages":"32 - 45"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80279285","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}
Pub Date : 2023-03-01DOI: 10.1177/19394225231171570
Israa A. Samarin, Ahmed A. Al-Asfour
This paper establishes an understanding of the Saudi National Human Resources Development (NHRD) and proposes effective strategies for improving the NHRD in the knowledge-based economy. Building on the foundations of HRD at the national level, provided by Harbison and Myers and the utilization of Paprock’s NHRD model for transitional societies, this article provides an in-depth analysis of the political, economic, and socio-cultural contexts in connection with NHRD environment. Challenges concerning the emerging workforce (e.g., jobseekers, women, and students) in the labor market are discussed. The analysis of the Saudi NHRD efforts shows the importance of addressing adaptive challenges through adaptive change. Based on the integrated findings, three workforce development strategies are proposed: (1) Build workforce adaptability to better navigate their careers, (2) create meaningful work and a family-friendly workplace, and (3) develop early career exploration programs and opportunities.
{"title":"National Human Resource Development in Transitioning Societies: The Case of Saudi Arabia","authors":"Israa A. Samarin, Ahmed A. Al-Asfour","doi":"10.1177/19394225231171570","DOIUrl":"https://doi.org/10.1177/19394225231171570","url":null,"abstract":"This paper establishes an understanding of the Saudi National Human Resources Development (NHRD) and proposes effective strategies for improving the NHRD in the knowledge-based economy. Building on the foundations of HRD at the national level, provided by Harbison and Myers and the utilization of Paprock’s NHRD model for transitional societies, this article provides an in-depth analysis of the political, economic, and socio-cultural contexts in connection with NHRD environment. Challenges concerning the emerging workforce (e.g., jobseekers, women, and students) in the labor market are discussed. The analysis of the Saudi NHRD efforts shows the importance of addressing adaptive challenges through adaptive change. Based on the integrated findings, three workforce development strategies are proposed: (1) Build workforce adaptability to better navigate their careers, (2) create meaningful work and a family-friendly workplace, and (3) develop early career exploration programs and opportunities.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"122 1","pages":"20 - 31"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85570668","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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