1697 research outputs found
Sort by
Collaborative Leadership and Student Success Perceptions of Chief Academic Affairs & Chief Student Affairs Officers at Midwestern Private Higher Education Institutions
Get PDFThis quasi-experimental study focused on collaborative leadership in higher education, emphasizing its potential impact on student success and career readiness. The 66 Chief Academic Affairs Officers (CAAOs) and Chief Student Affairs Officers (CSAOs) participants worked at Midwestern private higher education institutions, which were members of The Council of Independent Colleges (CIC) (n.d.). The participants completed Collaborative Leadership Self-Assessment Questionnaires (Turning Point, n.d.) that included a student success section, which was developed and added based on research topics presented by Kezar (2003) and Kezar and Holcombe (2020). The results showed no statistically significant differences in perceptions of collaborative leadership influencing student success and career readiness among the leaders based on age, gender, education, or years of experience. Other studies suggested that collaborative initiatives between academic and student affairs divisions can benefit student development in and out of class (Chen & Tull, 2023; Kezar, 2003; O’Connor, 2012; O’Hallan, 2019) and fortify students’ career readiness, which was crucial for students graduating and entering the workforce (Humphreys, 2013). Future research on collaborative leadership in higher education to support student and career readiness may yield viable results if more participants are involved, especially post-pandemic
Navigating the “New Normal”: Investigating the Relationship Between Full-time Remote Work, Organizational Justice, and Turnover Intentions.
No full textThe COVID-19 pandemic has accelerated the adoption of full-time remote work, driven by the need for flexibility and the challenges posed by the global health crisis. While remote work offers benefits like reduced commuting stress and increased flexibility, it also presents unique challenges that organizations must address to foster a motivated and engaged remote workforce. Organizational justice, which encompasses perceptions of fairness and equity, plays a critical role in employee motivation and commitment. This study aimed to investigate the relationship between full-time remote work, organizational justice, and turnover intention. Using a quantitative research approach, survey tools were used to assess the elements of organizational justice (distributive, procedural, and interactional) and analyze their impact on turnover intention. The findings showed that all elements of organizational justice had a significant relationship with turnover intention in full-time remote workers, with procedural justice having the strongest relationship. This suggests that remote workers\u27 perceptions of fair procedures and processes within their organizations influence their intention to leave. The findings of this study have implications for organizations aiming to create a positive remote work culture and mitigate turnover risks by emphasizing procedural justice through transparent processes, employee participation, and fair performance evaluations. It contributes to the existing literature by highlighting the importance of organizational justice in remote work environments and emphasizing the need for organizations to adapt their practices to meet the specific needs of remote workers
Teacher Participation and Professional Learning Communities: A Qualitative Descriptive Study
No full textThe proposed qualitative year-long descriptive study explored how high school teachers who participated in a Professional Learning Community had their school leadership aspirations impacted while serving in the New York City Public School System. Currently, the system has a dire need to fill school and district instructional, supervisory, and administrative leadership positions. The Servant Leadership Theory (Greenleaf, 2007) and the Distributive Leadership Theory (Spillane et al., 2001) were used to underpin the study, giving credence to a supportive and collaborative environment. The study was guided by the following research: How do public high school teachers who participate in a professional learning community describe the influence of their participation on their school leadership aspirations at a New York City public school? The participants were 12 high school teachers who work in a public high school in a school district in New York City and agreed to answer semi-structured interview questions. Zoom was employed in the transcription and MAXQDA software was the primary tool used in the analysis of the themes born out of the coding of the interviews. The study findings uncovered three main themes: administration perception in PLC influenced teaches’ perception of leaders; teachers gained leadership training and skills through professional learning communities; and participation in a professional learning community encouraged teacher leadership aspirations
Instructor in Classroom, undated
No full textThis photo features a Franklin University instructor lecturing in a YMCA classroom.https://fuse.franklin.edu/ymca/1002/thumbnail.jp
Instructor Demonstration, undated
No full textThis photo features Franklin University students observing a technical demonstration by their instructor.https://fuse.franklin.edu/ymca/1004/thumbnail.jp
Instructor Donald Moore with Students, undated
No full textThis photo features a Franklin University instructor with students in a lab classroom.https://fuse.franklin.edu/ymca/1006/thumbnail.jp