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Transformational leadership and AACC competencies: Connecting the vision
No full textCommunity colleges are in the midst of a myriad of challenges; sustainability, productivity, leadership turnover and transition. The community college president must become a change agent and exemplify model leadership behavior in an effort to deal with all challenges while continuing to evolve the institution, provide exemplary education and opportunity to students, and achieving the institutional mission.
The purpose of this study is to evaluate the role and leadership behavior of the community college president, the leadership ability and relationship between the president and the senior management team, and provide guidance in leadership ability to contend with challenges and achieve the institutional mission and vision. This study will focus on the utilization of transformational leadership theory via the president in managing and collaborating with the senior management team. The use of transformational leadership theory will yield effective AACC leadership competencies within the senior management team to undoubtedly connect the vision of the community college.Abstract
Title of Dissertation: Transformational Leadership and AACC Competencies:
Connecting the Vision
Genita D. Mangum
Doctor of Management, 2013
Dissertation Directed By Dr. Michael Evanchik, Ph.D.
Dr. Mary Ellen Duncan, Ph.D.
Community colleges are in the midst of a myriad of challenges; sustainability, productivity, leadership turnover and transition. The community college president must become a change agent and exemplify model leadership behavior in an effort to deal with all challenges while continuing to evolve the institution, provide exemplary education and opportunity to students, and achieving the institutional mission.
The purpose of this study is to evaluate the role and leadership behavior of the community college president, the leadership ability and relationship between the president and the senior management team, and provide guidance in leadership ability to contend with challenges and achieve the institutional mission and vision. This study will focus on the utilization of transformational leadership theory via the president in managing and collaborating with the senior management team. The use of transformational leadership theory will yield effective AACC leadership competencies within the senior management team to undoubtedly connect the vision of the community college.
TRANSFORMATIONAL LEADERSHIP AND AACC COMPETENCIES:
CONNECTING THE VISION
Genita D. Mangum
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
Michael Evanchik, Ph.D.
Mary Ellen Duncan, Ph.D.
April 1, 2013
“To lead people, walk behind them." – Lao TzuPage ii
Dedication
“Now faith is the substance of things hoped for, the evidence of things not seen”
Hebrews 11:1
This dissertation is dedicated to my parents, Diane and Lexie; and my sisters, Tanika and Courtney. To my loved ones, my extended family, friends, church family, peers and colleagues who have supported me through this journey with encouraging words and many prayers. To Elizabeth Miles and Martha Bannister; you hold a very special place in my heart!
“I can do all things through Christ who strengthens me”
Philippians 4:13
Page iii
Acknowledgements
I would like to acknowledge the expertise of my dissertation advisors: Dr. Michael Evanchik and Dr. Mary Ellen Duncan. Many thanks to the faculty of the DMCCPA program; their passion for teaching, the community college and the commitment to their students is outstanding. I would like to thank Dr. Charlene Nunley for her vision and commitment to this program.
I would like to thank my expert reviewers for their collaboration and expertise to this research and their area of discipline. I would also like to thank Rob, Lisa and Behnaz in the Tunxis Community College library for their unwavering support and expertise in the location of pertinent resources to make this dissertation a success.
I would like to thank the UMUC DMCCPA scholarship donor. Without the scholarship, I would not have been able to afford to attend this program. From the kindness of your heart, you gave complete strangers an opportunity to achieve their dreams. The words “Thank You” don’t seem to be enough for your contribution, but Thank You!
Page iv
Table of Contents
Abstract .......................................................................................................................................... i
Dedication ..................................................................................................................................... ii
Acknowledgements ....................................................................................................................... iii
Table of Contents .......................................................................................................................... iv
List of Tables .............................................................................................................................. viii
List of Figures ............................................................................................................................... ix
Chapter 1 – Introduction
Statement of the Problem ................................................................................................... 1
Statement of Purpose ......................................................................................................... 2
Background and Challenges in Community College ......................................................... 3
Theoretical Base................................................................................................................. 4
Research Questions ............................................................................................................ 5
Significance....................................................................................................................... 5
Definition of Terms............................................................................................................ 7
Chapter 2 - Literature Review
Introduction ........................................................................................................................ 8
Community College Environment ..................................................................................... 8
Community College Challenges ...................................................................................... 10
AACC Competencies ....................................................................................................... 21
Transformational Leadership ........................................................................................... 25
Research Questions .......................................................................................................... 33
Conclusion ....................................................................................................................... 36
Page v
Chapter 3 - Conceptual Model
Introduction ...................................................................................................................... 37
Thesis ............................................................................................................................... 37
Assumptions ..................................................................................................................... 37
Conceptual Model ............................................................................................................ 39
Transformational Attributes ............................................................................................. 46
Transformational Elements .............................................................................................. 47
Leadership Competencies ................................................................................................ 48
Decision Making Process ................................................................................................. 49
Community College Challenges ...................................................................................... 50
Conceptual Model Applicability ...................................................................................... 51
Propositions..................................................................................................................... 55
Chapter 4 – Methodology
Introduction ...................................................................................................................... 57
Initial Literature Review .................................................................................................. 57
Keywords ......................................................................................................................... 60
Expanded Literature Review ............................................................................................ 62
Evaluation of Literature ................................................................................................... 63
Selection of Expert Panel ................................................................................................. 64
Conclusion ....................................................................................................................... 67
Chapter 5 – Findings and Analysis
Introduction ...................................................................................................................... 68
Expert Panel Survey and Survey Results ......................................................................... 68
Page vi
Relevance and Contribution to Practice of Management ................................................ 69
Scholarly References ....................................................................................................... 70
Scope of Research ............................................................................................................ 70
Conceptual Framework .................................................................................................... 70
Quality of Writing ............................................................................................................ 71
Comprehensive Review of Feedback ............................................................................... 71
Researcher Response to Expert Review .......................................................................... 72
Literature Review Analysis.............................................................................................. 73
Conclusion ....................................................................................................................... 79
Chapter 6 – Management Implications
Introduction ...................................................................................................................... 80
Implications for Management Practice for Community College Leaders ....................... 80
Product Model .................................................................................................................. 83
Implications for Management and Leadership Theory .................................................... 85
Implications for Research with Community College Application ................................... 86
Research Limitations ....................................................................................................... 88
Further Research .............................................................................................................. 89
Conclusion ....................................................................................................................... 90
References ........................................................................................................................ 91
Page vii
List of Tables
Table 2.1 AACC Community College Leader Traits .................................................................. 24
Table 2.2 Common Transformation Leader Attributes................................................................ 31
Table 3.1 Team Development Stages .......................................................................................... 43
Table 3.2 Decision Making Process............................................................................................. 49
Table 4.1 Literature Search for Transformational Leadership and AACC Competencies .......... 59
Table 4.2 Web of Science Literature Review .............................................................................. 60
Table 4.3 Keywords Listing ......................................................................................................... 61
Page viii
List of Figures
Figure 2.1 Community College Model ........................................................................................ 11
Figure 2.2 Mission Priority Cycle ................................................................................................ 14
Figure 3.1 Leadership Connection ............................................................................................... 38
Figure 3.2 Community College Transformation Model .............................................................. 39
Figure 3.3 Leadership and AACC Competency Connection ....................................................... 48
Figure 6.1 Presidential Focus ....................................................................................................... 84
Page 1
Chapter 1 - Introduction
Statement of the Problem
Since their founding in 1901, community colleges have been and continue to be the growth engine of higher education. Their mission was well-defined and intended to provide an educational experience to individuals of various backgrounds. According to Jacobsen (2005), the community college has been acknowledged for its educational quality, affordability and community relationships. In addition, community colleges offer workforce development.
As the concern of community college sustainment and productivity arises, there is an additional phenomenon brewing that deals with an era of transition and unprecedented leadership turnover due to retirements. Wallin (2006) declares these retirements, especially of senior positions, disturbing due to the uncertainty and lack of preparedness of necessary skills of those to follow (p. 513).
