Leadership Programs for Academic Women: Building Self-Efficacy and Organizational Leadership Capacity

2020 ◽  
Author(s):  
Angela Y. Ford ◽  
Sharon Dannels ◽  
Page Morahan ◽  
Diane Magrane
Keyword(s):  
Organizational Leadership ◽  
Self Efficacy ◽  
Leadership Capacity ◽  
Leadership Programs ◽  
Academic Women

Toward the Promise

2022 ◽  
pp. 176-189
Author(s):  
Yvette C. Latunde
Keyword(s):  
Higher Education ◽  
Organizational Leadership ◽  
Doctoral Programs ◽  
Leadership Programs ◽  
Structural Racism ◽  
Pluralistic Society ◽  
Knowledge Practices

Those in higher education stand on the cusp of an opportunity—an opportunity to fulfill the promise that higher education will provide access to liberty, freedom, resources, respect, ownership, and the ability to pursue happiness. The dominance of Eurocentric and Western knowledge, practices, beliefs, and perspectives in organizational leadership programs has yet to be disrupted. Consequently, many doctoral programs reinforce colonialism and White superiority instead of affirming and preparing students to work in a diverse and pluralistic society. This chapter presents some practical ways structural racism in higher education can be interrupted through a program overhaul and redesign to center justice and equity in all aspects of the program.

Maximizing organizational leadership capacity for the future

2006 ◽  
Vol 21 (4) ◽  
pp. 319-337 ◽  
Author(s):  
Trudy C. DiLiello ◽  
Jeffery D. Houghton
Keyword(s):  
Organizational Leadership ◽  
Leadership Capacity ◽  
The Future

Developing Collective Leadership Capacity to Drive Sustainable Practices: Destination Case of Leadership Development in Australia

2020 ◽  
pp. 109634802093299
Author(s):  
Marcela Fang ◽  
Thu-Huong Nguyen ◽  
Anona Armstrong
Keyword(s):  
Leadership Development ◽  
Behavioral Change ◽  
Leadership Capacity ◽  
Leadership Programs ◽  
Tourism Destination ◽  
Collective Leadership ◽  
Sustained Competitive Advantage ◽  
Development Goals ◽  
New Perspective

Previous research had already established that sustainable destination outcomes can be realized when stakeholders engage in tourism destination management, yet the state of the needed engagement is still seen as problematic. It is evident that some change is required to enable behavioral change that will awaken a progress. Thus, new knowledge is needed to help advance this important destination management field. The aim of this exploratory case study was to present a new perspective which is underpinned by theories in the leadership and leadership development fields. The case study findings show that tourism-based leadership programs have the capacity to foster development of collective leadership capacity, which is needed to build the effective stakeholder networks that drive change at workplace, tourism destination, and community levels. The study suggests that sustainable development goals and sustained competitive advantage are developed through the bundle of collective leadership capacity and stakeholder causal scope.

scholarly journals Investigating the Use and Design of Immersive Simulation to Improve Self-Efficacy for Aspiring Principals

10.28945/3726 ◽  
2017 ◽  
Vol 16 ◽  
pp. 127-169 ◽  
Author(s):  
Kristen A Gilbert
Keyword(s):  
United States ◽  
Educational Leadership ◽  
Self Efficacy ◽  
Small Body ◽  
The United States ◽  
Future Research ◽  
Leadership Programs ◽  
Pedagogical Tools ◽  
Educational Leadership Programs ◽  
Aspiring Principals

Aim/Purpose: Improving public schools is a focus of federal legislation in the United States with much of the burden placed on principals. However, preparing principals for this task has proven elusive despite many changes in programming by institutions of higher learning. Emerging technologies that rely on augmented and virtual realities are posited to be powerful pedagogical tools for closing this gap. Background: This study investigated the effects of immersive simulation technologies on principals’ self-efficacy after treatment and the perceived significance of the design of the immersive simulation experience as an effective tool for adult learners. Methodology: The investigator employed a multiple-methods study that relied on a purposive sample of graduate students enrolled in educational leadership programs at two small universities in the southeastern United States. Participants completed a two-hour module of immersive simulation designed to facilitate transfer of knowledge to skills thereby increasing their self-efficacy. Contribution: This paper contributes to a small body of literature that examines the use of immersive simulation to prepare aspiring principals. Findings: The findings indicate moderate effect sizes in changes in self-efficacy, positive attitudes toward immersive simulation as a pedagogical tool, and significance in the design of immersive simulation modules. This suggests that immersive simulation, when properly designed, aids principals in taking action to improve schools. Recommendations for Practitioners: Educational leadership programs might consider the use of immersive simulations to enhance principals’ ability to meet the complex demands of leading in the 21st century. Impact on Society: Principals may be more adept at improving schools if preparation programs provided consistent opportunities to engage in immersive simulations. Future Research: Future research should be conducted with larger sample sizes and longitudinally to determine the effectiveness of this treatment.

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Knowledge, Attitude, and Self-Efficacy in Asthma Self-Management and Quality of Life

2010 ◽  
pp. 1-6
Author(s):  
Carol A. Mancuso ◽  
Wendy Sayles ◽  
John P. Allegrante
Keyword(s):  
Quality Of Life ◽  
Self Efficacy ◽  
Self Management
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