scholarly journals Administrative Leadership in Times of a Global Health Crisis: Voices and Images From the Field

2021 ◽  
Vol 6 ◽  
Author(s):  
Linsay DeMartino ◽  
S. Gavin Weiser
Keyword(s):  
Higher Education ◽  
Educational Administration ◽  
Educational Leaders ◽  
The United States ◽  
Health Crisis ◽  
Hermeneutic Phenomenological ◽  
Educational Administrators ◽  
Novel Coronavirus ◽  
K 12 ◽  
The Impact

The novel coronavirus (COVID-19) pandemic took the world into crisis. We saw the virus alter a multitude of spheres worldwide, including our healthcare, economies, politics, social processes, and education. In fact, the impact of COVID-19 on educational administration took our leaders into forced emergency measures. Our study aims to better understand the experiences of educational administrators under crisis to ascertain what might be learned on how educational institutions may better respond to the crisis in the future. These stories were collected from educational leaders, both from K-12 and higher education, throughout the United States. In brief, this article is framed in the theory and literature associated with the complexity of leading in times of crisis. We explore the resiliency of leadership forged in crisis and the rethinking of administrative as administration as a caring and trustful acts. Our research began as a hermeneutic phenomenological interview study, but transitions into a two-round project, where after the first interview, participants were invited to share some images that typify and speak to the experiences being educational administrators during this time. We are engaged in sensitive topics that are ongoing and changing. Moreover, throughout, we are asking for images that speak to their experiences. Across both K-12 and higher education, our results indicated varied responses, from immediate to delayed administrative action. However, albeit they looked contextually different, there are clear indications the participants valued continuous, transparent communication, authentic caring, trust, and agency. In our discussion, we elaborate on the distinction between what the institutional response was as compared to what was valued by our educational leaders. Finally, as a contribution to the field, we seek to provide guidance for future administrators in crisis based on our own experiences and the recommendations provided by our educational leaders.

Striving for Equity in Pandemic Times

2021 ◽  
pp. 199-223
Author(s):  
Linsay DeMartino ◽  
S. Gavin Weiser
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Educational Leaders ◽  
Crisis Leadership ◽  
Institutions Of Higher Education ◽  
Communication Support ◽  
Educational Administrators ◽  
K 12 ◽  
The Impact

This chapter considers the impact the COVID-19 pandemic has had on the reality of educational administrators in U.S.-based institutions of education. Looking closely at 17 educational administrators from both K-12 systems and institutions of higher education, the authors come to a more comprehensive understanding of crisis leadership and its impact on equitable educational practices – both for students as well as for the administrators themselves. This chapter is based on a larger project the authors undertook to explore through narratives and photography the experiences of administrators during the global COVID-19 pandemic that began in early 2020. This chapter illustrates the ways that communication, support, and equitable solutions for the learning community are and are not well articulated by leaders. The authors close out this chapter with recommendations for educational leaders during times of crisis as well as for potential follow-up research.

scholarly journals The Neoliberal University in Ireland: Institutional Bullying by Another Name?

Societies ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 52
Author(s):  
Margaret Hodgins ◽  
Patricia Mannix McNamara
Keyword(s):  
Higher Education ◽  
Public Management ◽  
New Public Management ◽  
Academic Staff ◽  
Well Being ◽  
The United States ◽  
Decent Work ◽  
New Public ◽  
The Impact ◽  
Health And Well Being

New managerialism and the pervasive neoliberalisation of universities is by now a well-established phenomenon. Commentaries explore the political and economic drivers and effects of neoliberal ideology, and critique the impact on higher education and academic work. The impact on the health and well-being of academic staff has had less attention, and it is to that we turn in this paper. Much academic interest in neoliberalism stems from the UK, Australia and the United States. We draw particularly on studies of public Irish universities, where neoliberalism, now well entrenched, but something of a late-comer to the new public management party, is making its presence felt. This conceptual paper explores the concept of neoliberalism in higher education, arguing that the policies and practices of new public management as exercised in universities are a form of bullying; what we term institutional bullying. The authors are researchers of workplace culture, workplace bullying and incivility. Irish universities are increasingly challenged in delivering the International Labour Organisation (ILO) principles of decent work, i.e., dignity, equity, fair income and safe working conditions. They have become exposed in terms of gender imbalance in senior positions, precariat workforce, excessive workload and diminishing levels of control. Irish universities are suffering in terms of both the health and well-being of staff and organisational vibrancy. The authors conclude by cautioning against potential neoliberal intensification as universities grapple with the economic fallout from the COVID-19 pandemic. This paper reviews neoliberalism in higher education and concludes with insight as to how the current pandemic could act as a necessary catalyst to stem the tide and ‘call out’ bullying at the institutional level.

