Burdens and benefits of diversity work: emotion management in STEM doctoral students

2018 ◽  
Vol 9 (2) ◽  
pp. 127-143 ◽  
Author(s):  
Kamaria B. Porter ◽  
Julie R. Posselt ◽  
Kimberly Reyes ◽  
Kelly E. Slay ◽  
Aurora Kamimura
Keyword(s):  
Doctoral Students ◽  
Students Of Color ◽  
Emotional Labor ◽  
Doctoral Programs ◽  
Underrepresented Students ◽  
Structured Interviews ◽  
Content Type ◽  
Study Approach ◽  
The Usa ◽  
Feeling Rules

PurposeAs part of the broader effort to diversify higher education in the USA, many science, technology, engineering and mathematics (STEM) doctoral programs are deeply engaged in diversity work – an array of formal activities and practices meant to boost the representation of women and students of color. This paper aims to examine how underrepresented doctoral students in high-diversity STEM PhD programs contribute to diversity work in their programs.Design/methodology/approachA case study approach was used to understand the nature of diversity work in four STEM doctoral programs that have enrolled and graduated women and/or underrepresented students of color at rates significantly higher than their disciplines, despite being located in states with affirmative action bans. This study analyzes qualitative data from 24 semi-structured interviews and four focus groups with students from across the four departments.FindingsData reveal that underrepresented students are simultaneously positioned as representatives of progress and uncompensated consultants in their departments’ ongoing equity and diversity efforts. As a result, student contributions to diversity work are experienced as an ongoing process of emotional labor in which institutional ethos and/or feeling rules in the department shape how students manage their internal and external emotions.Originality/valueAlthough diversity-related work is widespread and growing within colleges and universities, this study shows how student engagement in diversification efforts can lead to significant emotional burdens that go unnoticed and uncompensated. In highlighting the invisibility of emotional labor and the skew of its distribution toward minoritized groups, this research calls attention to how tacit feeling rules can undermine the ultimate goal of diversity initiatives within graduate departments and programs.

scholarly journals Emotional intelligence testing for headteachers: globalization or lost in translation

2018 ◽  
Vol 3 (3) ◽  
pp. 223-240 ◽  
Author(s):  
Joanne Cliffe
Keyword(s):  
Emotional Intelligence ◽  
Emotional Labor ◽  
Teaching And Learning ◽  
Intelligence Testing ◽  
Life Experience ◽  
Emotional Responses ◽  
Structured Interviews ◽  
Content Type ◽  
Post Test ◽  
The Usa

Purpose The emotional labor of headteachers and teachers is complex. The purpose of this paper is to explore the relevance of the use of the Mayer-Salovey-Caruso Emotional Intelligence test (MSCEIT) (Mayer, Caruso & Salovey, 2000) when assessing the emotional intelligence of headteachers as part of an investigation which aimed to reveal the ways in which female secondary school leaders were emotionally intelligent and whether it was possible to test for emotional intelligence. Design/methodology/approach Seven female headteachers’ MSCEIT reports are investigated. Semi-structured interviews were held pre- and post-test to explore the headteachers’ emotional labor. In addition, teachers serving under the headteachers were interviewed. Findings The accuracy of the MSCEIT is questioned, rather than taking the results at face value, attention is given to its content, language and cultural differences. The MSCEIT originates from the USA and is used globally. The findings of this investigation suggest it is possible the MSCEIT represents a deficit model due to the test takers’ interpretation of nuanced language. The findings show a disparity in relation to MSCEIT scores and self-reported emotional responses. Research limitations/implications Although the sample size is small and therefore cannot claim generalization from the findings, the use of emotional intelligence tests should be used with caution. Emotional responses are best understood through life experience as the headteachers attach retrospective meaning to their leadership actions. Originality/value Headteachers’ work is multifaceted because emotion is integral to the processes of teaching and learning. The emotional labor of headteachers and teachers impacts and has relevance to their roles as educational landscapes continue to shift.

