Transition Experiences out of Intercollegiate Athletics: A Meta-Synthesis

Purpose A research project exploring emerging student needs explored six aspects of student life: living, learning, working, playing, connecting and participating. Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to explore the future of six aspects of future student life. The resulting scenarios were analyzed for their implications, including the use of the World Café technique, and ultimately led to the identification of nine emerging student needs. Findings Nine specific emerging needs of future students could be used strategically by institutions of higher education to guide and inform planning and to generate innovative ideas for university offerings. Specific examples of offerings that would meet the projected future needs are recommended. Research limitations/implications In terms of research limitations, the paper is focused on the needs of students and does not purport to be an exhaustive analysis of all of the issues influencing higher education. It views the future of higher education through the lens of students and their emerging needs. Practical implications The paper is intended for educators, researchers and administrators to provide insight on how the needs of students, their key customers, are evolving. Originality/value This piece explores student life in its totality as way to more accurately identify student needs in the future.

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Emerging student needs disrupting higher education

On the Horizon ◽

10.1108/oth-02-2017-0010 ◽

2017 ◽

Vol 25 (3) ◽

pp. 197-208 ◽

Cited By ~ 3

Author(s):

Andy Hines

Keyword(s):

Higher Education ◽

Design Methodology ◽

Balance Of Power ◽

Student Perspective ◽

Institutions Of Higher Education ◽

Student Needs ◽

Content Type ◽

Job Preparation ◽

The University ◽

Practical Implications

Purpose A research project exploring emerging student needs identified two potentially disruptive shifts for the future of higher education: a shift in balance of power from institutions toward the students and a shift in the purpose of higher education away from job preparation. The research suggests that current drivers are eventually moving toward these shifts but that several “accelerators” may hasten their arrival. The paper aims to describe the process for identifying the emerging needs, the potentially disruptive shifts and key implications for higher education. Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to identify the emerging needs, the disruptive shifts and their implications. Findings Emerging student needs suggest two potential disruptive shifts for higher education: shift in balance of power from institutions toward the students and shift in the purpose of higher education away from job preparation. Practical implications Current institutions of higher education may need to reconsider their purpose, mission and value proposition in light of these disruptive shifts. Social implications Beyond just higher education, there is a need for a larger society-wide dialogue about the emerging future and how to best prepare students for it. Originality/value This extensive research carried out from the student perspective suggests disruptive shifts ahead relating to the purpose and future of higher education.

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Sport in the Aspirational Corporate University: A Genealogy of Athletic Programming Development at Towson University

Sociology of Sport Journal ◽

10.1123/ssj.2018-0100 ◽

2018 ◽

Vol 35 (4) ◽

pp. 334-346 ◽

Cited By ~ 2

Author(s):

Ryan King-White ◽

Adam Beissel

Keyword(s):

Higher Education ◽

Intercollegiate Athletics ◽

Shared Governance ◽

Symbiotic Relationship ◽

Institutions Of Higher Education ◽

Consumer Experience ◽

Corporate University ◽

Authoritarian Leadership ◽

Corporate Capitalism ◽

The Many

This project will specifically focus on the symbiotic relationship between the intercollegiate athletics program and corporatization of educational functions and leadership at Towson University as emblematic of the influence that neoliberal corporate capitalism has had on institutions of higher education and its stakeholders. We offer a genealogy of Towson University athletics to interrogate how the athletics program is a byproduct of, and vehicle for, the ascent of commercial imperatives and growing the consumer experience at the corporate university through authoritarian leadership and centralized governance. We conclude by making the argument that the corporate university lacks any real semblance of shared governance and that it has been to the very real detriment of the many stakeholders administrators suggest they are beholden to.

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Distance Learning Course Design

Cultivating Diverse Online Classrooms Through Effective Instructional Design - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3120-3.ch001 ◽

2018 ◽

pp. 1-16 ◽

Cited By ~ 1

Author(s):

Jillian L. Wendt ◽

Deanna Nisbet ◽

Amanda Rockinson-Szapkiw

Keyword(s):

Higher Education ◽

Distance Learning ◽

International Students ◽

Best Practices ◽

Culturally Responsive ◽

Course Design ◽

Institutions Of Higher Education ◽

Preliminary Research ◽

Practical Implications ◽

The U.S

Research has extensively provided insight regarding best practices for designing distance learning courses at U.S. institutions of higher education. However, with the increase in course offerings to students abroad and with the documented challenges that international students enrolled in U.S. courses face, it is important to consider whether current frameworks for course design support the needs of international learners. Unfortunately, little research exists that examines this facet of culturally responsive course design and development. This chapter presents what is currently understood regarding international learners enrolled in U.S. courses, an overview of the most widely utilized frameworks for course design in the U.S. context, what preliminary research suggests regarding support for international learners, and practical implications and areas in need of further exploration.

