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Use of social media in response to Hurricane Sandy in local emergency management organizations

Author: Renda-Tanali Irmak
Publication venue: University of Maryland University College (UMUC)
Publication date: 2013
Field of study

Today, emergency managers are beginning to understand the importance of social media (SM) in communicating with citizens to be able to better prevent casualties and property loss during large scale emergencies. This research was conducted to investigate the patterns of SM usage during the Category 1 hurricane, Hurricane Sandy that impacted the East Coast of the United States recently.- 1 - Use of Social Media in Response to Hurricane Sandy in Local Emergency Management Organizations Irmak Renda-Tanali, D.Sc., e-mail: [email protected] Phone: 240-684-2435 Today, emergency managers are beginning to understand the importance of social media (SM) in communicating with citizens to be able to better prevent casualties and property loss during large scale emergencies. This research was conducted to investigate the patterns of SM usage during the Category 1 hurricane, Hurricane Sandy that impacted the East Coast of the United States recently. For two days from October 29 through October 30 2012, the U.S. East Coast was severely hampered by a Category 1 hurricane, Hurricane Sandy, which killed more than 60 people, caused over 7.5 million power outages in several states including New Jersey, New York, Connecticut, Virginia, and Maryland, and flooded entire coastlines in the New Jersey area and parts of New York City (Seccombe, 2012). The actual losses are estimated to be $50 billion (Seccombe). Hurricane Sandy incident is remarkable in that it was a powerful hurricane that occurred very close to the Presidential elections, so it was hyped with huge media coverage before, during, and in its aftermath. Once it started pounding the East Coast, many people who still had power followed the events as they unfolded through major SM outlets such as Facebook and Twitter through the information posted by local, state, and federal agencies, and communicated with each other and shared status updates. Even if the power went out, many people were still able to tweet, and/or send messages via Facebook to loved ones to say they were OK. According to Ngak (2012) there were nearly 3.5 million tweets with the hashtag #sandy in the last 24 hours during the hurricane. Locally, Maryland Governor Martin O’Malley was immediately active via Twitter with frequent updates about the impacted jurisdictions in Maryland, informing the public about how the State was responding to mitigate damage and restore critical functions. Hurricane Sandy was a test bed for effective SM usage for public agencies in delivering their messages across the public, and interactively communicating with the public and media for situation awareness, personal protection, and loss mitigation purposes. This researcher surveyed the use of SM during Hurricane Sandy by local jurisdictions including the State of Maryland MEMA (Maryland Emergency Management Agency); Howard County; Baltimore County; and City of Annapolis. The questionnaire was sent via an e-mail to those jurisdictions and several other counties and the completed forms were analyzed with respect to the research questions. (see Appendix for the survey questions). Findings The findings revealed that at the time of Sandy, MEMA and two of the three local agencies that responded to the surveys (namely Baltimore and Howard Counties) had designated personnel for SM and had pre-established protocols for SM use. At MEMA, there was one person who was in charge of disseminating the information and one other who was solely responsible for monitoring. The other local agencies had only one person each in charge but were augmented by staff members as the storm reached its peak. Facebook and Twitter were the most popular SM outlets and in conjunction with that, public notification systems such as Livestream and FEMA’s Integrated Public Alert and Warning System (IPAWS) were used. At the height of the storm, MEMA SM account received over 1,000 comments on their Facebook page which necessitated additional team members to help monitor and respond. The Annapolis City Dept. of Transportation due to their smaller size had limited SM presence, and citizens were not inclined to contact them through SM (instead they used the phone call system that was already in place). Both the Governor and the Howard County Executive had a Twitter feed where they were able to post updates about the situation in their jurisdiction. Howard County posted situation updates every hour on the main county page, and other departmental webpages were updated once or twice a day. In Howard County the rather more difficult inquiries coming from SM were vetted through the Public Information Officer (PIO) who would determine the best way to present the answer back to the original person who initiated it. The following advantages and challenges about the use of SM from the point of local and state government agencies were identified through the findings of this micro study: Advantages - 2 - 1. SM provides an additional outlet to reach the public and acts as a force multiplier through the public’s sharing and re-tweeting messages coming from them. Information can spread virally. SM is fluid or essentially an ongoing conversation, thus it allows for constant revision and updates. SM also allows the instantaneous transmission of information to a broad audience, especially important during emergent situations; 2. Removes barriers in communicating with the public. It allows them to take their message and information directly to the public, without the filter of the media; 3. Allows efficiency in terms of reaching one key audience – the media – simultaneously. Disseminating a constant stream of updates drastically reduces the number of telephone inquiries from reporters. 4. Increases situational awareness. Public may provide critical information that the agency may not be aware of. Also, for smaller agencies such as a city transportation agency, the major advantage appears to be receiving information; either about weather, or road conditions from state and federal agencies which they then would pass that info along to the public. 5. Helps measure the overall effectiveness of messaging going out to the public. The fewer questions asked means the better the information going out is being received. 6. Helps determine what is relevant and what is not. Readily monitor to see what information was being shared with others from the local government’s (or response agency’s) sources. Lessons Learned 1. May not predict the volume of SM public inquiries coming in during the event. You can never be fully prepared for the public comments that might come in and how you are going to handle them. 2. May not have the means to act. For example, one local agency attempted to set up a crowdmap during the event, but learned that it may have been deployed too late causing it to not gain much traction. In the future, they plan to set up a crowdsourcing tool or crowdmap earlier in the event for situational awareness. Currently they are in the process of doing more research and getting an understanding of best practices in crowdsourcing prior to moving forward. 3. Internet may be down during a large scale emergency. Do not rely solely on SM. Have other public notification systems in place. 4. Have a credible authority in place. From an information management perspective, the role of PIO is important to control the message and the times in which information is being shared as to not bombard the public all at once with non-emergency chatter. 5. Make it part of the overall communications plan for the event. Also have a departmental Facebook page that will come under the control during 6. Have policies established beforehand. SM does take manpower. One responding agency’s policy stated that they do not respond to SM inquiries, SM must be monitored for information about problems, public attitudes, and possible emergencies. As more citizens participate, additional human resources are required to monitor. They must strike a balance between how much information is enough. Some people welcome non-emergent posts about preparation, tips etc; others consider such posts a nuisance. Conclusions and Implications for Future SM has become indispensable in emergency management as the results of this micro study revealed. With each event, over time, these agencies have started to integrate SM into their operational missions more and more. Hurricane Sandy was a great opportunity for them to put their SM procedures into practice. They saw a drastic increase in followership on their SM accounts during the event. They expect that people will recognize their SM accounts as a trusted and reliable source of information during an emergency or disaster in the future. All respondents indicated that they plan to use SM much more during similar events, have a plan for scheduled outgoing info, and make the public aware of the SM sites available to them. Thus they started implementing changes based on those lessons learned. They have more people and departments signed up and using SM. One agency official stated that Hurricane Sandy was the first time an organized communications plan was created for an event and it was so successful that it will be the standard that the PIO position will use for all future events. Another stated that even though they have been using SM during emergencies for several years with each major incident, SM becomes more central to their operation. The number of “followers” and “likes” continues to grow. The number of PIOs trained in their SM policies and procedures has also grown. Currently, this is the most expedient way to provide information to the media and the citizenry. - 3 - Appendices Acknowledgments This researcher would like to thank UMUC’s Faculty Research Program administrators for making this research possible. This research was funded for the period of Spring 2013 semester. She would like to thank the following individuals who took time to respond to the survey questions: 1. Elise Armacost, Director of Media and Communications, Baltimore County Public Safety 2. Thomas McNeal, Emergency Management Specialist II, Howard County Office of Emergency Management 3. Kasey Parr, Social Media Coordinator, Resiliency and Public Outreach Branch, Maryland Emergency Management Agency (MEMA) 4. Joshua D. Roeder, Brand Manager, Department of Transportation, City of Annapolis, Maryland Bibliography American Red Cross. (2011). Social media in disasters and emergencies. PowerPoint slides. Retrieved August 9, 2012, from http://www.redcross.org/www-files/Documents/pdf/SocialMediainDisasters.pdf Bruns, A., Burgess, J., Crawford, J., & Shaw, F. (2012). #qldflood and @QPSMedia: Crisis Communication on Twitter in the 2011 South East Queensland Floods. ARC Centre of Excellence for Creative Industries and Innovation. Brisbane, Australia: Queensland University of Technology. Retrieved August 24, 2012, from http://cci.edu.au/floodsreport.pdf Cloutier, P. (2012, November 6). 10 reasons why there'll now be a before Sandy and a post-Sandy in SMEM [Web Blog]. Retrieved from http://crisiscommscp.blogspot.ca/2012/11/10-reasons-why-therell-now-be-before.html Conneally, T. (2012, November 5). FEMA debunks Hurricane Sandy rumors with new Snopes-like page. [Web Blog]. Retrieved November 9, 2012 from http://betanews.com/2012/11/05/fema-debunks-hurricane-sandy-rumors-with-new-snopes-like-page/ Crowe, A. (2010). The social media manifesto: A comprehensive review of the impact of social media on emergency management. Journal of Business Continuity & Emergency Planning, 5(1), 409-420. Retrieved August 9, 2012 Facebook. (2012, May 18). Facebook statistics. (S. Harden, Editor) Retrieved August 22, 2012, from Statistic Brain: http://www.statisticbrain.com/facebook-statistics/ Facebook. (2012, June). Key Facts. Retrieved August 22, 2012, from Facebook.com: http://newsroom.fb.com/content/default.aspx?NewsAreaId=22 Gonzalez, J. J., Granmo, O.-C., Munkvold, B. E., Li, F. Y., & Dugdale, J. (2012). Multidisciplinary challenges in an integrated emergency management approach. In J. R. L. Rothkrantz (Ed.), 9th Int. ISCRAM Conf., (pp. 1-5). Vancouver, BC. - 4 - Heverin, T., & Zach, L. (2010). Microblogging for crisis communication: Examination of Twitter use in response to a 2009 violent crisis in Seattle-Tacoma, Washington Area. 7th Int. ISCRAM Conf. Seattle, USA. Howard, P. N. (2012, August 6). Social Media and the new Cold War. Retrieved August 22, 2012, from http://www.america-russia.net/eng/news/314751526 Hughes, A. L., & Palen, L. (2012). The evolving role of the Public Information Officer: An examination of social media in emergency management. Journal of Homeland Security and Emergency Management, 9(1), Article 22. doi:10.1515/1547-7355.1976 Hui, C., Tyshchuk, Y., Wallace, W. A., Magdon-Ismail, M., & Goldberg, M. (2012). Information cascades in social media response to a crisis: a preliminary model and a case study. 22nd Int. World Wide Web Conf., (pp. 653-656). Lyon, France. Retrieved August 8, 2012 Jaeger, P. T., Shneiderman, B., Fleishmann, K. R., Preece, J., Qu, Y., & Wu, P. F. (2007). Community response grids: E-government, social networks, and effective emergency management. Telecommunications Policy, 31, 592-604. doi:10.1016/j.telpol.2007.07.008 Lacey-Hall, O. (2011, March 28). How remote teams can help the rapid response to disasters. Poverty Matters Blog. Retrieved August 22, 2012, from http://www.guardian.co.uk/global-development/poverty-matters/2011/mar/28/crowdsourcing-mapping-project Latonero, M., & Shklovski, I. (2011, Oct.Dec.). Emergency management, Twitter, and social media evangelism. Int. Jour. of Information Systems for Crisis Response and Management, 3(4), 1-16. doi:10.4018/jiscrm.2011100101 Ngak, C. (2012, October 30). Social media a news source and tool during Superstorm Sandy. Retrieved November 9, 2012 from http://www.cbsnews.com/8301-205_162-57542474/social-media-a-news-source-and-tool-during-superstorm-sandy/ Palen, L. (2008). Online social media in crisis events. Educause Quarterly(3), 76-78. Retrieved August 9, 2012 Pohl, D., Bouchachia, A., & Hellwagner, H. (2012). Automatic sub-eventdetection in emergency management using social media. 22nd Int. World Wide Web Conf., (pp. 683-686). Lyon, France. Renda-Tanali, I. (2012). How social media is shaping modern emergency management: Advantages and challenges ahead, HazNet, Canadian Risk and Hazards Network (Knowledge and Practice), Réseau canadien d'étude des risqué et dangers (connaissances et pratiques), 4(1). Fall 2012, pp.7-13. Seccombe, A. (2012, November 3). Sandy may be the most damaging hurricane recorded in U.S. History. [Web Blog] The Examiner. Retrieved from http://www.examiner.com/article/hurricane-sandy-likely-to-be-the-most-damaging-ever-recorded-us-history-why Silvera, I. (2013). A lesson from Superstorm Sandy: How to find sources using Social media. Retrieved from: http://onlinejournalismblog.com/2013/01/18/17160/ - 5 - Song, X., & Yan, X. (2012). Influencing factors of emergency information spreading in online social networks: A simulation approach. Journal of Homeland Security and Emergency Management, 9(1), Article 30. doi:10.1515/1547-7355.1979 Stephens, K. (2013, March 3). Maryland Emergency Management Agency Plans for #SMEM. Retrieved from: http://idisaster.wordpress.com/2013/03/03/maryland-emergency-management-agency-plans-for-smem/ Stephens, K. (2012, November 6). Five SMEM observations and recommendations from Hurricane Sandy [Web Blog]. Retrieved from: http://idisaster.wordpress.com/2012/11/06/five-smem-observations-and-recommendations-from-hurricane-sandy/ Sutton, J., Palen, L., & Shklovski, I. (2008). Backchannels on the frontlines: Emergent uses of social media in the 2007 Southern California Wildfires. In F. F. Walle (Ed.), 5th International ISCRAM Conference. Washington, DC. The Telegraph. (2010, August 3). BP leak the world's worst accidental oil spill. Retrieved August 22, 2012, from http://www.telegraph.co.uk/finance/newsbysector/energy/oilandgas/7924009/BP-leak-the-worlds-worst-accidental-oil-spill.html Tobias, E. (2012). A little birdie told me: Using social media for situational awareness. MADRA meeting, PowerPoint Presentation. Gaithersburg, Maryland. Twitaholic, Huffington Post. (2012, March 28). Twitter Statistics. (S. Harden, Editor) Retrieved August 22, 2012, from Statistic Brain: http://www.statisticbrain.com/twitter-statistics/ Tyshchuk, Y., Hui, C., Grabowski, M., & Wallace, W. A. (2012). Social media and warning response impacts in extreme events: Results from a naturally occurring experiment. 45th Hawaii International Conference on System Sciences (pp. 818-825). IEEE Computer Society. doi:10.1109/HICSS.2012.536 Ushahidi. (n.d.). Retrieved August 23, 2012, from http://www.ushahidi.com Vieweg, S., Hughes, A., Starbird, K., & Palen, L. (2010). Microblogging during two natural hazards events: What Twitter may contribute to situational awareness. CHI 2010: Crisis Informatics, (pp. 1079-1088). Atlanta, Georgia, USA. YouTube. (2012, March 26). YouTube Statistics. (S. Harden, Editor) Retrieved August 22, 2012, from Statistic Brain: http://www.statisticbrain.com/youtube-statistics/ Survey Questions At the time of Sandy, who was responsible for SM (SM) broadcast and monitoring? State the position and who this person reports to. What SM channels were used to communicate with affected citizens? (Twitter, Facebook, ?) Did your organization use Integrated Public Alert and Warning System (IPAWS)? How frequent were the updates to the public (from your organization)? - 6 - Were there any protocols established in terms of handling inquiries to SM postings or comments? If so, were they handled ad hoc or were previously established? Were there times when the volume of (a) inquiries from public, or (b) situational information was overwhelming? If so, how did you handle it? What were the major advantages of the use of SM during Sandy? (considering the preparation, response, and recovery stages) (examples include increased situational awareness, better resource mobilization, coordination etc.) What were the main challenges of the use of SM? Impediments? Lessons learned? What changes did you implement to your SM use as a result of Sandy experience? Going forward, do you believe SM is more integrated to the operational missions of your organization after Hurricane Sandy experience? (e.g. newly established protocols/policies, more people signed up for future alerts, increased awareness etc.). If yes, please elaborate. If not, why? - 7

