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SEM Leadership Impact on Psychological Empowerment, Interorganizational Trust, and the Value Co-creation Environment
Get PDFAn unabating drive for continuous innovation in B2B manufacturing occurs due to global competitive pressures and shareholders demanding firm growth. Companies may emphasize partnerships and strategic alliances in this competitive environment to build value and create competitive advantage through innovation and worker ingenuity. This study investigates whether and how a combination of servant, empowering, and mindful leadership styles (SEM Leadership) influences the group culture by increasing the presence of psychological empowerment (PE), interorganizational trust (IOT), and cultivating a value co-creation context (VCC). The value co-creation process between supplier and customer is within management influence and represents a vital management lever to facilitate this required growth. The fuzzy-set Qualitative Comparative Analysis used in this investigation focuses on the conditions and outcomes in the boundary space between supplier and customer, assessing the necessity or sufficiency of SEM Leadership styles to foster an innovative culture. The research subjects are sales and procurement employees in the US steel-producing and consuming industry. The study discusses SEM leadership’s ability to psychologically empower boundary spanners who effectively cultivate and build interorganizational trust that, over time, becomes institutionalized. The main finding upholds the necessity and sufficiency of SEM Leadership for a value co-creation environment. Additionally, the research demonstrates some level of interchangeability between servant, empowering, and mindful leadership in achieving organizational results. This research suggests combining leadership styles might be better than adopting a singular style
Making the Grade: An Exploration of Secondary Teacher Grading Practices and Equity Implications for High School Students
Get PDFMuch has been written in the grading literature regarding the continued use of traditional teacher grading practices that impede effective teaching and learning, yet teachers continue to assign grades using a mixture of factors. The purpose of this mixed methods study was to explore secondary teacher perceptions of their grading practices, the evolution of their grading behaviors, and the alignment of these grading practices with equitable grading principles. Using a teacher decision-making theoretical framework and a conceptual framework focused on pillars of grading equity, this study sought to investigate how teachers perceive their grading practices and how they develop their grading behaviors and to examine how these practices may impact the ability of students to demonstrate their learning. The study was conducted in a large South Carolina school district with certified ninth- through 12th-grade teachers using quantitative survey data and individual interviews. An analysis of study results revealed that grading variability continues to exist among teachers, they typically develop their grading behaviors in the absence of evidence-based training, and many of their inequitable grading behaviors may be placing students at academic risk. The impact of these findings and recommendations for achieving a vision of equitable grading are shared
Recent Community College Alumni: Increasing Donors Through Communication and Engagement
Get PDFDue to ongoing financial cuts and budget restraints, community colleges have turned to alumni association fundraising to support their mission and advance their institution. Fundraising for any organization is challenging, but community college alumni institutions have a more difficult time than their university counterparts in recruiting alumni donor support. Community college alumni associations must maintain effective communication to successfully engage recent alumni and build relationships with potential donors. The purpose of this study was to analyze the literature and data collection using a convergent mixed methods design to address the lack of financial support from recent community college alumni. This study incorporates action research to answer the question, “Why are recent community college alumni not donating to their alma mater?” This study is beneficial to any higher education institution needing to revamp its fundraising efforts. The findings of this study are presented in a sustainable action plan that could be adapted to other organizations
Organization or Idea: Addressing Member Recruitment and Retention Within the Southern State Pageant Delegation
Get PDFThis study aimed to determine the cause(s) of decreased recruitment and retention within the Southern State pageant delegation. The mixed methodology explanatory sequential design was used to conduct the research. A quantitative survey was conducted first to identify perceptions of past, present, and potential members of the Southern State delegation regarding recruitment and retention practices. Based on data results from the survey, qualitative interviews were conducted. In addition, an analysis of available organizational documents was conducted in relation to the collected quantitative data. Findings suggest that recruitment and retention within the organization are declining due to a lack of a strategic plan and effective communication practices. While this research study focused solely on the Southern State pageant organization, identifying barriers to recruitment and retention for organizations and possible solutions to combat them have broader implications. Specifically, organizations similar to pageantry organizations such as competitive gymnastics and cheerleading can glean insight into their own recruitment and retention practices through the results of this study. In addition, all organizations can benefit from the strategic planning recommendations outlined in the proposed action plan
The Impact of Single-Gender Middle School Dance Classes on Participants\u27 Emotional Development, Social Development, and Academic Progress
Get PDFImplementing single-gender dance elective programs may promote male students’ social development, emotional development, and academic progress and offset the negative preconceptions of males in dance. Schools that provide their students with single-gender classes vary in their motivation and include a range of learning opportunities that, combined with supportive school and classroom environments, are more likely to result in variable student results (Datnow & Hubbard, 2008). The schools chosen for this analysis were a district public middle school and a private academy that have conducted single-gender dance classes for males over the last few years. There is a need for data to examine the perspectives of parents, teachers, and administrators regarding the influence of single-gender dance classes on the social development, emotional development, and academic progress of male students enrolled in the program. This research study examined the perceptions of parents, teachers, and administrators of the impact of single-gender classes on the social and emotional development and perceived academic progress of male students participating in single-gender dance programs. Using the mixed methods qualitative descriptive research approach, the key findings suggest that there is a need for schools to offer their students single-gender classes because it provides a range of learning opportunities that result in supportive schools and classroom environments. There was a significant favorable impact of single-gender dance classes on male dance students’ social development, emotional development, and academic progress as perceived by parents, teachers, and administrators
Accreditation Commission for Education in Nursing (ACEN): A Mixed Methods Study to Determine Accreditation Readiness at a Non-profit Organization Located in Western North Carolina
Get PDFThe accreditation process allows programs to complete the reflection process of program evaluation, where they assess and measure themselves via preset standards and suggested outcomes. The theoretical framework of Getzels and Guba (1957) was used to determine if the people within the nonprofit organization studied could successfully fulfill the predetermined expectations of the organization. This study also examined the value of program evaluation, explained the process used by schools of nursing that wish to seek national accreditation, investigated the benefits and strengths of attaining accreditation, and uncovered possible barriers that may hinder accreditation efforts. By exploring these topics, conclusions were reached to answer why the Accreditation Commission for Education in Nursing (ACEN) should be used to assess, revise, and strengthen the organization’s nursing programs, how the ACEN accreditation process works, and potential barriers to the process. It will also provide insight and perspectives for colleges that aspire to have their nursing schools accredited by ACEN by highlighting data from a mixed methods study that reveals the readiness and willingness of stakeholders to begin the ACEN accreditation process
Brinkley Amphitheater Construction is Underway and Set to Open in 2024
Get PDFBOILING SPRINGS, N.C.—David and Marie Brinkley, longtime donors who have contributed to the advancement of Gardner-Webb University, continue to see their recent investment flourish. Brinkley Amphitheater, a 900-seat venue, is progressing.