Learning processes for interpersonal competence development in project-based sustainability courses – insights from a comparative international study

2021 ◽  
Vol 22 (3) ◽  
pp. 535-560
Author(s):  
Theres Konrad ◽  
Arnim Wiek ◽  
Matthias Barth
Keyword(s):  
Teaching And Learning ◽  
Single Case ◽  
International Study ◽  
Competence Development ◽  
Learning Processes ◽  
Interpersonal Competence ◽  
Structured Interviews ◽  
Content Type ◽  
Study Approach ◽  
The Usa

Purpose For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal competence. There is growing evidence that project-based sustainability courses facilitate interpersonal competence development. However, research so far has focused on single case studies and on assessing learning outcomes. The purpose of this study is to deepen the understanding of how graduate students learn interpersonal competence in project-based sustainability courses. Design/methodology/approach This study adopts a multi-case study approach triangulating observations, semi-structured interviews and focus groups supported by Photovoice method. A comparison of three project-based sustainability courses in graduate programs at universities in the USA, Germany, Switzerland and Spain is conducted to gain generalizable insights on how interpersonal competence can be developed through project-based sustainability courses. Findings Receiving inputs, experiencing, reflecting and experimenting are four learning processes supportive of interpersonal competence development. Interpersonal attitudes seem to be mostly learned through a combination of experiencing and reflecting, followed by experimenting; not surprisingly, interpersonal knowledge is mostly developed through a combination of receiving inputs, experiencing and (collective) reflection; and interpersonal skills seem to be mostly learned through a combination of receiving inputs and experimenting, or, more directly, experiencing and experimenting. Practical implications These findings support the unique learning opportunities offered through project-based sustainability courses and can help instructors to better facilitate students’ development of interpersonal competence. Originality/value The value of this study is three-fold: (i) it provides a comprehensive picture of interpersonal competence, including attitudes, knowledge, and skills; (ii) it spells out specific teaching and learning processes; and (iii) it links these to specific interpersonal competence facets and components.

Experiences of underrepresented doctoral students in counselor education

2015 ◽  
Vol 9 (2) ◽  
pp. 68-84 ◽  
Author(s):  
Caroline A. Baker ◽  
James L. Moore, III
Keyword(s):  
Critical Race Theory ◽  
Counselor Education ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Underrepresented Students ◽  
Individual Characteristics ◽  
White Female ◽  
Education Programs ◽  
Doctoral Study ◽  
Content Type

Purpose – This study aimed to qualitatively examine the perceived cultural competence of counselor education doctoral programs through narratives of 19 racially or ethnically underrepresented students using Critical Race Theory as a theoretical framework. Design/methodology/approach – The authors used a qualitative study of 19 racially or ethnically underrepresented students. Findings – Six major themes were identified: playing the game; individual characteristics and attributes; intersectionality; support; voice; and talk the talk, walk the walk. Research limitations/implications – The limitations of the study included the identity of the primary researcher being a White female in a PhD program during the collection of data. While this was disclosed to the participants, it meant that they made decisions about what or how much to share about their experiences regarding race or doctoral study. The findings are only transferable to the reader’s experiences and interpretation and not generalizable to all counselor education programs. Practical implications – Practical and social implications for counselor education programs are discussed in the paper, including measures to enhance program climate and proactive behaviors that may contribute to student success. Originality/value – The study represents one of few that explore the cultural climate of counselor education programs for underrepresented students.

Diversity leadership under race-neutral policies in higher education

2014 ◽  
Vol 33 (8) ◽  
pp. 708-720 ◽  
Author(s):  
Sosanya Marie Jones
Keyword(s):  
Higher Education ◽  
Underrepresented Students ◽  
Structured Interviews ◽  
Content Type ◽  
Bridge Program ◽  
The Usa ◽  
White Campuses ◽  
Qualitative Phenomenological ◽  
Diversity Leadership

Purpose – The purpose of this paper is to gain insight about the experience of multicultural administrators who oversee bridge program designed to recruit and retain historically underrepresented students of color. The study was also designed to capture the experience of the multicultural administrator as well as what meaning they made of their role as a diversity leader, and the challenges they face as they try to meet diversity goals under the constraints of race neutrality. Design/methodology/approach – This is a descriptive qualitative multi-case study. In order to gain a better understanding of the experience of multicultural administrators as they try to enact diversity leadership under race-neutral policies a qualitative phenomenological multi-case designed was used. Semi-structured interviews were conducted with multicultural administrators from four institutions within a southern state of the USA. Findings – Data reveals that seeking to increase and foster diversity on predominantly white campuses under race neutrality is challenging. Many of the administrators expressed concern about how they would maintain and increase diversity and campus inclusiveness without specifically marketing and targeting to groups that are traditionally marginalized. Overall, they described the experience as one filled with heightened awareness of the social and political environment and how senior-level administrators and other offices on campus perceived them and their work. Research limitations/implications – Using a qualitative multi-case study limits generalizability. Also, there are many other factors such as institutional type, location, student population, and institutional capacity that may impact the institutional conditions in which each of these administrators work. Practical implications – The findings of this study can be used to inform institutional policy makers of these struggles as well as provide campus administrators and staff helpful recommendations for dealing with the politics of race neutrality as they continue to fulfill their responsibility to increase diversity on their campuses. Social implications – This paper may raise awareness about the challenges of employing race neutrality, particularly for states and institutions concerned with diversifying higher education. It also highlights the challenges leaders face when dealing with reduced funding and policies that do not support their work. Originality/value – The paper discusses an understudied and under-recognized group of diversity leaders dealing with a current race-neutral policies. It will be of interests to institutional leaders, multicultural administrators, and other types of diversity leaders in higher education.

