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Developing Relational Leaders Through Sorority Engagement: A Quantitative Approach 通过联谊会参与培养关系型领导:定量方法
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-12 DOI: 10.1007/s10755-024-09697-6
Benjamin S. Selznick, Michael A. Goodman, Adam M. McCready, Antonio Duran

The purpose of this study was to understand what personal, environmental, and experiential aspects of undergraduate sorority engagement promote relational leadership development. A robust literature review and theories of relational leadership developed for application within the collegiate context provided the foundation for this inquiry. Through use of multilevel modeling, we analyzed a sample of 8,435 undergraduate National Panhellenic Conference sorority women from 172 institutions located within the United States. Results demonstrated the substantial importance of supportive sisterhood at both the individual and group level and showcased how variations in perceptions of sisterhood (e.g., accountability), student involvement (e.g., additional activities), and background characteristics (e.g., SES) affected undergraduate sorority members’ relational leadership development. We close by discussing our findings and offering implications for future practice and research.

本研究的目的是了解本科生联谊会中哪些个人、环境和经验方面会促进关系型领导力的发展。大量的文献综述以及在大学环境中应用的关系型领导力理论为本研究奠定了基础。通过使用多层次建模,我们分析了来自美国 172 所院校的 8435 名全国泛希腊会议女大学生联谊会成员。研究结果表明,支持性姐妹情谊在个人和团体层面都非常重要,并展示了对姐妹情谊的认知(如责任感)、学生参与(如额外活动)和背景特征(如社会经济地位)的变化如何影响本科生联谊会成员的关系领导力发展。最后,我们对研究结果进行了讨论,并提出了对未来实践和研究的启示。
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引用次数: 0
Models of Building a Faculty: Institutional Transformation and the Disruption of the Professoriate in Public Higher Education 师资队伍建设模式:公立高等教育机构的转型与教授制度的瓦解
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-09 DOI: 10.1007/s10755-024-09699-4
Barrett Taylor, Karri Holley

This article explores patterns in the US professoriate and the relationship to institutional wealth and status in public higher education, 2012–2021. We use latent profile analysis to identify different models for building a faculty and multinomial logistic regression to describe the characteristics of institutions employing these models. The results describe the human toll of the financial disruptions facing American public higher education. The findings suggest that changes to the faculty have been widespread but uneven.

本文探讨了 2012-2021 年美国教授队伍的模式以及与公立高等教育机构财富和地位的关系。我们使用潜在特征分析来确定不同的师资队伍建设模式,并使用多项式逻辑回归来描述采用这些模式的院校的特征。研究结果描述了美国公立高等教育所面临的财务混乱所造成的人员损失。研究结果表明,师资队伍的变化是普遍的,但也是不均衡的。
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引用次数: 0
Associations of Intrinsic Motivation and External Pressures with Engaged Learning Pedagogies by Faculty Teaching Capstone Experiences: A Mixed Methods Approach 内在动机和外部压力与教授顶点实习的教师的参与式学习教学法的关联:混合方法
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-03 DOI: 10.1007/s10755-023-09690-5
Olivia S. Anderson, Caroline Boswell, Morgan Gresham, Dawn Smith-Sherwood, Matthew J. Laye

Capstone experiences (CEs) are established high impact practices (HIPs) designed so students can synthesize their knowledge and skills obtained across their academic training. Understanding how instructors’ intrinsic motivation and external expectations influence the design of CEs can help institutions create resources to support instructors when developing and teaching CEs. We aimed to determine whether different levels of intrinsic motivation were associated with: (1) demographics of faculty teaching CEs, (2) structure of CEs, (3) pedagogy or assignments used by faculty teaching CEs, and (4) use of resources and/or perceived resource effectiveness available to faculty teaching CEs. We used a fixed convergent mixed methods approach in which quantitative and qualitative research questions were distributed via survey and interviews, respectively. Data were collected and analyzed independently. Analyzed data were merged to compare and interpret qualitative and quantitative results pertaining to faculty perceptions of motivation related to teaching CEs. Instructors who develop and teach CEs are highly intrinsically motivated. The quantitative and qualitative data reveal the instructors’ perceptions of value of and their interest in the CE were the most common intrinsic motivators. The participants with the highest levels of intrinsic motivation used more evidence-based pedagogical approaches, reported higher colleague recognition, and reported access to more teaching resources. Understanding the factors that promote motivation to develop and teach CEs is imperative to support instructor and student success when engaging in this type of HIP.