For more information about giving opportunities for Gardner-Webb, click here.https://digitalcommons.gardner-webb.edu/gwu-today/1645/thumbnail.jp
Self-Advocacy Training to Support Self-Confidence in Transition to Practice
Get PDFBackground: The crisis in the competency of newly licensed graduate nurses continues to grow despite the efforts of nursing academia. Transition to practice programs has improved new graduate attrition and narrowed the gap of practice readiness, but much of the responsibility to train graduate nurses falls on nurse preceptors. Many of these preceptors have minimal nursing experience and little to no training in fostering clinical judgment. Furthermore, nurse preceptors must balance providing care for their clients while also guiding novice nurses. They often do not have the time to provide the emotional support, real-time reflection, and timely feedback required to build the necessary confidence that new nurses need for success. Providing senior nursing students with tools to effectively communicate with their preceptors and advocate for their own learning may overcome some barriers to gaining the confidence needed for success as they begin their transition to the nursing role.
Method: This quality improvement project utilized a pretest-posttest design to determine if a self-advocacy training session, receiving email and text affirmations, and a group debriefing session increased the self-confidence of senior nursing students in communicating their learning needs and obtaining support from their preceptors. The project also included a self-advocacy training follow-up survey that used descriptive statistics to determine the effectiveness of the strategies used.
Results: A single-sample t-test compared the mean self-confidence pretest score to the mean self-confidence posttest score. A significant difference was found (t(18) = 10.4, p \u3c 0.05. The self-confidence posttest score mean of 4.82 (sd = 0.04), was significantly greater than the self-confidence pretest score mean. All questions on the Self-Advocacy Follow-up Survey rated between 4.5 and 5, indicating that students found the self-advocacy training methods helpful.
Conclusion: The activities of the self-advocacy project may prove beneficial to include in senior-level students’ focused client care experience (FCCE) course to help students understand the challenges of their preceptors, improve assertive communication skills, and increase resiliency and emotional intelligence.
Recommendations: The activities proved beneficial to the students and should be considered for permanent implementation in the course. The project should be repeated to increase the number of participants, thus the reliability and validity, to determine the impact of the self-advocacy training to enhance self-confidence. Modifications should be made to class sequencing and delivery to improve the relevancy of the training materials to the senior nursing students
Access Does Not Guarantee Inclusion: An Exploration of Student Organizations Fostering Belonging for Black and Minority Students at a Faith-Based Institution
Get PDFBlack and minority students often do not persist to graduation and voluntarily drop out due to dissatisfaction with the lack of inclusivity and belonging experiences at predominantly White institutions (PWIs). This research examined the sense of belonging and inclusion for Black students at Southern Cross College (SCC; pseudonym), a private, faith-based institution located in an urban city in the southeastern region of the United States. All students are welcomed at SCC; however, there is an obscure caveat. Students whose identities align with specific diverse characteristics (ethnicity, gender, sexuality, religious belief) may find themselves feeling isolated, excluded, and ostracized from the overall campus community. In 2019, five Black students enrolled at SCC pursued creating a student organization that provided a safe space to uplift, support, and celebrate Black culture and diversity. This study identified potential conflicts that may arise when controversial diversity topics, such as racial diversity, campus racial climate, LGBTQ inclusion, women\u27s rights, and academic freedoms, do not align with the religious beliefs upheld by faith-based colleges. A mixed-method design was used to analyze quantitative results from a survey questionnaire about general feelings of belonging. The qualitative research included focus group interviews with Black undergraduate students that provided perceptions of their lived experiences on campus. The findings concluded that Black students did not experience inclusivity and feelings of belonging at SCC. The research recommended implementing affinity organizations to enhance the lived experiences of Black students, which may increase Black persistence and graduation rates. As a result of this suggestion, the Black Student Alliance organization was established. Another recommendation was for recruitment efforts to hire and retain diverse faculty and staff. The research concludes that fostering a more inclusive campus community and bridging the gap between diverse student populations and institutional values will increase student involvement and engagement
Session IA: Psychology Presentation 1 - TikTok and the Likelihood to Self-Diagnose Mental Disorders
No full textThis study aimed to examine if people were using TikTok as a medium to self diagnosis themselves with various mental illnesses. Emphasis was given on whether trusting said videos leads to self diagnosing