Coopetition: a fundamental feature of entrepreneurial firms' collaborative dynamics

2019 ◽  
Vol 34 (7) ◽  
pp. 1555-1569 ◽  
Author(s):  
Helen McGrath ◽  
Thomas O'Toole ◽  
Louise Canning
Keyword(s):  
Future Research ◽  
Entrepreneurial Firms ◽  
Structured Interviews ◽  
Content Type ◽  
Fundamental Feature ◽  
Study Approach ◽  
Multiple Data ◽  
The Usa ◽  
Process Perspective ◽  
Definition Of

Purpose This paper aims to explore coopetition as a fundamental feature of the collaborative dynamics inherent in entrepreneurial ventures. The authors present a conceptual model and definition of entrepreneurial coopetition, the latter being explained as entrepreneurial involvement in simultaneous cooperative and competitive interactions with business network actors in a relational environment. Design/methodology/approach Using the micro-brewing industry in a Southern State in the USA, as an empirical base, the authors use an abductive case study approach drawing from multiple data sources including semi-structured interviews, marketing materials, information available on websites and social media, as well as information contained in newspaper articles and policy documents. Findings Findings suggest that entrepreneurs habitually interact in a coopetitive manner through norms formed in interaction and that these are often in response to the environment. Research limitations/implications Findings are limited to one particular context. Future research could include entrepreneurs from other sectors, state or country contexts which may reveal other coopetition themes. Practical implications More benefits in coopetition could be reaped if the entrepreneur were more cognitively aware of, and strategically planned for, the coopetitive processes in which they are (or could be) engaged. Originality/value The authors open the black box of entrepreneurial coopetition by putting forward and empirically examining a conceptual definition of entrepreneurial coopetition. This work moves the coopetition discussion beyond the motives behind and consequences of coopetition, analysing interactions from a process perspective. The authors respond to recent calls for a deeper understanding of coopetitive mind-sets and a multilevel approach to coopetition.

Being more than just seen: the struggle of navigating the white space of teacher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Grace Inae Blum ◽  
Keith Reyes ◽  
Eric Hougan
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Students Of Color ◽  
Public Institution ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Structured Interviews ◽  
Preparation Programs ◽  
Content Type ◽  
The Usa

Purpose The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA. Design/methodology/approach This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program. Findings The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care. Originality/value This study contributes to the growing body of research focused on the recruitment and retainment of students of color within teacher education. The suggested implications offer important considerations for practitioners and policymakers regarding the recruitment and retention of students of color in teacher preparation programs.

Social urbanism: public policy and place brand

2019 ◽  
Vol 12 (3) ◽  
pp. 326-337 ◽  
Author(s):  
Caroline Doyle
Keyword(s):  
Public Policy ◽  
Social Problem ◽  
Local Governments ◽  
Structured Interviews ◽  
Content Type ◽  
Study Approach ◽  
Local Stakeholders ◽  
Place Brand ◽  
The City

PurposeThis paper aims to focus on how a public policy designed to address a social problem ultimately became the place brand.Design/methodology/approachThis paper uses a qualitative case study approach focusing on the city of Medellín, Colombia. It draws from fieldwork conducted in Medellín over 2014 and 2015, including semi-structured interviews with an array of local stakeholders.FindingsThe paper concludes that local governments should be aware that the policymaking process can become part of their branding. It also shows the importance of the continual involvement of stakeholders in the place brand process to ensure it is a sustainable brand.Originality/valueThere are limited studies which focus on how a public policy designed to address a social problem ultimately becomes the place brand. This paper shows how a public policy, social urbanism, became the branding of Medellín.

