1697 research outputs found
Sort by
Perceptions of Physicians Regarding Organizational Culture and Their Ability to Deliver Culturally Competent Care
No full textThis qualitative dissertation examined how physicians at Test Hospital perceive the organizational culture and how these perceptions impact their ability to deliver culturally competent care. The primary research question that guided the study was: What are the perceptions of Test Hospital physicians regarding organizational culture and their ability to deliver culturally competent care? Semi-structured interviews were conducted with 10 board-certified physicians across varied specialties. Using AI-guided thematic analysis, six key themes arose: (a) understanding of cultural competency, (b) learning cultural competence over time, (c) impact of organizational culture, (d) barriers to delivering culturally competent care, (e) value of shared cultural background, and (f) desire for organizational support and training. The findings revealed that physicians displayed a dedication to culturally responsive care, often influenced by their lived experiences, empathy, and community bonds rather than formal training. While institutional values emphasize equality, physicians reported encountering limited administrative support and variable leadership support. The findings further indicate a disconnect between the hospital’s stated mission of equity and the organizational realities of medical practices. Systemic barriers, including time constraints, fragmented guidance, and emotional restrictions, limited their ability to deliver culturally competent care. The findings suggest that, ultimately, culturally competent care must be institutionally supported, not just individually sustained. Equity of care necessitates partnerships among organizational values, leadership performance, and administrative collaboration. Recommendations include observed training models, leadership and administrative accountability, and formal recognition of empathy and community knowledge as essential mechanisms in the delivery of culturally competent care
Financial Advisors’ Autonomous Motivation Needs
No full textThis qualitative study identified factors contributing to financial advisors’ autonomous motivation in the United States through a thematic analysis, amid projected growth in demand and concern about a worsening advisor shortage. Using Maslow’s Hierarchy of Needs as a theoretical framework, semi-structured interviews with 17 financial advisors and one manager revealed nine key themes: autonomy and self-motivation; client relationships; administrative and compliance burden; recognition, value, and organizational alignment; compensation and incentives; technology and CRM; leadership and management styles; effects of turnover and career longevity in financial advising; and personal values and ethics. Findings indicate that advisors are most motivated when allowed significant autonomy while receiving appropriate support, developing meaningful client relationships, and working in organizations aligned with their personal values. The study proposes an EPIC servant leadership model (Emotional intelligence, Purpose, Individuality, and Coaching) to address motivational needs across Maslow’s hierarchy. Recommendations include strategies for leadership development, compensation structure, organizational culture, and professional development programs that foster autonomous motivation while addressing the industry’s talent shortage. Future research should examine the model’s impact on advisor retention, productivity, and evolving career stage effectiveness
An Examination of Community College Faculty’s Motivation And Professional Development Needs For Implementing OER
No full textAdministrators often encourage faculty at Community Colleges to find ways to reduce the cost of their course materials (Moore, 2021; Bliss & Smith, 2017). Open Educational Resources (OER) have become the solution many faculty have implemented to reduce the costs (Allen, 2023; Fischer et al., 2020). This qualitative study explores faculty\u27s experiences in OER implementations in a public two-year institution in the Midwest United States. Interviews were conducted with Community College faculty who had experience implementing OER to learn what motivated them to implement OER, what challenges they encountered, and what professional development topics they wanted to see offered to reduce their challenges for future implementations. The thematic analysis approach was utilized for the analysis of interview transcripts. The results of this study indicate that Community College faculty are motivated to use OER because of the cost-savings for students, the quality of the content, the ability to ensure all students have first-day access, the ability to customize OER, the fact that OER is easy to access, the opportunity to customize the content, to eliminate poor publisher experiences, and because other recommended using it. While the faculty successfully implemented OER, they did encounter challenges such as difficulty locating OER, lack of instructor resources, and miscommunications with the bookstore. This study found that faculty desire professional development to learn more about OER, including best practices for implementing OER, what their peers experienced with implementation and teaching using OER, how open licensing works, how to locate and evaluate OER, how to use artificial intelligence to locate OER, how to implement OER into courses, and how to create customized resources
The Valemee Visual System Helps Reduce Risk for Chronic Illness by Promoting Physical Fitness, Self-Efficacy and Independence in Adults With Intellectual Disabilities
Full text linkIntroduction Sedentary behaviour among individuals with intellectual disabilities, driven by barriers such as limited access to adapted programs and low self‐efficacy, contributes to chronic health conditions. This study evaluates the effectiveness of the Valemee Visual System (VVS), a novel tool offering visual support and structured exercise programming, in improving physical fitness and promoting exercise independence in this population.
Methods A repeated measures design was employed with an 8‐week intervention involving 22 participants aged 22–44 with mild to moderate intellectual disabilities. The program utilised the VVS for total body fitness training.
Results Participants demonstrated significant improvements in grip strength, sit‐to‐stand performance, bench press capacity, 400‐m walk time, and flexibility. Self‐efficacy increased, and reduced reliance on prompts indicated greater exercise independence and autonomy.