巅峰体验(CEs)是一种既定的高影响力实践(HIPs),旨在让学生综合他们在学术培训中所获得的知识和技能。了解指导教师的内在动机和外部期望如何影响 "顶点体验 "的设计,有助于院校在开发和教授 "顶点体验 "时为指导教师提供资源支持。我们的目标是确定不同水平的内在动机是否与以下因素有关:(1) 教授 CE 课程的教师的人口统计学特征,(2) CE 课程的结构,(3) 教授 CE 课程的教师所使用的教学法或作业,以及 (4) 教授 CE 课程的教师对资源的使用和/或对资源有效性的感知。我们采用了固定收敛混合方法,通过调查和访谈分别提出定量和定性研究问题。数据的收集和分析是独立进行的。分析后的数据被合并起来,以比较和解释与教师对教授 CEs 动机的看法有关的定性和定量结果。开发和教授 CE 课程的教师具有很强的内在动力。定量和定性数据显示,教员对课程价值的认识和对课程的兴趣是最常见的内在动机。内在动机水平最高的参与者使用了更多基于证据的教学方法,报告了更高的同事认可度,并报告了获得更多教学资源的机会。了解促进开发和教授 CE 的动机的因素对于支持教师和学生在参与此类 HIP 时取得成功至关重要。
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引用次数: 0
Teaching About and Through Human-Centered Design in Higher Education Classrooms: Exploring Instructors’ Experiences 在高等教育课堂中开展以人为本的设计教学:探索教师的经验
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-02 DOI: 10.1007/s10755-023-09696-z
Saadeddine Shehab, Carrie L. James

In higher education settings, instructors play a critical role in integrating Human-Centered Design (HCD) in existing and new courses. This study explores how instructors teach about and through HCD in higher education settings and what challenges they encounter as they do so. Participants were four faculty members and four graduate teaching assistants from four different courses. The participants were interviewed after their course ended for the semester. A phronetic iterative analysis approach was used to analyze the transcribed interview data. Findings indicated that when teaching about and through HCD, instructors intentionally and purposefully plan to integrate HCD, implement targeted instructional strategies to scaffold students’ learning of disciplinary content and HCD concepts, provide multiple forms of assessment and feedback, and facilitate collaboration between students, peers, and classroom visitors for deeper engagement in learning. Nevertheless, teaching about and through HCD is challenging and requires further specific teaching competencies that can empower instructors to integrate HCD in their courses.

在高等教育环境中,教师在将以人为本的设计(HCD)融入现有课程和新课程方面发挥着至关重要的作用。本研究探讨了在高等教育环境中,教师如何讲授以人为本的设计,以及他们在讲授过程中遇到了哪些挑战。参与者包括来自四门不同课程的四名教师和四名研究生助教。参与者在学期结束后接受了访谈。研究人员采用了迭代分析法来分析转录的访谈数据。研究结果表明,在进行关于人类发展和通过人类发展进行教学的过程中,教师会有意识、有目的地计划整合人类发展,实施有针对性的教学策略以帮助学生学习学科内容和人类发展概念,提供多种形式的评估和反馈,并促进学生、同伴和课堂来访者之间的合作,从而更深入地参与学习。然而,关于人类发展和通过人类发展进行教学具有挑战性,需要进一步提高具体的教学能力,以增强教师将人类发展融入课程的能力。
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引用次数: 0
Black Religious Engagement and Post-College Educational Pathways: The Role of Demographic Variables 黑人宗教参与和大学毕业后的教育途径:人口变量的作用
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-02 DOI: 10.1007/s10755-024-09698-5
Emy Nelson Decker, Benjamin Lugu

This article employs quantitative critical race theory (QuantCrit), set against a historical context backdrop, to understand key aspects of Black religious engagement and post-college educational pathways. The variables selected for this study illuminate post-graduation outcomes for Black students valued by the Freedmen’s Bureau and other similarly focused organizations that coalesced immediately before, during, and shortly after the American Civil War. Data from the 1979-80 National Survey of Black Americans (NSBA) provides the content for an analysis herein of Black Americans engaging in the church following college graduation and their pursuit of advanced degrees. This survey conducted roughly 100 years following the Civil War, has remained influential to policymakers to the present day and allows an opportunity to reflect on today’s views on Black education at this sesquicentennial juncture. So doing provides for a reconceptualization of Black post-college success as originally imagined by organizations dedicated to social and educational initiatives for freedmen and remains independent of the metrics that often obscure the landscape and perception of Black post-college success.