scholarly journals Communications and Screening for 2019 Novel Coronavirus at a Tertiary-Care Medical Center

2020 ◽  
Vol 41 (S1) ◽  
pp. s84-s84
Author(s):  
Lorinda Sheeler ◽  
Mary Kukla ◽  
Oluchi Abosi ◽  
Holly Meacham ◽  
Stephanie Holley ◽  
...  
Keyword(s):  
Screening Tool ◽  
Medical Center ◽  
Academic Medical Center ◽  
Tertiary Care ◽  
The United States ◽  
World Health ◽  
Communication Campaign ◽  
Electronic Screening ◽  
Novel Coronavirus ◽  
The Impact

Background: In December of 2019, the World Health Organization reported a novel coronavirus (severe acute respiratory coronavirus virus 2 [SARS-CoV-2)]) causing severe respiratory illness originating in Wuhan, China. Since then, an increasing number of cases and the confirmation of human-to-human transmission has led to the need to develop a communication campaign at our institution. We describe the impact of the communication campaign on the number of calls received and describe patterns of calls during the early stages of our response to this emerging infection. Methods: The University of Iowa Hospitals & Clinics is an 811-bed academic medical center with >200 outpatient clinics. In response to the coronavirus disease 2019 (COVID-19) outbreak, we launched a communications campaign on January 17, 2020. Initial communications included email updates to staff and a dedicated COVID-19 webpage with up-to-date information. Subsequently, we developed an electronic screening tool to guide a risk assessment during patient check in. The screening tool identifies travel to China in the past 14 days and the presence of symptoms defined as fever >37.7°C plus cough or difficulty breathing. The screening tool was activated on January 24, 2020. In addition, university staff contacted each student whose primary residence record included Hubei Province, China. Students were provided with medical contact information, signs and symptoms to monitor for, and a thermometer. Results: During the first 5 days of the campaign, 3 calls were related to COVID-19. The number of calls increased to 18 in the 5 days following the implementation of the electronic screening tool. Of the 21 calls received to date, 8 calls (38%) were generated due to the electronic travel screen, 4 calls (19%) were due to a positive coronavirus result in a multiplex respiratory panel, 4 calls (19%) were related to provider assessment only (without an electronic screening trigger), and 2 calls (10%) sought additional information following the viewing of the web-based communication campaign. Moreover, 3 calls (14%) were for people without travel history but with respiratory symptoms and contact with a person with recent travel to China. Among those reporting symptoms after travel to China, mean time since arrival to the United States was 2.7 days (range, 0–11 days). Conclusion: The COVID-19 outbreak is evolving, and providing up to date information is challenging. Implementing an electronic screening tool helped providers assess patients and direct questions to infection prevention professionals. Analyzing the types of calls received helped tailor messaging to frontline staff.Funding: NoneDisclosures: None

Black Women Superintendents

2021 ◽  
Author(s):  
Sonya Douglass Horsford ◽  
Dessynie D. Edwards ◽  
Judy A. Alston
Keyword(s):  
Black Women ◽  
Educational Administration ◽  
Education Leadership ◽  
Leadership Preparation ◽  
The United States ◽  
Women Superintendents ◽  
Preparation Programs ◽  
Race And Gender ◽  
And Gender ◽  
K 12