Conclusions The VVS shows promise in enhancing physical fitness, accessibility, and adherence in adults with intellectual disabilities, supporting long‐term health and reducing chronic disease risk
Leading the Way: Principals\u27 Experiences as Change Facilitators in Implementing High-Quality Instructional Materials
No full textThis study employed a phenomenological qualitative approach to understand the experience of principals leading change to high-quality instructional materials. Over the past four decades, educational reforms have sought to increase student academic achievement, necessitating a shift in the role of principals from building managers to instructional leaders. This study examines principals\u27 perceptions of whether they feel adequately prepared and supported to lead significant changes.
Participants in this study included principals from public schools across a midwestern state who had led the implementation of high-quality instructional materials for mathematics within the past five years. Through one-on-one interviews, the study sought to understand their experiences and identify the professional learning and support they desire when leading educational reforms. A thematic analysis resulted in four themes of challenges and four themes identifying strategies and supports. Findings reveal that principals needed role-specific professional learning, implementation tools and resources, collaborative networks, and district support such as funding and human capital. This study provided practical insights and recommendations for future research on state and district-level support to equip principals better to lead educational reforms and change effectively
Leadership Coaching and the “Mad Major”
Full text linkInterested in gaining some valuable lessons for leaders and leadership coaches to add to your repertoire? Want to further express your curiosity and explore the opportunity to learn more about leadership and leadership coaching from a very unusual, non-academic and very iconoclastic source? If so, this article may be for you. This commentary is essentially the abbreviated story of a single-minded, highly dedicated leader’s lifelong quest to bring needed change to a very large narrow-minded bureaucratic organization. It will briefly explore the strategy-infused approach of one of the most controversial and little known figures in modern military history. This individual was both celebrated and ridiculed for advocating and pursuing radical and controversial ideas, usually contrary to longstanding policies and practices. Over the course of a long career a host of nicknames were accumulated, such as: “The Sugar Plum Fairy,” Ghetto Colonel,” “Genghis John,” and, the especially derogatory, “The Mad Major.” The latter label was associated with radical oppositional stances to the prevailing military establishment on tactical aviation and the dominant approach to multi-billion-dollar weapons procurement. Additionally, the paper will offer some relevant background history, discuss important contributions to the field, provide a proven decision-making tool, and relate key ideas to a business context. It will also suggest some of the real benefits of employing the expressed creative ideas in a leadership coaching setting. as well as noting some the latent hazards and limitations of their use
History and Hopes of Doctoral Studies at Franklin University: Doctor of Business Administration, Doctor of Healthcare Administration, Doctor of Education in Organizational Leadership, Doctor of Education in Instructional Design Leadership, Doctor of Nursing Practice
Full text linkThis poster will capture the major steps and highlights along the path from planning to development through implementation and expansion. Franklin University has experienced a strong growth in our doctoral studies’ programs and we have plans for the future as well. Many, many persons form all facets of the university have played critical roles along the way, and this history will attempt to capture all those
Leveraging Shared Experiences: How Collaboration Among Beginner, Intermediate, and Experienced Recruitment and Admission Professionals Can Transform Enrollment
Full text linkPresentation Overview: Higher education recruitment and admission are influenced by processing applications and shaping enrollment outcomes. Also at the epicenter of this operation is building relationships between students, school counselors, and the admission counselors. The different ages and experience levels add various perspectives that can help move students through enrollment. The premise is that each counselor can help implement a more comprehensive and collaborative approach to supporting students throughout their educational journey. This support can be better garnered and channeled by exploring counselors\u27 professional and personal experiences that can help meet/exceed selected outcomes. This presentation focuses on how counselors can significantly enhance the student experience by fostering stronger connections and increasing student enrollment and success.
Objective: The goal of this presentation is to demonstrate how the combined expertise and perspectives of counselors of different ages and years in the profession can create a more supportive approach to student recruitment, admission, enrollment, and success
When Moral Codes Fail: The Problem of Moral Entanglement: A Call for Critical Thinking
Full text linkThe problem of moral entanglement has to do with moral rules/principles that have been found to be entangled so that no matter which one the moral agent chooses (whether as an act of free-will or obedience) to follow or do, an inconsistency will inevitably follow (within the context of a moral system/theory). This presentation will consider a subset (of at least two applicable elements) of a set of accepted strictures of a moral code (purportedly with the general goal to do good and avoid evil) to show that what is moral is not always a function of the applicable elements of a moral code one chooses. And, because this moral entanglement is logically inconsistent with the general goal to do good and avoid evil, such moral codes fail. Moreover, since this overarching set of moral rules/principles is meant to guide a person’s or group’s decision-making, establish standards for moral behavior, and promote what is valued, this presentation also shows that the moral system/theory that advocates for such a moral code (with such an applicable subset) is logically flawed. And, as a Reductio ad Absurdum, the moral system/theory ought to be abandoned. Accordingly, such standards to which moral agents aspire and by which their actions can be judged clearly undercut the individual’s or group’s ability to deal consistently and ethically with moral dilemmas