Evolving tech support to manage and discover e-resources

Author: Fu Li; Coogan, John
Publication venue: Computers in Libraries 2013 Conference
Publication date: 10/04/2013
Field of study

Description of evolving tech support to manage and discover E-Resources at University of Maryland University College Library.Evolving Tech Support to Manage & Discover E-Resources Li Fu, Digital Services Librarian John Coogan, Systems Librarian [email protected] Computers in Libraries 2013 Wednesday, April 10, 2013 Overview •University of Maryland University College (UMUC) •Electronic Resources & Services •Evolution of tech support in different areas About UMUC •University System of Maryland •Worldwide student body: 94,000 •Non-traditional students •77% of classes online •Virtual library with small staff Electronic Resources & Services •EBSCO Discovery Service •Subscriptions to 125 databases •SFX link resolver •CONTENTdm digital repository •Web site •LibGuides What is Evolving? •Discovery •Access •Content •Authentication •Patron Support •Assessment •Librarians Evolution of Discovery Searching Individual Databases Discovery Tool (EBSCO Discovery Service) EDS branded as UMUC Library OneSearch Discovery (cont.) •EDS Customizations –Went through every option in admin module (e.g. search options, viewing results, delivery options, linking) –Set up connectors for as many additional resources as possible –Set up subject searching –Branding Discovery (cont.) •UMUC Library OneSearch Discovery (cont.) •Web site –Redesign of the library home page –Customization of the EDS widget –Help pages and tutorials for patrons –Added general & subject search widgets to LibGuides Discovery (cont.) •Mobile version of EDS –Mobile users detected automatically and directed here. Evolution of Access Linking to Resources Embedding Resources Access (cont.) •Tabbed box on home page –CSS for appearance –JavaScript for behaviors Access (cont.) •Mobile site –Mobile version of library site in LibGuides –Mobile Research page with links to OneSearch and selected vendors –Stopgap until site is fully mobile friendly Evolution of Content Content Gateway Only (Photo by ritingon (flickr.com) via Wikimedia Commons) Content Provider OCLC ContentDM, branded as UMUC Digital Repository Content (cont.) •Set up and customized CONTENTdm •New staff procedures: –Cataloging (Dublin Core) –Processing submitted files •Submission criteria •Author agreements •Very different from buying and cataloging books! Evolution of Authentication Library Barcode Single Sign-on (coming) Authentication (cont.) •Shifting from library barcode to single sign-on (Shibboleth) •Need to work with IT on customizations for library (e.g. authentication parameters) •Sign-on help will now be outside the library Evolution of Patron Support Reference Questions Technical Questions Patron Support (cont.) •Technical issues Browser, firewall, PDF •How Do I issues E-books, PURLs, videos •Access issues SFX, EZproxy,login •Resource issues Malfunctions on the vendor end Patron Support (cont.) •Technical help pages Patron Support (cont.) •How Do I pages Patron Support (cont.) •Problem report forms Patron Support (cont.) •Systems Librarians –Two systems librarians cover “tech duty” –Troubleshoot problems –Respond to the technical needs of faculty, staff, and students Evolution of Assessment No Idea What Users Do •Had no way to know how patrons searched and used the resources Analytics •Google Analytics for EDS and all EBSCO resources •Lots of data, including search statements Evolution of Librarians •Core Values –Service –Access •Evolving –Mindset –Skill set –Workflows –Collaboration Thank You! Li Fu John Coogan [email protected]

Applying intrapreneurship to sustain corporate growth: A business practicioner's model

Author: Gaertner Mark
Publication venue: University of Maryland University College (UMUC)
Publication date: 28/06/2013
Field of study

Purpose & Scope: to provide an intrapreneuring structure and culture within a practitioner’s ongoing business process to achieve corporate growth, and to understand how business culture, selected behaviors, strategy, and social interaction can be intentionally integrated to create and sustain business opportunities. This process is critical to achieve a methodology which energizes and expands employee self-organized initiatives to develop creative solutions.1 Purpose and Scope of Research • Provide an intrapreneuring structure and culture within a practitioner’s ongoing business process to achieve corporate growth. • Understand how business culture, selected behaviors, strategy, and social interaction can be intentionally integrated to create and sustain business opportunities. • This process is critical to achieve a methodology which energizes and expands employee self-organized initiatives to develop creative solutions. 2 I have worked in companies of all sizes and realized the irregular processes by which companies seek growth. There is a need: • For an intrapreneurship process • To expand beyond temporal vision Personal Reason for Selecting Topic 3 This study will implement a working model of intrapreneurship for: • Business practitioners - provide guidance on methods that can improve creativity and growth. • Scholars - contribution to intrapreneurship literature and encourage corporate implementations. Importance to Management Practice 4 Line of Argument Claim #1: Enable intrapreneurship as a valued corporate action Claim #2: Integrate intrapreneurship, strategy and innovation to drive firm success Claim #3: Transform the idea into an opportunity through structuration. 5 Most Important Theoretical Frameworks StrategyInnovationIntrapreneurshipStrategic IntrapreneurshipVision Thought àBehaviors àSocializationàDecisions Structuration Product Ideas are a social interaction between intrapreneurs as facilitators and corporate employees The strategic intrapreneur reaches backward to strategy and forward to product innovation to transform ideas into opportunities This graph is a representation of the way corporate members and intrapreneurs shape opportunities 6 Research Questions • How can firm management and employees apply an innovative, nonlinear mindset to promote an intrapreneurial model for the corporation? • How can an intrapreneurial process be integrated within traditional corporate practice? 7 Research Propositions Proposition 2: Strategy, intrapreneurship and innovation cultivate ideas Proposition 3: Structuration transforms ideas into opportunities Proposition 1: Intrapreneurial processes, dimensions balanced thought and behaviors create ideas. 8 Primary Practitioner Scenario 9 Main Literature Themes and Authors • Intrapreneurship – Pursuit of creative solutions to develop opportunities (Antoncic & Hirsch, 2000). • Thinking styles – Nonlinear and linear thought (Vance et al., 2008) • Behaviors – Authoritative, emotional and conciliatory (Janczak & Bolteaux ,2007) • Symbolic interactionism - Interaction with self and others (Charon, 2010) • Self-determination theory – Human motivation and personality (Ryan & Deci (2000) • Structuration - Generative rules and resources through relational interaction (Giddens, 1984). Riley (1983), Jarzabkowski (2008) 10 Warrants • Tacit and codified knowledge of intrapreneurs and employees • Trust, self determination and social exchange influence social behavior • Intrapreneurship encourages employees to embrace both strategy and innovation • Signification, legitimation and domination evolve the idea into an opportunity 11 Conceptual Framework 12 Conclusions Intrapreneurship + Corporate Strategy + Structuration = Opportunism • Intrapreneurial processes, dimensions, balanced thought and behaviors enable idea creation 13 • Strategy and intrapreneurship cultivate ideas for corporate value • Structuration transforms ideas into opportunitie

An Application of Double-loop Learning to Community College Remedial Education: A New Model of Integrated Supports for Ongoing Student Success

Author: Doren Andrew T.
Publication venue: University of Maryland University College (UMUC)
Publication date: 01/01/2013
Field of study