The community college system must now deal with how to replace those who have given so much of their lives to higher education; finding qualified individuals seems to be hard due to a lack of experienced and well developed leaders waiting in the pipeline. Ebbers, Conover & Samuels (2010) agree that community colleges will have a difficult time identifying fully qualified individuals to replace the baby boomer retirees (p. 59). “There is a critical need for providing leadership preparation to midlevel administrators; those directors, deans, and vice-presidents who will go on to assume senior leadership roles in American community colleges in the next decade” (Wallin, 2006, p. 513). Because today’s leadership roles are interchangeable and less prescriptive than in former times, the present environment calls for an adaptable leader who is able to implement new visions outside of the former bureaucratic models. The challenges of today require a different and higher level of skill set than was previously needed or used years Page 2
ago. These skills can be developed, but in a time where such an extensive leadership gap is prominent, the timeline needed to develop someone’s overall leadership abilities is unrealistic.
The need to search for and begin the mentorship of mid-level individuals to fill in the gap is long overdue and imperative for the continued success of the community college system. According to Watba & Farmer (2006), today’s community colleges are faced with newfound challenges due to advances in technology, excessive retirements, financial instability and lack of workforce preparation and skills (p. 244). The same effort that goes into creating a strategic plan to accommodate these changes must be put into mentoring those who have the ability and motivation to become an effective leader within the community college.
The new leaders will be met with a myriad of challenges (multiple missions, lack of resources, change in student demographics, increased enrollments, advanced technology, increased accountability, developmental education, open access, and transfer rate concerns) that are currently affecting the community college. The president must be able to combat the current community college challenges while continuing to unite and achieve the institutional vision. The president will not be able to reach this goal alone and will need to manage and work well with the senior management team in this venture.
Statement of Purpose
The purpose of this study is to evaluate the role and managerial behavior of the community college president during the challenges currently targeting the community college environment. This study will focus on the president’s ability to become a change agent by using transformational leadership in managing and collaborating with the senior management team. In successful management and collaboration, the president and senior management team can effectively embark on the journey of connecting the institutional mission and vision in the daily Page 3
community college operations. This will not be an easy task, due to the abundance of community college challenges, but, with effective leadership of the president, the college can continue to evolve in the midst of the crisis.
Background and Challenges in Community Colleges
The community college environment is dealing with numerous challenges at a time of economic instability. “The current context of higher education is shaped by the decline of institutional resources, changing student demographics, shifts in teaching to student-centered learning, the impact of technology on faculty roles and the paradigm shift from an industrial age to an information age” (Eddy &VanderLinden, 2006, p. 5). Today’s leaders will need to operate in a more upscale, multifaceted way in order to work with the current challenges and continually evolve the history and work of the community college (Boggs, 2003, p. 15).
As the focus of evolution within community colleges continues, one primary challenge is the gap within leadership due to baby boomer retirements. As the forerunners retire, there is a need for a higher number of individuals to fill the vacant leadership roles. According to Shults (2001), such retirements should not only be viewed as challenges but as opportunities (p. 2); opportunities to embark on a new journey under leadership with a fresh, new vision that is suitable for the progression of the community college. In order to effectively address this leadership gap, exceptional leadership must be identified, provided opportunity and mentorship to gain the necessary skills needed to effectively lead the community college.
In addition to the leadership gap, the community college mission is another challenge and major area of discussion and controversy. Gonzalez (2012) describes the community college as “being all things to all people all the time” (p. A2). According to Shaffer (2009), the community college system is considered the area of higher education that is expected to offer an array of Page 4
opportunities without placing focus on the most important” (p. 4). The philosophy of the community college is embedded in the idea of being able to service any individual who seeks a degree, workforce development, transfer opportunities or personal development. The operations of the community college is typically defined by its environment; hence, the mission and vision of the community college are not completely universal but follow the philosophy of providing educational opportunity to those within the community. The community college prides itself on being able to provide educational opportunities; however, as resources diminish, one must assess if the community college can continue its founding principles. Zeidenberg (2008) states the majority of community colleges lack the necessary funding to provide and handle the current changes (increased enrollments, lack of student academic preparation, technological advances); creating demands in financial cutbacks (p.56). These pressures to cut costs are a major issue for the president and senior management team because most community colleges are operating under the necessary budgets. The ability to make the tough but necessary cuts is one challenge awaiting community college leadership.
Theoretical Base
The use of transformational leadership theory is the framework for this study. Transformational leadership theory is founded on the ability of an individual (the president) to ultimately change and evolve an organization that is currently in crisis. As the community college system deals with significant challenges, the institutions are in a current state of change and growth. The president illustrates the behaviors and attributes of transformational leadership and incorporating the AACC competencies, in an effort to develop effective leadership skills within the senior management team. The development and encouragement of effective leadership Page 5
competencies will aid in effectively creating and connecting the new vision of the community college.
Transformational leadership theory has been found to engage and evolve an organization in a current state of crisis and ultimate change. Community colleges are in a state of needing to refocus and at times, comp
The Role of Leadership, Culture, Structure, and Business Strategy in Enabling Adaptive Strategies: A Case Study Analysis of Four Historically Black Colleges and Universities
No full textHistorically Black colleges and universities are facing changes in the 21st century driven in part by a change in the societal demands on the educational system. These changes are forcing colleges and universities to re-examine their organizational strategy to adapt to changes in the educational environment. The purpose of this research was to examine enabling factors of four HBCUs to adapt to the changing environment. Drawing from historical and archival material, the researcher examined four historically Black college and universities (HBCUs)—Bluefield State College, Bowie State University, Hampton University, and Spelman College and how each adapted to the changing environment. A multiple case study designed was selected to understand the adaptation phenomenon within and across institutions. A review of the literature on organizational adaptation and change, along with a case study analysis of four HBCUs identified the factors that enhanced their adaptive strategies and ability to adapt successfully to the changing environment. The four factors were leadership, culture, structure, and business strategy that influenced these schools‘ ability to adapt successfully to change. Chaffee‘s (1984, 1985) adaptive and interpretative strategy models and Miles and Snow‘s (1978) adaptive cycle provided the lens to examine adaptation in these institutions. In this study, leadership, culture, structure, and business strategy were observed as factors that enhanced each school‘s adaptation to the changing environment.The Role of Leadership, Culture, Structure, and Business Strategy in Enabling Adaptive Strategies: A Case Study Analysis of Four Historically Black Colleges and Universities
By
Elgloria Abram Harrison
B.S., Southern University of New Orleans, 1983
M.S., University of Maryland University College, 1995
A dissertation presented to
the faculty of the School of Graduate Management and Technology
University of Maryland University College
in partial fulfillment of the requirements
for the degree of
Doctor of Management
2014 ii
TABLE OF CONTENTS
List of Tables……………………………………………………………………………vi
List of Figures………………………………………………………………………… vii
List of Acronyms………………………………………………………………………ix
Abstract………………………………………………………………………………….x
Acknowledgements…………………………………………………………………….xi
CHAPTER 1: INTRODUCTION
Background ....................................................................................................................... 12
Historical Background Historically Black Colleges and Universities .................. 12
HBCUs and the Society: External Educational Environment ........................................... 13
Inside HBCUs: Internal Educational Environment........................................................... 15
HBCUs and other Institutions: Intercollegial Educational Environment ......................... 16
Summary of Three Educational Environments ................................................................. 16
HBCUs and the 21st Century Challenge .............................................................. 17
Significance of Problem .................................................................................................... 21
Importance to Management .............................................................................................. 21
Purpose of the Research .................................................................................................... 21
Research Questions ........................................................................................................... 21
CHAPTER 2: LITERATURE REVIEW
Introduction ....................................................................................................................... 22
Open Systems........................................................................................................ 23
Organizational Adaptation in Higher Education................................................... 24 iii
Organizational Change.......................................................................................... 26
Organizational Culture .......................................................................................... 27
Organizational Leadership .................................................................................... 28
Organizational Structure ....................................................................................... 31
Organizational Strategy ........................................................................................ 31
Proposition ............................................................................................................ 32
CHAPTER 3: CONCEPTUAL FRAMEWORK
Purpose of the Research .................................................................................................... 33
Conceptual Framework ..................................................................................................... 34
Linear Strategy ...................................................................................................... 34
Adaptive Strategy.................................................................................................. 35
Interpretive Strategy.............................................................................................. 35
CHAPTER 4: RESEARCH METHODOLOGY
Introduction ....................................................................................................................... 40
Research Case Study Method ........................................................................................... 41
Selection Criteria .............................................................................................................. 42
Criteria for Interpreting the Findings ................................................................................ 42
Internal validity ................................................................................................................. 43
