scholarly journals Marianist Educational Associates: Advancing and Promoting the.Mission of Catholic and Marianist Universities

2021 ◽  
Vol 24 (2) ◽  
pp. 62-83
Author(s):  
Corinne Brion ◽  
◽  
Allison Leigh ◽  
Keyword(s):  
Qualitative Study ◽  
Student Learning ◽  
Research Team ◽  
Learning Transfer ◽  
Empirical Studies ◽  
Professional Lives ◽  
Transfer Of Knowledge ◽  
Institutional Mission ◽  
Multidimensional Model ◽  
Religious Understanding

Preparing employees to become stewards of Marianist values has become a priority at Marianist institutions because employees impact the institutions’ environment, and faculty and staff directly impact student learning. To date, there is a lack of research conducted among employees of Marianist institutions on how new understandings of the institutional mission get transferred to their jobs. Additionally, there is a lack of empirical studies that examine what enhances and hinders the transfer of such understanding. Using the Multidimensional Model of Learning Transfer as a theoretical framework, the purpose of this qualitative study is to explore the extent to which employees attending a formation are able to transfer the newly acquired knowledge to their professional lives and to understand what inhibited and supported their transfer of knowledge. Findings reveal that participants did transfer some knowledge to their positions. Based on these findings, the research team offers recommendations to increase the transfer of new religious understanding.

scholarly journals ‘You see the empty bed which means it’s either a transplant or a death’: a qualitative study exploring the impact of death in the haemodialysis community

BMJ Open ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. e046537
Author(s):  
Sheera Sutherland ◽  
Kirsty E Durley ◽  
Kirsty Gillies ◽  
Margaret Glogowska ◽  
Daniel S Lasserson ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Clinical Setting ◽  
Support Services ◽  
Research Team ◽  
Central Importance ◽  
Semistructured Interviews ◽  
Age Range ◽  
The Impact ◽  
Community Patients

ObjectiveTo explore the impact of the death of a patient in the haemodialysis unit on fellow patients.MethodsWe interviewed patients on dialysis in a tertiary dialysis centre using semistructured interviews. We purposively sampled patients who had experienced the death of a fellow patient. After interviews were transcribed, they were thematically analysed by independent members of the research team using inductive analysis. Input from the team during analysis ensured the rigour and quality of the findings.Results10 participants completed the interviews (6 females and 4 males with an age range of 42–88 years). The four core themes that emerged from the interviews included: (1) patients’ relationship to haemodialysis, (2) how patients define the haemodialysis community, (3) patients’ views on death and bereavement and (4) patients’ expectations around death in the dialysis community. Patients noticed avoidance behaviour by staff in relation to discussing death in the unit and would prefer a culture of open acknowledgement.ConclusionStaff acknowledgement of death is of central importance to patients on haemodialysis who feel that the staff are part of their community. This should guide the development of appropriate bereavement support services and a framework that promotes the provision of guidance for staff and patients in this unique clinical setting. However, the authors acknowledge the homogenous sample recruited in a single setting may limit the transferability of the study. Further work is needed to understand diverse patient and nurse experiences and perceptions when sharing the knowledge of a patient’s death and how they react to loss.

scholarly journals From strategy to action: a qualitative study on salient factors influencing knowledge transfer in project-based experiential learning in healthcare organisations in Kenya

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e031100
Author(s):  
Tecla Chelagat ◽  
Joseph Onyango ◽  
Gilbert Kokwaro ◽  
Jim Rice
Keyword(s):  
Qualitative Study ◽  
Knowledge Transfer ◽  
Leadership Training ◽  
Work Teams ◽  
Healthcare Management ◽  
Transfer Of Knowledge ◽  
Completion Rates ◽  
Design Work ◽  
Improvement Project ◽  
High Staff Turnover