Community colleges have multiple missions and one of them is to provide open access services to those seeking to further their education. Community colleges provide remedial courses in math, reading, and writing because many of their students do not meet entrance requirements in these core subjects. However, the usual developmental education track in which these courses are offered is one-size-fits-all and does not target the individual needs and strengths of these students. As a result, these students often fail to continue on to credit courses or to complete a degree or certificate. In addition to the development track, a large percentage of community colleges also provide adult basic education courses for students who have not received a high school diploma and need to remediate their skills to complete a GED® and then pursue further training or education. These students also drop- or stop-out in large numbers and few actually continue on to complete a degree or certificate. These two groups of students who do not continue to post-secondary training may not be able to find viable careers, leading to a national shortage of sufficiently skilled workers. Current approaches to serving both of these student populations in community colleges—developmental track and adult literacy students—are similar, but do not achieve their desired outcomes for large numbers of students. These approaches reflect a single-loop method of learning that does not foster creative ways to achieve desired outcomes. The current paradigm for delivering these forms of remedial education needs to be changed if students are to be more successful in college. This study takes a double-loop approach to developing greater individualized learning programs for students who need them. This new model for providing more targeted, customized, and just-in-time remedial education reflects current research in the field. Elements of this new approach include integrated classes, better diagnostic instruments, use of technology, and tutoring that meets the needs of individual students. The model presented in this study has applicability beyond those students who need remedial education. It can be used for any student who requires the skills deemed necessary to complete their desired program of study successfully. This research also identified organizational learning and change pitfalls that perpetuate the single-loop approach to education in colleges and discussed needed management and leadership styles for implementing required organizational changes that better serve all students.AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION An Application of Double-loop Learning to Community College Remedial Education: A New Model of Integrated Supports for Ongoing Student Success Andrew T. Doren A Thesis Submitted to the Graduate Faculty of the University of Maryland University College in Partial Fulfillment of The Requirements for the Doctor of Management Degree Mary Ellen Duncan, Ph.D. Michael Evanchik, Ph.D. James Tschechtelin, Ph.D. AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION ABSTRACT Community colleges have multiple missions and one of them is to provide open access services to those seeking to further their education. Community colleges provide remedial courses in math, reading, and writing because many of their students do not meet entrance requirements in these core subjects. However, the usual developmental education track in which these courses are offered is one-size-fits-all and does not target the individual needs and strengths of these students. As a result, these students often fail to continue on to credit courses or to complete a degree or certificate. In addition to the development track, a large percentage of community colleges also provide adult basic education courses for students who have not received a high school diploma and need to remediate their skills to complete a GED® and then pursue further training or education. These students also drop- or stop-out in large numbers and few actually continue on to complete a degree or certificate. These two groups of students who do not continue to post-secondary training may not be able to find viable careers, leading to a national shortage of sufficiently skilled workers. Current approaches to serving both of these student populations in community colleges—developmental track and adult literacy students—are similar, but do not achieve their desired outcomes for large numbers of students. These approaches reflect a single-loop method of learning that does not foster creative ways to achieve desired outcomes. The current paradigm for delivering these forms of remedial education needs to be changed if students are to be more successful in college. This study takes a double-loop approach to developing greater individualized learning programs for students who need them. This new model for providing more targeted, customized, and just-in-time remedial education reflects current research in the field. Elements of this new approach include integrated classes, better diagnostic instruments, use of technology, and tutoring that meets the needs of individual students. The model presented in this study has applicability beyond those students who need remedial education. It can be used for any student who requires the skills deemed necessary to complete their desired program of study successfully. This research also identified organizational learning and change pitfalls that perpetuate the single-loop approach to education in colleges and discussed needed management and leadership styles for implementing required organizational changes that better serve all students. AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION ii © COPYRIGHT BY Andrew Andrew Andrew Andrew T. T. DorenDoren Doren 20 13 AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION iii Dedication This work is dedicated to every college student who has struggled through, or continues to struggle in, remedial courses in their higher education journey, as well as those students everywhere whose future potential has yet to be “uncorked.” As all scholars naively hope, I wish that this research may play at least a small role in changing the world of higher education for the better! AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION iv Acknowledgements I would like to first and foremost thank the University of Maryland University College (UMUC) and various other parties involved in the creation of the Doctor of Management in Community College Policy and Administration (DMCCPA). I am grateful for their vision and forethought in creating such a valuable program for someone like myself, who otherwise would not have ventured forward with this demanding undertaking. Perhaps most importantly, I want to thank UMUC for advertising the program in industry publications and for the anonymous and generous donor who made this all a reality for me! I also want to thank all the professors and administrative staff involved in the DMCCPA program for making the journey toward my doctorate so interesting, rewarding, and challenging in a very positive way. Special thanks go out to Professors Mary Ellen Duncan, Michael Evanchik, and James “uncork your genius” Tschechtelin, who provided numerous ideas, insights, and words of encouragement throughout the three years of the program. One of my many goals is to continue to contribute to others as they have all contributed to my own personal and professional development. Much love, appreciation, and many thanks go out to my wife and daughter, who somehow put up with and also encouraged my seemingly endless nights and weekends of study and research. My daughter actually labeled my new ailment “readiosis,” or the inability to stop reading multiple books or articles on a near constant basis. Although a wonderful experience for me, we are all glad it is over! As the son of hardworking immigrants who never had the opportunity for college, I am just a bit proud to be the first in my extended family to have reached the highest level of educational achievement. AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION v Lastly, many thanks and very best wishes go out to my fellow UMUC colleagues with whom I have shared numerous thoughts, laughs, and complaints as we moved forward together in this adventure. May we continue to stick together as one big, happy family of doctors! AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION vi Table of ContentsTable of ContentsTable of ContentsTable of ContentsTable of ContentsTable of Contents Table of Contents Table of Contents Table of Contents Table of ContentsTable of Contents Chapter 1 INTRODUCTION ..................................................................................................... 2 Background and Context: The “Myth” of Open Access ............................................ 2 Statement of Problem and Purpose: Doing the Same Things Over Again and Expecting Different results .................................................................................. 4 Importance to Community College Management—From Single to Double Loops.................................................................................................................... 8 Research Questions and Statement of Purpose: Bringing New Ways of Thinking to the Remedial Issue ........................................................................... 10 Definitions Used ........................................................................................................ 13 Dissertation Organization .......................................................................................... 14 2 LITERATURE REVIEW .......................................................................................... 16 Introduction ................................................................................................................ 16 Why the Remedial Issue? K-12 and College Readiness ............................................ 16 Academic Remediation in Community Colleges ....................................................... 21 Effectiveness of Remedial Education ........................................................................ 26 Adult Basic Education Under the Workforce Investment Act of 1998 Title II Adult Education and Family Literacy Act ............................................... 30 The Title II Adult Education and Family Literacy Act ........................................ 31 WIA Accountability Mechanism ......................................................................... 32 WIA and the Community College ....................................................................... 34 “TEGLs” as a Catalyst for Change ...................................................................... 35 Setting the Stage for Future WIA Changes.......................................................... 37 Current Models of Collaboration ......................................................................... 39 The Theory of Action Perspective ............................................................................. 41 Trending Towards a Better Solution .......................................................................... 45 3 CONCEPTUAL MODEL OF INTEGRATED JUST-IN-TIME REMEDIAL EDUCATION DELIVERY.................................................................. 46 Overview and Explanation ......................................................................................... 46 Summary .................................................................................................................... 62 AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION vii Chapter 4 METHODOLOGIES ................................................................................................. 63 Discussion and Background on Evidence-based Literature Used in the Dissertation .......................................................................................................... 63 Systematic Review of the Literature and Methodology ............................................ 82 Evidence-based Systematic Review of Methodology ................................................ 83 Discussion of Evidence-based Research Findings and Use of Expert Panel ............. 99 5 ANALYSIS AND DISCUSSION OF EXPERT READER FEEDBACK ................102 Summary and Discussion of Key Literature Review Theme .....................................102 Analysis and Summary of Findings ...........................................................................104 Expert Panel Feedback ...............................................................................................105 Expert Reviewer #1—Classmate .........................................................................107 Expert Reviewer #2—Adult Basic Education Expert ..........................................107 Expert Reviewer #3—Adult Basic Education Expert ..........................................109 Expert Reviewer #4—Remedial/Developmental Education Expert ....................110 Expert Reviewer #5—Remedial/Developmental Education Expert ....................111 Summary of Expert Reader Feedback and Integration into Dissertation ..................112 Conclusions ................................................................................................................114 6 DISCUSSION OF FINDINGS AND PRODUCT MODEL ......................................116 From Single- to Double-loop Learning in the Community College ..........................117 Discussion of Change Leadership Needed to Implement Double-loop Learning .....123 Limitations of Current Model and Implications for Future Research ........................127 BIBLIOGRAPHY ......................................................................................................131 AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION viii LIST OF TABLES Table 1 Community College Missions.................................................................................... 2 2 Failure of Remediation .............................................................................................. 4 3 Conley’s 7 Principles of College and Career Readiness ............................................ 20 4 Roueche and Roueche’s Recommendations for “Making Remedial Education Work” ....................................................................................................... 27 5 Key Features of the Workforce Investment Act of 1998 ........................................... 30 6 Purpose of AEFLA Funding ...................................................................................... 31 7 Core NRS Outcome Measures ................................................................................... 33 8 The Breaking Through Initiative’s Four Strategies for Increasing Student Access and Success .................................................................................................... 40 9 Virginia’s Community College Goals ....................................................................... 58 10 Initial Research Materials .......................................................................................... 65 11 Breakdown of Expert Reviewers’ Scores ..................................................................106 12 Parallels Between Kotter’s and Schein’s Ideas of Organizational Change ...............125 13 Guidelines for Formulating a Vision .........................................................................126 AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION ix LIST OF FIGURES Figure 1 Model of management and organizational learning................................................... 43 2 Common “Just-in-time remedial” model for greater student success ........................ 47 3 Supports for students.................................................................................................. 49 4 Community college enrollment process..................................................................... 49 5 Placement ................................................................................................................... 55 6 Relevance ................................................................................................................... 60 7 Preparation ................................................................................................................. 61 8 The “myth” of open access ........................................................................................118 9 Author’s version of Argyris’s (2005) managerial and organizational learning paradigm as applied to the concept of remedial education in community colleges ...120 AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION 1 About one-third don’t graduate high school in ten years. The second third- actually more like 40 percent of the total- get a little college. And the [last] third gets an associate’s degree or more. This has been pretty flat for the past thirty years. Then you juxtapose that against the workforce needs of the country, we’re several million down now and we’ll be 7 to 8 million down within a few years. And in this global economy we’ve got…. China as an obvious example. As soon as they become as productive as we are they will swamp the economy with qualified workers. We have to do better than “sort of” educating one-third plus a few to an associates’ degree level. We don’t need incrementalism—we need new models. (Peter Smith, as quoted in Kamenetz, 2010, p. 132) AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION 2 Chapter 1 INTRODUCTION From a public policy standpoint, it makes little sense to promote greater college access if students are failing once they get there. Figuring out how to boost college completion is the challenge. (Brock, 2010, p. 115) Background and Context: The “Myth” of Open Access From their beginnings over a century ago, community colleges have continued to carry out multiple missions, which have often led to what Dougherty and Townsend (2006) call “mission conflict” among these sometimes competing interests (p. 9). Whether it be the goals of open access, transfer, workforce training or any number of others, community colleges have always had to balance varying priorities with internal and external stakeholders, along with the broader communities they are tasked to serve. Smith (2000) emphasizes this point by indicating that a community college’s governing board is mainly responsible to the community, and not necessarily to its students or faculty. Regardless of how these responsibilities are viewed, the fact is that community colleges need to take varying stakeholders into consideration in carrying out their multiple missions (see Table 1). The idea of higher education access has proved to be a “major theme” in the United States, stemming from the creation of the G.I. Table 1. Most community college missions are focused on the following: To serve all segments of society equally and fairly through open-access admissions To provide comprehensive educational programs To serve the community by being a locally based higher-education institution Teaching and learning To foster lifelong learning (Source: Vaughan, 2006, p. 3) AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION 3 Bill at the end of World War II along with the massive social changes brought about by the civil rights and anti-poverty movements in the 1960s and 1970s (Vaughan, 2006, p. 3). The ideal of education access for all therefore led to the egalitarian “open access” policies found in most community colleges today, something that Shannon and Smith (2006) have emphasized as having had one of the greatest impacts on higher education in the nation (p. 15). Vaughan (2006), however, is quick to point out that the concept of open access is incorrectly understood as meaning that anyone can enter without the necessary prerequisites for effective learning to take place. Rather, open access means that people will not be simply turned away from college, but instead be provided with support services “to ensure that every student has the opportunity to succeed academically” (pp. 4-5). This egalitarian commitment to open access and admissions policies on the part of community colleges appears to have worked well, as evidenced by the many long-term benefits they conveyed to an American society in which well over 40% of undergraduates are being served by these institutions (Sullivan, 2010). Brock (2010) points out that despite the substantial increase in higher education access for the population overall during the last 40 years, “success in college—as measured by persistence and degree attainment—has not improved at all” (p. 110). Despite the longer-term financial pressures on community colleges, Zeiss (2003) declares that they “are facing a permanent shift from being public-supported to being public-assisted institutions” (p. 53). It does not appear that the open access mission is disappearing anytime soon. Nevertheless, economic, social, and political pressures on community colleges will provide their leadership with ethical challenges as they are forced to make difficult decisions AN APPLICATION OF DOUBLE-LOOP LEARNING TO COMMUNITY COLLEGE REMEDIAL EDUCATION 4 around the fundamental philosophy of open admissions policies (Ingram & Morrissey, 2009, p. 31). Statement of Problem and Purpose: Doing the Same Things Over Again and Expecting Different Resu

Understanding generational differences in the U.S. workplace: Implications for managing generationally-diverse employees

Author: Hillman Donald
Publication venue: University of Maryland University College (UMUC)
Publication date: 01/01/2013
Field of study