本文以历史背景为背景,采用定量种族批判理论(QuantCrit)来理解黑人参与宗教活动和大学毕业后教育途径的关键方面。本研究选择的变量揭示了黑人学生毕业后的结果,这些学生受到美国内战之前、期间和之后不久成立的自由人局和其他类似组织的重视。1979-80 年《美国黑人全国调查》(NSBA)的数据为分析美国黑人大学毕业后加入教会和追求高级学位的情况提供了内容。这项调查是在南北战争结束约 100 年后进行的,至今仍对政策制定者具有影响力,并使我们有机会在这一建国两百周年之际反思当今对黑人教育的看法。这样做可以重新认识黑人大学毕业后的成功,正如致力于自由人社会和教育倡议的组织最初所设想的那样,而且仍然独立于那些常常掩盖黑人大学毕业后成功的前景和看法的衡量标准之外。
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引用次数: 0
Enhancing English Language Proficiency and Well-being in EAL International PhD Students: The Impact of Personalised Autonomous Learning 提高 EAL 国际博士生的英语语言能力和幸福感:个性化自主学习的影响
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-18 DOI: 10.1007/s10755-023-09695-0
Mira Kim, Jemma Clifton, Anneli Strutt

Research has shown that English language proficiency (ELP) plays a crucial role in the psychological well-being of international students (e.g. Li et al., Journal of International Students, 4(4), 301-313, 2014). However, few studies have reported positive correlations between their improved English skills and well-being. The present study examines how a new pedagogy called personalised autonomous (PA) model can induce a virtuous cycle in international PhD students to enhance their English language proficiency and consequently, their well-being. We collected both quantitative and qualitative data from two groups of students: those who experienced the PA model in a course entitled Personalised English Language Enhancement (PELE) and those who did not. We conducted surveys at the beginning and end of the term to compare entry and exit data. Comparison of the entry and exit survey data for PELE students showed significant improvements across almost all dependent variables including self-efficacy, well-being and a sense of belonging to the university community. In contrast, the non-PELE students did not significantly improve in any variable. In focus groups, students indicated how their improved communicative confidence sparked a virtuous cycle leading to greater well-being and a stronger sense of community. Our data strongly suggests that ELP extends beyond mere linguistic ability; it embodies a dynamic interplay between one’s language skills and their self-confidence. Diminished confidence may trigger a vicious cycle of fear of communication, unwillingness to engage, unproductive research, and estranged relationships with supervisors. Therefore, it is imperative for educators and policymakers to critically review and enhance their approaches to supporting the ELP of international PhD students.

研究表明,英语语言能力(ELP)对留学生的心理健康起着至关重要的作用(例如,Li 等人,《留学生学报》,4(4),301-313,2014 年)。然而,很少有研究报告称留学生英语技能的提高与幸福感之间存在正相关。本研究探讨了一种被称为个性化自主(PA)模式的新教学法如何在国际博士生中形成良性循环,从而提高他们的英语水平,进而提高他们的幸福感。我们收集了两组学生的定量和定性数据:在名为 "个性化英语语言提升"(PELE)的课程中体验过 PA 模式的学生和没有体验过的学生。我们在学期开始和结束时进行了调查,以比较入学和毕业时的数据。对 PELE 学生的入学和毕业调查数据进行比较后发现,他们在自我效能感、幸福感和对大学社区的归属感等几乎所有因变量上都有显著提高。相比之下,非 PELE 学生在任何变量上都没有明显改善。在焦点小组中,学生们表示,他们在交际方面自信心的提高如何引发了一个良性循环,从而带来了更大的幸福感和更强的社区意识。我们的数据有力地表明,英语语言学习能力不仅仅是语言能力,它体现了一个人的语言技能和自信心之间的动态相互作用。自信心的降低可能会引发一种恶性循环,即害怕交流、不愿参与、研究没有成果以及与导师的关系疏远。因此,教育工作者和政策制定者必须严格审查并改进其支持国际博士生英语语言学习能力的方法。
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引用次数: 0
Systematic Review of Theoretical Perspectives Guiding the Study of Race and Racism in Higher Education Journals 对指导高等教育期刊中种族和种族主义研究的理论视角的系统回顾
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-06 DOI: 10.1007/s10755-023-09694-1
Gloria Crisp, Luis Alcázar, Jeff Ryan Sherman, Joseph Schaffer-Enomoto, Natalie Rooney

Our study provides a review of theories that were used to study race and racism between 2010 and 2019 in higher education. We conducted a content analysis to identify concepts, statements and models used in higher education studies focused on race and racism in the three most highly read United States higher education journals. We also identified salient characteristics of studies focused on race and racism that applied critical race theory (CRT) and other frequently used theories and frameworks. Across the 172 reviewed studies, over 130 concepts, statements and models were identified that can be taken up by scholars and equity-minded higher education practitioners. Findings also offer direct implications and suggestions for future research focused on race and racism.

