scholarly journals An exploration of graduate level agricultural leadership course descriptions

2021 ◽  
Vol 2 (2) ◽  
pp. 125-136
Author(s):  
Annie Muscato ◽  
Matthew Sowcik ◽  
Rebecca Williams
Keyword(s):  
Agricultural Education ◽  
Qualitative Content Analysis ◽  
Research Question ◽  
The United States ◽  
Organizational Level ◽  
Graduate Course ◽  
Individual Level ◽  
Agricultural Leadership ◽  
Agricultural Educators ◽  
University Course

Since its introduction into agricultural education programs in the 1970s, agricultural leadership has continued to change due to the needs of students and trends within the field (Cletzer et al., 2020; Jones, 2004; Williams, 2007). A single research question guided the study: What is the nature of graduate agricultural leadership courses offered in the United States? This study utilized a qualitative content analysis to capture the meanings, emphasis, and themes of agricultural leadership graduate course descriptions. The frame for this research was established by consulting the American Association of Agricultural Educators member list. University course catalogs were reviewed, and all graduate coursework offered by the agricultural education departments of the identified institutions that included any of the following terms in the title were noted: (a) lead, (b) leader, and (c) leadership. A total of 62 courses from 11 institutions met the criteria. The findings clustered the courses into 21 categories, further compiled into six themes: (1) individual-level focus, (2) organizational-level focus, (3) societal-level focus, (4) professional focus, (5) methodological focus, (6) developmental focus. The findings and recommendations should be considered by agricultural leadership educators as they evaluate how to most appropriately grow their academic programs and coursework.

A Culture of Organizational Grit From the Perspective of U.S. Military Officers: A Qualitative Inquiry

2021 ◽  
pp. 0095327X2098519
Author(s):  
Celeste Raver Luning ◽  
Prince A. Attoh ◽  
Tao Gong ◽  
James T. Fox
Keyword(s):  
Research Question ◽  
Qualitative Inquiry ◽  
Growth Mindset ◽  
Organizational Level ◽  
Military Officers ◽  
Individual Level ◽  
Qualitative Research Design ◽  
Professional Pride ◽  
The Individual ◽  
The Military

With the backdrop of the utility of grit at the individual level, speculation has begun to circulate that grit may exist as an organizational level phenomenon. To explore this potential construct, this study used an exploratory, qualitative research design. This study explored grit at the organizational level by interviewing leaders’ perceptions of what may be a culture of organizational grit. Participants included 14 U.S. military officers. Seven themes emerged relative to the research question: “What do U.S. military officers perceive as a culture of organizational grit?” Themes included professional pride, team unity, resilience-determination, mission accomplishment, core values, growth mindset, and deliberate practice. This study indicated that a culture of organizational grit is likely a combination of converging organizational elements. Overall, findings indicate that there may be a culture of organizational grit in the military and at the least, more research examining the concept is warranted.

scholarly journals Organizing alternatives : examining normative and alternative nonprofit organizing practices

2016 ◽  
Author(s):  
◽  
Peter Jensen
Keyword(s):  
United States ◽  
The United States ◽  
Institutional Logics ◽  
Organizational Level ◽  
Individual Level ◽  
The Social ◽  
Organizational Problem ◽  
Communicative Constitution ◽  
The Individual ◽  
Relations Of Power

Homelessness presents a massive organizational problem in the United States, with over 400,000 men, women, and children making use of shelter services each night. In this study, I take a comparative ethnographic approach to study how the use of the organizing Discourses of feminism, paternalism, neoliberalism, and anarchism result in more normative or alternative organizing practices. My project examines the organizing practices at two shelters for homeless women. One shelter is affiliated with an international religious nonprofit organization and self-identified anarchists run the other. Using the communicative constitution of organization (CCO) and institutional logics theories, I propose a theoretical framework for understanding how organizing Discourses are enacted or resisted at the organizational and individual level. My findings highlight how the institutional logics of responsibility, social welfare, and market manifest in different and sometimes paradoxical organizing practices based on the Discourse that is being translated. In this project, I highlight and critique how Discursive translations of institutional logics structure relations of power that impact agency at the individual and organizational level. My project has implications for understanding why the United States organizes around the social problem of homelessness the way it does, and explores alternatives to normative nonprofit organizing practices.

scholarly journals Learning within sustainable educational innovation: An analysis of teachers’ perceptions and leadership practice

2020 ◽  
Author(s):  
G. M. Fix ◽  
M. Rikkerink ◽  
H. T. M. Ritzen ◽  
J. M. Pieters ◽  
W. A. J. M. Kuiper
Keyword(s):  
Research Question ◽  
Educational Innovation ◽  
Organizational Level ◽  
Research Approach ◽  
Theoretical Frameworks ◽  
Educational Innovations ◽  
Teachers Perceptions ◽  
Individual Level ◽  
Sustainable Innovation ◽  
The Individual

