Getting Back to a “New Normal”

Violence in educational institutions compounds and accumulates in our collective memory, as school shootings have become a ubiquitous phenomenon. When a young man carrying three guns entered Dawson College in Montréal, the downtown core came to a standstill. As bullets sprayed and ricocheted, one young woman was killed, 19 others wounded, and a community of 10,000 students, teachers, and staff were traumatized. This research employed a qualitative methodology, interviewing 10 senior administrators and managers in-depth. Findings document the salient role grief leadership played in restoring balance and an educational focus in the wake of a shooting on campus and served to reshape the community into one of learning, resilience, and courage. It details specific actions taken by administrators, which promoted healing and re-established equilibrium at a site of grief, loss, and terror. Administrative responses proved essential in helping to re-establish thriving at Dawson College.

Intensive Teaching: Examining Teachers’ Professional Pressures and Pedagogical Practices at an Elite School

This article asks the following questions: What pressures do teachers face from parents and senior administrators? How do the pressures teachers face from parents and senior administrators affect how they teach students? Specifically, how does this affect the methods they engage in to generate ‘good’ student outcomes? It answers these questions by analysing interviews with 24 high school teachers at an elite international school in Bangalore, a city in southwest India. This article argues that the pressures teachers face from senior administrators and parents to produce high-achieving students result in them engaging in intensive teaching practices. These practices represent teachers’ attempts to produce students capable of earning high grades and entrance into competitive colleges and universities. This article extends our understanding of the factors that shape teachers’ pedagogical practices by making explicit connections between affluent parenting practices and the professional roles of teachers at elite schools. As such, this article makes important contributions to the literature on the sociology of education and teaching.

Police Force in the Formation of the Modern State: Development and Transformation of the Police Force in Iran

Public security was unable to achieve any systematic order until the start of urbanization. With the formation of modern cities, the need to ensure the security of people and their living spaces were met primarily by city administrators and then by regular internal security organizations. This article discusses Iran’s security system as it existed in the pre-modern period and the internal security strategies that transformed in line with the modern understanding of the state. The concept of internal security in Iran has gone through the following four main phases: (1) military methods that had been applied by the senior administrators of the states that had ruled the region before the Qajar Dynasty, (2) the first professionalization that saw the Nazmiyya Organization established in the Qajar Dynasty through efforts to separate policing from military service, (3) the re-militarization of internal security services and focus on intelligence activities during the Pahlavi Dynasty that had been established after the Rıza Han coup, and (4) the ideological appearance of the police organization accompanied by the theo-political orientation that emerged after the 1979 Revolution. This text discusses these four phases in detail.

Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand

<p>The purpose of this study is to examine the quality of learning and teaching (L&T) experiences in higher education (HE) and the effect of undesirable factors on the achievement of L&T goals with an aim of assisting key stakeholders to improve the quality of L&T. As a qualitative study, the theory of constraints (TOC) methodology is espoused as a suitable framework that guided the construction of the interview guide and the analysis of data. The research is conducted in two business schools, one in Kenya and another in New Zealand (NZ). Three different groups of stakeholders were involved in each business school: students, lecturers and senior administrators. To collect data from students, focus group discussions were used, while personal interviews were used to collect data from lecturers and senior administrators. Findings indicate that the goals of L&T are not commonly understood within the two business schools, and that there are very few critical root causes that cause many undesirable factors that impact on the quality of experiences of L&T. In Kenya, two critical root causes were identified: bureaucratic structure of the university and limited government funding. In NZ one critical root cause was identified: research is given more priority than teaching. Since the study only explored quality of L&T in two business schools, collection of more data in other faculties is required to provide more general findings. The use of TOC methodology in HE sector is limited. It therefore produces a platform for further studies. Nevertheless, the findings have practical implications to key stakeholders who could explore resolutions to one or two critical root causes of undesirable factors that impact on quality of L&T experiences specific to their business school as a way to improve quality of L&T. This study also makes theoretical and methodological contributions. At a theoretical level, the work connects with research on L&T in the HE literature which has pointed to the importance of goals and/or learning outcomes, but does so by providing an alternative systems perspective, TOC. TOC places high importance on first understanding the goal of a system. This goal then becomes the benchmark against which efforts are measured. The study has demonstrated, in particular, the negative effects of a lack of clear and common understanding and communication of the L&T goals to the learning outcomes. The study also contributes to the literature through identifying the critical factors of less than desirable effects that impact the quality of experiences of L&T in HE institutions. Its major contribution is the identification of one or two critical root causes that are specific to each business school. The use of TOC methodology in exploring quality of experiences of L&T has identified many factors that impact on L&T experiences, which are similar to those identified in other quality studies in HE. Relatedly, this study has shown that the TOC models, particularly the goal tree and the current reality tree models, embed assumptions, variables, and relationships that are in harmony/consonant with existing HE models of L&T experiences. In particular this study has used Biggs 3P model to map out the cause-effect relationships of the undesirable effects of L&T experiences and concludes that integration of the TOC models with the 3P model provides a comprehensive analysis of the L&T system. Moreover by exploring L&T experiences with a seemingly negative lens this study has exposed many ‘critical’ views that would otherwise not have surfaced. Furthermore, the use of two diverse cases brings to the fore an international perspective of the experiences of L&T in HE sector. With regard to the methodology, this study has undertaken a rigorous application of the TOC methodology to explore the experiences of L&T in two diverse HE sectors. The study is the first of its kind in Kenya and NZ to address these L&T issues using the TOC-Thinking Processes (TOC-TP). The use of the TOC methodology in HE has broadened the TOC body of knowledge which has been predominantly practice-led. The results of this study have demonstrated the value of the TOC methodology in producing useful insights about perceived quality of L&T in the HE sector. The use of TOC methodological tools has proven to be effective in identifying very few critical factors where management could focus attention. Moreover, TOC goes beyond this identification, with recommendations focused on these key root causes rather than treating causes and effects as unrelated, focusing on symptoms rather than root causes, and providing general exhortations to do everything better. Contributions are also made in the manner of usage of the TOC-TP tools within a qualitative research framework, by using the TP tools to capture/convey/communicate the cause- effect interrelationships between factors in the L&T system. The analysis of individual stakeholder views within each case, as well as their combined views, and cross-case analysis, is further aided by the use of TP. By weaving together the TOC’s system thinking approach and the qualitative approach, this study has demonstrated that the two approaches can complement each other to enhance trustworthiness and rigor of study.</p>

Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand

<p>The purpose of this study is to examine the quality of learning and teaching (L&T) experiences in higher education (HE) and the effect of undesirable factors on the achievement of L&T goals with an aim of assisting key stakeholders to improve the quality of L&T. As a qualitative study, the theory of constraints (TOC) methodology is espoused as a suitable framework that guided the construction of the interview guide and the analysis of data. The research is conducted in two business schools, one in Kenya and another in New Zealand (NZ). Three different groups of stakeholders were involved in each business school: students, lecturers and senior administrators. To collect data from students, focus group discussions were used, while personal interviews were used to collect data from lecturers and senior administrators. Findings indicate that the goals of L&T are not commonly understood within the two business schools, and that there are very few critical root causes that cause many undesirable factors that impact on the quality of experiences of L&T. In Kenya, two critical root causes were identified: bureaucratic structure of the university and limited government funding. In NZ one critical root cause was identified: research is given more priority than teaching. Since the study only explored quality of L&T in two business schools, collection of more data in other faculties is required to provide more general findings. The use of TOC methodology in HE sector is limited. It therefore produces a platform for further studies. Nevertheless, the findings have practical implications to key stakeholders who could explore resolutions to one or two critical root causes of undesirable factors that impact on quality of L&T experiences specific to their business school as a way to improve quality of L&T. This study also makes theoretical and methodological contributions. At a theoretical level, the work connects with research on L&T in the HE literature which has pointed to the importance of goals and/or learning outcomes, but does so by providing an alternative systems perspective, TOC. TOC places high importance on first understanding the goal of a system. This goal then becomes the benchmark against which efforts are measured. The study has demonstrated, in particular, the negative effects of a lack of clear and common understanding and communication of the L&T goals to the learning outcomes. The study also contributes to the literature through identifying the critical factors of less than desirable effects that impact the quality of experiences of L&T in HE institutions. Its major contribution is the identification of one or two critical root causes that are specific to each business school. The use of TOC methodology in exploring quality of experiences of L&T has identified many factors that impact on L&T experiences, which are similar to those identified in other quality studies in HE. Relatedly, this study has shown that the TOC models, particularly the goal tree and the current reality tree models, embed assumptions, variables, and relationships that are in harmony/consonant with existing HE models of L&T experiences. In particular this study has used Biggs 3P model to map out the cause-effect relationships of the undesirable effects of L&T experiences and concludes that integration of the TOC models with the 3P model provides a comprehensive analysis of the L&T system. Moreover by exploring L&T experiences with a seemingly negative lens this study has exposed many ‘critical’ views that would otherwise not have surfaced. Furthermore, the use of two diverse cases brings to the fore an international perspective of the experiences of L&T in HE sector. With regard to the methodology, this study has undertaken a rigorous application of the TOC methodology to explore the experiences of L&T in two diverse HE sectors. The study is the first of its kind in Kenya and NZ to address these L&T issues using the TOC-Thinking Processes (TOC-TP). The use of the TOC methodology in HE has broadened the TOC body of knowledge which has been predominantly practice-led. The results of this study have demonstrated the value of the TOC methodology in producing useful insights about perceived quality of L&T in the HE sector. The use of TOC methodological tools has proven to be effective in identifying very few critical factors where management could focus attention. Moreover, TOC goes beyond this identification, with recommendations focused on these key root causes rather than treating causes and effects as unrelated, focusing on symptoms rather than root causes, and providing general exhortations to do everything better. Contributions are also made in the manner of usage of the TOC-TP tools within a qualitative research framework, by using the TP tools to capture/convey/communicate the cause- effect interrelationships between factors in the L&T system. The analysis of individual stakeholder views within each case, as well as their combined views, and cross-case analysis, is further aided by the use of TP. By weaving together the TOC’s system thinking approach and the qualitative approach, this study has demonstrated that the two approaches can complement each other to enhance trustworthiness and rigor of study.</p>

