scholarly journals Toward a Substantive Theory of the Academic Advising Process: A Grounded Theory

2021 ◽  
Vol 41 (1) ◽  
pp. 94-105
Author(s):  
Craig M. McGill
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Grounded Theory ◽  
Academic Advising ◽  
Growth And Development ◽  
Academic Identity ◽  
Document Analysis ◽  
Informed Decision Making ◽  
Substantive Theory

The role of academic advising in higher education remains largely misunderstood by university stakeholders, faculty and staff, students, and academic advisors. Many hold the simplistic view that academic advising is merely transmitting information to students to ensure timely graduation, a perception that limits what advising can do for student learning, growth, and development. Interviews with NACADA leaders and document analysis reveals a grounded theory of the academic advising process: within the advising context, students connect with caring institutional representatives, make meaning of experiences, and engage in informed decision-making. Synthesizing these experiences helps students develop their academic identity. The theory can aid stakeholders outside of academic advising and give practicing advisors language to explain the valuable work they do with students.

scholarly journals Decision Making from the Experience of Orthognathic Surgery Patients: A Grounded Theory Approach

2021 ◽  
pp. 238008442110144
Author(s):  
N.R. Paul ◽  
S.R. Baker ◽  
B.J. Gibson
Keyword(s):  
Decision Making ◽  
Grounded Theory ◽  
Treatment Options ◽  
Study Data ◽  
Primary Objective ◽  
Major Surgery ◽  
Future Research ◽  
Decision Making Process ◽  
Theory Approach

Introduction: Patients’ decisions to undergo major surgery such as orthognathic treatment are not just about how the decision is made but what influences the decision. Objectives: The primary objective of the study was to identify the key processes involved in patients’ experience of decision making for orthognathic treatment. Methods: This study reports some of the findings of a larger grounded theory study. Data were collected through face-to-face interviews of patients who were seen for orthognathic treatment at a teaching hospital in the United Kingdom. Twenty-two participants were recruited (age range 18–66 y), of whom 12 (male = 2, female = 10) were 6 to 8 wk postsurgery, 6 (male = 2, female = 4) were in the decision-making stage, and 4 (male = 0, female = 4) were 1 to 2 y postsurgery. Additional data were also collected from online blogs and forums on jaw surgery. The data analysis stages of grounded theory methodology were undertaken, including open and selective coding. Results: The study identified the central role of dental care professionals (DCPs) in several underlying processes associated with decision making, including legitimating, mediating, scheduling, projecting, and supporting patients’ decisions. Six categories were related to key aspects of decision making. These were awareness about their underlying dentofacial problems and treatment options available, the information available about the treatment, the temporality of when surgery would be undertaken, the motivations and expectation of patients, social support, and fear of the surgery, hospitalization, and potentially disliking their new face. Conclusion: The decision-making process for orthognathic treatment is complex, multifactorial, and heavily influenced by the role of DCPs in patient care. Understanding the magnitude of this role will enable DCPs to more clearly participate in improving patients’ decision-making process. The findings of this study can inform future quantitative studies. Knowledge Transfer Statement: The results of this study can be used both for informing clinical practice around enabling decision making for orthognathic treatment and also for designing future research. The findings can better inform clinicians about the importance of their role in the patients’ decision-making process for orthognathic treatment and the means to improve the patient experience. It is suggested that further research could be conducted to measure some of the key constructs identified within our grounded theory and assess how these change during the treatment process.

The role of agency in project initiation decisions

2014 ◽  
Vol 7 (3) ◽  
pp. 518-535 ◽  
Author(s):  
Mark Mullaly
Keyword(s):  
Decision Making ◽  
Decision Rules ◽  
Personal Characteristics ◽  
Decision Makers ◽  
Organizational Dynamics ◽  
Substantive Theory ◽  
Content Type ◽  
The Subject ◽  
Board Level