The popular press, media, and many researchers report increased conflict between the four generations currently in the workplace resulting in organizational and management problems (Arsenault, 2004). These four generations are delineated by birth-year-cohort membership and are described by most authors as: (a) Traditionalists, born between 1922-1946; (b) Baby Boomers, born between 1946-1964; (c) Generation X, born between 1964-1980; and (d) Generation Y, born between 1980-2000 (Reisenwitz & Iyer, 2009). A Systematic Literature Review of the scholarly research was conducted as part of a qualitative study to analyze whether the relationship of generational differences among employees is creating work-value conflict and whether that relationship affects the knowledge, skills, and abilities required of managers to create greater harmony among the distinct categories of generational cohorts. The overall conclusion of this study is that both age-related life-stage researchers and birth-year-cohort researchers provide significant scholarly evidence that can be used to determine the ―why and how‖ of generational work-value differences‘ impact on employee productivity. Based upon convincing empirical evidence, this study finds that there is a significant relationship between generational cohorts and conflict created by generational work-value differences. A Generational Management Practices Model (GMPM) was developed that provides a scholarly basis for managers to make informed decisions about how they can shape workforce strategies and management practices for a generationally-diverse workplace. Further longitudinal and time-lag research is needed to improve the quality of comparisons of the generations.Running Head: MANAGING GENERATIONALLY-DIVERSE EMPLOYEES 1 Understanding Generational Differences in the U.S. Workplace: Implications for Managing Generationally-Diverse Employees Donald R. Hillman, Jr. A Thesis Submitted to the Graduate Faculty of University of Maryland University College in Partial Fulfillment of The Requirements for the Degree of Doctor of Management Deborah M. Wharff, DM Eric B. Dent, Ph.D. August 13, 2013 MANAGING GENERATIONALLY-DIVERSE EMPLOYEES 2 Abstract The popular press, media, and many researchers report increased conflict between the four generations currently in the workplace resulting in organizational and management problems (Arsenault, 2004). These four generations are delineated by birth-year-cohort membership and are described by most authors as: (a) Traditionalists, born between 1922-1946; (b) Baby Boomers, born between 1946-1964; (c) Generation X, born between 1964-1980; and (d) Generation Y, born between 1980-2000 (Reisenwitz & Iyer, 2009). A Systematic Literature Review of the scholarly research was conducted as part of a qualitative study to analyze whether the relationship of generational differences among employees is creating work-value conflict and whether that relationship affects the knowledge, skills, and abilities required of managers to create greater harmony among the distinct categories of generational cohorts. The overall conclusion of this study is that both age-related life-stage researchers and birth-year-cohort researchers provide significant scholarly evidence that can be used to determine the ―why and how‖ of generational work-value differences‘ impact on employee productivity. Based upon convincing empirical evidence, this study finds that there is a significant relationship between generational cohorts and conflict created by generational work-value differences. A Generational Management Practices Model (GMPM) was developed that provides a scholarly basis for managers to make informed decisions about how they can shape workforce strategies and management practices for a generationally-diverse workplace. Further longitudinal and time-lag research is needed to improve the quality of comparisons of the generations. Keywords: generation, generation gap, generational differences, generational conflict, multi-generational, Generation Y, Generation X, Baby Boomer, Traditionalists, Veterans, Millennials. MANAGING GENERATIONALLY-DIVERSE EMPLOYEES 3 Acknowledgements There are many people to thank for their encouragement and support of my doctoral pursuit. The first person is my loving wife, Karen, who has sacrificed her time and mental stability in dealing with my time management decisions over the past three years that often ruined merriment in favor of scholarly endeavors. I must also thank my mother, Shirley, my brother Rodney, and my daughter, Danielle, for their support. I am saddened that my late father, Don Sr., will not be able to attend my ―hooding‖ but I am sure he will be there in spirit. I must also thank my professors and subject matter experts as this dissertation would not have become reality without their intellectual input. I would like to particularly thank Dr. Wharff for her dedication in moving me from practitioner to scholar. One of the aspects of this UMUC program I treasure is the cohort affinity that is developed. Thanks must also be given to all of my cohort members and in particular, Sandy, John H, and Melinda for their unwavering support. MANAGING GENERATIONALLY-DIVERSE EMPLOYEES 4 Table of Contents Chapter One: Introduction ............................................................................................................ 10 Background ............................................................................................................................... 10 Problem Statement .................................................................................................................... 15 Purpose and Scope Statement ................................................................................................... 17 Research Question .................................................................................................................... 17 Warrant .................................................................................................................................... 17 Importance to Management ...................................................................................................... 18 Organization of the Dissertation ............................................................................................... 18 Summary .................................................................................................................................. 19 Chapter Two: Systematic Literature Review ................................................................................ 20 Theoretical Foundation of Workplace Value Differences ........................................................ 21 Birth-year-cohort theory ....................................................................................................... 22 Generation X and Baby Boomer work-value differences ................................................. 31 Generation Y compared to other generational work-value differences ............................ 33 Age-related life-stage theory ................................................................................................. 37 Literature that claim both theoretical perspectives ............................................................... 43 Generationally Driven Work-Value Conflict Themes .............................................................. 44 Communication ..................................................................................................................... 45 Communication among cross-generational groups ........................................................... 51 Passing tacit knowledge .................................................................................................... 54 Education/training ................................................................................................................. 56 Generation Y learning-style concerns ............................................................................... 57 MANAGING GENERATIONALLY-DIVERSE EMPLOYEES 5 Younger generation training opportunities ....................................................................... 58 Leadership ............................................................................................................................. 59 Leadership style based on generational characteristics .................................................... 60 Older worker-younger supervisor dyad ............................................................................ 62 Generationally-specific leadership best practices ............................................................. 63 Summary .................................................................................................................................. 66 Chapter Three: Conceptual Framework ........................................................................................ 68 Restatement of the Problem ...................................................................................................... 68 A Conceptual Framework for Generational Work-Value Differences ..................................... 69 Discussion of the Conceptual Framework Elements ................................................................ 71 Multigenerational work environment ....................................................................................... 72 Birth-year cohort and age-related life-stage ..................................................................... 73Informed management practice ......................................................................................... 73 Work-value differences ......................................................................................................... 73 Communication variable ................................................................................................... 75Education/training variable ............................................................................................... 75Leadership variable ........................................................................................................... 76Summary .................................................................................................................................. 77Chapter Four: Methodology .......................................................................................................... 78Introduction ............................................................................................................................... 78Evidence-Based Research ......................................................................................................... 78UMUC model........................................................................................................................ 80Systematic Literature Review ................................................................................................... 81MANAGING GENERATIONALLY-DIVERSE EMPLOYEES 6 Subject Matter Experts .............................................................................................................. 83 Feedback process .................................................................................................................. 86 Subject matter expert feedback ............................................................................................. 87 Application of Feedback by SMEs ........................................................................................... 89 Summary .................................................................................................................................. 89 Chapter Five: Analysis and Discussion ........................................................................................ 91 Problem and Purpose of the Study ............................................................................................ 91 Research Question .................................................................................................................... 92 Presentation of the Findings...................................................................................................... 92 Finding one ........................................................................................................................... 93 Analysis............................................................................................................................ 93 Finding two ........................................................................................................................... 96 Analysis............................................................................................................................ 96 Finding three ......................................................................................................................... 99 Analysis............................................................................................................................ 99 Communication ............................................................................................................... 101 Education/training ........................................................................................................... 103 Leadership ....................................................................................................................... 105 Finding four ........................................................................................................................ 107 Analysis.......................................................................................................................... 107 Conclusion .............................................................................................................................. 108 Alternative Perspectives.......................................................................................................... 112 Summary ................................................................................................................................ 113 MANAGING GENERATIONALLY-DIVERSE EMPLOYEES 7 Chapter Six: Conclusions, Implications, and Recommendations for Future Study .................... 115 Restatement of the Problem, Purpose, and Research Question .............................................. 115 Overall Conclusions ................................................................................................................ 116 Communication: Generationally based best-management practices .................................. 118 Education/training: Generationally based best-management practices .............................. 119 Leadership: Generationally based best-management practices .......................................... 119 Management Implications ....................................................................................................... 120 Implications of Trends ............................................................................................................ 123 Technology ......................................................................................................................... 123 Virtual interaction ............................................................................................................... 124 Socio-cultural shift .............................................................................................................. 124 Global perspective .............................................................................................................. 125 Limitations and Areas for Future Research ............................................................................ 125 Summary ................................................................................................................................ 127 References .................................................................................................................................. 130 Appendix A- Subject Matter Expert Invitation Letter ................................................................ 143 Appendix B- Research Assessment Instrument .......................................................................... 147 Appendix C- Subject Matter Expert Feedback: Karen W. Smola, Ph.D., SPHR ....................... 158 Appendix D- Subject Matter Expert Feedback: Danilo Sirias, Ph.D .......................................... 161 Appendix E- Subject Matter Expert Feedback: Dr. Julie Cogin ................................................. 164 Appendix F- Subject Matter Expert Feedback: Dr. Jan Ferri-Reed............................................ 167 Appendix G- Subject Matter Expert Feedback: Jennifer J. Deal, Ph.D. ..................................... 169 Appendix H- Subject Matter Expert Feedback: Dr. Mariann Hardey, Ph.D .............................. 171 MANAGING GENERATIONALLY-DIVERSE EMPLOYEES 8 List of Tables Table 1: Generations Currently in the American Workforce ....................................................... 13 Table 2: Generational Work Values Based Upon Birth-Year-Cohort Theory ............................ 23 Table 3: Relationship of Themes and the Research Question and Problem Statement ............... 71 Table 4: Subject Matter Expert Panel Members .......................................................................... 84 Table 5: Subject Matter Expert Feedback .................................................................................... 87 Table 6: Significant Empirical Study Evidence Supporting Age-related Life-stage Theory ...... 97 Table 7: Significant Empirical Study Evidence Supporting Birth-year-cohort Theory ............ 100 Table 8: Communication Generationally Driven Work-Value Conflict Theme Findings. ....... 102 Table 9: Education/Training Generationally Driven Work-Value Conflict Theme Findings ... 104 Table 10: Leadership Generationally Driven Work-Value Conflict Theme Findings ............... 106 MANAGING GENERATIONALLY-DIVERSE EMPLOYEES 9 List of Figures Figure 1: Generational Work-Value Differences Theoretical Relationship to Generationally Driven Work-Value Conflict Themes .................................................................. 70 Figure 2: Conceptual Framework of Management Understanding of Work Management Understanding of Work Management Understanding of Work Management Understanding of Work Management Understanding of Work Management Understanding of Work Management Understanding of Work Management Understanding of Work Management Understanding of Work Management Understanding of Work Management Understanding of Work Management Understanding of Work Management Understanding of Work -Value Value Value Differences in a Generationally Differences in a Generationally Differences in a Generationally Differences in a Generationally Differences in a Generationally Differences in a Generationally Differences in a Generationally Differences in a Generationally Differences in a Generationally Differences in a Generationally Differences in a Generationally Differences in a Generationally Differences in a Generationally Differences in a Generationally Differences in a Generationally -Diverse Work Environment Diverse Work Environment Diverse Work Environment Diverse Work Environment Diverse Work Environment Diverse Work Environment Diverse Work Environment Diverse Work Environment Diverse Work Environment ....................................................... 72 Figure 3: UMUC Evidence-Based Research Design Process. ...................................................... 81 Figure 4: Generational Management Practices Model (GMPM) for Understanding Critical Variables in a Generationally-Diverse Work Environment ........................................................ 110 Figure 5: Generational Management Practices Model (GMPM) for Understanding Critical Variables in a Generationally-Diverse Work Environment ........................................................ 117 MANAGING GENERATIONALLY-DIVERSE EMPLOYEES 10 Chapter One: Introduction Background The popular press, best-selling books, and academic literature have reported on the clash of four generations in the U.S. workforce over the past decade. The prevailing belief is that workforce members of these generations have different preferences in the workplace leading to conflict, and therefore management should treat each generation differently. The goal of this study is to determine if and how work-value differences among these four generations lead to conflict between supervisors and co-workers, and to assess what the cause of those work-value differences may be from a scholarly perspective. This study will also attempt to address the actions needed to be taken by workplace leaders to address the impact that work-value differences have upon the effectiveness and efficiency of job performance. Work-value conflict can occur due to miscommunication, work/life balance issues, technology-use differences, and other issues among the four generations currently in the workplace (Carver & Candela, 2008). These personnel problems also include teamwork issues and older worker/younger supervisor dyadic relationship difficulties (Collins, Hair, & Rocco, 2009). Generational work-value conflict also impacts the effectiveness of organization-wide plans, products, and ideas (Sessa, Kabacoff, Deal, & Brown, 2007). Given the number of work-value conflict incidents that occur between the four generations in the workforce, managers are concerned with providing the most efficient and effective supervision in a multigenerational workplace. Understanding how to mitigate work-value conflict between the generations is important fo