ObjectivesKnowledge transfer is recognised as a key determinant of organisational competitiveness. Existing literature on the transfer of knowledge and skills imply diminutive return on investment in training and development due to the low application of learnt knowledge. Following devolution of health services provision to new counties in Kenya in 2013, Strathmore Business School designed an experiential facility improvement project-based leadership training programme for healthcare managers in the new counties. Selected healthcare management teams participated in the leadership training to improve health systems performance in the devolved counties in Kenya. Despite similar training, the projects implementation contexts were different, leading to different implementation completion rates. The aim of this study was to investigate the reasons for this disparity and then recommend solutions.DesignA qualitative study using semi-structured interviews. A thematic framework approach was used in data analysis.Setting and participantsThirty-nine projects teams constituting; 33 successful and 6 unsuccessful project teams, were purposively selected based on their project implementation success rates at the end of the leadership training. The managers had undertaken a team-based institutional improvement project. The prioritised projects were housed within; 23 public, 10 faith-based and 6 private health facilities in 19 counties in Kenya.ResultsOur findings indicate projects completion rates were influenced by (training design, work environment climate, trainee characteristics, team-based coaching and leveraging on occurring opportunities). Transfer barriers were (inadequate management support, inadequate team and staff support, high staff turnover, misalignment of board’s verses manager’s priorities, missing technical expertise, endemic strikes, negative politics and poor communication). Recommendations were (need-driven curriculum, effective allocation and efficient utilisation of resources, proper prioritisation, effective communication, longitudinal coaching and work-teams recruitment).ConclusionThe findings reveal that unless training interventions are informed by a need-driven curriculum customised to real-world work teams, the potential knowledge and skill transfer can be thwarted.

Fundamental Islamic perspective of work ethics

2016 ◽  
Vol 7 (1) ◽  
pp. 59-76 ◽  
Author(s):  
Saeed Hameed Aldulaimi
Keyword(s):  
Work Ethic ◽  
Empirical Studies ◽  
Multidimensional Model ◽  
Content Type ◽  
Work Ethics ◽  
Islamic Perspective ◽  
Islamic Work Ethic ◽  
Management Literature ◽  
New Perspective ◽  
The Right

Purpose – This paper debates the Islamic perspective on the work ethics employed in an organization. It aims to discuss the issues of assumptions involving the Islamic Work Ethic (IWE). Therefore, this paper addresses the gap in the management literature and suggests a group of dimensions from fundamentals of Islam. Design/methodology/approach – The paper reviews the foundations of IWE and investigates various empirical studies conducted in several countries. Then, briefly presents a short historical and conceptual review of the work ethic construct, suggests a general conceptual definition of work ethic, and offers multidimensional model including a series of constructs which can enable researchers to evaluate and measure work ethic in Islamic societies. Findings – The study reveals that there is an evidence of ethics formulation depending on Islamic literature which constructs Islamic values for work. This paper proposes new perspective about the right ethics of work in Islam. Further, multidimensional model including 18 dimensions has been developed to evaluate work ethic in Islamic societies. Research limitations/implications – This field needs to reconsider the constructs of IWEs where it is far from reflecting Islamic theory. This paper presents new dimensions which can be utilized to enrich this area. Originality/value – This is one of the few attempts to suggest the appropriate constructs of IWE in the management literature. It provides 18 elements responsible and have the promise to strengthen individual transparency and morally which eventually enhance economic progress in Islamic world.

scholarly journals Penilaian Autentik Dalam Meningkatkan Hasil Belajar Fisika di SMAN 1 Pagaden

2021 ◽  
Vol 2 (1) ◽  
pp. 65-74
Author(s):  
Dadang Suhardi
Keyword(s):  
Qualitative Study ◽  
Student Learning ◽  
Learning Outcomes ◽  
Authentic Assessment ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Cycle Model ◽  
Physics Learning ◽  
Student Activities ◽  
Improve Student Learning