Research on Black women superintendents has focused largely on their racial and gendered identities and the challenges associated with negotiating the politics of race and gender while leading complex school systems. Regarding the underrepresentation of Black female superintendents, an examination of Black women’s experiences of preparing for, pursuing, attaining, and serving in the superintendency may provide insights regarding their unique ways of knowing and, leading that, inform their leadership praxis. Informed by research on K-12 school superintendency, race and gender in education leadership, and the lived experiences and knowledge claims of Black women superintendents, important implications for future research on the superintendency will be hold. There exists a small but growing body of scholarly research on Black women education leaders, even less on the Black woman school superintendent, who remains largely underrepresented in education leadership research and the field. Although key studies have played an important role in establishing historical records documenting the service and contributions of Black women educational leaders in the United States, the bulk of the research on Black women superintendents can be found in dissertation studies grounded largely in the works of Black women education leadership scholars and practitioners. As a growing number of aspiring and practicing leaders who identify as Black women enter graduate-level leadership preparation programs and join the ranks of educational administration, questions concerning race and gender in leadership are almost always present as the theories presented in leadership preparation programs often conflict with or represent set of perspectives, realities, and strategies that may not align with those experienced by leaders who identify as Black women. For these reasons, their leadership perspectives, epistemologies, and contributions are essential to our understanding of the superintendency and field of educational leadership.

Curating the Evidence About COVID-19 for Frontline Public Health and Clinical Care: The Novel Coronavirus Research Compendium

2021 ◽  
pp. 003335492110587
Author(s):  
Andrew D. Redd ◽  
Lauren S. Peetluk ◽  
Brooke A. Jarrett ◽  
Colleen Hanrahan ◽  
Sheree Schwartz ◽  
...  
Keyword(s):  
Public Health ◽  
Clinical Care ◽  
The United States ◽  
The Novel ◽  
Health Crisis ◽  
The Public ◽  
Successful Model ◽  
Medical Response ◽  
Public Consumption ◽  
Novel Coronavirus

The public health crisis created by the COVID-19 pandemic has spurred a deluge of scientific research aimed at informing the public health and medical response to the pandemic. However, early in the pandemic, those working in frontline public health and clinical care had insufficient time to parse the rapidly evolving evidence and use it for decision-making. Academics in public health and medicine were well-placed to translate the evidence for use by frontline clinicians and public health practitioners. The Novel Coronavirus Research Compendium (NCRC), a group of >60 faculty and trainees across the United States, formed in March 2020 with the goal to quickly triage and review the large volume of preprints and peer-reviewed publications on SARS-CoV-2 and COVID-19 and summarize the most important, novel evidence to inform pandemic response. From April 6 through December 31, 2020, NCRC teams screened 54 192 peer-reviewed articles and preprints, of which 527 were selected for review and uploaded to the NCRC website for public consumption. Most articles were peer-reviewed publications (n = 395, 75.0%), published in 102 journals; 25.1% (n = 132) of articles reviewed were preprints. The NCRC is a successful model of how academics translate scientific knowledge for practitioners and help build capacity for this work among students. This approach could be used for health problems beyond COVID-19, but the effort is resource intensive and may not be sustainable in the long term.

The Changing Mission and Nature of Partnerships in Public Universities

2013 ◽  
pp. 726-741 ◽  
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
Higher Education ◽  
Public Education ◽  
The United States ◽  
Public University ◽  
Public Higher Education ◽  
The Public ◽  
Academic Mission ◽  
New Business ◽  
K 12 ◽  
The University

Reasons for public education are many; however, to crystalize and synthesize this, quite simply, public education is for the public good. The goal, or mission, of public education is to offer truth and enlightenment for students, including adult learners. Public education in the United States has undergone many changes over the course of the last 200 years, and now public education is under scrutiny and is facing a continual lack of funding from the states. It is due to these issues that public higher education is encouraging participatory corporate partnerships, or neo-partnerships, that will fund the university, but may expect a return on investment for private shareholders, or an expectation that curriculum will be contrived and controlled by the neo-partnerships. A theoretical framework of an academic mission and a business mission is explained, the impact of privatization within the K-12 model on public higher education, the comparison of traditional and neo-partnerships, the shift in public higher education towards privatization, a discussion of university boards, and the business model as the new frame for a public university. A public university will inevitably have to choose between a traditional academic mission that has served the nation for quite some time and the new business mission, which may have negative implications for students, academic freedom, tenure, and faculty-developed curriculum.