Generalizability and External Validity ............................................................................. 44
Reliability .......................................................................................................................... 45
Construct Validity ............................................................................................................. 47
Data Collection ................................................................................................................. 47
Data Analysis .................................................................................................................... 52 iv
Subject Matter Expert Panel ............................................................................................. 53
Researchers ........................................................................................................... 53
Practitioner ............................................................................................................ 54
CHAPTER 5: FINDINGS AND ANALYSIS
Introduction ....................................................................................................................... 56
Bowie State University ..................................................................................................... 56
Brief History ......................................................................................................... 56
Organizational Issues at Bowie State University .................................................. 57
Summary ............................................................................................................... 61
Hampton University .......................................................................................................... 64
Brief History ......................................................................................................... 64
Organizational Issues at Hampton University ...................................................... 64
Summary ............................................................................................................... 68
Spelman College ............................................................................................................... 70
Brief History ......................................................................................................... 70
Organizational Issues at Spelman College ............................................................ 71
Summary ............................................................................................................... 76
Bluefield State College ..................................................................................................... 78
Brief History ......................................................................................................... 78
Organizational Issues at Bluefield State College .................................................. 79
Summary ............................................................................................................... 83
Summary ........................................................................................................................... 85
CHAPTER 6: CONCLUSION v
Introduction ....................................................................................................................... 88
Overall Conclusion ........................................................................................................... 88
Leadership ............................................................................................................. 89
Culture................................................................................................................... 91
Structure ................................................................................................................ 92
Strategy ................................................................................................................. 92
Practical Implications for Management ............................................................................ 93
Leadership ............................................................................................................. 94
Culture................................................................................................................... 95
Strategy ................................................................................................................. 96
Structure ................................................................................................................ 97
Future Research ................................................................................................................ 97
Recommendations ............................................................................................................. 98
Summary ........................................................................................................................... 99
References ....................................................................................................................... 100 vi
LIST OF TABLES
Adaptive Model Comparison ............................................................................................ 38
Artifacts and Documents…………………………………………………………… ….46
Internet Based Archival Documents……………………………………………………..49
Factors That Increased Bowie State University‘s Adaptive Strategy ............................... 62
Factors That Increased Hampton University‘s Adaptive Strategy ................................... 69
Factors That Increased Spelman College‘s Adaptive Strategy ......................................... 76
Factors That Increased Bluefield‘s Adaptive Strategy ..................................................... 84
vii
LIST OF FIGURES
Changes in the three educational environments: intracollegial (HBCUs), extracollegial (society), and intercollegial (other colleges).. ................................... 20 viii
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LIST OF ACRONYMS
AASCU – American Association of State Colleges and Universities of Public and Land-Grant Universities
HBCUs – Historically Black colleges and universities
MUPI – Member Universities Professional Institute
NCATE – National Council for Accreditation Teacher Education
NCCU – North Carolina Central University
SACS – Southern Association of Colleges and Schools
x
ABSTRACT
Historically Black colleges and universities are facing changes in the 21st century driven in part by a change in the societal demands on the educational system. These changes are forcing colleges and universities to re-examine their organizational strategy to adapt to changes in the educational environment. The purpose of this research was to examine enabling factors of four HBCUs to adapt to the changing environment. Drawing from historical and archival material, the researcher examined four historically Black college and universities (HBCUs)—Bluefield State College, Bowie State University, Hampton University, and Spelman College and how each adapted to the changing environment. A multiple case study designed was selected to understand the adaptation phenomenon within and across institutions. A review of the literature on organizational adaptation and change, along with a case study analysis of four HBCUs identified the factors that enhanced their adaptive strategies and ability to adapt successfully to the changing environment. The four factors were leadership, culture, structure, and business strategy that influenced these schools‘ ability to adapt successfully to change. Chaffee‘s (1984, 1985) adaptive and interpretative strategy models and Miles and Snow‘s (1978) adaptive cycle provided the lens to examine adaptation in these institutions. In this study, leadership, culture, structure, and business strategy were observed as factors that enhanced each school‘s adaptation to the changing environment. xi
ACKNOWLEDGEMENTS
At many points during this journey, I wanted to stop; however, I did not, and I am glad I kept going. I want to thank God, for whispering in my inner ear that I am more than a conqueror, that I have the strength, and that I should never give up. I want to thank Dr. Schweber and Dr. Sherlock for pushing me, sometimes to the very edge. I am glad for their steady hands that reached out and pulled me back just in the nick of time. I want to thank my family, especially my daughter Delisie, and friends who I had to give up during this last step of the journey. I really appreciate their patience, as I tried to figure out what I was doing. Finally, I want to thank my Doctor of Management, cohorts, Kuan, Valecia, Jeff, Tony, and Milu; we‘ve come a long way together, always lifting each other up. I know I would have made it, because my God was with me, but the ride was so much better with each of you.
12
CHAPTER 1: INTRODUCTION
Background
Organizational adaptation to changing environment is discussed in the business and management literature, which now includes organizational adaptation in higher education (Brown, 2012; Cameron, 1984; Drew, 2010; Rogers, 2013; Sporn, 1999). The focus of this research is organizational adaptation in four historically Black colleges and universities (HBCUs). Although HBCUs have long histories and 105 of them currently exist, the researcher has focused on four of these institutions and the factors that have enabled them to adapt to change. A brief history of HBCUs is an important starting point in this chapter because it provides the background on the development of these schools in the higher educational system. The next section is a description of three educational environments with which HBCUs must contend. These environments are the external educational environment (HBCUs and the society), the internal educational environment (inside HBCUs), and the intercollegial educational environment (between HBCUs and other colleges and universities). Chapter 1 concludes with a discussion of several HBCU conferences in which the focus was on the survival of HBCUs.
Historical Background Historically Black Colleges and Universities
HBCUs are part of the history of American higher education (Allen & Jewell 2002; Drewry & Doermann, 2001; Minor, 2004). Many of these schools were constructed because of the Supreme Court ruling in Plessy v. Ferguson (1896) that required Black students to be educated in separate facilities from White students. This requirement became known as the ―separate but equal doctrine‖ (Allen & Jewell, 2002, p. 247).
HBCUs were founded as private or public institutions that followed a vocational training curriculum or liberal arts curriculum (Allen & Jewell, 2002, p. 245). As of 2010, 13
HBCU institutions represented 3% of institutions of higher education in the United States, enrolled 12% of Black students, and awarded 30% of its baccalaureate degrees to Black students (Nelms, 2010).
For HBCUs, the impact of Brown v. Board of Education (1954) was not evident until the enactment of the Civil Rights Act (1964); however, many HBCUs began to experience institutional changes because Black students had more opportunities to attend majority schools of higher education (Allen & Jewell, 2002, p. v247). Brown v. Board of Education (1954) was followed by the enactment of the Civil Rights Act (1964) that protected a Black student‘s right to choose any school for which he or she met the qualifications (Allen, Jewell, Griffin, & Wolf, 2007, p. 270). The Civil Rights Act (1964) provided further protection for HBCUs by enacting a statute that codified the existence of these institutions under the Higher Education Act (1965) (Allen et al., 2007, p. 270). The Higher Education Act (1965) defined HBCUs as institutions that were established prior to 1964 and whose primary mission was the education of Black Americans.
HBCUs and the Society: External Educational Environment
The external environment of HBCUs can be divided into three distinct periods: 1865–1950, 1950–1990, and 1990–present. The first period following the Civil War, more than 100 HBCUs were constructed with the help of White missionaries, northern philanthropists, and Black churches (Allen et al., 2007, p. 267). Many HBCUs founded after the Civil War were funded through the First Morrill Act (1862), which created an obligation of the states to support their citizens in the liberal and practical educational curriculum; however, the act failed to require the states to provide money to these schools (Richardson & Harris, 2004, p. 371). The Second Morrill Act (1890) was enacted to ensure federal support for HBCUs; however, HBCUs received less funding than was 14
intended by the act (Allen & Jewell, 2002, pp. 244–248). The benefit of the Second Morrill Act (1890) was the creation of 16 HBCUs as land-grant institutions. First Morrill Act (1862) is also known as Land Grant College Act (1862), called for the creation of agricultural and mechanical schools in each of the states of the United States and for each state school to include the classical and liberal arts curriculums (Brunner, 1962, p. 7). The First Morrill Act (1862) and Second Morrill Act (1890) provided federal land and financial stability for many of these institutions. Majority public HBCUs are land-grant colleges (Brunner, 1962, p.7).
