Pub Date : 2019-09-02DOI: 10.1080/07377363.2019.1660843
Yuanlu Niu, Yvonne O. Hunter-Johnson, Xu Xu, Ting Liu
Abstract The purpose of this study is to investigate the perception of employability and success among workforce education and development (WED) graduates. A quantitative study was conducted through the administration of an online survey to graduates (N = 85) of a WED program located within a midwestern, state university. The survey included demographic questions and a Likert-scale questionnaire consisting of 14 items from Rothwell and Arnold’s self-perceived individual employability scales (2007). A principal components analysis was conducted to explore and confirm the related measures. Ordinary least squares regression was used to evaluate the relationship between the graduates’ perceptions of their employability and career success and other demographic variables. The results of this study may be useful to public administrators, higher education institutions, WED faculty, human resource development professionals, students, and researchers.
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Pub Date : 2019-01-02DOI: 10.1080/07377363.2019.1629811
Mary s. Bonhomme
The Sand Palace, a home in Mexico Beach, Florida, survived the destruction of Hurricane Michael almost unscathed. It was built to exceed the building codes required in the Panhandle, which are less stringent than those for buildings on the Atlantic side of the state. Given the severity of the hurricanes, such results may have states rethinking their building codes. The New York Times, October 14, 2018 (https://www. nytimes.com/2018/10/14/us/hurricane-michael-floridamexico-beach-house.html)
{"title":"Notes and Trends","authors":"Mary s. Bonhomme","doi":"10.1080/07377363.2019.1629811","DOIUrl":"https://doi.org/10.1080/07377363.2019.1629811","url":null,"abstract":"The Sand Palace, a home in Mexico Beach, Florida, survived the destruction of Hurricane Michael almost unscathed. It was built to exceed the building codes required in the Panhandle, which are less stringent than those for buildings on the Atlantic side of the state. Given the severity of the hurricanes, such results may have states rethinking their building codes. The New York Times, October 14, 2018 (https://www. nytimes.com/2018/10/14/us/hurricane-michael-floridamexico-beach-house.html)","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"52 - 54"},"PeriodicalIF":1.2,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1629811","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48784546","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 : 2019-01-02DOI: 10.1080/07377363.2019.1642718
M. Wisniewski
The role of the academic department chair is arguably one of the most challenging in institutions of higher education, yet for the most part these academic leaders receive little training for the v...
{"title":"Leadership Development for Academic Chairs: Programs for Promoting Competence in Higher Education","authors":"M. Wisniewski","doi":"10.1080/07377363.2019.1642718","DOIUrl":"https://doi.org/10.1080/07377363.2019.1642718","url":null,"abstract":"The role of the academic department chair is arguably one of the most challenging in institutions of higher education, yet for the most part these academic leaders receive little training for the v...","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"48 - 51"},"PeriodicalIF":1.2,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1642718","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44942875","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 : 2019-01-02DOI: 10.1080/07377363.2019.1629804
L. Remenick, L. Goralnik
Abstract Andragogy provides a framework for how adults learn, and contemporary researchers have explored its validity and usefulness in varied contexts. This article joins the discussion by examining andragogy in an as-yet-unstudied setting—an outdoor science education event (HJA Day). In this mixed-methods study, we examine how andragogy applies to HJA Day at the H.J. Andrews Experimental Forest in the Oregon Cascades. HJA Day reflects many aspects of andragogy, with some inconsistencies. For example, many participants preferred learning sessions applicable to their work or personal interests, reflecting the assumption that adults prefer learning content with strong personal relevance. However, some participants attended sessions to be with their friends or to experience a specific learning style, demonstrating a diversion from the andragogical model. Overall, our results affirm the relevance of andragogy for adult field-based science outreach and offer context-specific suggestions for the use of andragogy in outdoor science education.