scholarly journals Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers

2020 ◽  
Vol 14 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Timothy A. Goodale
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
The United States ◽  
School Science ◽  
Marine Science ◽  
Teacher Professional ◽  
Sustainability Initiatives ◽  
K 12 ◽  
The Impact

The focus of this article is on the evaluation and outcomes of a professional learning opportunity that focused on 13 current K–12 public school science educators in the United States. This teacher training concentrated on sustainability education that utilized marine sciences as a unifying concept. Findings from this training helped to identify models within teacher professional development in marine science that lead to comprehensive adoption of presented curricula. Four established models/frameworks of professional development were identified and their subsequent classroom implementation was evaluated. Results include adoption rates of the various session materials, the impact and effect size of differing variables (such as deliverables or standards alignment) among the four models and their frameworks and changes in perceptions towards sustainability initiatives. These outcomes underscore several methods and strategies for successful science teacher professional development implementation in regard to marine sciences.

Preparing School and District Leaders for Success in Developing and Facilitating Integrative STEM in Higher Education

2020 ◽  
pp. 194277512096214
Author(s):  
Rachel Louise Geesa ◽  
Krista M. Stith ◽  
Mary A. Rose
Keyword(s):  
Higher Education ◽  
Stem Education ◽  
Professional Learning ◽  
Delphi Study ◽  
Educational Leaders ◽  
The United States ◽  
District Leaders ◽  
Educational Leadership Programs ◽  
Modified Delphi ◽  
Development Objectives

Higher education institutions in the United States with graduate-level educational leadership programs traditionally do not offer professional learning opportunities in integrative STEM education. The objective of this paper is to share our journey to prepare and implement a course designed for P-12 educational leaders to build knowledge and skills to lead impactful integrative STEM programming. Results of the demand survey indicated a high amount of interest in an integrative STEM education course. Findings from interviews and the modified Delphi study informed our decisions for the development, objectives, assessments, and outcomes of the course to enhance integrative STEM culture in educational settings.

Racism: A Public Health Crisis

2020 ◽  
Vol 19 (3) ◽  
pp. 506-515
Author(s):  
Katie L. Acosta
Keyword(s):  
United States ◽  
General Population ◽  
The United States ◽  
Systemic Racism ◽  
Health Crisis ◽  
Infected People ◽  
The Face ◽  
The Impact ◽  
Racial Ethnic ◽  
Bear Witness

The impact of COVID–19 on racially minoritized communities in the United States has forced us all to look square in the face of the systemic racism that is embedded in every fabric of our society. As the number of infected people continues to rise, the racial disparities are glaringly obvious. Black and Latinx communities have been hit considerably harder by this pandemic. Both racial/ethnic groups have seen rates of infection well above their percentage in the general population and African Americans have seen rates of death from COVID–19 as high as twice their percentage in the general population. These numbers bear witness to the high cost of racism in the United States.

Assessment in American Higher Education: The Role of Admissions Tests

2019 ◽  
Vol 683 (1) ◽  
pp. 130-148 ◽  
Author(s):  
Rebecca Zwick
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
College Performance ◽  
Admissions Tests ◽  
Higher Education System ◽  
Wide Range ◽  
Test Optional ◽  
The Impact

In this article, I review the role of college admissions tests in the United States and consider the fairness issues surrounding their use. The two main tests are the SAT, first administered in 1926, and the ACT, first given in 1959. Scores on these tests have been shown to contribute to the prediction of college performance, but their role in the admissions process varies widely across colleges. Although test scores are consistently listed as one of the most important admissions factors in national surveys of postsecondary institutions, an increasing number of schools have adopted “test-optional” policies. At these institutions, test score requirements are seen as a barrier to campus diversity because of the large performance gaps among ethnic and socioeconomic groups. Fortunately, the decentralized higher education system in the United States can accommodate a wide range of admissions policies. It is essential, however, that the impact of admissions policy changes be studied and that the resource implications of these changes be thoroughly considered.

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