我们的研究回顾了 2010 年至 2019 年期间高等教育中用于研究种族和种族主义的理论。我们进行了内容分析,以确定在阅读量最高的三本美国高等教育期刊中,以种族和种族主义为重点的高等教育研究中使用的概念、陈述和模型。我们还确定了应用批判性种族理论(CRT)和其他常用理论与框架的种族与种族主义研究的显著特点。在 172 项被审查的研究中,我们发现了 130 多个概念、陈述和模型,可供学者和注重公平的高等教育从业者参考。研究结果还为今后以种族和种族主义为重点的研究提供了直接影响和建议。
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引用次数: 0
Evaluation of STEM Program on Student Intercultural Development: Do Intercultural Interventions Work? STEM 计划对学生跨文化发展的评估:跨文化干预有用吗?
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-05 DOI: 10.1007/s10755-023-09691-4
Aparajita Jaiswal, Lan Jin, Kris Acheson

Developing an interculturally competent STEM workforce is the need of time. Research has demonstrated that STEM students find it challenging to work with individuals from diverse backgrounds. This study used Intercultural Development Inventory (IDI) instrument to understand the intercultural learning gains of technology students by administrating the survey in the program’s first year and final year. The data were analyzed using multivariate statistics to assess the intercultural learning gains of the students. The study results indicate that students demonstrated a statistically significant increase in intercultural competence as they progressed from their first year to their final year of college. The study also indicated that having an intercultural mindset and participating in intercultural activities such as study abroad programs or intercultural mentoring can help students internalize intercultural competence and make meaningful gains on the intercultural development continuum. The study also provides recommendations to help students develop interculturally.

培养具有跨文化能力的 STEM 人才是时代的要求。研究表明,STEM 学生发现与来自不同背景的人共事具有挑战性。本研究使用跨文化发展量表(IDI)工具,通过在课程第一年和最后一年进行调查,了解科技学生的跨文化学习收获。数据采用多元统计方法进行分析,以评估学生的跨文化学习收获。研究结果表明,从大学一年级到最后一年,学生的跨文化能力在统计学上有显著提高。研究还表明,拥有跨文化心态和参与跨文化活动(如出国留学项目或跨文化辅导)可以帮助学生内化跨文化能力,并在跨文化发展连续体上取得有意义的收获。研究还为帮助学生实现跨文化发展提出了建议。
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引用次数: 0
Determinants of the Innovation Behaviour of Teachers in Higher Education 高校教师创新行为的决定因素
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-04 DOI: 10.1007/s10755-023-09689-y

Abstract

The study examined what factors determine the use of educational innovations by teachers in higher education. Three sort of factors were compared: teachers’ motivation for the enhancement of education, their contact with or exposure to dissemination of educational innovations and institutional factors, that is, support provided by higher education institutions. Further, teachers were classified regarding their use of educational innovations. The study used survey data collected among academic staff at public Norwegian higher education institutions. Results of the multinominal logistic regression models showed that intrinsic motivation was an important factor for teachers' innovation behaviour in this context. Dissemination and institutional factors exerted little or no significant impact. The assumptions currently underlying research on educational innovations and the design of national and institutional support programmes are discussed against the background of these results.

摘要 本研究探讨了决定高校教师使用教育创新的因素。研究比较了三类因素:教师加强教育的动机、他们接触或接触到教育创新的传播以及机构因素,即高等教育机构提供的支持。此外,还对教师使用教育创新的情况进行了分类。研究使用了从挪威公立高等教育机构学术人员中收集的调查数据。多项式逻辑回归模型的结果表明,内在动机是影响教师创新行为的重要因素。传播和机构因素的影响很小,甚至没有显著影响。在这些结果的背景下,对目前教育创新研究的基本假设以及国家和机构支持计划的设计进行了讨论。
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引用次数: 0
Correction: LGBTQ+ Inclusion: A Pilot Interdisciplinary Professional Development Program for Faculty, Clinicians, and Administrators in Higher Education 更正:LGBTQ+ 融合:针对高等教育中的教师、临床医生和管理人员的跨学科职业发展试点计划
IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-03 DOI: 10.1007/s10755-023-09693-2
Audrey L. Zapletal, Karla A. Bell, Adair Sanchez, Janine Tobia, Melanie Hunnicutt
{"title":"Correction: LGBTQ+ Inclusion: A Pilot Interdisciplinary Professional Development Program for Faculty, Clinicians, and Administrators in Higher Education","authors":"Audrey L. Zapletal, Karla A. Bell, Adair Sanchez, Janine Tobia, Melanie Hunnicutt","doi":"10.1007/s10755-023-09693-2","DOIUrl":"https://doi.org/10.1007/s10755-023-09693-2","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"137 31","pages":"1-2"},"PeriodicalIF":2.2,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387517","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}
引用次数: 0
期刊
Innovative Higher Education
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