{"title":"Applying Andragogy to an Outdoor Science Education Event","authors":"L. Remenick, L. Goralnik","doi":"10.1080/07377363.2019.1629804","DOIUrl":"https://doi.org/10.1080/07377363.2019.1629804","url":null,"abstract":"Abstract Andragogy provides a framework for how adults learn, and contemporary researchers have explored its validity and usefulness in varied contexts. This article joins the discussion by examining andragogy in an as-yet-unstudied setting—an outdoor science education event (HJA Day). In this mixed-methods study, we examine how andragogy applies to HJA Day at the H.J. Andrews Experimental Forest in the Oregon Cascades. HJA Day reflects many aspects of andragogy, with some inconsistencies. For example, many participants preferred learning sessions applicable to their work or personal interests, reflecting the assumption that adults prefer learning content with strong personal relevance. However, some participants attended sessions to be with their friends or to experience a specific learning style, demonstrating a diversion from the andragogical model. Overall, our results affirm the relevance of andragogy for adult field-based science outreach and offer context-specific suggestions for the use of andragogy in outdoor science education.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"24 - 36"},"PeriodicalIF":1.2,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1629804","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42940584","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 : 2019-01-02DOI: 10.1080/07377363.2019.1627166
Walter Pearson
Abstract What makes one adult student persistent? What makes another student bound for failure? In this article, we will explore the literature available since 2000 on the subject of adult student persistence. This study is in several sections. One deals with the factors that students bring with them into college, i.e., the background or internal factors. The second deals with the factors that affect them while in college, the external factors. Financial aid comprises the third section. The fourth section deals with interventions that support persistence that colleges can implement. Our final section deals with the critical role of encouragement and support.
{"title":"Persistence of Adult Students","authors":"Walter Pearson","doi":"10.1080/07377363.2019.1627166","DOIUrl":"https://doi.org/10.1080/07377363.2019.1627166","url":null,"abstract":"Abstract What makes one adult student persistent? What makes another student bound for failure? In this article, we will explore the literature available since 2000 on the subject of adult student persistence. This study is in several sections. One deals with the factors that students bring with them into college, i.e., the background or internal factors. The second deals with the factors that affect them while in college, the external factors. Financial aid comprises the third section. The fourth section deals with interventions that support persistence that colleges can implement. Our final section deals with the critical role of encouragement and support.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"13 - 23"},"PeriodicalIF":1.2,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1627166","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41476878","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 : 2019-01-02DOI: 10.1080/07377363.2019.1627169
Therese M. Madden, Susan Monahan
Keep it simple. Focus on the students. Those may be the most important takeaways from the experience of partnering our two educational institutions for the past eight years to ensure that students consistently and happily graduate with bachelor’s degrees. Adult students over the age of 25 juggle many priorities and have responsibilities that can push degree completion to a back burner. The approach that grounds this partnership and supports bachelor’s completion has been to simplify the process for these students through an accessible schedule, a minimization of bureaucratic hurdles, and a focus on academics. Knowing that we share a commitment to each individual student has led to trusting one another through our partnership. The result has been increasing numbers of satisfied graduates each year who go on to impressive success in their select fields. Our partnership began just over eight years ago when an instructor at Notre Dame de Namur University (NDNU) noticed the distance that many students were traveling to take evening courses and decided to take steps to bring these classes closer to the students. She visited several community colleges with her vision of accessibility and found interest in such a partnership through the Transfer Center at Mission College. Mission and NDNU are located but 21 miles apart, but that distance can feel much longer when too-frequent traffic problems challenge transportation; the partnership thus created access that did not exist before. Partners
