Understanding and Creating Compassionate Institutional Cultures and Practices

2019 ◽  
pp. 241-259
Author(s):  
Kathryn Waddington
Keyword(s):  
Institutional Cultures

scholarly journals Canadian Strategies for Internationalization

2015 ◽  
Author(s):  
Sally-Ann Burnett ◽  
Jeroen Huisman
Keyword(s):  
International Student ◽  
Student Recruitment ◽  
Student Diversity ◽  
Senior Faculty ◽  
Revenue Generation ◽  
Canadian Universities ◽  
International Student Recruitment ◽  
Faculty And Staff ◽  
The Government ◽  
Institutional Cultures

The study of four comparable Canadian universities in Ontario, this article analyzed background documents from the government and the institutions, carried out site visits to the campuses of the institutions, and interviewed senior faculty and staff working in the area of internationalization. The main reasons for internationalization—particularly international student recruitment—were portrayed as the value of student diversity as well as revenue generation. The institutional cultures influence responses to globalization as well.

Foundations Come with Institutional Cultures

2016 ◽  
pp. 41-50
Author(s):  
Fabrice Jaumont
Keyword(s):  
Institutional Cultures

The Transmission of Spirituality in Broader Landscapes of Power

2021 ◽  
pp. 314-332
Author(s):  
Jaime Kucinskas
Keyword(s):  
Social Life ◽  
Spiritual Practices ◽  
Public Spheres ◽  
The Public ◽  
Social Settings ◽  
Institutional Contexts ◽  
Socially Situated ◽  
American Spirituality ◽  
Institutional Cultures

When spirituality moves—from one religion to another, from religious to secular fields, or from private to public spheres—it can change in many ways, based on who is sending and who is receiving the practices, and the local and broader institutional contexts in which practitioners abide. Yet scholarship seldom interrogates how strongly different cultural and structural layers of social settings impact spiritual practitioners’ experiences, and the pluralistic forms of spirituality that result. To show how peer and institutional cultures can shape spirituality in their own likeness and to serve their own needs, I provide illustrative examples of how, in order to resonate with new audiences, spirituality changes. These examples reveal how deeply socially situated American spirituality is in broader social and institutional fields, in contrast to common perceptions among the public and scholars that describe spiritual practices as typically individualistic private means of transcending social life.

scholarly journals Rearticulating the Friend–Enemy Distinction within States: The HCNM’s ‘New Diplomacy’ of Desecuritization

2018 ◽  
Vol 13 (4) ◽  
pp. 523-544
Author(s):  
Jennifer Jackson-Preece
Keyword(s):  
International Organizations ◽  
Methodological Approach ◽  
Process Tracing ◽  
National Minorities ◽  
High Commissioner ◽  
Institutional Cultures

Summary This article’s premise is that the practice of representatives of international organizations has something important to tell us about what it means to ‘do desecuritization’. The analysis provides a qualitative process-tracing of diplomacy by the Organization for Security and Co-operation in Europe’s (OSCE’s) High Commissioner on National Minorities (HCNM). It finds that ‘new diplomats’ can ‘do desecuritization’ differently. By rearticulating norms, as well as negotiating interests, the HCNM is able to escape the constraints imposed by security grammar and begin to transform the friend–enemy distinction within states. ‘New diplomats’ like the HCNM are capable of initiating such fundamental changes within states because their non-state platforms and institutional cultures transcend traditional international dichotomies of ‘us’ and ‘them’. These findings add nuance to our understanding of desecuritization as practice and suggest a novel methodological approach for studying desecuritization empirically.

scholarly journals Initiating the learning processes at the preschool and lower primary level: Challenges and possibilities

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Christine Streit ◽  
Christine K. David ◽  
Elke Hildebrandt
Keyword(s):  
Educational Policy ◽  
Learning Processes ◽  
School Education ◽  
Primary Level ◽  
Model Based ◽  
German Speaking ◽  
Institutional Cultures

The intended convergence of preschool and school education in accordance with educational policy is challenging. Firstly, one must become aware of the different institutional cultures, and secondly, one needs to be aware of existing similarities and develop common didactic ideas. This article presents a model, based on the situation in German-speaking countries. The model – as a basis for discussion – describes specific features of teaching at this level and at the same time provides a framework for the teachers’ activities. The aim is to make appropriate didactic decisions in an environment alternating between free and instructed activities for children as well as between specific and interdisciplinary orientation. The model and its potential will be discussed on the basis of a practical example.