AbstractInnovative initiatives in education often have problems with their sustainability. The present study focuses on three educational innovations that have proved to be sustainable over time. We used a qualitative research approach to study and identify essential features of sustainable educational innovation. Two theoretical frameworks were used to guide the study: the integrated model for sustainable innovation (IMSI) and self-determination theory (SDT). Both frameworks take a different perspective upon learning; IMSI presents learning at the individual level, the team level and the organizational level to be the heart of sustainable innovation, and SDT presents how learning can be improved. The research question focused upon how the SDT concepts of autonomy, competence and relatedness were perceived within sustainable innovation, expressed by the IMSI framework, by teachers and school leaders. Based on our findings we demonstrate that the framework of IMSI and SDT can effectively be applied as a frame of analysis to identify essential features of sustainability in educational innovations and we discuss how concepts of SDT deepen the knowledge of sustainable educational innovation.

Reasons for Becoming a Postdoc: Differences by Race and Foreign-Born Status

2016 ◽  
Vol 118 (11) ◽  
pp. 1-29
Author(s):  
Ying Huang ◽  
Brendan Cantwell ◽  
Barrett J. Taylor
Keyword(s):  
Professional Training ◽  
Multinomial Logistic Regression ◽  
Research Question ◽  
The United States ◽  
Foreign Born ◽  
Individual Level ◽  
Doctorate Recipients ◽  
Research Careers ◽  
Academic Job Market ◽  
Definition Of

Background/Context The postdoctorate has become an important component of research careers in a growing number of science and engineering (S&E) fields. However, a tight academic job market, the growing number of postdocs, and the heightened internationalization of the position in the United States call the traditional definition of the position into question. Purpose/Objective/Research Question/Focus of Study Doctorate recipients who aspire to research careers may be forced to remain postdocs while waiting for their desired permanent position to become available. We hypothesize that foreign-born doctoral recipients, particularly those who are female and/or non-White, are more likely than their U.S.-born, male, or White counterparts to become a postdoc for reasons not related to professional training and development. Research Design To explore these hypotheses, we have analyzed individual-level data from the 2006 administration of the U.S. National Science Foundation's Survey of Doctorate Recipients using multinomial logistic regression. Findings/Results We find that the reasons for working as a postdoc differ by race, foreign-born status, and the interaction of these two factors. In particular, foreign-born Asians are much more likely than their White U.S. counterparts to accept a postdoc job because no other options are available.

scholarly journals A Narrative Review of Factors Historically Influencing Telehealth Use across Six Medical Specialties in the United States

2021 ◽  
Vol 18 (9) ◽  
pp. 4995
Author(s):  
Pavani Rangachari ◽  
Swapandeep S. Mushiana ◽  
Krista Herbert
Keyword(s):  
Medical Specialty ◽  
The United States ◽  
Narrative Review ◽  
Organizational Level ◽  
Future Research ◽  
Medical Specialties ◽  
Individual Level ◽  
Factors Influencing ◽  
The Us ◽  
Policy Level

Prior to the COVID-19 pandemic, studies in the US have identified wide variations in telehealth use across medical specialties. This is an intriguing problem, because the US has historically lacked a standardized set of telehealth coverage and reimbursement policies, which has posed a barrier to telehealth use across all specialties. Although all medical specialties in the US have been affected by these macro (policy-level) barriers, some specialties have been able to integrate telehealth use into mainstream practice, while others are just gaining momentum with telehealth during COVID-19. Although the temporary removal of policy (coverage) restrictions during the pandemic has accelerated telehealth use, uncertainties remain regarding future telehealth sustainability. Since macro (policy-level) factors by themselves do not serve to explain the variation in telehealth use across specialties, it would be important to examine meso (organizational-level) and micro (individual-level) factors historically influencing telehealth use across specialties, to understand underlying reasons for variation and identify implications for widespread sustainability. This paper draws upon the existing literature to develop a conceptual framework on macro-meso-micro factors influencing telehealth use within a medical specialty. The framework is then used to guide a narrative review of the telehealth literature across six medical specialties, including three specialties with lower telehealth use (allergy-immunology, family medicine, gastroenterology) and three with higher telehealth use (psychiatry, cardiology, radiology) in the US, in order to synthesize themes and gain insights into barriers and facilitators to telehealth use. In doing so, this review addresses a gap in the literature and provides a foundation for future research. Importantly, it helps to identify implications for ensuring widespread sustainability of telehealth use in the post-pandemic future.

scholarly journals A Light in Students’ Lives: K-12 Teachers’ Experiences (Re)Building Caring Relationships During Remote Learning

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Karyn E. Miller
Keyword(s):  
Qualitative Content Analysis ◽  
The United States ◽  
Future Research ◽  
Social Emotional ◽  
Graduate Course ◽  
Comprehensive University ◽  
Caring Relationships ◽  
Authentic Care ◽  
K 12 ◽  
Remote Learning