During the second period, 1950–1990, sociopolitical activism dominated as challenges to segregation continued. The Supreme Court decision in Brown v. Board of Education (1954), transformed Blacks in higher education because Black students were able to choose schools that were not HBCUs. Although Brown v. Board of Education (1954) had an impact on HBCUs, the implementation of the decision was slow and full implementation finally occurred only in 1965 (Allen, 2005, p. 19). During this period, public and private HBCUs Black students enrolled in majority institutions. This migration of Black students to majority institutions continued throughout the 1980s and 1990s (National Center for Educational Statistics, 1996). The drop in enrollment for HBCUs was a signal that desegregation, which was intended to be freeing, was also affecting HBCUs, which had originally been chartered to provide education for Black students. Additionally, the Civil Rights Act (1964) was implemented during this same period to protect the rights of Black students to attend schools of their choice and this further increased the exodus of Black students from HBCUs.
The third period, 1990 to the present, centered on the outcome of another major U.S. Supreme Court case, United States v. Fordice (1992; Richardson & Harris, 2004, 15
p. 372). HBCUs followed the United States v. Fordice (1992) case closely as this case highlighted the state of Mississippi‘s refusal to desegregate its eight public institutions of higher education (five White schools and three Black schools). The U.S. Supreme Court required Mississippi to justify the need for segregated schools or eliminate segregation in higher education (United States v. Fordice, 1992; Wenglinsky, 1996, p. 91; Gasman et al., 2007). Subsequently, HBCUs observed United States v. Fordice (1992) as a mandate to increase diversity on their campuses and remove ―hints of segregation‖ (Wenglinsky, 1996, p. 91; Ware, 1994). The unintended consequences of this Supreme Court ruling created an external environment for which HBCUs were not prepared.
Inside HBCUs: Internal Educational Environment
Nelms (2010) noted that many of the public HBCUs recognized their institution‘s infrastructure as a barrier to attracting students. Examples of institutional barriers are poorly kept campus buildings, limited technology, and outdated academic curriculum (Gasman & Palmer, 2008, p. 53). Historically, HBCUs lacked adequ
UMUC - European Division - Mason G Daly - Approximation of what I said when Ursula Megule left Heidelberg - January 28 1964 - Heidelberg
No full textEurope;Hoffmann, RosemaryApproximation of what I said when Urshie Megerle left Heidelberg office – 28 January 1964
We are quite properly making some champagne bubble this afternoon because we are losing an important old-timer. Champagne is just the drink. It is just right for an event that is both sad and glad, just right for an event that closes out an era and opens up a new adventure. To have to run the Maryland office with only one of the Megerle twins is surely the end, the sad end, of an era. To have Ushie Megerle move on, with eyes sparkling, into a new adventure is a time to be glad.
Ushie is a rather young girl, even with all her rheumatism, to be called and old-timer. No doubt she decided we had aged her enough. After all she has survived the regimes of Martha Short, Mona Bias, and Marge Fry, and she has gotten the regime of Bill Clutter all sorted out. We feel that she has Bill broken in enough now so that he and his office may just survive without her.
But you know, Ushie was not always such an old timer. When she joined us over seven years ago, the record shows that we were worried about her youthfulness, that we almost didn’t hire her because she was so young. At that time we had a certain Mr. Ernest Herbster as Comptroller and he considered it among his responsibilities and talents, as you old-timers will recall, to pass judgment on and interview every young thing that came in looking for a job. Well, when Ushie came in he was, as we should have been, properly impressed. He very busily and efficiently made notes on the interview. He wrote down, “We must be careful – Miss Megerle is not quite 20, and for that reason we should be careful…..” His notes ended with, “A bit too young for the responsibilities, but still a possible candidate for other jobs.” I find these comments very intriguing even after 7 1/2 years.
Ushie, we have watched you progress from that very young girl, about whom we had to be careful, from that shy young thing who was afraid to speak out with the good English you knew, to just about the most important gal we ever had in the Registrar’s office, able to speak out and up to anyone who walked in or called in; we have watched you progress from the young thing who used to ride the strassenbahn to work. finally saved up and rode… [page cut off in copy received by UMUC Library]
…in Fribourg, Switzerland, will be really great, that the sparkle of anticipation in your eyes means that you are doing the right thing, that you may even get down there in those Swiss Alps and find your Toni Sailer on the same ski slope.
We have a little silver tray here as a memento from all of us a little tray just the right size for calling cards. We expect you to have it well displayed in your new apartment in Fribourg, a reminder of the 7 ½ good years with Maryland, ready to receive visits from your old friends in Heidelberg and a symbol of good wishes you take with you from all of us
UMUC - European Division - Mason G Daly - Dr. James L. Colwell
No full textEurope;Hoffmann, RosemaryDr. James L. Colwell
This division first heard of him on 12 August 1956...he wrote from the Left Bank -he was at the Sorbonne -headed for Heidelberg and fate which included matrimony and Maryland
17 August, I replied, with Daly caution: “We will certainly wish to consider you whenever demand for classes in English in this area exceeds our supply of full-time instructors”
6 September -Jim sent his application with this curious statement: “I haven't attached a photograph because the only ones I have at present show me with a beard which is my current contribution to Left Bank scenery. However, last week when I visited my friend and former colleague in Japan. Leo Fitzpatrick, base education director at Chateauroux, he convinced me that I should shave it off before I leave for Germany, so I probably shall. I think he was shocked to see that, for some reason in apparent violation of the law of heredity, the beard is red while my hair is brown.”
9 October -there is a memo from one Ernest Hofer to one Bob Daly -saying: “Though bearded, this guy is fine. Will shave. Knows Far East well. Lots of little angles about California program. I gave him texts for English 2 but said plans not yet in order definitely -in case you want to use the other applicant from Paris. But Murphy has talked to this guy.
In my request or clearance, I did not mention the beard. I said: “He seems a competent young man. conscientious, soft spoken, and dedicated to the ideals of teaching.”
-the clearance came back readily enough, and curiously included Mrs. Betty Hunt.
26 February 1957 -Your teaching mileage may be the greatest incurred anywhere in the term now in session .........
So, to the lad whose home address is: Rural route 1, Brush, Colorado,
-whose fate is so tied to Heidelberg
a copper engraving of Heidelberg by the great Matheus Merian, who lived b tween 1593 and 1650. This engraving was published several times, be inning in 1945, then 1672, and several times up to 1690. We don't know which time.
keep it there for Alice Ann, whose birth MARAB proudly announced by cable to other parts of Maryland in July 1962; keep it there for John Francis, who went to school in Heidelberg.......
There' no BOQ in Col-o-rad-doo
Maryland my Maryland
It's just the same in Clarion, too
Maryland my Marylan
UMUC - European Division - Mason G Daly - Mrs. Ann R. Reed Farewell Luncheon - August 29 1967
No full textEurope;Hoffmann, RosemaryAnn has confessed that this was not altogether a surprise luncheon. This was because so many of us have been probing, asking too many questions. That may be the case, but we haven’t come up with many of the answers about the future plans of Mrs. Ann R. Reed. With the announcement that Shirley Temple is running for Congress for California I am tempted to cable her that we have a campaign manager to suggest, a California woman of real efficiency and organization. And surely Shirley needs help if she is starting her campaign with the slogan, “All the way with LBJ has gotten us in the shape we are in today.”
This woman, Mrs. Ann Reed, is keeping her future plans from us; she has also managed, I have discovered, to keep some of her past from us. After being her colleague for only sixteen years, I have just learned that she isn’t really Ann Reed at all, that she comes from an historic and colorful background which carries with it another name altogether. She may have been Ann R. Reed to us, but she is to her California associates and her family and certain artistic circles around the world, Rebecca Sargent, near relative of the late, great painter and portraitist, John Singer Sargent.
We have here a portrait that won’t match those of John Singer Sargent, Ann, but it is a portrait that catches you at your best, we feel, shows you in the setting and at the work which engaged you so long with us. It should never hang on the walls of your home right alongside any water colors or portraits your family may have of the great Sargent, but you should find a place where it can remind you occasionally of an important segment of your life.