Transnational Organizations, Accessibility, and the Next Generation

2019 ◽  
Vol 47 (3) ◽  
pp. 168-185
Author(s):  
Jack Durrell
Keyword(s):  
Resource Constraints ◽  
Washington Dc ◽  
Next Generation ◽  
Transnational Organizations ◽  
Cross Border ◽  
The Cross ◽  
Institutional Cultures

Involvement in transnational organizations is an understudied aspect of next-generation transnationalism, the cross-border connections maintained by individuals born and/or raised in countries of settlement. Exploration of institutional accessibility—the existence or nonexistence of barriers to next-generation inclusion—across a nonrepresentative sample of Mexican and Salvadoran transnational political and philanthropic groups operating in California and Washington, DC, shows how it can facilitate next-generation involvement in cross-border organizations. Accessibility is judged in terms of four main indicators: resource constraints, outreach strategies, involvement in U.S. political arenas, and pervasive institutional cultures. La participación en organizaciones transnacionales es un aspecto poco estudiado del transnacionalismo de la próxima generación, las conexiones transfronterizas mantenidas por individuos nacidos y / o criados en países de asentamiento. La exploración de la accesibilidad institucional—la existencia o inexistencia de barreras para la inclusión de la próxima generación—a través de una muestra no representativa de grupos políticos y filantrópicos transnacionales mexicanos y salvadoreños que operan en California y Washington, DC, muestra cómo puede facilitar la participación de la próxima generación en organizaciones transfronterizas. La accesibilidad se juzga en términos de cuatro indicadores principales: limitaciones de recursos, estrategias de publicidad y reclutamiento, participación en los ámbitos políticos de los EE. UU. y culturas institucionales generalizadas.

An exploration of factors influencing institutional cultures of assessment

2014 ◽  
Vol 65 ◽  
pp. 9-21 ◽  
Author(s):  
Matthew B. Fuller ◽  
Susan Troncoso Skidmore
Keyword(s):  
Factors Influencing ◽  
Institutional Cultures

Assessment leaders’ perspectives of institutional cultures of assessment: a Delphi study

2014 ◽  
Vol 40 (3) ◽  
pp. 331-351 ◽  
Author(s):  
Matthew Fuller ◽  
Susan Henderson ◽  
Rebecca Bustamante
Keyword(s):  
Delphi Study ◽  
Institutional Cultures

scholarly journals Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Nicola Simmons ◽  
K. Lynn Taylor
Keyword(s):  
Teaching And Learning ◽  
Vital Role ◽  
Theory Approach ◽  
Leadership Roles ◽  
Academic Communities ◽  
Institutional Infrastructure ◽  
Multiple Levels ◽  
Improving Student Learning ◽  
Grounded Theory Approach ◽  
Institutional Cultures

The gap between the practice of individual academics based on the ideal of the SoTL—improving student learning—and the institutional infrastructure and leadership to support that work is an ongoing challenge to the development of the field (Hutchings, Huber, & Ciccone, 2011; Poole, Taylor, & Thompson, 2007; Simmons, forthcoming). To better understand how individuals in diverse roles contribute to the development of the SoTL in the context of their institutional cultures, this study examined how faculty, educational developers (EDs), and administrators enact SoTL leadership. A grounded theory approach (Leedy & Ormrod, 2001) guided the development of a survey that used closed and open-ended questions to invite respondents to share their personal conceptions and lived experiences of the SoTL. Drawing on the responses received (n=75), we identified ways faculty, educational developers, and administrators construe their SoTL leadership roles and how they can fulfill a vital role in facilitating leadership across and beyond their institutions to create critical social networks for SoTL work (Mårtensson, Roxå, & Olsson, 2012; Williams et al., 2013) and contribute to institutional cultures that support and value that work. The results reveal how gaps between the work of individual scholars and the cultures of their academic communities are being bridged through diverse leadership roles that cross multiple levels in their institutions and identify some of the gaps that remain.

scholarly journals Moralizing the Production and Sale of Student Papers in Uganda

2021 ◽  
Author(s):  
Margaret Frye ◽  
Anna Woźny
Keyword(s):  
Institutional Settings ◽  
Markets And Institutions ◽  
Illicit Market ◽  
The Social ◽  
Underperforming Students ◽  
Institutional Contexts ◽  
Moral Frameworks ◽  
Moral Justifications ◽  
Historical Periods ◽  
Institutional Cultures

Abstract: Sociologists have shown that moral understandings of market exchanges can differ between historical periods and institutional settings, but have paid less attention to how producers’ moral frameworks vary depending on their unequal positions within both markets and institutions. We use interviews and ethnographic observations to examine the vibrant market of research shops selling academic work to students around two of Uganda’s top universities. We identify three groups of researchers— Knowledge Producers, Entrepreneurs, and Educators—who construct different professional identities and moral justifications of their trade, and orient their market action accordingly. We demonstrate that these identities and moral frameworks reflect an interplay between the institutional contexts and the social class positions that researchers occupy within this illicit market. While Knowledge Producers and Entrepreneurs both experienced a sense of “fit” with their respective institutional cultures, the former now see their work as compromising ideals of research, whereas the latter capitalize on what they view as a broken system. Educators, disadvantaged at both institutions, articulate a framework countering the dominant institutional cultures and sympathetic to underperforming students. This approach illuminates how institutional contexts and individual class positions within them influence producers’ moral frameworks, leading to differentiation of the market.This article is forthcoming at the American Sociological Review.

Sign in / Sign up

Export Citation Format

Share Document