Purpose – The purpose of this paper is to explore the role of decision rules and agency in supporting project initiation decisions, and the influences of agency on decision-making effectiveness. Design/methodology/approach – The study this paper is based upon used grounded theory methodology, and sought to understand the influences of individual decision makers on project initiation decisions within organizations. Data collection involved 28 participants who were involved in project initiation decisions within their organizations, who discussed the process of project initiation in their organization and their role within that process. Findings – The study demonstrates that the overall effectiveness of project initiation decisions is a product of agency, process effectiveness or rule effectiveness. The employment of agency can have a direct influence on decision-making effectiveness, it can compensate for organizational inadequacies of a process or political nature, and it can be constrained in the evidence of formal and effective organizational practices. Research limitations/implications – While agency was recognized by all participants, there are clearly circumstances where actors perceive the ability to exercise agency to be externally constrained. The study is exploratory, contributing to the development of substantive theory. Theory testing as well as a more in-depth investigation of the underlying drivers of agency would be valuable. Practical implications – The study provides executives and individuals supporting the initiation of projects with insights on how to effectively influence the effectiveness of project initiation decisions, and the degree to which personal characteristics influence organizational dynamics. Originality/value – Most discussions of agency has been framed the subject as an executive- or board-level phenomenon. The current study demonstrates that agency is in fact being perceived and operationalized at all levels. Those demonstrating agency in the majority of instances in this study do so in exercising stewardship behaviours. This has important implications for how agency is perceived by executives, and by how agency is exercised by actors at all levels of the organization.

scholarly journals CAREER GROWTH AND DEVELOPMENT: ROLE OF CONTINUING EDUCATION AMONG TEACHERS

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Priyanka Bhaskar ◽  
Padmalosani Dayalan
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Personal Growth ◽  
Professional Growth ◽  
Growth And Development ◽  
Positive Impact ◽  
Higher Education Institutions ◽  
Career Growth ◽  
The Impact

This paper aims to highlight the role of continuing education among the teachers of India. The study identifies factors which influence teachers in Higher education institutions (HEI) for continuing education. The paper also explores the impact of continuing education on career growth and development. A systematic survey was conducted among the teachers in Higher education institutions of Uttarakhand, India. Factor analysis is used to identify the important factors that influence teachers to enrol for continuing education. SPSS and AMOS are used to analyse the data. The findings of the study indicate that factors like time, financial support, job opportunities, knowledge, skills, and abilities play a detrimental role among teachers for continuing education. This study also reveals that continuing education has a positive impact on career growth and development of teachers. Continuing education helps the teachers to explore better career opportunities, provides job security, salary increment, and promotion which contributes to their professional growth and personality development. Continuing education in teachers demonstrates a significant role in the development of interpersonal skills, technical skills and inculcates self-confidence that contributes to their personal growth. The importance of paper increases amidst the COVID19 pandemic and the launch of the National Education Policy in India, as the paper will provide support to the Higher education institutes and Government to frame policies and strategies to imbibe continuing education as an integral part of the education system. The paper by enumerating its benefits, motivates the teachers to enhance their qualifications and enhance their future prospects.

scholarly journals Virginia Gordon as Servant Leader

2019 ◽  
Vol 39 (2) ◽  
pp. 5-18
Author(s):  
Elizabeth M. Higgins ◽  
Susan M. Campbell
Keyword(s):  
Higher Education ◽  
Academic Advising ◽  
Growth And Development ◽  
Role Model ◽  
Evidence Based ◽  
Servant Leader ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
The Many ◽  
Scholarly Inquiry

Virginia Gordon was a teacher, scholar, practitioner, and leader who also served as a role model and mentor to others. Her insight and research informed the many innovative initiatives she pursued on behalf of the student advising experience. Gordon's scholarly and evidence-based approach set the stage for academic advising as a field of scholarly inquiry and helped shape the growth and direction of the profession. Virginia Gordon's work was other-directed. Her goal was always to support the growth and development of others. This qualitative study tried to capture Gordon as understood by the higher education professionals who knew her, worked with her, and/or studied with her. That she was other-directed supports our view regarding Virginia Gordon as a servant leader.

scholarly journals O papel da auditoria interna na promoção da accountability nas Instituições de Ensino Superior

2020 ◽  
Vol 54 (2) ◽  
pp. 243-265
Author(s):  
Anabela dos Reis Fonseca ◽  
Susana Jorge ◽  
Caio Nascimento
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Good Governance ◽  
Internal Auditing ◽  
Management Effectiveness ◽  
Public Sector Organizations ◽  
International Convergence ◽  
Accountability Practices ◽  
The Relationship