We say “Auf Wiedersehen” to our greatest and most organized world-traveler, a woman who we know is charting new trips and travels; we say goodbye to the woman who has admitted over one half million Americans to our classes in her 16 years as director of admissions; we say goodbye to a woman who has become a legend of efficiency and devotion to duty.
Now, before you open this gift from the division, Ann, you must submit to the traditional song. The last go at the song was rendered by a trio we called “Poison Gas.” That group mercifully expired. Today it is a quartet which we shall call “The Reedsmen”
Maryland my Maryland
Your office knew no nicotine,
Maryland my Maryland
All had their fits in the latrine,
Maryland my Maryland.
Unlike your colleagues down the hall
Who had their alcoholic ball,
Your office knew no booze at all,
At Maryland my Maryland.
In smokeless air the girls did breed
Maryland my Maryland
In spite of pulls from Mrs. Reed,
Maryland my Maryland.
Distaffers had their nightly joys
You did not like their family ploys,
And now you have some pregnant boys,
Maryland my Maryland.
The trips you took for work and play,
Maryland my Maryland.
Your camera clicking all the way
Maryland my Maryland.
The slides you took were mighty shrewd
All Roman statues in the nude
The Dean himself thought they were lewd.
Maryland my Maryland
You traveled far, you traveled wide,
Maryland my Maryland.
Admissions folders at your side
Maryland my Maryland.
From Istanbul to Chateauroux,
All students you would interview,
And when you leave what will I do
At Maryland my Maryland.
And now you’re going ‘way out west
Maryland my Maryland.
Where you’ll enjoy a well earned rest
From Maryland my Maryland.
So as you take your leave today
May joy and fortune go your way
And should you think of us, just say
Maryland my Maryland
UMUC - European Division - Mason G Daly - Paradoxical Beatitudes for Students of the Sixties - September 28 1966 - Munich
No full textEurope;Hoffmann, RosemaryParadoxical Beatitudes for Students of the Sixties
Address
By
Dr. Mason G. Daly
Director
European Division
University of Maryland
at the
Annual Autumn Convocation
University of Maryland
Munich Campus
September 28, 1966
Dr. Mason G. Daly
Director
European Division
University of Maryland
Convocation Address
Munich Campus
28 September 1966
It might surprise about 29,000 students back in the stateside campus to know that the University of Maryland is in formal convocation at this moment . At least it should startle most of them out of a deep pre-dawn five a.m. sleep . Yet this small segment of that great university does convoke a couple of deans, a faculty, and a student body into rather formal assemblage in this fairly remote city. In this small church, in this small comer of the world, my friends, we have come to talk of books and men, and learning, and we should dare to believe that men do not come together for any more important purpose.
A few of us got all dressed up for this convocation and this, our uniform of the day, is not altogether comfortable and it has lost its practicality. The medieval scholars were usually monks and their robes were warm and practical, and they were appropriate and modest, to wear by day, and they were warm shrouds for sleeping on straw mats in cold cells at night. The hood was handy for carrying things , and it was especially handy for begging on the street, as scholar-monks so often had to do. This fairly quaint garb picked up some tassels and stripes and emblems and symbolism through the centuries, but it does display a shred of our long heritage down from the medieval universities of Paris and Bologna and Prague and Heidelberg and Oxford, and when we come together as a university to talk about university matters, the trappings which go with the tradition should be seen, and even wondered at.
Now I find myself still wondering at a university and what it is all about and I've been more or less hooked into one full quarter of a century. So I dare to suppose most of you still have something to wonder at, especially since the majority of you are just now beginning university life. A few of you have had a whole year of university life and, if you were lucky that year humbled you about the whole business, about the whole fantastic fabric that makes up this thing called a university, this thing of books and men and learning.
You may already suspect that a university, or any such little piece of one, is not necessarily the birthplace of poets or immortal authors, of founders of schools and nations and religions and revolutions, Einsteins, Raphaels or Shakespeares, though such miracles of nature may be contained within the precincts of a university, within this church.
The business of a university is much more than the chance finding and nurturing of such rare miracles of nature. Most of us are very ordinary miracles, and nature and the universities must be modest in pride and in expectations reference each of us. Some of your teachers are already showing real modesty about some of you. A university is a great ordinary means to a great but ordinary end. Through each of us a university can modestly aim at raising the intellectual tone of our society, can hope to cultivate the public mind, purify the national taste, can expect to enlarge the ideas and discoveries of the age, facilitate the exercise of decent political power, and refine private life and living into something more human for all humanity. You are discovering, then, that a university is not dealing in immortals, it is dealing in worthy, but modest miracles of nature. The university is committed to the belief that it can take such raw material - and some of you may be feeling pretty raw right now - and raise humanity a little nearer our mortal potential.
You are discovering - or soon will - that a university is not here to achieve what other institutions have been established to do. It is not a preparatory school , nor is it a home or a church. It may afford to spend a little time helping you make up deficiencies of secondary schooling, but the time has passed when universities commit a major portion of the freshman year to boneheading you into university material. The university may impose - along with this military community - a few house rules to keep freedom from becoming license. Those few house rules, however annoying, do not make a home, do they? But they usually go some distance to guarantee the freedom to read a book, to write a paper to hear a lecture, to study, to learn - which is what we are all here to do. The university properly spends some course time and counselling time on human ethics and morality, but it does not put you in a church pew or confessional and tell you "eternal truths" which are not to be checked or tested or defied. Rather, it is responsible to show you how to check and to test and even to defy.
I hope you are discovering or soon will - that a university is not a conformity emporium, it is not here to educate you for split-level living in prosperous USA. To ask you to conform to a few rules of behavior and clothing and the consumption of combustible liquids, is not to make you a mental or physical conformist. Far from it. A university is here to make you understand what Kierkegaard meant when he warned us of the danger of equalitarianism so extreme, so conformed, as to be "unrelieved by even the smallest eminence.” This is not the age to produce common men, it is a time to find and produce the uncommon man. The purpose of a university is to allow as many men as possible to make themselves uncommon. In an era almost oppressive in its standardization, in its herd mentality, the young university student of the '60s' is showing reassuring signs that the university is succeeding in liberating him from the mass mind. Universities are less now than in recent decades places of inane good will and well-roundedness. They may have so many students that each one's record has to be computerized, but those IBM cards fortunately have to have more and more combinations of punch holes because universities, this little element of one included, are producing infinitely more exciting varieties and variables in its students, they are finding many relieving eminences of human difference , Mr. Kierkegaard, lying between the monolithic square and the dissheveled Beatnik.
In the 1950's the university student retreated from involvement, from the tension syndrome, or so it seemed. He was placid and undercommitted to everything except security and suburbia. The student of the sixties has felt the stiletto of our national morality as it jabs into our national conscience. He is not ashamed to mention duty as part of his life, a duty to join a domestic or foreign peace corps, not afraid to be seen in a freedom march, he even takes pride in accepting his place in the national agony of fighting in Vietnam or in politicking against our involvement there. He is absorbed, involved, his is not a Fun Society, molded and supported by a consumer's technology of affluence and advertising. He is struck by the fire of concern; he doesn’t fit on the chart or the graph or on the grade curve; he is not a statistic; he is a student.
You just do not belong among students of the sixties, if your primary values in being in university are partying, cutting classes, the "gentlemen's C grade", sexing around, or just beating the draft. As surely as a mop of long hair hasn't become the accepted symbol for cool living, just as surely the student of the sixties is not characterized by one mold, one set of values, one goal in life. He is finding the freedom to be different and through that freedom he is becoming something nearer the educated man. If human freedom means nothing but a sad and sorry flow of existence in a well-standardized, computerized, anitseptic, bland suburbia, the charge from this university to ou should be to push the button when you have the chance . Well, that isn't the university's challenge to you.
I have said a few things about what a university is and what it is not, what a student in the sixties is and what he is not. Let’s see if, using language at its most general and paradoxical, I can give you a few broad educational beatitudes which may seem appropriate in this church setting, at this university convocation, to you students of the sixties.