This study illuminates the experiences of K-12 educators as they strove to (re)build caring relationships with students during the COVID-19 pandemic. The study was conducted during a graduate course for experienced K-12 teachers in the spring of 2020 at a four-year comprehensive university in the United States. Data was collected from reflective learning journals and asynchronous peer discussions, which captured educators’ experiences as they transitioned to remote learning in real-time. Qualitative content analysis was used to identify pertinent themes. Findings suggest that remote learning revealed relationships in need of repair. Educators practiced authentic care and cultivated connectedness by 1) acting as warm demanders, 2) responding to students’ social-emotional needs, and 3) trying to bridge the digital divide. The article concludes with implications for practice and areas for future research as schools, districts, states, and countries consider the “new normal” in K-12 schooling. 

scholarly journals Negotiated professional identities of academics in the context of structural reform and innovation at the university

2019 ◽  
Author(s):  
Meril Ümarik ◽  
Larissa Jõgi
Keyword(s):  
Professional Identity ◽  
Empirical Data ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Research Question ◽  
Structural Reform ◽  
Central Research ◽  
Professional Identities ◽  
Individual Level ◽  
The University

This paper discusses the results of a qualitative narrative study that focuses on academics´ professional identity and teaching practice at the university during the structural reform at Tallinn University, Estonia. The aim of the research is to understand how professional identity is formed in relation to the development of teaching practice in the frame of interdisciplinary projects introduced as an innovation at the university. The central research question is: How does the continuously changing university context, suggested teaching approaches and innovative projects affect professional identity, beliefs, and teaching practice of academics? The empirical data consists of 48 narrative interviews with academics from different study fields. The empirical data was analyzed using qualitative content analysis with narrative coding. The presented narratives indicate that on the institutional level the entrepreneurial cultures are more visible than collegial cultures. On the individual level there are slow, but meaningful changes in teaching practices, as well as beliefs, understandings and professional identities of academics.

Recruitment and selection of principals: A systematic review

2020 ◽  
pp. 174114322096969
Author(s):  
Se Woong Lee ◽  
Xinyi Mao
Keyword(s):  
Financial Incentives ◽  
School Principals ◽  
The United States ◽  
Policy Implications ◽  
Organizational Level ◽  
Empirical Literature ◽  
Individual Level ◽  
Principal Recruitment ◽  
The Individual ◽  
Recruitment And Selection

School principals play an invaluable role in schools’, teachers’, and students’ success; therefore, it is of particular importance that we learn, through empirical research, about the factors related to recruiting and selecting school principals. This study critically reviewed 64 empirical literature studies that were published in the United States over the past 2 decades on the topic of principal recruitment and selection. The present study examined the characteristics of the individuals who apply and are selected to join the principal workforce, as well as the characteristics of the schools and/or districts that attract potential candidates. The topics identified in the review are gender, race, qualifications, and intrinsic motivation at the individual level, as well as school locale, student characteristics, financial incentives, working conditions, superintendents, and hiring practices at the organizational level. Though hiring is a two-way interactive process, the literature to date has paid little attention to the process and practices that lead to recruiting and hiring effective school leaders. This paper concludes with a discussion about the trends that are recognizable in the existing work on principal recruitment and selection, and the practice and policy implications of the study’s review.

scholarly journals THE MANIFESTATION OF MULTI-LEVEL STIGMA IN THE LIVED EXPERIENCES OF TRANSGENDER OLDER ADULTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S743-S743
Author(s):  
Vanessa Fabbre ◽  
Eleni Gaveras
Keyword(s):  
Older Adults ◽  
Interpersonal Relationships ◽  
Qualitative Content Analysis ◽  
Well Being ◽  
The United States ◽  
Two Phase ◽  
Gender Nonconforming ◽  
Individual Level ◽  
Multi Level ◽  
Multiple Levels

Abstract Transgender and gender nonconforming (TGNC) older adults experience disparities in mental health outcomes when compared to non-TGNC sexual minority older adults. Stigmatizing experiences are thought to influence these outcomes, but little is known about this process. Recent conceptualizations of stigma draw attention to multiple levels – individual, interpersonal, and structural – experienced by TGNC people of all ages. To explore how multi-level stigma manifests in the lives of TGNC older adults, we conducted a two-phase qualitative content analysis of in-depth biographical interviews with 88 TGNC adults aged 50 and older, from across the United States. Data were obtained from the photography and interview project To Survive on This Shore. Our interpretive analyses suggest that TGNC older adults’ development and well-being are impacted by multiple levels of stigma, which are dynamic and unpredictable, resulting in constant awareness of a changing social environment. Individual level stigma is experienced as ongoing vigilance about aspects of oneself that break gender norms, which is also marked by self-imposed social isolation and fears about accessing older adult services. At the interpersonal level, TGNC older adults navigate unpredictable interpersonal relationships, which manifest as fluctuating levels of love, acceptance, strain, and exclusion. Structural stigma manifests in the awareness of stigmatizing policies and systems but also in the conscious action of TGNC older adults to resist these structures. TGNC older adults promote supportive structural responses to stigma to both improve conditions for younger generations while also reducing experiences of individual and interpersonal stigma for themselves.

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

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