Lessons (to be) Learned? An Investigation of Online Learning during the COVID-19 School Closures in a Brunei Primary School

This study explores data gathered from Year 6 subject teachers and senior administrators at a public primary school in Brunei Darussalam regarding online learning and teaching, and the transformation challenges encountered when moving from classroom education to virtual-based learning during the COVID-19 pandemic. A mixed methods approach was used, and the findings revealed there was both student learning loss and gain in the 2020 primary national school assessment. Unequal access to technology deprived disadvantaged students while internet issues showed that students experienced slow connections and inadequate internet quotas for online learning. The most significant findings were that collegial support and collaboration helped to reduce teachers’ anxiety levels, and that having digital competence was advantageous in successfully implementing technological teaching methods to support and advance education. Parental involvement in their children’s education at home was equally important as in regular schooling. The limitations of this study were that the opinions of the senior administrators and subject teachers were based on their self-reflection on evaluation, analysis and action plan; furthermore, the mixed approach reduces direct comparison with other public primary schools. Such educational challenges facing students and teachers may lead to better understanding and future research and developments in improving educational systems.

Creating an Academic Ecosystem Where Chairs Can Thrive:

This study aimed to understand the lived experience of department chairs in a Canadian university context. Guided by phenomenological inquiry, twenty-one individual interviews of experienced academic chairs were analyzed. Findings focus on the rewards and challenges of the position, advice for professors interested in taking on this role, and the systemic issues that impact change. Results highlight the importance of preparatory training and ongoing institutional support including the deliberate building of a chair community. This paper includes a call to action which will be of interest to Deans and other senior administrators, faculty leaders, those contemplating the chair role, and those involved with institutional governance.

A Study on Developing a Communicative Rational Action Scale

The aim of this study is to develop a Communicative Rational Action Scale and analyze its validity and reliability. The scale has been prepared for all administrators and especially for firm administrators based on Max Weber’s rationalizing theory and Jürgen Habermas’ communicative action theory. The scale reveals to what extent administrators’ behaviors are communicatively rational while deciding or acting. In total, 282 participants joined this study. The sample group consisted of senior administrators of 87 firms acting in Turkey’s different Organized Industrial Zones or Free Zones. Data were analyzed by the SPSS 21 and AMOS 22 programs. Exploratory factor analysis and confirmatory factor analysis were applied to the obtained data. In order to test item discrimination, total item correlations were calculated and items under the value of 0.40 were removed from the scale. Exploratory factor analysis revealed 21 articles and five factors. The correlation coefficient of the 21-article scale with a similar scale is 0.979 (p < 0.001). The Cronbach’s alpha value is 0.945 and the test–retest correlation parameter is r = 0.793 (p < 0.001). In conclusion, it was determined by confirmatory factor analysis that the Communicative Rational Action Scale has a good cohesion criterion, and it is a valid and reliable assessment instrument.

A Campus-Wide Community-Engaged Learning Study: Insights and Future Directions

The authors undertook a campus-wide scan of community-engaged learning (CEL) initiatives at a large University. With collaboration from staff and leadership of the campus Centre For Community-Engaged Learning, the researchers designed an open-ended qualitative interview and questionnaire for senior administrators and faculty leaders across all local undergraduate faculties. Guiding questions for this project included: How do the various faculties and schools within the university define their relationship with community? What activities are considered CEL? How do students engage in these activities? What are the benefits of engaging with community? From these came specific interview questions that were administered to senior administration from each faculty, and further interviews were sought with identified faculty leaders. Findings are listed by faculty, with examples and definitions, and a concluding section offers insights and discussion around strategies to strengthen and enhance CEL.

Absolutely FABulous: Collecting and celebrating faculty-authored books

In 2019, the University of Connecticut (UConn) Library began systematically collecting faculty-authored books (FABs). We envisioned the collection as a service—a program to capture and celebrate faculty work and ensure that their intellectual contributions were represented in the library’s collections. Under the leadership of our new dean, we crafted and communicated jargon-free program parameters, collaborated with liaison librarians and book vendors to purchase more than 220 FABs, and collaborated with communications staff to pursue events and marketing to publicize this new collecting area. UConn is a large public research university with more than 30,000 students and 1,500 full-time faculty who publish scores of books yearly, so this FAB service resonated with faculty and senior administrators alike. Though we are adjusting to the COVID-19 pandemic’s impact, FABs have become a signature initiative for UConn Library.