Asians and the Myth of the Model Minority in Higher Education

When compared with African Americans, Latinos, and Native Americans, Asian are often attributed more positive attributions from the dominant culture. The developed stereotype, Myth of the Model Minority (MMM), suggests Asian Americans achieve a higher degree of success than the general population. Under the internalized assumption of being psychologically trouble free, the MMM stereotype contributes to Asians being less inclined to proactively engage in help seeking behavior despite the presence of severe mental health concerns. Psychocultural examples relating to Asian Americans (e.g., Virginia Tech Shooter case) are reviewed to form a clinical and forensic psychological framework that offers a challenge as to why the MMM is problematic in higher education. The myths related to MMM and the experiences—positive or negative—of MMM are analyzed to encourage subsequent empirically-based applications for addressing MMM as well as serving as a caveat against using monocausal explanations or other thumbnail assessments of Asian American behavior in higher education.

Faculty Motivation in Management Education

It is often observed that some institutions though better endowed in terms of, the management, leadership style, qualification and experience of the faculty and staff, the availability of material resources, yet do not fare well as compared to those where there exists motivated faculty. This is because motivated faculty can drive excellence in institutions though quality teaching and research. Management Educational institutions are no exception. Management education has undergone radical changes in last few decades. The content, instructional methodologies and facilities are among the key indicators of change as is the background and motivation of people who choose to become management teachers. Moreover, in the light of higher education becoming more complex and institutions becoming social undertakings globally, what is it about teaching management education that makes outstanding teachers love their jobs? The chapter delves into these issues and focuses on faculty motivation in management education.

The Need for Separating University Management and Administration from Service Delivery

This chapter looks at how suitable the current equality policies of Wales's universities are to compete in the current economic climate and the changes needed to deliver best value to people with disabilities and all other taxpayers. The chapter makes the finding that universities are too bloated, by carrying out functions, which in Wales could be better handled by the public sector that is under direct control of the Welsh Government's education minister. This would involve learning from how the telecoms and energy companies work UK wide, so that HEFCfW becomes an infrastructure provider, Estyn would become responsible for ensuring the equality of access to higher education and ensuring the standards of university education. Universities would thus consist mainly of teaching and research staff, optimising how they use the infrastructure to attract the most students to their degrees, which are homogenised. The chapter makes clear, however, that whilst this policy would likely work in Wales, it would be unlikely to in England, perhaps allowing “clear red water” between governments.

Collective Bargaining as a Tool for Industrial Conflict in Organization and Conflict Resolution

The major factor militating against organizational productivity is conflict between individuals or groups of individuals and the management. In any work situation, people are bound to have different interests and aspirations which may tend to conflict with each other. For example, management is committed to pursing a goal of profit maximization policies, while the workers through their unions want higher wages and a lucrative welfare package which tends to result in higher cost of doing business to the management. At times, unions want effective participation in most organizational decisions, even at the expense of encroaching on areas that fall exclusively within the confines of management prerogatives. Management cannot but resist this unwholesome behaviour. In the process, conflict would ensue. Therefore, an important duty of line for mangers to promote organizational productivity is through peaceful resolution of conflicts in the organization.

The Relationship Between Social Justice Issues and Emotional Intelligence (EI)

This chapter discussed issues of injustice as often affecting the emotional, and in some cases, the physical well-being of a person. In recent years, researchers have begun to explore the role of Emotional Intelligence (EI) in creating awareness when it comes to social justice issues related to areas such as racism, sexism, heterosexism, etc. The purpose of this chapter is twofold: First, to concentrate on the area of social justice issues to find out what the literature has explored in terms of the role Emotional Intelligence (EI) might play when it comes to dealing with social oppression, and second, to advocate emotional intelligence traits that can be successfully used to cope with social oppression. We reviewed the literature as a way to deepen our understanding of how to foster “socially conscious” practices within the workplace. The chapter has implications for Human Resource Development (HRD) practitioners to remind them of the responsibility they have to encourage and welcome studies and practices addressing critical aspects such as social justice issues as a way to help ensure a productive and safe workplace. Through this review of the literature, we found that emotional intelligence traits, if practiced responsibly, can make society a better place for everyone to live and work in.