Abstract: Physics is one of the subjects that students consider difficult. This can be seen from the learning outcomes of students at SMAN 1 Pagaden Class X IPA 4, where the majority of students score below the KKM (minimum completeness criteria). Of the 36 students in class X IPA 4 in physics, only about 12 students got a complete score. Of course, this situation should get serious attention to improve student learning outcomes. One of the efforts made to improve learning outcomes is through authentic assessment. In this assessment, all student activities will be observed and rated according to their respective portions. This research is a descriptive qualitative study with a two-cycle model that is characteristic of Classroom Action Research. From the research results it was revealed that with authentic assessment of physics learning in Class X IPA 4 SMAN 1 Pagaden there was an increase in each cycle. In the first cycle, the students' average score on the skills aspect was around 71% and increased in the second cycle to 80%. So that the use of authentic assessment is one of the references as an effort to improve student learning outcomes. Abstrak: Fisika merupakan salah satu mata pelajaran yang dianggap sulit oleh siswa. Hal ini ini dapat terlihat dari hasil belajar siswa di SMAN 1 Pagaden Kelas X IPA 4 yang mayoritas siswa mendapatkan nilai di bawah KKM (kriteria ketuntasan minimum). Dari 36 siswa di kelas X IPA 4 dalam pelajaran fisika, hanya sekitar 12 siswa yang mendapatkan nilai tuntas. Tentu saja, keadaan ini harus mendapatkan perhatian serius untuk meningkatkan hasil belajar siswa. Salah satu upaya yang dilakukan untuk meningkatkan hasil belajar yaitu melalui penilaian autentik. Dalam penilaian ini, seluruh aktivitas siswa akan diamati dan diberi nilai sesuai dengan porsinya masing-masing. Penelitian ini bersifat kualitatif deskriptif dengan model dua siklus yang menjadi ciri khas dari Penelitian Tindakan Kelas. Dari hasil penelitian terungkap bahwa dengan penilaian autentik pada pembelajaran fisika di Kelas X IPA 4 SMAN 1 Pagaden terjadi peningkatan pada setiap siklusnya. Pada siklus pertama rata-rata siswa mendapatkan nilai pada aspek keterampilan sekitar 71% dan naik pada siklus kedua menjadi 80%. Sehingga penggunaan penilaian autentik merupakan salah satu rujukan sebagai upaya untuk meningkatkan hasil belajar siswa.

Evaluating and Assessing the Quality and Impact of Coaching Services

2019 ◽  
pp. 133-142
Keyword(s):  
Student Learning ◽  
Assessment Model ◽  
Transfer Of Knowledge ◽  
Knowledge And Skills ◽  
Annual Basis ◽  
Level 3 ◽  
Four Levels ◽  
Student Reactions ◽  
The Impact ◽  
Level 2

This chapter offers best practices, methods, and strategies for evaluating and assessing coaching services once they have been implemented. In order to determine the extent to which the coaching services that have been implemented are impacting retention, a comprehensive assessment combined with thoughtful analysis of the assessment data must be undertaken on a regular and continuous cycle. The Kirkpatrick and Kirkpatrick (2006) four-level assessment model to evaluate the impact and effectiveness of the selected coaching program on an annual basis, for either an outsourced coaching service or an internal coaching unit or department, is the recommended approach detailed in this chapter. The four levels of the assessment are as follows: Level 1 of the assessment will measure student reactions to the coaching services; Level 2 will assess student learning through the use of pre- and post-coaching assessments; Level 3 will assess transfer of knowledge and skills; and Level 4 will assess the impact and results as a result of the coaching program. The chapter provides advice and discussion about when to conduct each level of the four-part assessment model and a comprehensive sample assessment that can be modified to fit the needs of a wide variety of programs and institutions.

Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis

2019 ◽  
Vol 18 (3) ◽  
pp. 221-243 ◽  
Author(s):  
Steven R Wininger ◽  
Jenni L Redifer ◽  
Antony D Norman ◽  
Mary K Ryle
Keyword(s):  
Content Analysis ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Educational Psychology ◽  
Instructional Methods ◽  
Empirical Studies ◽  
Empirical Support ◽  
Future Research ◽  
Negative Effects

The role of learning styles in the classroom remains a heavily debated topic within education. Notable problems with using learning styles to inform classroom instruction include a lack of empirical support and potential negative effects on student learning and motivation. This content analysis focused on the presence and quantity of learning styles discussion in 20 texts commonly used in educator preparation programs (i.e., introduction to education and educational psychology texts); definitions, models, stances on usage, and recommendations for usage provided; and whether references cited in the texts were empirical studies. Eighty percent of the reviewed textbooks included a discussion of learning styles. Half of the textbooks defined learning style as a preference or approach, whereas the other half defined it as an individual style. Introduction to education texts tended toward a more positive stance on learning style usage whereas introduction to educational psychology texts exhibited a more neutral stance. A quarter of the textbooks recommended matching instructional methods to learning styles. Texts with higher numbers of both empirical and non-empirical references were more likely to describe learning styles in terms of how students prefer to gather information rather than as innate differences in information processing. Given that most textbooks did not recommend matching instructional methods to learning styles, future research should examine the source of the continued prevalence of teachers’ beliefs that student learning improves with the matching of learning styles to teaching approach.

Learning Transfer: The Missing Linkage to Effective Professional Development

2020 ◽  
Vol 23 (3) ◽  
pp. 32-47
Author(s):  
Corinne Brion
Keyword(s):  
Professional Development ◽  
Middle School ◽  
School Improvement ◽  
Learning Transfer ◽  
Educational Leaders ◽  
Multidimensional Model ◽  
Effective Professional Development ◽  
American Schools

This case study illustrates the perspectives of leaders and teachers regarding professional development and learning transfer as they relate to school improvement. The case study is set in a Midwestern middle school that is representative of many other American schools. It encourages future administrators to participate in meaningful conversations about effective professional development and learning transfer. The hope is to better understand how school leaders can plan, assess, and follow up post professional development events using a Multidimensional Model of Learning Transfer (MMLT). The case poses questions designed to prepare educational leaders to provide effective professional development for their teachers.

Conceptualizing the critical path linked by teacher commitment

2015 ◽  
Vol 53 (5) ◽  
pp. 597-624 ◽  
Author(s):  
Jingping Sun
Keyword(s):  
Student Learning ◽  
School Leadership ◽  
Principal Leadership ◽  
Critical Path ◽  
Empirical Studies ◽  
Teacher Commitment ◽  
Value Systems ◽  
Content Type ◽  
Four Dimensions ◽  
Improving Student Learning

Purpose – The purpose of this paper is to propose a critical path through which school leadership travels to students by highlighting the importance of teacher commitment. Design/methodology/approach – Using both meta-analytic and narrative review methods, this paper systematically reviews the evidence in the past 20 years about the conceptualizations and measurements of teacher commitment and its relationships with principal leadership and student learning. Findings – This paper presents: first, the four dimensions of teacher commitment and the ten constituents involved in the conceptualization of teacher commitment; and second, the five measures used in empirical studies for measuring teacher commitment. It concludes that: teacher commitment is significantly related to student learning; the extent to which school leadership influences teacher commitment is large and is aligned with the value systems of both leaders and teachers; and teacher commitment mediates leadership impacts on student learning in three ways: at the personal level, at the dyad level and at the collective level. Research limitations/implications – This study conceptualizes a critical path through which school leadership improves student learning, mediated by teacher commitment. A framework of such critical paths will provide educational leaders and policy makers at both local and state levels with much needed guidance for improving student learning. Originality/value – This study adds to the understanding of the indirect influence of school leadership on student learning by illustrating how and to what extent principal leadership influences teacher commitment, which in turn influences student learning.

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