Blessed is the student who is both disorganized and synthesized, for he shall not blow apart under the forces of higher learning. It is a rare student and probably an uneducable one who enters university so rigidly organized, so sure of himself and where he is going and what he is to become, that he shows no personality disruption, has no change of direction in four whole years - or more - of university. Learning is supposed to be an usetting expe-
rience; a great book or theory of living can lead to tumult in your soul; a single teacher can be a profound shock to your whole system, and not just at the time he gives a test or hands out a grade. To allow oneself to be disorganized is a condition of educability. The blessed student, subject to disorganization, matures into something progressively more synthesized, says this blessed paradox. He opens up to new information, he is not afraid to learn something shocking. He seeks new experiences, not to escape into them, not to take a blind LSD trip, but to make sense of them. He begins to become more like what he begins to value, and what he values becomes more consistent, more synthesized. If he begins to sense an essential dignity in all men, he begins to live better with all men, ceases to shout the slogans he learned in his own small town or smug suberb or characteristically self-assured nation. If he begins to see the inner workings of the atom, the outer reaches of space, the millenea of evolution, the fallibility of man, he begins to live more comfortably with the great uncertainties of our human existence and our human purpose.
Blessed is the student who is both autonomous and allocentric for he shall not fail to become an aware person. Autonomous and allocentric. Words for beatitudes must be high-sounding, you see. An aware person ceases to be influenced by the unconscious motives of childhood and youth, ceases to be hopelessly suggestible to persuasive coercion of every fad and of every ad. This blessed student can assert his own independence, independence against his own peer-group, that strongest of social pressures, because he builds himself as the source of his own decisions. He is autonomous. But the aware person, the maturing student, becomes at the same time more allocentric. He emerges from his own egocentric, emotional shell to incorporate the lives of others into his own. He identifies and empathizes with a wider and wider range of people. He learns to care for others, to appre-
ciate their diversity, to see issues from another's point of view. He learns not only how to tolerate but how to value differences. There is nothing blessed about the imitator, there is nothing blessed about the egocentric; there is a great deal that is blessed about the autonomous, allocentric human being for he is aware, he is educable.
Blessed is the student who is both broad and deep for he shall not be one-dimensional. The first years of a liberal curriculum, that to which you are now being exposed, deals with the dimension of perspective, of breadth. Members of this faculty are deeply committed to letting you in on the best and the worst in man’s past attempts to present efforts to create a civilized existence, are deeply committed to letting you in on basic principles of science and mathematics. They are supposed to know that super-specialists are equipped only to make decisions in their specialty. They are supposed to know that a civilized culture needs people who are also equipped to live beyond their specialty, to make a few decisions as just citizens, to enjoy a few thrills that come from other parts of their heritage. They also know that the intrigue of the right specialty is usually found while making the broad sweep. And hopefully, against this broad sweep, the realized, blessed student goes on to cultivate the intricate intellectual pleasure of knowing, and continuing to know, about one thing. There can be in this life an appreciation of many things along with a sure and penetrating knowledge of a few, or just one. Those of you who feel impatient that you are not yet launched on your specialty might find patience in the knowledge that the average university student changes his direction at least twice in four years, and further patience in the knowledge that today’s specialty often becomes tomorrow’s obsolecence. You are blessed if you are not one-dimensional.
Blessed is the student who is both flexible and rebellious for he shall not clam up. Don't kid yourselves, you are not yet the most open-minded of God's creatures, you are filled with treacherous blocks to learning, you are finding, will find, ideas which are hard for you to swallow, which you believe are contrary to "fact." You clam [illegible] and you shut out education when you are inflexible, when your responses do not leave the way open to convictions which may be more viable, wiser, more complete than those with which you came to this place. If you stay flexible, you can draw upon Plato's responses, or Jefferson's, or Freud's. It is quite possible to be principled and shout today, "This I Believe," and to act upon that belief, while maintaining a flexibility which will allow a complete change of mind tomorrow. Indeed, that flexibility may save the very balance of your mind tomorrow. And, it is a blessed student who can be rebel-
lious, who can rebel against himself and the patterns of his life, a blessed student who has the patience and determination to change the world when he thinks the world is wrong. The world is here to be changed and the good Lord knows it needs changing. The capacity for principled rebellion - I'm not talking about the long-haired sit-in over the freedom to use four-lettered words - the capacity for principled rebellion is not for the meek, for those who, seeing the problem, feel impotent and clam up. It is for the blessed student who conscientiously joins a teach-in, who devotes his summers to head-start programs, who travels with his eyes wide open, who criticizes out loud, not to cry havoc but to cause change. The inflexible ones and the flaccid ones have done little to change the world or to further education, for they are not students. The flexible rebles are students and they change the world.
Blessed is the student who is both captive and free for he shall inherit the earth. (You see how far beatitudes can go!) Certainly you are captive to a system of education which puts a premium on getting a university degree, which counts credits and considers 120 of them somehow magic, a system of education which has blocked out certain courses and laboratory hours and interminable requirements interspersed with a few electives, a system of education which pushes back and back the point in time when you can quit going to school (some of you dare not hope to consummate your specialty before you're thirty). As captive as you are, as confoundedly complicated and extended [illegible]cation has become, there is some blessed assurance that it is the best of all systems right now for our kind of population, and there is truly blessed assurance in the fact that a real student has a real chance for a real education if he will just stay captive to the system long enough. (And since our lives are getting longer anyhow, what better environment in which to spend ever bigger chunks of it?) And I feel sure I am right to say the blessed captive of the system will experience freedom in proportion to his understanding of the opportunities and the restraints his society gives him. You experience freedom by learning every possible thing, through every possible means, but especially you experience freedom, you inherit the earth, to the degree this university disorganizes you and synthesizes you, shows you how to become an autonomous and allocentric human being, gives you breadth and depth, and shows you how to be flexible and rebellious
Exploring entry master's-level adult learner distance education graduate student use of library-provided resources in coursework-related information seeking processes
No full textPrevious ethnographic studies undertaken regarding the information seeking processes of college students by libraries were for the purpose of gaining knowledge and understanding of how traditional-age college students (i.e., 18-22 year olds) conduct their research when using library resources and services of a traditional college campus.
Not only is there a dearth of information available regarding adult distance learners, this is especially true with entry master’s level graduate students. Studies of distance learning graduate students in their use of library resources has pertained to doctoral students or did not make a distinction between undergraduate and graduate students.
This project was conceived as a pilot to study the library-provided resources information seeking habits of entry master’s level adult distance learners at UMUC. The research was conducted using the ethnographic technique of retrospective interviewing.Transcript:Exploring Entry Master’s-level Adult Learner Distance Education Graduate Student Use of Library-provided Resources in Coursework-related Information Seeking Processes
SLIDE 1
Welcome to Exploring Entry Master’s-level Adult Learner Distance Education Graduate Student Use of Library-provided Resources in Coursework-related Information Seeking Processes. This presentation provides the final report of the spring 2013 Graduate School Faculty Research Grant ethnographic research project…
SLIDE 2
…undertaken by co-principal investigators:
Barb Mann, Associate Director for Public Services, UMUC Library
Julie Harding, Course Manager, UCSP 611, The Graduate School
SLIDE 3
Previous ethnographic studies undertaken regarding the information seeking processes of college students by libraries were for the purpose of gaining knowledge and understanding of how traditional-age college students (i.e., 18-22 year olds) conduct their research when using library resources and services of a traditional college campus.
Not only is there a dearth of information available regarding adult distance learners, this is especially true in regard to entry master’s level graduate students. Studies of distance learning graduate students in their use of library resources have pertained to either doctoral students or did not make a distinction between undergraduate and graduate students.
This project was conceived as a pilot to study the library-provided resource information seeking habits of entry master’s level adult distance learners at UMUC. The research was conducted using the ethnographic technique of retrospective interviewing.
SLIDE 4
As business and management is a major focus of The Graduate School, the course chosen to study was the entry-level management class, Organizational Theory (MGMT610). The first major assignment for this course, due in week 4, is to “select a case study from the resources available in the UMUC library databases, design a research question to apply to that case and develop an annotated reference list of no fewer than five articles from peer-reviewed journals found in the UMUC library databases ” (Hallion, 2013, p.6). This prepares the students for the next major assignment which is to write a research paper based on the assignment in week 4. For our research we retrospectively interviewed students regarding the steps they used to complete the assignment.
