Who is shaping the field? Doctoral education, knowledge creation and postsecondary education research in the United States

2016 ◽  
Vol 35 (5) ◽  
pp. 1039-1052 ◽  
Author(s):  
Daniel B. Saunders ◽  
Ethan A. Kolek ◽  
Elizabeth A. Williams ◽  
Ryan S. Wells
2010 ◽  
Vol 8 (1) ◽  
Author(s):  
Nathaniel M. Rickles ◽  
Todd A. Brown ◽  
Melissa S. McGivney ◽  
Margie E. Snyder ◽  
Kelsey A. White

Author(s):  
Elsie M. Szecsy

The purpose of this chapter is to report on the use of information and communication technology (ICT) as a “leveling device” between colleagues dispersed across the United States and México, who shared similar education research interests but came from different research traditions. The author reports on the use of various ICT tools in a process that began in 2006 with a small planning group distributed across México and the United States; grew to include additional participants who met face-to-face in Monterrey, México, in 2007; and continued afterward into 2008 through ICT-mediated mechanisms that were structured to maintain purposeful linkages among colleagues dispersed across two countries. Through this slow, deliberate process, the participants increased their capacity for achieving a broader focus on a shared problem as a research community by learning each other’s perspectives. The strategic use of ICT to support collaboration across borders—in real time and asynchronously—assisted in building a binational education research community.


Author(s):  
Willliam Elliott ◽  
Melinda Lewis

In the United States, the education system is more than just a mechanism for transmitting knowledge. It is the nation’s most powerful tool for creating economic opportunities and helping individuals secure a good quality of life and parents’ primary plan for securing the well-being of their children. As such, educational attainment is often touted as the proverbial “key to the kingdom” that puts those who hold it on the path to prosperity. This link between economic mobility and education sets the United States apart from much of the rest of the developed world, where most countries have strong welfare systems that allow individuals to succeed routinely without postsecondary education. This international contrast provides an important framework for understanding how the role of education aligns with how Americans see themselves and their futures. More specifically, Americans vest their hopes in education as a means of getting ahead instead of relying on a generous welfare state that ensures that “nobody is in need”—the predominant view, for example, among Europeans. Crucially, the institution of education is supposed to work equally for all Americans, regardless of their starting point. This belief in education as a force for equity as well as opportunity was ensconced in its foundations, as articulated by Horace Mann in 1848, “Education then, beyond all other devices of human origin, is a great equalizer of the conditions of men—the balance wheel of the social machinery.” It persists, extolled by Arne Duncan, US Secretary of Education in the Obama Administration, “In America, education is still the great equalizer” and National Education Association President Dennis Van Roekel, “Education is the great equalizer . . . opening doors of opportunity for all.” However, there are signs that Americans increasingly doubt the viability of these egalitarian ideals and question whether education can truly realize the promise of a better future. In 2014, only 64% of Americans reported that they still believe in the American dream.


Author(s):  
David O’Donnell ◽  
Lin Guo

This chapter positions a discussion of intellectual capital, governance, IT and leadership in the context of a resource-based and dynamic capabilities view of the firm. It then discusses in very pragmatic terms how leadership may be associated with IT governance and both knowledge sharing and knowledge creation from a micro-practices perspective. The chapter then presents four vignettes on the experiences of exemplary pioneering leaders to illustrate this argument. The leaders chosen are Leif Edvinsson of Scandia in Sweden, Robert Buckman of Buckman Laboratories in the United States, Hu Gang of NCD in China, and Lars Kolind of Oticon in Denmark. The chapter concludes with the pragmatic argument that leadership matters.


2018 ◽  
Vol 98 (4) ◽  
pp. 405-426 ◽  
Author(s):  
Erin L. Castro ◽  
Rebecca K. Hunter ◽  
Tara Hardison ◽  
Vanessa Johnson-Ojeda

This article documents availability, accreditation, institution type, and geographical distribution of postsecondary education in prison across the United States. Using descriptive analysis, we report the total number of postsecondary institutions currently providing credit-bearing coursework to incarcerated people and discuss the influence of the federal Second Chance Pell Pilot Program on these findings. Focusing on issues of equity and quality, we use a critical framework to broadly assess the current status of the field and to document what constitutes postsecondary education in prison. In conclusion, we provide implications and suggestions for expanding quality postsecondary educational opportunity for incarcerated college students.


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