Enron ethics: A hermeneutic study seen through a multitheoretical lens

Author: Laws L.
Publication venue: University of Maryland University College (UMUC)
Publication date: 01/01/2013
Field of study

Managers are a major influence on the organization’s culture and, to that end, they govern its values, principles, and beliefs. When managers create an unethical ethos within the organization, it permeates within the culture and it negatively affects employee behavior and decision-making. Sometimes, when misconduct occurs within the organization, a member of the management team might dissent and “blow the whistle” to bring attention to the bad behavior. The Enron Corporation is used in this study as an analytic example that articulates the financial and personal devastation that members of a management group can bring on their organization and their colleagues when decisions are determined by their own individual self-interest. Using evidence-based research in this study, the researcher has synthesized alternative ways in which individual ethical inclinations can affect a decision-making culture of management. Through the study, the researcher offers suggestions that might help minimizEnron Ethics: A Hermeneutic Study Seen Through a Multitheoretical Lens Leverne Moore Laws A Thesis Submitted to the Graduate Faculty of University of Maryland University College in Partial Fulfillment of The Requirements for the Degree of Doctor of Management Dr. Michael Evanchik Dr. Dennis Winters Enron Ethics ii Table of Contents Abstract ...............................................................................................................................1 Chapter 1: Introduction ........................................................................................................2 Purpose of the Study ................................................................................................3 Research Questions ..................................................................................................4 Background ..............................................................................................................4 The Enron Culture......................................................................................10 Theoretical Base.....................................................................................................11 Cognitive Moral Development ..................................................................11 Groupthink .................................................................................................12 Symbolic Interactionism ............................................................................14 Definition of Terms................................................................................................14 Significance............................................................................................................16 Chapter 2: Literature Review .............................................................................................18 Organizational Culture ...........................................................................................18 Managers' Ethical Influence on Employees ...........................................................23 Ethical Behavior and Group Decision Making ......................................................27 Whistleblowing ......................................................................................................32 Factors of an Ethical Decision-Making Culture ....................................................34 Summary of Literature Review ..............................................................................37 Chapter 3: Conceptual Framework ....................................................................................40 Behavioral Factors .................................................................................................42 Moral Development ...................................................................................44 Groupthink .................................................................................................45 Enron Ethics iii Symbolic Interactionism ............................................................................47 Attributes of Managers ..........................................................................................47 Attributes of Employees ........................................................................................50 Elements of an Ethical Decision-Making Culture .................................................51 Proposition 1 ..............................................................................................53 Proposition 2 ..............................................................................................53 Further Elements of an Ethical Decision-Making Culture ....................................53 Chapter 4: Methodology ....................................................................................................55 Evidence-Based Research ......................................................................................55 Steps to Conduct this Systematic Review ..............................................................56 Research Questions ....................................................................................56 Mapping .....................................................................................................57 The Whole Picture .....................................................................................57 Developing the Research Questions ..........................................................57 Inclusion and Exclusion Criteria ................................................................58 Search Strategy ..........................................................................................58 The Assessment: Mapping, Extracting, Quality, and Relevance ...............59 Synthesis and Report of the Findings ........................................................65 Expert Panel Influence ...........................................................................................66 Summary of the Methodology ...............................................................................68 Chapter 5: Findings and Analysis ......................................................................................69 Study Findings .......................................................................................................69 Synthesis ................................................................................................................72 Enron Ethics iv Research Question 1: What influence do managers have on ethical employee behavior within the organizational culture? ..............................73 Research Question 2: How do individual ethical inclinations affect a group decision-making culture? .................................................................76 The Expert Panel ....................................................................................................79 Feedback Offered .......................................................................................79 Discussion of Changes Made .....................................................................85 Discussion of Changes Not Made ..............................................................86 Summary of Expert Discussions ................................................................87 Conclusion .............................................................................................................88 Chapter 6: Management Implications ................................................................................89 Study Findings .......................................................................................................89 Implementation Plan and Recommendations .........................................................89 Leading by Example ..................................................................................90 Process and Procedures ..............................................................................91 Code of Ethics ............................................................................................91 Understand the Culture ..............................................................................92 Factors That Help Restructure Cognitive Patterns: Cognitive Disequilibrium ...........................................................................................94 Education ...................................................................................................94 Training ......................................................................................................95 Communication ..........................................................................................95 Rewards and Discipline .............................................................................96 Implications for Management Practices.................................................................96 Enron Ethics v Study Gaps .............................................................................................................97 References ........................................................................................................................102 Appendix: Expert Evaluation Forms ...............................................................................114 Evaluation Form 1 – Panelist 1 ............................................................................114 Evaluation Form 2 – Panelist 2 ............................................................................117 Evaluation Form 3 – Panelist 3 ............................................................................120 List of Tables 1 Findings Relevant to Research Question 1 ...............................................................71 2 Findings Relevant to Research Question 2 ...............................................................71 3 Summary of the Expert Reviewers’ Findings ...........................................................80 List of Figures 1 An Ethical Group Decision-Making Culture. ...........................................................42 2 Cognitive Moral Development Improvement Model. ..............................................93 Enron Ethics 1 ABSTRACT Managers are a major influence on the organization’s culture and, to that end, they govern its values, principles, and beliefs. When managers create an unethical ethos within the organization, it permeates within the culture and it negatively affects employee behavior and decision-making. Sometimes, when misconduct occurs within the organization, a member of the management team might dissent and “blow the whistle” to bring attention to the bad behavior. The Enron Corporation is used in this study as an analytic example that articulates the financial and personal devastation that members of a management group can bring on their organization and their colleagues when decisions are determined by their own individual self-interest. Using evidence-based research in this study, the researcher has synthesized alternative ways in which individual ethical inclinations can affect a decision-making culture of management. Through the study, the researcher offers suggestions that might help minimize the risk of unethical behavior within organizations. KEY WORDS: Ethics, Ethical Decision, Ethical Decision-Making, Ethical Manager, Whistleblowing. Enron Ethics 2 CHAPTER 1: INTRODUCTION Who has not heard of the legend about George Washington’s ethical behavior in confessing to his father that he chopped down his father’s cherry tree? This often-reported tale sets an example of honesty in leaders, including managers who lead organizations. Hosmer (1994) pointed out that, early in the development of corporate strategy as a field of study, moral obligations of managers and ethical standards were key components in the development of an organization’s strategic plan. A recent model, highlighted as a strong ethical company, is United Technologies Corporation and its senior manager, Louis Chenevert, who were recognized by the Ethics Resource Center (2010), a nonprofit think tank in Washington, D.C. They were honored with the Stanley C. Pace Leadership in Ethics Award for exhibiting excellence in organizational ethics by incorporating ethical standards in the corporate strategy that filters down to all levels of the organization’s systems, processes, and metrics. Senior managers have found an effective, consistent, clear message to communicate to the company’s global conglomerate of over 200,000 employees, “Don’t lie, don’t cheat, don’t steal” (Stewart, 2005, p. 6). Despite the good work done by senior managers in organizations (e.g., United Technologies Corporation), reports of unethical issues in companies continue to make media headlines in the 21st century. Corporate improprieties of senior managers in organizations (e.g., Enron, Phar-Mor, Cendant, Tyco, Waste Management, Adelphia, Sunbeam, and WorldCom) have all triggered calls for reform. Congress responded by passing the Sarbanes-Oxley Act of 2002 that created policies that are designed to ensure ethical conduct and guidelines within organizations (Braswell, Foster, & Poe, 2009). This mandatory legislation applied to all organizations, regardless of size. It introduced major Enron Ethics 3 regulatory changes to financial and corporate governance and it established rules that provided more corporate board oversight in the managing of organizations. This regulation fell short; therefore, in July 2010 under the Obama Administration, the Dodd-Frank Wall Street Reform and Consumer Protection Act (Dodd-Frank Act; 2010) was signed, which strengthened financial regulatory reform. Besides tightening financial oversight, it introduced shareholder rights in reference to management pay, and offered incentive opportunities for whistleblowers to report unethical behavior. Unethical behavior in organizations affects all stakeholders, their families, and the community. The Enron story is a good example of the impact that an unethical culture has on the organization and the greater business and political community. The unethical culture at Enron resulted in the loss of 20,000 Enron jobs that included medical coverage, the collapse of the

2 billion employee pension fund, the loss of

1.2 billion in retirement funds (Wagner et al., 2005), and stockholder investment losses (Bryce, 2003). The average employee received a severance of

4,500 (Bryce, 2003; Wagner et al., 2005), while senior managers received bonuses totaling

55 million (Wagner et al., 2005). The related Enron collateral damage reached far—from Wall Street to the White House (Bryce, 2003). Arthur Andersen’s 85,000 employees were affected when the firm shut its doors (Swartz, 2003). At Enron, little to nothing was left for the rank and file, yet the leaders continued to prosper, even after destroying the company. Managers were able to sell off stock, although employees were prohibited from doing the same. Purpose of the Study The purpose of this study is to focus on the influence that managers have on the organizational culture, and the effects that the organizational culture might have on individual ethical inclinations that might affect a group decision-making culture. The Enron Ethics 4 researcher’s goal in this study is to offer suggestions to minimize the risk of unethical behavior within organizations, and to develop a conceptual model, using Jones’ (1991) concept of ethical decision making as the desired outcome and framework of reference. With this framework, the researcher will present decision making as a best practice guide to decision-making activities that are conducted in a moral and legal manner that is acceptable to the greater community that it serves. In this study, the researcher will focus on the following themes: organizational culture, managers’ ethical influence on employees, ethical behavior and group decision making, whistleblowing, and factors of a decision-making culture that is inherently ethical. Thus, through this study, the researcher will highlight those factors of a decision-making culture that are inherently ethical. Research Questions Using the Enron narrative as presented in various text resources, the researcher will attempt in this study to answer two research questions: 1. What influence do managers have on employee ethical behavior within the organizational culture? 2. How do individual ethical inclinations affect a group decision-making culture? Background Managers lead primarily by example (Meyers, 2004). The organizational culture is directly affected by the ethics of the senior managers who are most likely to influence the ethical choices of most of the people working in a decision-making environment (Ciulla, 2005). Typically, senior managers establish the vision, regulate the corporate climate, and guide the behavior of the employees (Ciulla, 2005). The senior managers at Enron Ethics 5 Enron created an unethical culture leading to business decisions that ultimately destroyed the company (Collins, 2006; McLean & Elkind, 2004; Swartz, 2003). Ken Lay, chairman of Enron Corporation, permeated the unethical behavior of the organization very early in his senior manager role in the company (Bryce, 2003; Collins, 2006; McLean & Elkind, 2004). Lay would not agree with this analogy. In what might have been one of his last interviews after his conviction, and before his death, he expressed surprise over the misconduct discovered in the organization, and felt that he might have relied too heavily on others to keep him informed of such matters (Ferrell & Ferrell, 2010). This seems contrary to the choices he made early in his leadership role when he chose profits over honesty in his handling of the deception at the small oil trading Enron subsidiary located in Valhalla, New York, called Enron Oil (Bryce, 2003; Collins, 2006; McLean & Elkind, 2004). Following his direction or implied direction, the managers in this office were so unethical that they kept two sets of books (Bryce, 2003; Collins, 2006; McLean & Elkind, 2004). Lay was advised of the misconduct of these managers, but he refused to believe they were out of line, and continued to condone their behavior (Bryce, 2003). He chose instead to encourage them to keep making money (McLean & Elkind, 2004). When the misconduct problem surfaced among others within the organization, Lay denied that he was aware of the situation, although several employees had brought the matter to his attention earlier. They had expected him to take punitive action when the original disclosure was made to him (Bryce 2003; Collins, 2006; McLean & Elkind, 2004). Lay would later use the same shield (i.e., that he was unaware of the situation) throughout his defense trial and in a subsequent interview (Ferrell & Ferrell, 2010). Enron Ethics 6 Lay’s failure to take action was the action of a leader; as a leader he demonstrated and affirmed to his team that profits were more important than ethical behavior. Some studies have shown that organizations give profits a higher or even an exclusive priority over ethical behavior—until they are faced with legal action (Hegarty & Sims, 1978). This analogy seems similar to the Enron case because the senior managers placed profits as the highest priority for the organization, and continued to do so until untoward legal implications seemed imminent. During the early crisis of deception with Enron Oil, when confronted about it, Lay’s reaction was to deny responsibility and knowledge of the problem (Bryce, 2003; Collins, 2006; McLean & Elkind, 2004). Lay’s reaction reflected an inclination that would follow him during his tenure at Enron and among people around him, which might have been the wellspring of a culture of deception within the organization. Schein (2004), Sims (2000), and Sims and Brinkman (2003) posited that senior managers influence organizational culture by how they react in a crisis. If not totally confirmed, Enron’s unethical culture was reinforced and was perhaps expanded with the arrival of Jeff Skilling, the chief executive officer (CEO; Bryce 2003; Collins, 2006; McLean & Elkind, 2004). The predilection towards loose ethics in decision making was made even more consensual within the development of his inner circle. Team members, who were identified in the company as Skilling’s favorites, a group of five known as “the Stars,” took this culture of unethical behavior as a consensual assumption (Swartz, 2003). Skilling eventually sought and received approval to use an accounting practice on limited Enron business understanding called mark to market and the use of off-the-balance sheet entities (Bryce 2003; Collins, 2006; McLean & Elkind, 2004). This chosen approach to the way the books and profits were handled Enron Ethics 7 made the organizational culture ripe for abuse. This allowed Enron to record immediate earnings on future contracts that would later be adjusted for profits or losses as they occurred (Collins, 2006; McLean & Elkind, 2004). This accounting method was expanded to many parts of the business causing widespread discrepancies with profit reports and available money to run the company (McLean & Elkind, 2004). Using off-balance-sheet entries created an environment that was ripe for abuse. The unethical behavior continued to be emphasized into the culture with the arrival of one of Skilling’s favorites, Andy Fastow, the chief financial officer (CFO). Fastow was Skilling’s first recruit into “the Stars” (Swartz, 2003). He is credited with creating many of the off the balance sheet partnerships (special purpose entities) that are designed to be independent entities from the parent company (Bryce 2003; Collins, 2006; McLean & Elkind, 2004; Swartz, 2003). Enron board members sanctioned the unethica