SLIDE 5
The purpose of the study was to not only inform the UMUC Library regarding the resources and services offered to ensure they met the course needs, but to also help inform the MGMT610 Program Director and faculty regarding any necessary revisions to the course assignment based on what is learned through this process. In addition, the co-principal investigators want to contribute to the literature and fill in gaps on this topic.
SLIDE 6
We first worked with Dr. Harriet Smith, Interdisciplinary Studies in Management Program Director, to get an overview of the course and to get her perceptions of the assignment and what she hoped we would learn. In preparation Dr. Smith had sent a questionnaire to the faculty who teach the course asking 3 main questions: How did they feel students were doing on this assignment? What did they wish they were doing better with the assignment? Was there any feedback from students regarding the Library resources related to the assignment? Comments reflected that students have varying levels of proficiency in conducting the research and writing the annotations and that the use of and understanding of Library resources also varied.
SLIDE 7
This information was then used to frame the ten questions asked regarding the steps used by the students to complete the assignment.
Questions pertained to steps used and included asking them about
• Selecting case study
• Type of course-supplied help
• Determining research question
• Determining keywords
• Determining where to begin to research
• Kinds of results obtained
• Library resources sufficient
SLIDE 8
• Resources used outside of the library
• Use of Ask a Librarian service
• Anything else to share regarding the assignment
The participants were not always local and as working adults were not able to physically come to the Library. Therefore, we used the web conferencing software WebEx to conduct the interviews. This also allowed us to record the sessions and use the recordings to transcribe the interviews.
SLIDE 9
Originally we were seeking thirty students, five each from six sections of MGMT610, randomly-selected. As this course is offered with three staggered start dates our goal was to get two sections from each of these different starting online sessions. We originally targeted two instructors for each online starting time.
However, it became apparent early on that this was not going to work. While the course instructors were very helpful in posting class announcements using the text we had drafted, as well as sending private messages to each student in their classes through the LMS, we were not getting enough participants. We then opened it up to the entire MGMT610 faculty and asked them to post the announcement. In addition, a small change was made to the wording, changing the wording that it would take an hour to complete the assignment, to just twenty minutes. This also made a difference in obtaining more respondents.
As many of these students are also simultaneously taking UCSP611, Introduction to Graduate Library Research Skills, and both of us teach this course, we also asked our students, who might be taking both courses at the same time, to participate. Ms. Harding also asked other UCSP611 instructors to post the announcement regarding the study. Five students were netted through this process.
Because UMUC limits what we can be given as an incentive to some sort of UMUC memorabilia under $20, this also may have made a difference as well as the fact that, due to the virtual nature of UMUC, there were no other avenues available to solicit volunteers.
SLIDE 10
We ended up with sixteen respondents: four from OL1 representing two out of eight sections and two of the seven instructors; five from OL2 representing three of the seven sections and three of the seven instructors; four from OL2 Hybrid for a total of three out of six sections and representing three of the five instructors; and three from OL3 representing two out of six sections and two out of five instructors.
SLIDE 11
A major finding that was not asked as one of our interview questions, but came out over and over again in the interviews, was how much of what was learned in UCSP611 was employed in conducting this assignment. UCSP611 has as its final assignment the completion of an annotated bibliography, of which two of the required five sources are annotated. Students drew on their knowledge of creating and revising research questions, choosing keywords and relevant databases, and evaluation skills used for the UCSP611 assignment demonstrating the transferability of skills and understanding. Most of the students interviewed had either just completed UCSP611 or were currently taking it.
SLIDE 12
The main themes of the research indicated that:
• Students chose topics of interest, which means they are more engaged in the topic as it pertains to their career field or what is going on in their jobs.
• There were problems in getting started, especially in those classes that did not provide additional information on how to locate a case study. This is especially interesting as there is a required library module to be completed in each section, which includes information on how to locate case studies and how to complete an annotated bibliography. Only two students made vague references to it.
SLIDE 13
• Students did a good job of taking keywords from their questions, using synonyms with some even reporting using thesauri, revising their search terms based on what they found, including looking at subject headings.
• Some targeted specific databases, some used the subject guides, and some were less focused and reported using our discovery service, or searching all the databases.
• Overwhelmingly, the students reported that the Library resources were indeed sufficient to meet the needs of this assignment. All of the students reported that they were able to find relevant articles. Only one student reported not being able to find enough for her topic. All students reported the use of evaluation skills to discern relevancy.
SLIDE 14
• While a few of the respondents went to Google first, this was more for background reading and/or to find citations and then look for the article within the library databases. However, one of the main reasons for not going outside of the Library was due to instructor restrictions. A handful of respondents used the Ask a Librarian service and it was helpful. Reasons reported for using the service were to find case studies and help with their research question.
SLIDE 15
• The respondents reported an appreciation for Library resources and this assignment helped with the comfort level in using Library resources.
We have found this study to be quite useful. The report has been shared with Harriet Smith. One theme that was repeated is the need for instructor-included assignment help for future iterations. For the Library, while the resources appear to be sufficient we will use this information to revise and further promote the relevant resources and revise the instructional module based on the feedback as a mechanism for collaborating on the instructor-supplied help.
SLIDE 16
Contact information:
Barb Mann: [email protected]
Julie Harding: [email protected]
Reference
Hallion, M. (2013). Project descriptions: Assignment four [Class syllabus]. Document posted i
Developing a model corporate intelligence program and assessing its utility and potential for integration within UMUC's Intelligence Management Studies program
No full textObjective: This project seeks to identify and define the salient characteristics of a “corporate intelligence program”, provide a functional differentiation and typology for the various activities that are considered “intelligence” by the private sector, and provide a generic model of a corporate intelligence. It is anticipated that both the model and the process of developing it will be fully integrated within the INMS courses, thereby partially addressing current curriculum needs.
Research Question: Can a model corporate intelligence program, derived from the Megacommunity concept, offer an opportunity to improve performance in intelligence management, specifically against intractable problems that continue to limit the effectiveness of collaboration among intelligence entities?Developing a Model Corporate Intelligence Program and Assessing its Utility and Potential for Integration within UMUC’s Intelligence Management Studies Program
Principal Investigator: Thomas McWeeney, Ph.D.
Research Assistant: Margaret E. McWeeney, M.A. Megacommunity Model
In their pioneering book, Megacommunities, Mark Gerencser, Reginald Van Lee, Fernando Napolitano, and Christopher Kelly, set forth an framework for addressing the growing collaboration requirements facing 21st Century leaders in both the public and private sector.
In 2011-2012, Dr. Thomas McWeeney, Adjunct Professor of Intelligence Management Studies (INMS) and University of Maryland University College (UMUC) received a research grant to assess the applicability of a the model to the INMS curriculum.
In that study, Dr. McWeeney concluded that the Megacommunity Model fell short because it did not address the many institutional barriers in existence that reinforced the status quo.
He suggested that research efforts should continue to try to identify areas within UMUC’s INMS program where the Model does apply. Corporate Intelligence
In 2013, Dr. McWeeney chose to revisit and apply the Megacommunity Model to the concept of corporate intelligence, an issue which is part of the INMS program curriculum, but remains underdeveloped and subject to criticism.
Corporate or private sector intelligence is referenced frequently in the lectures and literature, but has no detailed or systematic presentation of a framework to help students understand the concept.
Further, there is no consensus among American corporations about what constitutes a corporate intelligence program and how it should perform. Research Objectives
identify and define the salient characteristics of a “corporate intelligence program”;
provide a functional differentiation and typology for the various activities that are considered “intelligence” by the private sector; and
provide a generic model of a corporate intelligence.
It is anticipated that both the model and the process of developing it will be fully integrated within the INMS courses, thereby partially addressing current curriculum needs. Research Question
Can a model corporate intelligence program, derived from the Megacommunity concept, offer an opportunity to improve performance in intelligence management, specifically against intractable problems that continue to limit the effectiveness of collaboration among intelligence entities? Methodology
The methodology for the project was divided into two parts.
1.The research portion, which is responsive to the grant, included
a brief review of selected publications (attached),
data collection activities,
the establishment of a stakeholder working group,
a series of discussions with working group members, and
the collation of their views into definitions and functional descriptions for the various categories of “intelligence”.
2.Following the submission of the findings, the project will continue with the working group (The Leadership Advisory Group - LAG) continuing discussions and working towards the identification of best practices, quality standards, and a model corporate structure.