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Moving beyond the rhetoric on faculty diversity in higher education: an interview with diversity expert Dr Bailey Jackson

Equality Diversity and Inclusion An International Journal ◽

10.1108/edi-11-2020-0342 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Monica C. Gavino

Keyword(s):

Higher Education ◽

Organizational Development ◽

Design Methodology ◽

Institutions Of Higher Education ◽

Faculty Diversity ◽

Full Inclusion ◽

Content Type ◽

Diversity And Inclusion ◽

Diversity In Higher Education ◽

Practical Implications

PurposeThe aim of this article is to provide Dr Bailey Jackson's perspective on institutional and systemic barriers to full inclusion of diverse faculty in higher education through the lens of the multicultural organizational development (MCOD) model. Dr Jackson is renowned for his work on social justice, diversity and multiculturalism.Design/methodology/approachThis is a personal interview with Dr Bailey Jackson. This interview provides insight on institutional level change efforts through the MCOD framework, a perspective on why institutions get stuck on the way to becoming a healthy multicultural institutions, and the effect on moving the needle on faculty diversity in institutions of higher education.FindingsThe institutional obstacles and barriers tend to be centered around misalignment with mission, vision and core values, how those are formulated to include diversity and inclusion. Faculty diversity is only one component in dealing with the health of any organization or the academy as a whole. If institutions focus on diversity faculty in an unhealthy system, they will encounter limitations on how much the institution will develop on the MCOD continuum. The health of the overall system is going to affect the approach to faculty diversity.Practical implicationsDr Jackson provides insight on his work with the MCOD framework and specifically the overall health of the institution as critical to faculty diversity initiatives. Questions to help institutions begin to assess themselves and identify changes required to move toward Multicultural within the context of faculty diversity are provided.Originality/valueThrough a series of questions, insight from Dr Jackson on why institutions get stuck in moving the needle on faculty diversity through the lens of the MCOD framework is gained.

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The Emergence, Experiences, and Empowerment of Women Administrators, Coaches, and Athletes

Advances in Religious and Cultural Studies - Critical Reflections and Politics on Advancing Women in the Academy ◽

10.4018/978-1-7998-3618-6.ch006 ◽

2020 ◽

pp. 87-104

Author(s):

Lindsey Darvin ◽

Elizabeth H. Demara

Keyword(s):

Higher Education ◽

Women Administrators ◽

Intercollegiate Athletics ◽

Sport Participation ◽

Women In Leadership ◽

Leadership Roles ◽

Intercollegiate Sport ◽

Women In Sport ◽

Sport Participant ◽

Women And Girls

The objective of this chapter is to provide a more thorough understanding of the current United States intercollegiate athletics model that includes competitive sport opportunities within its system of higher education, the history and emergence of women in sport within higher education, the experiences of women leaders within intercollegiate sport, and future women sport participant and leader empowerment initiatives within higher education. While women were provided opportunities to compete in sport competitively within higher education at a much later date than their men counterparts, the significant impact of athletic participation for women and girls at this level has been established within the previous research. Most notably, women and girls with past sport participation experience at the college level have been found to represent a high proportion of women in leadership roles across a variety of industry segments. These insights provide significant evidence of the importance of equitable access to sport participation within the higher education model.

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Methodological foundations of soft skills of musical art teachers in pedagogical institutions of higher education

Linguistics and Culture Review ◽

10.21744/lingcure.v5ns2.1355 ◽

2021 ◽

Vol 5 (S2) ◽

pp. 317-327

Author(s):

Nataliia G. Mozgalova ◽

Iryna G. Baranovska ◽

Iryna K. Hlazunova ◽

Aleksandr V. Mikhalishen ◽

Natalia S. Kazmirchuk

Keyword(s):

Higher Education ◽

Research Method ◽

Interpersonal Skills ◽

Soft Skills ◽

Art Teachers ◽

Institutions Of Higher Education ◽

Rare Occurrence ◽

Hard Skills ◽

Stem Disciplines ◽

Or History

Discussions about the exact sciences dominate education these days, with a lot of emphasis on teaching STEM disciplines. Because of this, teachers of other subjects, such as art or history, felt a little left out when talking about how to properly prepare students for future careers. However, there is even less attention is paid to the soft skills that students need to succeed after they graduate and work. The classes designed specifically for soft skills are the rare occurrence, but that does not mean these skills are not important. This determines the relevance of this paper. The purpose of the paper was to highlight the necessary soft skills for future specialists in musical or artistic disciplines, as well as to trace their differences with hard skills. The key research method was the analysis of theoretical materials and the development of general soft skills, which are necessary for the training of teachers of musical art, and the development of which is important for teachers to pay attention to. Teachers will not always have time to plan classes that perfectly combine hard and interpersonal skills.