Virtue in the virtual world: A model of academic integrity for online learning

Author: Hart H. F.
Publication venue: University of Maryland University College (UMUC)
Publication date: 01/01/2013
Field of study

A decade of growth and innovation in the field of online learning has had significant impact upon the nation’s postsecondary institutions. Each year, the growth rate of online enrollment has surpassed that of overall enrollment rates of postsecondary institutions, and along with that growth, serious concerns regarding the integrity of online courses have emerged. Federal requirements for authentication have been adopted for postsecondary institutions offering online courses, and student cheating via the Internet has increased. Current methods of prevention and detection may be effective but not address the scope of the problem, as research indicates that up to 41% of online students have admitted to cheating in their online classes (Lanier, 2006). A systematic literature review was conducted to determine the nature and scope of the problem of academic integrity in online classes at postsecondary institutions, and on community college campuses in particular, where online enrollment rates are higher than those of four-year institutions. Inclusion criteria for the review were studies at diverse institutions in the United States and Europe among varieties of college majors and levels because research of online learning at community colleges was very limited. The literature review also expanded to include evaluation of the effectiveness of technology that has been developed to prevent and detect academic dishonesty. The application of an evidence-based analysis of the literature revealed important findings that students are cheating by engaging in unauthorized collusion and plagiarism. Furthermore, determinants of dishonest behavior were identified as neutralization or justification of the act, peer influences, unclear definitions of academic dishonesty, and a perceived opportunity to cheat. Other evidence indicated further contributions to the problem: faculty are often reluctant to report cheating, they may underestimate the extent of the problem of cheating, and they also have unclear definitions of academic dishonesty, even among themselves. In addition to evidence of the problem, the literature review determined that there are instructional and technological innovations that are useful in preventing and detecting cheating. Adopting an honor code, incorporating ethics into the curriculum, utilizing authentication technologies and plagiarism detection programs, and engaging students through course design and activities to promote moral reasoning can be useful for preventing academic dishonesty. Furthermore, management challenges, including procedural and cultural challenges, were revealed through an analysis of the literature. Also, relevant behavioral and management theories that provide meaningful perspectives on the causes and prevention of cheating and online courses were applied to the problem. A thorough review and analysis of the literature has led to the description of more efforts to address the problem of academic integrity in online classes for community colleges. Based upon an analysis of the evidence and the application of behavioral theory, a conceptual model is presented to illustrate how a community college can promote academic integrity in onlineVIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING Holly French Hart A Thesis Submitted to the Graduate Faculty of University of Maryland University College in Partial Fulfillment of The Requirements for the Degree of Doctor of Management Patricia Keir, Ph.D. Ronald Head, Ph.D. April 9, 2014 VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING i Abstract A decade of growth and innovation in the field of online learning has had significant impact upon the nation’s postsecondary institutions. Each year, the growth rate of online enrollment has surpassed that of overall enrollment rates of postsecondary institutions, and along with that growth, serious concerns regarding the integrity of online courses have emerged. Federal requirements for authentication have been adopted for postsecondary institutions offering online courses, and student cheating via the Internet has increased. Current methods of prevention and detection may be effective but not address the scope of the problem, as research indicates that up to 41% of online students have admitted to cheating in their online classes (Lanier, 2006). A systematic literature review was conducted to determine the nature and scope of the problem of academic integrity in online classes at postsecondary institutions, and on community college campuses in particular, where online enrollment rates are higher than those of four-year institutions. Inclusion criteria for the review were studies at diverse institutions in the United States and Europe among varieties of college majors and levels because research of online learning at community colleges was very limited. The literature review also expanded to include evaluation of the effectiveness of technology that has been developed to prevent and detect academic dishonesty. The application of an evidence-based analysis of the literature revealed important findings that students are cheating by engaging in unauthorized collusion and plagiarism. Furthermore, determinants of dishonest behavior were identified as neutralization or justification of the act, peer influences, unclear definitions of academic dishonesty, and a perceived opportunity to cheat. Other evidence indicated further contributions to the problem: faculty are VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING ii often reluctant to report cheating, they may underestimate the extent of the problem of cheating, and they also have unclear definitions of academic dishonesty, even among themselves. In addition to evidence of the problem, the literature review determined that there are instructional and technological innovations that are useful in preventing and detecting cheating. Adopting an honor code, incorporating ethics into the curriculum, utilizing authentication technologies and plagiarism detection programs, and engaging students through course design and activities to promote moral reasoning can be useful for preventing academic dishonesty. Furthermore, management challenges, including procedural and cultural challenges, were revealed through an analysis of the literature. Also, relevant behavioral and management theories that provide meaningful perspectives on the causes and prevention of cheating and online courses were applied to the problem. A thorough review and analysis of the literature has led to the description of more efforts to address the problem of academic integrity in online classes for community colleges. Based upon an analysis of the evidence and the application of behavioral theory, a conceptual model is presented to illustrate how a community college can promote academic integrity in online classes. Keywords: academic integrity, academic dishonesty, cheating, online learning VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING iii Dedication This work, while it was written by a single researcher, represents the essence of life’s greatest gift that we can give to one another: reaching our potential. Over the past three years, my husband and my family have been my greatest cheerleaders as I continued to work toward becoming better and stronger in my studies of leadership and management, and this dissertation is unreservedly dedicated to them. God has given me a great gift in allowing me to be a part of their lives. My wonderful husband Michael offered loving support, made sacrifices, and took care of other household responsibilities so that I could dedicate time to my studies and doctoral work. He is truly the love of my life and the best thing that ever happened to me. My parents, Brenda and Jerry French, and my grandmother, Alice Broome, cheered me on all along the way and lovingly gave support, both personal and financial, to create a clear pathway for me toward success with no obstacles. Throughout my life, they have always believed in me and encouraged me to follow my dreams. I would also like to dedicate this dissertation to another champion of my doctoral pursuits, my father-in-law, Robert Hart, who lost his battle with cancer as I was finishing my doctoral studies and was a true example of serving others through volunteerism for fifteen years after retiring from military service. Finally, I would be remiss without mentioning my little furry muse, Symphony, who was by my side over the past three years while I sat typing away at my computer. With that little face looking up at me with complete confidence and no fear, I knew I could do it. VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING iv Acknowledgments With a focus on preparing leaders for our nation’s community colleges, the UMUC Doctorate of Management in Community College Policy and Administration program is itself a model of exemplary leadership and dedication, and there are several individuals who significantly influenced me through the duration of the program. I would like to first acknowledge Dr. Patricia Keir, a leader whose energy and enthusiasm for promoting our community colleges and better serving our students is inspiring. I thank Dr. Keir for constantly pushing me toward excellence and providing insightful and thorough feedback to help me become better. I would also like to thank Dr. Ronald Head, who advised and encouraged me during the course of my studies, even showing support by attending my SACS-COC annual conference presentation on my dissertation topic. Furthermore, I must acknowledge the UMUC DMCCPA faculty. The caliber of leadership and expertise that they shared with my cohort provided us with tools that we will use for many years to come. I must also thank Dr. Jim Henderson, Chancellor of Bossier Parish Community College and a graduate of the program. A conversation with him in my office led to a life-changing decision for me, and I am grateful to work for a leader who instills such confidence in his followers. Finally, I would like to acknowledge Dr. Stan Wilkins, Vice Chancellor for Academic Affairs at Bossier Parish Community College, who encouraged me in my professional development and provided insights as I continued my studies. I truly appreciate having a supervisor who was willing to allow me to pursue my goals and take the time that I needed to achieve them. VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING v Table of Contents Chapter 1 .....................................................................................................................................1 Statement of the Problem ..................................................................................................1 Statement of the Purpose...................................................................................................8 Background Related to the Problem ................................................................................8 Theoretical Base ...............................................................................................................11 Research Questions ..........................................................................................................20 Definition of Terms ..........................................................................................................20 Significance .......................................................................................................................22 Chapter 2 .....................................................................................................................................25 Overview ...........................................................................................................................25 Types of Academic Dishonesty in Online Classes .........................................................26 Extent of Academic Misconduct in Online Classes .......................................................27 Why Online Students May Engage in Academic Dishonesty ......................................36 How Faculty Can Prevent and Detect Academic Dishonesty in Online Classes ..................................................................................................59 Challenges for Leadership and Management for Making Changes and Promoting Academic Integrity ...................................................................85 Conclusion ........................................................................................................................99 Chapter 3 ...................................................................................................................................101 Introduction ....................................................................................................................101 Assumptions....................................................................................................................103 Implementing a Model of Academic Integrity for Online Learning ..........................................................................106 VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING vi Discussion of Themes .....................................................................................................112 Conclusion ......................................................................................................................123 Chapter 4 ...................................................................................................................................124 Introduction ....................................................................................................................124 Data Discovery ...............................................................................................................128 Additional Filtering of the Evidence ............................................................................136 Analysis of Relevant Surveys and Data .......................................................................137 Analysis of Seminal Scholarly Research ......................................................................167 Subject-Matter Expert Contributions..........................................................................168 Conclusion ......................................................................................................................169 Chapter 5 ...................................................................................................................................171 Introduction ....................................................................................................................171 Gathering Data and Feedback from Expert Panel Members ....................................171 Analysis of the Data Provided by the Expert Panel ....................................................174 Specific Feedback for Consideration ...........................................................................176 Value and Relevance ......................................................................................................176 Analysis of Evidence-Based Research ..........................................................................178 Discussion of Significant Findings ................................................................................179 Additional Findings .......................................................................................................190 Limits of Interpretation .................................................................................................192 Implications for the Future ...........................................................................................193 Summary .........................................................................................................................194 Chapter 6 ...................................................................................................................................195 Implications for Management .......................................................................................197 VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING vii Fiscal Challenges and Resources ..................................................................................197 Empowered Decision-Making for Change...................................................................200 Double-loop Learning ....................................................................................................204 Leading Cultural Change ..............................................................................................205 External Stakeholders ...................................................................................................213 Limitations of the Research ..........................................................................................214 Recommendations for Future Research ......................................................................216 Summary .........................................................................................................................217 References ..................................................................................................................................218 Appendix ...................................................................................................................................239 VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING viii List of Tables TABLE 2.1 Significant Research of Students’ Justifications or Neutralization of Cheating .....................................................................................38 2.2 Costs, Descriptions, and Requirements for Implementation of Proctoring Systems for Online Exams ..................................................................72 2.3 Plagiarism Detection Programs and Services, Costs, and Submission Process ..................................................................................................................74 2.4 The COSO Blueprint for Ethics Initiatives in Business Schools ...........................98 4.1 Initial Investigation of the Topic of Online Learning and Accreditation .......................................................................................................129 4.2 Key Word Search for Academic Dishonesty among College Students in Considering Implications for Online Classes .....................................................130 4.3 Initial Investigation of the Frequency of Academic Dishonesty in Online Classes .....................................................................................................132 4.4 Results of Data Searches and Patterns for Formulating Research Questions .............................................................................................................133 4.5 Results of Data Searches and Formulating Research Questions Regarding the Role of Management and Implementation of Academic Integrity on College Campuses ...........................................................................135 4.6 Significant Survey and Research Regarding Academic Dishonesty and Promoting Academic Integrity in Online Classes ...............................................138 6.1 Strategies to Promote Academic Integrity in Online Classes, Either with Little to No Costs or with Funding Resources Readily Available ......................198 6.2 Definitions of Cheating Behaviors Based upon Degree of Severity ...................206 VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING ix List of Figures FIGURE 1.1 Ajzen’s Theory of Planned Behavior .....................................................................13 3.1 Basic Assumptions ...............................................................................................104 3.2 Causes of Intentional and Unintentional Acts of Dishonesty in Online Classes .....................................................................................................107 3.3 Virtue in the Virtual World: A Conceptual Model of Academic Integrity for Online Learning ............................................................................................109 3.4 Correlations of Theories and Initiatives to Successfully Promote Academic Integrity in Online Classes ..................................................................................111 6.1 Process of Promoting Academic Integrity in Online Classes through Empowered Decision-Making ............................................................................201 6.2 Template of an Honor Code for Online Learning ...............................................210 6.3 Process of Reporting, Investigation, and Adjudication of a Violation of the Honor Code for Online Learning ..............................................................212 VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING 1 Chapter 1 Statement of the Problem For community colleges, the past few years have yielded innovations in learning and management in response to changes in student populations and accountability demands at the national level. The expansion of online classroom learning in higher education has created unique challenges in maintaining academic integrity and quality assurance (Rowe, 2004). Although academic integrity is an issue in all classes, it is particularly difficult to ensure academic integrity in online learning because of distance