All will be presented to the INMS program director for inclusion as course material for the 2013 Fall Semester.
Participants include Mike Dorsey (Dell Technologies), Dale Watson (Booz Allen Hamilton); John Slattery (BAE Systems); Greg Scovel (CACI); Tom Mahlik (Raytheon).
1(Dorsey, 2013); (Mahlik, 2013); (Scovel, 2013); (Slattery, 2013); (Watson, 2013) Part I. Defining Corporate Intelligence
Drawing upon previous work, Dr. McWeeney offered a definition of intelligence that is narrows the range of activities conducted under the intelligence imprimatur:
“Information, produced and legitimized by sound mythologies, that provides insight and knowledge not otherwise known, which would not otherwise be obtained, and which provides support for organizational decisions.”
This definition was intended to eliminate much of the activity that currently conducted under the banner of “intelligence”, but which amounts to no more than recycling or regurgitation of public source or well known information, and is of little use in decision-making. It also is intended to exclude information that has no intrinsic value and was seemingly collected for its own sake. Part I. Suggested Typology
Seven broad categories of activity were developed:
1.Corporate Strategic Intelligence – collection, processing, analysis, and dissemination of intelligence (Maccoby, 2001).
2.Competitive Intelligence – gathering data about the external business environment to support decision-making (“Competitive Intelligence”).
3.Corporate Counterintelligence – understanding the financial and security vulnerabilities of an organization from competitors (McWeeney, 2008).
4.Industrial Espionage – acquiring competitor’s information for commercial purposes, generally illegally (“Industrial espionage”).
5.Support to Government Intelligence Programs – utilizing private sector resources to support or instruct government programs (Dorsey, 2013).
6. Cyber Intelligence – collecting, processing, and analyzing all cyber behavior (Cyber intelligence: Setting, 2011).
7. Political Intelligence – providing insider government information in exchange for financial compensation to a client (Shafer, 2013). Part II. Defining the Model
A model CI program for technology and consulting companies that work in UMUC’s INMS-defined intelligence community (national security, homeland security, and cyber) would be useful to:
Maximize time and efficiency;
Streamline ad hoc or unaccountable processes; and
Reduce many of the non-productive practices. A Collaborative Approach
It has become common assumption by both the government and private sector that a multi-sector collaborative approach is essential to maximize the wealth of information that is currently warehoused by private sector companies and leverage it to combat critical threats, such as cyber terrorism.
To date, these efforts have been minimal, involving only a few participants, and have not effected the community at large.2
The Megacommunity Model provides a framework for this collaboration by sharing the principles of a common problem, a shared interest in the solution, and a environment of mutual trust.
2The National Security Business Alliance Council (NSBAC) and the Defense Industrial Base Network (DIBNET), Adapting the Model
Discussions with experts have indicated that the environment of mutual trust has been undermined and eroded by candid talks that expose weaknesses between companies and their biggest client (the Federal Government).
Private sector companies would be much more willing to engage without government involvement.
Government must serve as a stakeholder and serve an advisory role, but government involvement during the initial stages of development would most likely prove an insurmountable obstacle to true collaboration. The Driving Issue: Cyber
The preeminent concern in any discussion developing a more cohesive approach to corporate intelligence is the cyber intelligence threat.
Individual companies are aggressively developing their own intelligence programs both for their internal purposes and to sell to their customers, both in the government and the private sector.
The Leadership Working Group believes these efforts are piecemeal and the government must maximize and leverage the information from all of these sources.
Cyber is the one area – because of the shared risk – that can overcome the reluctance to establish a corporate intelligence model. Conclusions
This approach adds a strategic element to the Megacommunity Model of collaboration whereby two sectors work to create an idea and the third serves as a stakeholder with an advisory role.
This could prove a model for other intractable areas and sectors of intelligence management that agree on a collaborative approach but have been unable to seriously initiate discussion on matters of critical importance to the intelligence community due to cultural obstacles. Recommendations
1.A series of meetings between the Leadership Working Group to develop and submit a white paper describing a model intelligence program, surrounding the cyber intelligence problem.
2.Revisions to the course lectures for the INMS 600 and 660 programs that pertain to private sector intelligence.
3.Submission of the White Paper to Senior Executives of the participating private sector organizations.
4.Submission of the White Paper in relevant journals and trade magazines.
5.Vetting and review by government agencies.
6.Marketing initiative designed to increase the enrollment of private sector workers engaged in intelligence activities
Use of social media in response to Hurricane Sandy in local emergency management organizations
No full text•Hurricane Sandy pounded U.S. East Coast as Category 1 hurricane from Oct.29 through Oct. 30 2012
•Affected the states of New York, New Jersey, Connecticut, Virginia, and Maryland
•>72 deaths
•~50 billion estimated losses
•7,5 million power outages
•Social Media (SM) heavily used both by response agencies and the public
•Most popular were Twitter and Facebook
•3.5 million tweets with #sandy in the last 24 hours of the hurricane
•Surveys sent out to select major Maryland jurisdictions including city and county governments
•Maryland Emergency Management Agency (MD State), Baltimore County, Howard County, and Annapolis City Department of Transportation respondedUse of Social Media in Response to Hurricane Sandy in Local Emergency Management Organizations
Dr. Irmak Renda-Tanali May 2013
Research sponsored by:
UMUC Faculty Research Program Spring 2013 Introduction and Background Research Design Findings Conclusions Intoduction
•Hurricane Sandy pounded U.S. East Coast as Category 1 hurricane from Oct.29 through Oct. 30 2012
•Affected the states of New York, New Jersey, Connecticut, Virginia, and Maryland
•>72 deaths
•~50 billion estimated losses
•7,5 million power outages
•Social Media (SM) heavily used both by response agencies and the public
•Most popular were Twitter and Facebook
•3.5 million tweets with #sandy in the last 24 hours of the hurricane Research Design
•Surveys sent out to select major Maryland jurisdictions including city and county governments
•Maryland Emergency Management Agency (MD State), Baltimore County, Howard County, and Annapolis City Department of Transportation responded
Survey Questions
1.At the time of Sandy, who was responsible for SM (SM) broadcast and monitoring? State the position and who this person reports to.
2.What SM channels were used to communicate with affected citizens? (Twitter, Facebook, ?)
3.Did your organization use Integrated Public Alert and Warning System (IPAWS)?
4.How frequent were the updates to the public (from your organization)?
5.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?
6.Were there times when the volume of (a) inquiries from public, or (b) situational information was overwhelming? If so, how did you handle it?
7.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.)
8.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?
9.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? Findings
• The Maryland State Emergency Management Agency (MEMA) and the Counties had pre-established protocols for SM use and had personnel assigned to disseminate and respond.
•Facebook and Twitter were the most popular SM outlets.
•MEMA SM account received >1,000 comments at the peak of the storm.
•Governor O’Malley’s Twitter account was active immediately, during and after the storm.
•Howard County vetted information on their FB site through their PIO.
•Howard County posted situation updates every hour on FB and Twitter as well as their main county website. Findings
Advantages of the use of SM by local government response agencies:
•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.
•Removes barriers in communicating with the public.
•Allows efficiency in terms of reaching one key audience – the media – simultaneously.
•Increases situational awareness.
•Helps measure the overall effectiveness of messaging going out to the public.
•Helps determine what is relevant and what is not. Findings
Lessons learned about the use of SM during Hurricane Sandy:
•May not predict the volume of SM public inquiries coming in during the event.
•May not have the means to act.
•Internet may be down during a large scale emergency.
•Have a credible authority in place.
•Make it part of the overall communications plan for the event
•Have policies established beforehand. Conclusions and implications for future
•SM has become indispensable in emergency management. 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.
•Thus they started implementing changes based on those lessons learned. They have more people and departments signed up and using SM.
•The number of PIOs trained in their SM policies and procedures has grown.
•Currently, this is the most expedient way to provide information to the media and the citizenry. . This research was funded by UMUC’s Faculty Research Grant Program for Spring
2013
For questions, contact:
Dr. Irmak Renda-Tanali
[email protected]
Phone: +1 (240) 864-2435
Thank you
UAC Bylaws and Constitution 2013
No full textThe UMGC University Advisory Council Bylaws and Constitution. Ratified 7/17/2013