Understanding and Managing Organisational Culture and Justice

This chapter highlights the importance of education for the development of excellence, expertise and knowledge leading to overall development in economy cannot be undermined. It focused on the understanding and managing organisational culture and justice: implications for higher education institutions. Organizational culture plays a critical role in creating a work environment where employees are committed and contribute to the success of the organization. Justice is a subjective and descriptive concept, in that it captures what individuals believe to be right, rather than an objective reality or a prescriptive moral code. As defined here, organizational justice is a personal evaluation about the ethical and moral standing of managerial conduct. Research has shown that employees appraise three families of workplace events. They examine the justice of outcomes (distributive justice), the justice of the formal allocation processes (procedural justice), and the justice of interpersonal transactions they encounter with others (interactional justice). Over the years, universities worldwide have come under increasing pressures to adapt to rapidly changing social, technological, economic and political forces emanating from the immediate as well as the broader post-industrial external environments. The unprecedented growth, complexity and competitiveness of the global economy with its attendant socio-political and technological forces have been creating relentless and cumulative pressures on higher education institutions to respond to the changing environment.

The Impact of the Model Minority Culture in Higher Education Institutions

Asian American and Pacific Islanders (AAPIs) are one of the fastest growing ethnic communities in the United States. Often referred to as the model minority, first coined by William Peterson, in 1966, AAPIs in the U.S. number approximately 15 million and represent more than 100 languages and dialects. However, few studies have investigated psychological consequences of internalizing the model minority. The purpose of this chapter is delve into the other side of the model minority façade, the less glamorous side of model minority, one of the causes of Asian Americans' psychological and mental health issues: the history of model minority, the concept of stereotype, and the various psychological and mental health issues, the reputation of the concept of psychological issues, and mental health services. While there is sacred empirical evidence in the support of the claim that direct causality exists between model minority and psychological and mental health issues, validities and correlations can be established, through the shared classification of diagnosed symptoms.

Organizational Culture in Higher Education

Universities who are higher education organizations, have an academic and autonomous construction by performing education, basic and scientific researches, community's duty functions that they take on, they improve a particular organizational culture. The organizational culture that a university has makes it different from other universities by its values,basic assumptions and norms, leaders and heroes, symbols and language,stories and legends, ceremonies and customs. In this study, the terms organization and culture were clarified first and the culture of organization and organization culture in the higher education was studied afterwards.

A Forensic Psychological Perspective on Racism in Schools of Educational Leadership

Schools theoretically operate under a shared value of fairness in the workplace. The fairness includes a notable sense of egalitarian beliefs, values, and people who hold themselves out to be unprejudiced. When defensible and culturally responsive justice measures are applied in schools of education, leadership in Schools of Education must consistently demonstrate clear and convincing evidence of fairness. The chapter is an analysis of aversive or unconscious racism and in the ways that it might manifest itself through individuals in leadership positions. Evaluating the impact of the institutional racism. In the analysis of forensic psychological perspective, ways of using a forensic psychological approach to assess the stakeholders in the School of Education as it pertains to the experience of racism will be discussed. A forensic psychological portrait of racism in schools of education is examined. Finally, implications for practice, training, and research are discussed.

Angolan Higher Education, Policy, and Leadership

Since the end of the armed conflict in 2002, Angola has witnessed rapid socio-economic development characterized by the stabilization of macro-economic indicators. In this context, the government has been implementing important structural and economic reforms, including in the area of education. The purpose of this chapter is to reflect on these developments and the implication they might have on development of sustainable higher education, access, quality education, equity, leadership, and education policy. The chapter provides a brief comparative analysis of tertiary education funding among the countries of Southern Development Community (SADC) and other African countries in order to draw the attention of the decision makers about the relevance to invest more on education and protect the investments that the state has been making in education. In addition, the chapter calls for transformative leadership for social justice and change in organizational culture as an alternative avenue for enforcing current policies.