Impact of non-academic factors on students' persistence in community colleges: Nuturing an academic resiliency perspective

Author: Bermel M.
Publication venue: University of Maryland University College (UMUC)
Publication date: 01/01/2013
Field of study

Community colleges continue to support the mission of open access by offering open enrollment to nearly half of all undergraduates in the United States (American Association of Community Colleges, 2013). In addition to ensuring open access for our country’s undergraduates, community college leaders are challenged with retaining students to completion. The National Center for Education Statistics (2012) reported only a 40% average retention rate for first-time, full-time undergraduates in two-year institutions (entry years 2008-2011). In response to President Obama’s Completion Agenda, directed to educate an additional five million students with degrees, certificates, or other credentials by 2020 (AACC, 2012), community college leaders are seeking ways to increase retention rates and remediate the problem of lack of students’ persistence. Persistence is referred to as continuation and reflects the length of time a student remains enrolled in a higher-education program over a period of time (Brown, Tramayne, Hoxha, Telander, Fan, & Lent, 2008). Persistence is a student characteristic that has not been extensively studied in community colleges. The focus for this research was to examine and analyze the problem of students’ lack of persistence through the lens of academic resiliency. Academic resiliency is defined as a student's capacity to overcome acute or chronic adversities that serve as barriers to the educational process (Martin & Marsh, 2009, p. 353). Breaking down the barriers to completion involves supporting both academic and non-academic student preparedness. Despite the fact that community college leaders mandate placement tests to assess academic abilities of incoming students and provide developmental courses to academically prepare students for college-level coursework, community college leaders currently lack the expertise to address students’ non-academic preparedness. This research was dedicated to identifying: 1) significant non-academic factors that have been proven to positively impact community college students’ persistence; 2) appropriate inventories for assessing non-academic factors; and 3) effective support service strategies to improve students’ persistence and nurture students’ academic resiliency. A systematic review of the literature examined the nature of the problem of students’ lack of persistence in academic institutions in the U.S. and abroad. An evidenced-based analysis of the literature identified the following significant non-academic factors positively contributing to students’ persistence: self-efficacy, social competency, emotional competency, achievement motivation, and leadership development. Additionally, these non-academic factors further served as critical measurement variables for selecting appropriate academic resiliency inventories. Based on the results of academic resiliency assessments, effective personnel behaviors, classroom and learning strategies, advisement protocols, and leadership support necessary to positively impact community college students’ persistence were also revealed through the analysis of the literature. The Theory of Identity Development (Chickering,1969) served as the theoretical construct for this research and provided meaningful perspectives on student development and student characteristics that be influenced by an institution. This research contributed to a new understanding of academic resiliency characteristics that have been proven to positively impact students’ persistence and success. Furthermore, a management model was developed for implementing an institutional process for assessing, supporting, and nurturing an academic resiliency perspective in community colleges.IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE IN COMMUNITY COLLEGES: NUTURING AN ACADEMIC RESILIENCY PERSPECTIVE Marcia T. Bermel A Thesis Submitted to the Graduate Faculty of University of Maryland University College in Partial Fulfillment of The Requirements for the Degree of Doctor of Management Jing Luan, Ph.D. Patricia Keir, Ph.D. August 21, 2014IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE i Abstract Community colleges continue to support the mission of open access by offering open enrollment to nearly half of all undergraduates in the United States (American Association of Community Colleges, 2013). In addition to ensuring open access for our country’s undergraduates, community college leaders are challenged with retaining students to completion. The National Center for Education Statistics (2012) reported only a 40% average retention rate for first-time, full-time undergraduates in two-year institutions (entry years 2008-2011). In response to President Obama’s Completion Agenda, directed to educate an additional five million students with degrees, certificates, or other credentials by 2020 (AACC, 2012), community college leaders are seeking ways to increase retention rates and remediate the problem of lack of students’ persistence. Persistence is referred to as continuation and reflects the length of time a student remains enrolled in a higher-education program over a period of time (Brown, Tramayne, Hoxha, Telander, Fan, & Lent, 2008). Persistence is a student characteristic that has not been extensively studied in community colleges. The focus for this research was to examine and analyze the problem of students’ lack of persistence through the lens of academic resiliency. Academic resiliency is defined as a student's capacity to overcome acute or chronic adversities that serve as barriers to the educational process (Martin & Marsh, 2009, p. 353). Breaking down the barriers to completion involves supporting both academic and non-academic student preparedness. Despite the fact that community college leaders mandate placement tests to assess academic abilities of incoming students and provide developmental courses to academically prepare students for college-level coursework, community college leaders currently lack the expertise to address students’ non-academic preparedness. This research was dedicated to identifying: 1) significant non-academic factors that have been proven to positively impact IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE ii community college students’ persistence; 2) appropriate inventories for assessing non-academic factors; and 3) effective support service strategies to improve students’ persistence and nurture students’ academic resiliency. A systematic review of the literature examined the nature of the problem of students’ lack of persistence in academic institutions in the U.S. and abroad. An evidenced-based analysis of the literature identified the following significant non-academic factors positively contributing to students’ persistence: self-efficacy, social competency, emotional competency, achievement motivation, and leadership development. Additionally, these non-academic factors further served as critical measurement variables for selecting appropriate academic resiliency inventories. Based on the results of academic resiliency assessments, effective personnel behaviors, classroom and learning strategies, advisement protocols, and leadership support necessary to positively impact community college students’ persistence were also revealed through the analysis of the literature. The Theory of Identity Development (Chickering,1969) served as the theoretical construct for this research and provided meaningful perspectives on student development and student characteristics that be influenced by an institution. This research contributed to a new understanding of academic resiliency characteristics that have been proven to positively impact students’ persistence and success. Furthermore, a management model was developed for implementing an institutional process for assessing, supporting, and nurturing an academic resiliency perspective in community colleges. Key words: academic resiliency, persistence, community college students, non-academic factors, assessment, intervention. IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE iii Dedication This research is dedicated to my loving husband Brian who demonstrated countless endearing ways of support during my doctoral work. His support began from the moment I decided that I was passionate about the Community College Policy and Administration Doctorate of Management Program until the last key stroke of this dissertation. In essence, Brian was my cornerstone of support upon which this research was completed. This dissertation is also dedicated to my two amazing sons, Philip (age 26) and Russell (age 28). In 2010, just two weeks after completing his first marathon, Philip taught our family the real meaning of persistence and perseverance as he recovered from injuries after being hit by a car while riding his bicycle. His persistence to gain his life back again and enjoy the gifts of recovery empowered each of us in our family to reach for our highest stars and to retain perspectives in all things big and small in our individual lives. Philip’s “can do” spirit coupled with his genuine concern for my research progress served as an essential support mechanism for achieving significant mile-markers during my doctoral journey. Philip’s older brother, Russell, is the stronghold of our family in times of crisis. At the time of Philip’s accident, Russell was at Philip’s side making critical medical decisions for his brother when distance and time prevented Brian and me from being with Philip. Russell’s critical thinking and resolve served to model the types of attributes needed to complete my doctoral journey. In order to understand the significance of my doctoral journey, I must reflect upon where I began. Therefore, I would like to also dedicate this research, in loving memory, to my parents Albert J. Rosso M.D. and Joan D. Rosso Ph.D. During my childhood, I was privileged to receive the love and support necessary to render all dreams as possible and attainable. My parents lived IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE iv their lives in pursuit of sharing their love for family as well as their love for learning. After raising eight children, at age 58, my mother’s love for learning culminated in her completion of a Ph.D. degree. In addition to sharing the importance of family and learning, my mother shared words of wisdom with each of her six daughters as we approached our teenage years: “always keep a center of self.” Unsure of what exactly that meant at such a young age, I certainly have discovered its meaning in my adult life. My “center of self” is grounded by my faith in God and service to others. This research has been an extension of my service to community college students by identifying the necessary skills, assessments, and support services to positively impact students’ persistence and success. I do believe that God brought me to this doctoral journey and that my faith guided the passage to completion. IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE v Acknowledgments I would like to acknowledge Dr. Patricia Keir for her outstanding leadership of the Doctorate of Management Community College Policy and Administration (DMCCPA) Program at the University of Maryland University College (UMUC). Dr. Keir’s passion for life-long learning and enthusiasm for student success, at all academic levels, has been a compelling attribute of this program. She has supported me in her varied roles as program advisor, mentor, and professor. Special recognition is in order for Dr. Jing Luan who has served as my primary dissertation advisor. Dr. Luan recognized and believed that I most wholeheartedly lived my passion for supporting community college students’ persistence through my own personal sustained efforts and perseverance to complete this research. Additionally, I would also like to recognize all DMCCPA faculty members for their dedication to the unique mission of the Doctorate of Management program. Finally, recognition must be given to Susan M. McMaster, D.M. whose contagious smile and willingness to guide the final revisions of this dissertation culminated in a type of “angelic” support at a critical momentum point near the end of my dissertation journey. IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE vi TABLE OF CONTENTS CHAPTER 1: INTRODUCTION……………………………………………………………….1 Background..…………….……………………………………………….……………..1 Problem Statement..…………………………...………………………..........................6 Significance of the Problem...………………………………………………..................6 Statement of Purpose...…………………………………………………………............8 Theoretical Context……...……………………………………………………………...9 Research Questions…………………………………………………….……................11 Definitions of Terms.…………………………………………………………..............12 Summary.………………………………………………………………………............14 CHAPTER 2: METHODOLOGY...…………………………………………………………. 16 Introduction…………………………………………………………………………….16 Systematic Review Methodology………….…………………….…………………….17 Distinct Features of the Systematic Review.………………..………………………...18 Data Retrieval Process..… ……………………………………………………19 Inclusion/Exclusion Criteria………………………………………………......31 Critical Appraisal...…………………………………………………………....32 Synthesis of Findings……………………………………………………..........33 Expert Panel……………………………………………………………………………………34 IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE vii CHAPTER 3: LITERATURE REVIEW AND CONCEPTUAL MODEL……………......39 Introduction.....………………………………………………………………………...39 Systematic Review of Relevant Literature………….…….………………………….41 Conceptual Model………………………………………………………………….......56 Limitations in the Literature………………………………………………………….58 Summary of Key Findings…………………………………………………………….60 CHAPTER 4: ANALYSIS AND FINDINGS………………………………………………..63 Introduction……………………………………………………………………………63 Critical Analysis of the Literature Review..…………….…………………………....65 Feedback from Expert Panel..………………………………………………………...95 Discussion of Findings.……………….………………………………………………103 Discussion of Unanticipated Findings.………………………………………………120 Discussion of Limitations of the Research..…………………………………………121 Summary of Key Findings..…………………………………………………………..121 CHAPTER 5: IMPLICATIONS FOR PRACTICE..……………………………….............123 Introduction..………………………………………………………………………….123 Implications of Findings...….…………………………………………………………124 Identification of Gaps in the Research……….………………………………………131 Significance of the Study...……………………………………………………………132 Conclusion..…………………………………………………………………………....133 References……………………………………………………………………………...136 IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE viii List of Tables TABLES Data Retrieval Process 2.1 Preliminary Search of the Topic Academic Success and Higher Education……21 2.2 Academic Resiliency and Emotional Intelligence Related to Academic Achievement………………………………………………………………...…..22 2.3 Investigation of Theoretical Frameworks for Supporting Student Success....…..23 2.4 Student Adversity and Resiliency…………….………………………………….25 2.5 Identification of Academic Resiliency Factors Contributing to Students’ Academic Persistence……………………………………………………………26 2.6 Prominent Contributions to the Field of Academic Resiliency and Emotional Intelligence Related to Academic Success………………………………………27 2.7 Academic Resiliency and Emotional Intelligence Metrics/Inventories.…………28 2.8 Management and Student Success……………………………………………....29 2.9 Updated Peer-Reviewed Literature Search (2008 through 2014)……………….30 Expert Panelists 2.10 Panel of Subject-Experts.………………………………………………………..34 Systematic Review of the Literature 3.1 Significant Non-Academic Factors Affecting Students’ Academic Resiliency....47 3.2 Summary of Inventories and Measurement Variables...…………………………49 3.3 Summary of Support Service Strategies to Enhance Students’ Academic Resiliency…………………………………………………………………52 Theoretical Context 3.4 Seven Vectors of Identity Development (Chickering, 1969): Academic Resiliency Framework.……………………………………………….61 IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE ix Critical Analysis of the Literature Review 4.1 Identification of Non-Academic Factors Positively Impacting Students’ Persistence...……………………………………………………………………...65 4.2 Inventories for Assessing Academic Resiliency...……………………………….78 4.3 Support Service Strategies to Improve Students’ Persistence …………………..87 Expert Panelists Feedback 4.4 Summary of Subject-Expert Feedback …………………………………………97 Findings 4.5 Alignment of the Challenges Students’ Encounter in the Community College Experience, Significant Non-Academic Factors, and Characteristics of Academic Resilient Students...…………………………………………………104 4.6 A Comparison of Measurement Variables and the Quality of Methodology......106 4.7 Summary of Selected Inventories: Measurement of Psycho-Social Variables.....…………………………………..108 4.8 Summary of Selected Inventories: Measurement of Socio-Emotional Variables…………………………………...109 4.9 Summary of Selected Inventories: Measurement of Motivational Variables……………………………………….109 4.10 Comparison of Inventories for the Assessment of Academic Resiliency….…..112 IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE x List of Figures FIGURE 1 Conceptual Model………………………………………………………………..57 2 Suggested agendas for each team serving on an Academic Resiliency Assessment Task Force...………………………………………………………125 3 Suggested agendas for each team serving on a Professional Development Task Force………………………………………………………………………128 4 Suggested agendas for each team serving on the Task Force for Nurturing Students’ Academic Resiliency………………………………………………...129 IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE 1 CHAPTER ONE: INTRODUCTION BACKGROUND AND CONTEXT Community colleges attract nearly half of all United States undergraduates by offering open enrollment, low cost tuition, and occupational and transfer programs that demand knowledge and skills training (American Association of Community Colleges (AACC), 2013). As reported by the U.S. Bureau of Labor Statistics (2012) employment occupations that generally require an associate degree will grow by more than 17% between 2012 and 2022. Community colleges must meet the growing occupational demands for community college graduates. A report from the 21st Century Commission on the Future of Community Colleges entitled “Reclaiming the American Dream: Community Colleges and the Nation’s Future” identifies the framework promoting the critical shift in focus from merely student access to both student access and student success (AACC, 2012). Shifting the community college mission from a promise of “open access” to a promise of “open access and success” will require providing the support necessary for student success; “open access without student support is an empty promise” (p. ix). Ensuring student success is an overarching goal that requires a fundamental understanding of “who” community colleges are serving and “how” they can predict and promote students’ persistence to completion. As of fall 2011, the average community college student was 28 years old and 60% of community college students across the United States were over the age of 21 (AACC, 2013). Compared to previous generations, community college students today are not only older but the majority of students are employed. According to Perna IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE 2 (2010, p.44), “Working students comprise 80% of the community college student population.” These students newly identified with the distinction “adult workers as undergraduates take longer to gain a degree. Twenty-percent of first-time, full-time undergraduate students, who began their pursuit of a two-year associate’s degree in fall 2008 took three years to complete their degrees (U.S. Department of Education, 2013a). Struggling to balance personal responsibilities, such as “having dependents as well as a spouse, and finding financial support for college more problematic” (O’Donell, 2007, p. 29), with academic demands a greater percentage of undergraduates (25 years and older) at two- year institutions enroll part-time, lengthening their time to completion. In 2011, 48% of undergraduates at 2 year institutions (25 years or older) were enrolled part-time as compared to 39% (25 years or older) enrolled full-time (U.S Department of Education, 2014). Furthermore, future trends for students attending college part-time are predicted to increase faster than undergraduate full-time enrollment trends. “Between 2011 and 2021, part-time undergraduate enrollment is projected to increase by 15%; from 6.7 to 7.7 million students, whereas full-time undergraduate enrollment is projected to increase by only 11%; an increase from 11.4 to 12.6 million students.” (U.S. Department of Education, 2011, p. 2) Community college leaders are charged with increasing students’ persistence to completion in light of the reality that students will take longer to complete. Now that we understand who community colleges are serving, understanding how community colleges can predict and promote students’ persistence is critical. College Outcome Predictors Predicting college outcomes at the outset of a student’s college career is one way to proactively identify, assess, and provide needed support for students. Research involving IMPACT OF NON-ACADEMIC FACTORS ON STUDENTS’ PERSISTENCE 3 predictors of college outcomes reveals new insight into the differences between traditional and non-traditional predictors of college outcomes (Allen, Robbins, & Sawyer, 2010). Traditional predictors of college outcomes such as demographic and academic entry characteristics including age, ethnicity, gender, first-generation status, high school GPA, ACT scores, and financial-aid eligibility lack evidence for impacting student continuation (Heaney & Fisher, 2011; Koma