保持简单。关注学生。这些可能是我们两所教育机构在过去八年中合作的经验中最重要的收获，以确保学生始终如一地愉快地毕业并获得学士学位。25岁以上的成年学生要处理许多优先事项，他们的责任可能会把学位的完成推到次要位置。建立这种合作关系并支持学士学位完成的方法是通过一个可访问的时间表来简化这些学生的过程，最大限度地减少官僚障碍，并专注于学术。知道我们对每个学生都有共同的承诺，通过我们的伙伴关系，我们相互信任。其结果是，每年都有越来越多的满意的毕业生在他们选择的领域取得了令人印象深刻的成功。我们的合作始于八年前，当时圣母大学(Notre Dame de Namur University)的一位教师注意到许多学生要走很远的路去上夜校，于是决定采取措施，让这些课程离学生更近。她带着她的无障碍愿景访问了几所社区学院，并通过使命学院的转学中心发现了这种合作伙伴关系的兴趣。Mission和NDNU相距只有21英里，但当过于频繁的交通问题挑战交通时，这段距离会感觉更长;因此，这种伙伴关系创造了以前不存在的机会。合作伙伴
{"title":"Partnering Programs to Eliminate Obstacles to Success","authors":"Therese M. Madden, Susan Monahan","doi":"10.1080/07377363.2019.1627169","DOIUrl":"https://doi.org/10.1080/07377363.2019.1627169","url":null,"abstract":"Keep it simple. Focus on the students. Those may be the most important takeaways from the experience of partnering our two educational institutions for the past eight years to ensure that students consistently and happily graduate with bachelor’s degrees. Adult students over the age of 25 juggle many priorities and have responsibilities that can push degree completion to a back burner. The approach that grounds this partnership and supports bachelor’s completion has been to simplify the process for these students through an accessible schedule, a minimization of bureaucratic hurdles, and a focus on academics. Knowing that we share a commitment to each individual student has led to trusting one another through our partnership. The result has been increasing numbers of satisfied graduates each year who go on to impressive success in their select fields. Our partnership began just over eight years ago when an instructor at Notre Dame de Namur University (NDNU) noticed the distance that many students were traveling to take evening courses and decided to take steps to bring these classes closer to the students. She visited several community colleges with her vision of accessibility and found interest in such a partnership through the Transfer Center at Mission College. Mission and NDNU are located but 21 miles apart, but that distance can feel much longer when too-frequent traffic problems challenge transportation; the partnership thus created access that did not exist before. Partners","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"37 - 41"},"PeriodicalIF":1.2,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1627169","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48720601","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 : 2019-01-02DOI: 10.1080/07377363.2019.1642690
S. Jacquemin, Christine R. Junker, J. Doll
Abstract Higher education research pertaining to student descriptions and successes has classically been directed toward traditional four- and two-year institutions while those institutions referred to as “branch” campuses have been largely ignored. Our research used a cohort methodology to track a single group of students for six years to compare a branch to main campus of a large (>15,000 students) Midwestern university relative to demographic, academic, socioeconomic, and institutional variables. Overall, the branch campus was characterized by older students, a lower percentage of minorities, similar ratio of male to female, lower average high school GPA, a higher percentage of first-generation students, and a higher percentage of Pell-eligible students when compared with the main campus. Interestingly, both graduation rate as well as time to graduation of branch students was found to be less than main campus students—independent of all other factors in general linear modeling analysis that indicted both a 7% reduction in graduation probability but almost a one-year reduction in time to graduation tied to 100% enrollment at the branch campus. Variations observed in the effect of campus enrollment suggest additional work be conducted on this portion of the public higher education sector to better understand these relationships on a broader scale.