Abstract This paper discusses the link between accountability and internal auditing, particularly analyzing the extent to which the latter contributes to improve the former, in Higher Education Institutions (HEIs). This study applied a questionnaire to the management boards of a sample of HEIs, to empirical analyze the relationship between internal auditing and accountability. The main focus was on internal auditing carried out by the offices or departments in those institutions. The paper contributes to understand how management boards perceive internal auditing to foster transparency and accountability in HEIs, allowing to corroborate that auditing, and particularly internal auditing, favors the institutions’ accountability. In effect, it promotes the principles underlying accountability practices. The information provided in the scope of internal audits is acknowledged as contributing to improve management effectiveness and helping in decision-making. HEIs wanting to create an internal auditing office or to enhance the role of an existing one, should develop this office’s activities so that it becomes an instrument to support accountability and good governance of the organization. The sample consisted of Portuguese public HEIs, universities and polytechnics. Despite a certain international convergence regarding this type of public sector organizations, and regarding their purposes and governance, certain contextual specificities might limit the generalization of the findings for other jurisdictions.

Community-Led Ecosystem

2020 ◽  
pp. 29-47
Author(s):  
Elzbieta Bobrowicz-Campos ◽  
Filipa Costa Couto ◽  
Luísa Teixeira-Santos ◽  
João Apóstolo
Keyword(s):  
Decision Making ◽  
Successful Aging ◽  
Scaling Up ◽  
Informed Decision Making ◽  
Integrated Healthcare ◽  
Joint Actions ◽  
Current Health ◽  
Innovative Solutions ◽  
Healthcare Model

In this chapter, the triangulation analysis of connections between older adults, relevant stakeholders, and community will be made in order to acknowledge the challenges resulting from demographic changes, identify the gaps in current health and social policy in the field of geriatric care, and outline the pathways for joint actions to achieve successful aging. This analysis will also consider health and health equity drivers, highlighting the relevance of the community-led ecosystem in the spreading and scaling up of the person-centered and integrated healthcare model. By focusing on frailty and frailty-related consequences, this chapter will reflect on the need for implementing joint actions that promote health throughout the lifecycle and that empower citizens for informed decision making. It will also discuss the role of modern societies in creating innovative solutions for successful aging.

What Should the Right to Higher Education Look Like?

2021 ◽  
pp. 187-218
Author(s):  
Christopher Martin
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Higher Education Policy ◽  
Growth And Development ◽  
Compulsory Education ◽  
Human Welfare ◽  
Institutional Practice ◽  
Higher Education Systems ◽  
The Right

This chapter addresses some key objections to the right to higher education and provides a fuller picture of what this right can look like at the level of public policy and institutional practice. First, the chapter revisits the broader rationale for the argument in order to show how a rights-based conception of can better inform public debate about the justice, fairness, and purposes of higher education. Second, it applies this account to Martin Trow’s famous conceptualization of higher education systems into “elite,” “mass,” and “universal” stages of growth and development in order to demonstrate how the right to higher education can inform higher education policy. Finally, it addresses the worry that the right to higher education overstates the importance of post-compulsory education for a liberal society. Here the chapter engages with issues about the role of higher education in the promotion of human welfare and the level of “idealization” built into the argument.

Social Class Fragility and College Students’ Career Decision-Making at a Private University

2017 ◽  
Vol 46 (2) ◽  
pp. 112-129
Author(s):  
Keaton C. Muzika ◽  
Aaron Hudyma ◽  
Patton O. Garriott ◽  
Dana Santiago ◽  
Jessica Morse
Keyword(s):  
College Students ◽  
Decision Making ◽  
Grounded Theory ◽  
Social Class ◽  
Undergraduate Students ◽  
Private University ◽  
Career Decision ◽  
Career Decision Making ◽  
Career Interventions

The present study examined the role of social class in the career decision-making of undergraduate students attending a private university. Grounded theory was used to describe the process of social class and undergraduates’ career interests and plans. Interviews with undergraduate students ( N = 21) resulted in four categories and 13 axial codes. The grounded theory emerging from the data was labeled, social class fragility. Social class fragility captured the career goals and behaviors associated with participants’ striving for an acceptable career choice, based upon their social class contexts. The contextual factors described by participants included relational influences, social class consciousness, and vocational privilege. Results are discussed in terms of career interventions with college students attending universities that encapsulate upper middle-class norms.

scholarly journals Academic identity, confidence and belonging: The role of contextualised admissions and foundation years in higher education

2019 ◽  
Vol 45 (3) ◽  
pp. 554-575 ◽  
Author(s):  
Katriona O'Sullivan ◽  
Niamh Bird ◽  
James Robson ◽  
Niall Winters
Keyword(s):  
Higher Education ◽  
Academic Identity
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