UMUC - European Division - Mason G Daly - Rough approximation of what I said in toasting Jim and Penny Umphrey at their wedding reception - November 1 1963 - Heidelberg

Author: Daly Mason G
Publication venue
Publication date: 2013
Field of study

Europe;Hoffmann, RosemaryRough approximation of what I said in toasting Jim and Penny Umphrey at their wedding reception. Heidelberg, 1 November 1963. There is no doubt that this university crowd will never forget the marriage (I should say marriages) of the Umphreys. The German area schedule was not the shambles that it might have been. Dad Wheaton bore up remarkably well. The library office and Mother Bersennbrugte remained calm and efficient. But there were unmistakable signs of erratic behavior during this last week, among other than the principles. The scars and wreckage of the week are noteworthy. I even understand blood tests were not necessarily confined to those of the bride and groom. We might have avoided all of this if we had been just a little bit more alert to that which was going on directly in front of all of us. By the time we realized what was happening and tried to rearrange the offices in order to get Penny Jackson a little more out of the line of traffic and attention in the directors' offices, it was already too late. The damage had been done. Indeed, before any of us knew it, the courtship was over. Penny we have a law in Maryland which says that favoritism cannot be shown to nephews and other relatives. It is the law of nepotism. Now you are by no means a nephew, but you are now one of those other relatives. If Jim Umphrey bestows upon you any undue patronage by reason of relationship, according to law we may have to refer the whole case to the state supreme court. But since we didn't warn either of you about this law in our Employees' Handbook, and since we now have the traffic in the offices somewhat rearranged, and since we just don't know how we could operate without you, we suppose we had just better defy the laws of the land. We already know we cannot defy love and the legality of two marriages. We are wildly pleased that Jim and Penny and little Tink are now one family -the Umphreys. We are not a little glad that this week has about run its course. We may have felt a little cheated that we were left out of the romance until the point when only the legal and logistical arrangements remained. We know that the Umphreys have a fabulous future ahead of them, and we are delighted that we will, because of nepotism -share in that future. For all of us with Maryland in Europe, I propose a toast to the assured happiness of Jim and Penny Umphrey

UMUC - Asian Division - Mason G Daly - Greetings - March 26 1961 - Tokyo

Author: Daly Mason G
Publication venue
Publication date: 2013
Field of study

Asia;Hoffmann, RosemaryDr. Daly -U of Md, FED Director Commencement Ceremony Tokyo, Japan 26 March ‘61 GREETINGS Because our campus authorities have other Maryland convocations to attend in early June, the traditional American time of graduation, this Far East Division ceremony is held two months early and happens to coincide with commencement in this part of the world. At the time of the equinox, of the vernal spring, of the start of a new flood of life in the cycle of the year, Japan has picked the best time for the symbolic business of commencing , the best time to graduate the new generation into life. We are pleased that there is both logic and tradition involved in our time of sending forth this new academic generation. To refer to this 1961 Maryland Far East class as a new generation produces surprise on some very well lined faces down there. A group that averages more than 38 years of age is not quite a fresh generation in the full flush of youthful idealism. Those of us who have dealt with these graduates know there is little about them that is naive, know that their idealism is very well tempered with realism, know that their dreams are rather more solid goals than undefined enthusiasm. The families of these men and women, sitting right here, know the years of sacrifice which have gone into the realization of those goals. But here in the Kudan, and all round this city and nation in commencement convocations this afternoon, this American university and those Japanese universities hope that the seal of learning conferred today, the diploma which climaxes this affair, symbolizes significant progress for the graduates (regardless of age) and for humanity as a whole. Although the University of Maryland began graduating new generations of scholars as far back as 1810, this is only the fifth time that degrees have been conferred by this university in the Far East. We mark with pride this fifth anniversary. Speaking for our staff and entire faculty, I urge the military commands and commanders to join with us in this sense of pride. I especially invite the civilian corps of education directors and advisors, those base and post specialists in education, without whom no one of these graduations could have happened, to take joint pride in this landmark. And I include with them the military personnel, officer and enlisted, who have been charged with education responsibilities. I also wish to include the librarians of the immense complex of Armed Forces libraries who have, cooperating with us, compiled, coordinated, and purchased into being a library system capable of supporting the collateral academic needs of this, now large, student and faculty body. The despair of the academic statistician is to measure the acquisition or dispensation of learning. The sum total of knowledge we may have lodged with these graduates, and with the four classes before them, will never be known. But because it is a kind of anniversary, I have given in to the temptation to compute something. More than 36,000 different individuals have so far taken course work with us in the five years. The size of our graduating classes is hardly dramatic when related to that total. But our graduates in Tokyo each year cannot include those several hundred students whom the military returned to the home campus to finish the degree; and it does not include those thousands who have, since study with Maryland out house, completed degrees in other universities, or are now in that process. And no statistician would dare to chart Maryland's contribution to the happiness, livelihood, and enlarged knowledge, whether through one course or a completed curriculum, of each of the 36,000 who have entered our Far East classrooms. That illustrates, I believe, the frustration of trying to document, define, or delimit academic accomplishment. But if statistics fail me, I can lay full claim for this class, and for this faculty, to the most important fact of academic life - the fact that we have been, as free individuals, on an unconditional search for truth. This search for truth - this educational process - can be formalized and vigorously pursued anywhere in the world, even on remote military enclaves. Our five years have glowingly proved that, and that is our crowning achievement. We invite all of you here to mark with us this five year anniversary to join us in congratulating these scholars who have completed the baccalaureate, and to take pleasure in the reception which follows the ceremony

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