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Pub Date : 2019-01-02DOI: 10.1080/07377363.2019.1642687
Kimberly A. Rutigliano
Universities are complicated organizations with varying institutional missions and priorities, centralized and decentralized operations, divisions of employee type (staff versus faculty versus contingent employee), and competing affiliations between the institution and the academic or professional discipline on a national, or international, scale. While many in our industry will argue against the corporatization of the academe, and understandably so, I believe it is useful to draw comparative parallels between the research on business culture and organizational behavior to relationships that exist within the academic enterprise. In order to do this, I choose to adopt the position that despite the unique purpose of the academic mission, overall universities function like corporate businesses. Parker (2012) found that “despite regional and national differences, both public and private universities are found to exhibit a global trend towards operating as predominantly market funded commercial organizations” (p. 247). Universities may employ thousands of people in hundreds of internal departments or suborganizations. Like large multilevel corporations, people work in cross-functional teams and collaborate with other departments or divisions. Resources, in terms of human capital, revenue, and information, flow throughout the organization in accordance with systemic constraints as well as the culture of the organization and its subunits. Drawing upon organizational behavior research, team member exchange (TMX) offers one framework to apply the impact of resource flow on relationships in a business setting. TMX research evidences the power of workplace relationships to influence positive business outcomes. Where employees score high on indicators of TMX, researchers found this to be an indicator of highquality working relationships, correlated with improved employee performance ratings and increased measures of job performance, satisfaction, and organizational commitment (Banks et al., 2014; Liden, Wayne, & Sparrowe, 2000). Teams scoring high on the TMX instrument engage in more cooperative communication within the group, which reinforces a sense of group cohesion, both of which impact effective work group performance (Abu Bakar & Sheer, 2013). I found limited references to TMX in the education literature or included in research applied in an academic context, but still propose it can be usefully applied. Three recent studies indicated the promise of bringing this construct into the field because, as Lucas, Voss, and Krumwiede say, “students’ experience with their educational institution may help or hinder their classroom performance, for the same reasons for which employees’ experience with their organizations on this measure affect their motivation and sense of trust in their leadership” (2015, p. 97). Lucas and colleagues’ work created a selfreport tool for students to respond to TMX statements as well as other measures of communication and exchange
大学是复杂的组织，具有不同的机构使命和优先事项，集中和分散的运作，员工类型的划分(员工与教师与临时雇员)，以及机构与国内或国际范围内的学术或专业学科之间的竞争关系。虽然我们行业中的许多人会反对学术界的公司化，这是可以理解的，但我认为，将企业文化和组织行为的研究与学术企业内部存在的关系进行比较比较是有用的。为了做到这一点，我选择采取这样的立场:尽管学术使命的独特目的，但整体上大学的功能就像企业一样。Parker(2012)发现，“尽管存在地区和国家差异，但公立和私立大学都表现出一种全球趋势，即主要作为市场资助的商业组织运作”(第247页)。大学可能在数百个内部部门或分支机构中雇用数千人。像大型的多层次公司一样，人们在跨职能团队中工作，并与其他部门或部门合作。在人力资本、收入和信息方面，资源按照系统约束以及组织及其子单位的文化在整个组织中流动。借鉴组织行为学研究，团队成员交换(TMX)提供了一个框架，将资源流的影响应用于业务环境中的关系。TMX的研究证明了职场关系对积极商业成果的影响。研究人员发现，员工在TMX指标上得分高的地方，这是高质量工作关系的一个指标，与员工绩效评级的提高、工作绩效、满意度和组织承诺的增加相关(Banks等人，2014;Liden, Wayne， & Sparrowe, 2000)。在TMX工具上得分较高的团队在团队内进行更多的合作沟通，这加强了团队凝聚力，这两者都会影响有效的团队绩效(Abu Bakar & Sheer, 2013)。我在教育文献或学术研究中发现TMX的参考文献有限，但仍然认为它可以有效地应用。最近的三项研究表明，将这种结构引入该领域是有希望的，因为正如Lucas、Voss和Krumwiede所说，“学生在教育机构的经历可能有助于或阻碍他们的课堂表现，出于同样的原因，员工在组织中的经历会影响他们的动机和对领导的信任感”(2015年，第97页)。Lucas及其同事的工作为学生创建了一个自我报告工具，用于回应TMX陈述以及其他沟通和交换行为的衡量标准(2015)。此外，大学是就业场所，在这方面就像企业一样运作。一项研究确实间接评估了大学教职员工的TMX
{"title":"The Power of Playing Nice: Team Member Exchange in an Academic Setting","authors":"Kimberly A. Rutigliano","doi":"10.1080/07377363.2019.1642687","DOIUrl":"https://doi.org/10.1080/07377363.2019.1642687","url":null,"abstract":"Universities are complicated organizations with varying institutional missions and priorities, centralized and decentralized operations, divisions of employee type (staff versus faculty versus contingent employee), and competing affiliations between the institution and the academic or professional discipline on a national, or international, scale. While many in our industry will argue against the corporatization of the academe, and understandably so, I believe it is useful to draw comparative parallels between the research on business culture and organizational behavior to relationships that exist within the academic enterprise. In order to do this, I choose to adopt the position that despite the unique purpose of the academic mission, overall universities function like corporate businesses. Parker (2012) found that “despite regional and national differences, both public and private universities are found to exhibit a global trend towards operating as predominantly market funded commercial organizations” (p. 247). Universities may employ thousands of people in hundreds of internal departments or suborganizations. Like large multilevel