The moderating role of remote work in the relationship between organizational culture and OCB: case studies from the financial sector

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zoltán Krajcsák ◽  
Anita Kozák
Keyword(s):  
Organizational Culture ◽  
Organizational Citizenship Behavior ◽  
Financial Sector ◽  
Three Dimensions ◽  
Citizenship Behavior ◽  
Remote Work ◽  
Structured Interviews ◽  
Home Office ◽  
Content Type ◽  
Study Approach

PurposeThe purpose of this article is to show how remote working affects employees' organizational citizenship behavior (OCB).Design/methodology/approachThe authors conducted research on organizations in the financial sector, as this segment was able to easily adapt to the challenges of remote working and teleworking. They used the case study approach: they analyzed organizational documents and management communications related to crisis management back to March 2020, when the pandemic started in Hungary, and conducted semi-structured interviews with managers and subordinates.FindingsThe results highlighted that the dominant organizational culture determines the effects of remote working on OCB. In organizations with a dominant market culture, OCB has changed the least because of the home office, with only a decline in the dimension of civic virtue. In organizations with a dominant clan culture, conscientiousness decreased, while the other three dimensions increased. The dominant hierarchy culture reacted the most unfavorably, excluding the dimension of courtesy, as all dimensions decreased.Originality/valueThe study shows how the pandemic and working in home office have changed the dimensions of OCB in different organizational cultures.

The role of conferences in doctoral student socialization

2018 ◽  
Vol 9 (2) ◽  
pp. 181-196 ◽  
Author(s):  
Aliya Kuzhabekova ◽  
Aizhan Temerbayeva
Keyword(s):  
Doctoral Students ◽  
Professional Socialization ◽  
Doctoral Student ◽  
Content Type ◽  
The Usa ◽  
Conference Attendance ◽  
Using Data ◽  
Student Socialization ◽  
Doctoral Student Socialization

PurposeThe purpose of this paper is to explore the role scholarly conferences play in professional socialization of doctoral students.Design/methodology/approachUsing data from 20 interviews on conference experiences of student attendees of a North American conference in social sciences, as well as on the conference experiences of students from various disciplines at a private research intensive university in the USA, the authors explored how research identity of doctoral students change over time as result of participation in conferences, how the process of socialization is shaped by advisers and peers and how the experiences vary depending on the characteristics of the participants.FindingsThe authors found that conferences play an important role in socialization, and the effect from conference attendance increases with the number of conferences attended. The study also showed that students undergo several stages in the process of their socialization, throughout which they develop greater agency and independence as scholars, as well as a more positive image of themselves as researchers, and become more strategic in their behavior. The results also point to the key role of adviser and peers in the process of socialization, whereby the former can provide direction and orientation, while the latter may offer support and opportunities for mutual learning or future collaboration. The authors also found a notable difference in the support provided by advisers between teaching and research-oriented universities.Originality/valueThe paper applies doctoral student socialization theory to the analysis of informal doctoral experiences outside the program of study.

The use of environmental performance indicators in “the greenest city in Europe”

2019 ◽  
Vol 14 (1) ◽  
pp. 122-140 ◽  
Author(s):  
Jan Alpenberg ◽  
Tomasz Wnuk-Pel ◽  
Philip Adamsson ◽  
Johannes Petersson
Keyword(s):  
Performance Indicators ◽  
Environmental Performance ◽  
Environmental Indicators ◽  
Structured Interviews ◽  
Content Type ◽  
Study Approach ◽  
External Stakeholders ◽  
Municipal Managers ◽  
Environmental Performance Indicators

Purpose The purpose of this paper is to examine why and how municipal managers and CEOs for municipally owned companies use the environmental performance indicators. Design/methodology/approach A case study approach as a research design was used. In total, 18 semi-structured interviews were conducted among managers for administrative departments and municipal company CEOs. Findings This study found that the environmental performance indicators are used by department managers mainly for resource allocation, control and for teaching the employees. The CEOs of the municipal companies use the environmental indicators for communicating with external stakeholders and see the indicators primarily as marketing tools. The main reason why the environmental performance indicators are used in the municipality can be the strong demand from the local politicians to push the “green agenda,” and therefore the managers have to comply. Research limitations/implications As in any case study, generalizations from the research should be made with care, but since this is only one municipality, further research is needed to find additional evidence. Practical implications The findings of this study have a number of implications for future practice, and it is worth mentioning that clear guidelines for how the information could be made more useful for managers at the managerial level in Växjö municipality (VM) are requested for both the municipal managers and the CEOs. Social implications Overall, this study strengthens the idea that environmental performance indicators could be used to a larger extent for communicating with external stakeholders both for municipal departments and companies. Originality/value The research adds to the literature by examining different patterns of using environmental performance indicators in a unique setting – in VM, which is called “the greenest city in Europe” and is one of the “pioneers” in environmental work and extensively uses performance indicators.

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