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Full Circle Moments

Supporting Multiculturalism and Gender Diversity in University Settings - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-4666-8321-1.ch002 ◽

2015 ◽

pp. 23-36

Author(s):

Nicole A. Taylor

Keyword(s):

Higher Education ◽

Learning Process ◽

Women Of Color ◽

Lessons Learned ◽

Institutions Of Higher Education ◽

Thought Process ◽

Cultural Perspectives ◽

Cultural Ideologies ◽

Culturally Different ◽

Practical Implications

This chapter reflects an education journey that has shaped the author's cultural ideologies of education and teaching. Even though the latter part of the author's education journey is the main focus, the beginning of the journey is also chronicled. Most of the journey that is discussed (in the latter part) took place among culturally different institutions of higher education. The pressures and practical lessons learned pertaining to education and cultural perspectives are discussed and emphasized. How the journey has impacted the author's thought process and engagement with students is also mentioned, as consideration is given to how different perspectives impact individuals' interactions with others in the learning process, especially as an educator. Overall, this chapter hopes to inspire women of color who strive to pursue a profession in the field of education by offering motivation through recollection of an educational journey and through mentioned practical implications for teaching.

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The Emergence, Experiences, and Empowerment of Women Administrators, Coaches, and Athletes

Research Anthology on Challenges for Women in Leadership Roles ◽

10.4018/978-1-7998-8592-4.ch011 ◽

2021 ◽

pp. 195-208

Author(s):

Lindsey Darvin ◽

Elizabeth H. Demara

Keyword(s):

Higher Education ◽

Women Administrators ◽

Intercollegiate Athletics ◽

Sport Participation ◽

Women In Leadership ◽

Leadership Roles ◽

Intercollegiate Sport ◽

Women In Sport ◽

Sport Participant ◽

Women And Girls

The objective of this chapter is to provide a more thorough understanding of the current United States intercollegiate athletics model that includes competitive sport opportunities within its system of higher education, the history and emergence of women in sport within higher education, the experiences of women leaders within intercollegiate sport, and future women sport participant and leader empowerment initiatives within higher education. While women were provided opportunities to compete in sport competitively within higher education at a much later date than their men counterparts, the significant impact of athletic participation for women and girls at this level has been established within the previous research. Most notably, women and girls with past sport participation experience at the college level have been found to represent a high proportion of women in leadership roles across a variety of industry segments. These insights provide significant evidence of the importance of equitable access to sport participation within the higher education model.

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Peculiarities of students’ assessment of psychological safety of educational space

Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences ◽

10.32755/sjeducation.2020.02.140 ◽

2020 ◽

Vol 2020 (2) ◽

pp. 140-149

Author(s):

Shcherbata V.G. ◽

◽

Borets Yu.V. ◽

Keyword(s):

Higher Education ◽

Psychological Safety ◽

Educational Process ◽

Economic Resources ◽

Institutions Of Higher Education ◽

Optimal Conditions ◽

Structural Components ◽

Personal Dignity ◽

Economic Zones ◽

Practical Implications

The purpose of the article. The aim of this study is identification of differences in assessments of the psychological safety of the educational space of cadets studying in special conditions and students of civilian institutions of higher education. Methodology. The basis of this study is the theoretical and methodological provisions of I. Baeva on the psychological security of the educational space and its structure. Results. In the course of the study, the following features of the study of the structural components of the psychological security of the educational space were established: – for students, relationships with teachers are more important than with other students, while for cadets, relationships with other cadets are more important than relationships with teachers; – the opportunity to seek help is more important for students than cadets, while maintaining personal dignity and the opportunity to take the initiative are more important for cadets than for students; – there was a difference in the assessments of cadets and students of satisfaction with the most important characteristics of the educational environment: cadets are slightly less than students who are satisfied with relationships with other cadets (while this aspect is most important for them) and attention to their requests and proposals; – when assessing the respondents’ own security, it was found that students feel equally protected from all threats. Cadets feel more protected from ridicule, threats, contempt and hostility, public humiliation, disregard by teachers than by classmates; – the analysis of reference indicators for the respondents of their free economic zones allows us to state that for students their free economic resources are very significant, while the cadets are mostly neutral towards their free economic resources. Practical implications. The identified features of the cadets’ assessment of the psychological safety of the educational space can be the basis for the elimination of those factors that are perceived as psychologically dangerous, and thus the creation of optimal conditions for the implementation of the educational process. Value (originality). The peculiarities of cadets’ assessments of such parameters of psychological security of educational space as satisfaction, security and referentiality are revealed. Key words: educational space, psychological security, psychological security of educational space, cadet, departmental institutions of higher education.

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