corporations, people work in cross-functional teams and collaborate with other departments or divisions. Resources, in terms of human capital, revenue, and information, flow throughout the organization in accordance with systemic constraints as well as the culture of the organization and its subunits. Drawing upon organizational behavior research, team member exchange (TMX) offers one framework to apply the impact of resource flow on relationships in a business setting. TMX research evidences the power of workplace relationships to influence positive business outcomes. Where employees score high on indicators of TMX, researchers found this to be an indicator of highquality working relationships, correlated with improved employee performance ratings and increased measures of job performance, satisfaction, and organizational commitment (Banks et al., 2014; Liden, Wayne, & Sparrowe, 2000). Teams scoring high on the TMX instrument engage in more cooperative communication within the group, which reinforces a sense of group cohesion, both of which impact effective work group performance (Abu Bakar & Sheer, 2013). I found limited references to TMX in the education literature or included in research applied in an academic context, but still propose it can be usefully applied. Three recent studies indicated the promise of bringing this construct into the field because, as Lucas, Voss, and Krumwiede say, “students’ experience with their educational institution may help or hinder their classroom performance, for the same reasons for which employees’ experience with their organizations on this measure affect their motivation and sense of trust in their leadership” (2015, p. 97). Lucas and colleagues’ work created a selfreport tool for students to respond to TMX statements as well as other measures of communication and exchange ","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"42 - 47"},"PeriodicalIF":1.2,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1642687","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45024678","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 : 2018-09-02DOI: 10.1080/07377363.2018.1525519
Richard A. McConnell
Abstract Graduate-level academic advisors play an important role in setting the conditions for effective student learning. The advisor role may include more than administrative characteristics. The advisor role may include leader development features setting the conditions for lifelong learning affecting student leadership, scholarship, and practice. The purpose of this study was to obtain student descriptions of the graduate-level academic advisors at the United States Army Command and General Staff College (CGSC) known as Staff Group Advisors (SGAs) who combine academic advisement with leader development coaching. The methodology for this research was an institutional microethnography. Data collection through questionnaires and semi-structured interviews provided themes describing the SGA role. Analyses of the findings suggested that the SGA role at CGSC possessed a dichotomous definition among students contributing to role confusion. The two definitions were leader developer/educator, which reflects the mission of the institution, and homeroom teacher/administrator, which does not. This research possesses the potential to contribute to the growing body of knowledge regarding graduate-level academic advising and leader development in an academic setting, because it emphasizes tailored advisor approaches to the unique needs of the student.
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Pub Date : 2018-09-02DOI: 10.1080/07377363.2018.1525516
David T. Culkin
Abstract The purpose of this instrumental case study was to understand how experienced adult educators practice and identify with experiential andragogy for qualitative research methodology in nonformal faculty development programs hosted by an institution of higher education that administers professional military education (PME) programs. Emergent themes included the significance of learning environments, collective value of sharing research experiences across the faculty, and the implications of lifelong learning as an organizing principle in an institution of higher education.
{"title":"Teaching Qualitative Inquiry: Experiential Andragogy in Military Faculty Development Programs","authors":"David T. Culkin","doi":"10.1080/07377363.2018.1525516","DOIUrl":"https://doi.org/10.1080/07377363.2018.1525516","url":null,"abstract":"Abstract The purpose of this instrumental case study was to understand how experienced adult educators practice and identify with experiential andragogy for qualitative research methodology in nonformal faculty development programs hosted by an institution of higher education that administers professional military education (PME) programs. Emergent themes included the significance of learning environments, collective value of sharing research experiences across the faculty, and the implications of lifelong learning as an organizing principle in an institution of higher education.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"66 1","pages":"176 - 187"},"PeriodicalIF":1.2,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2018.1525516","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43720583","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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