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The Self-Directed Career Growth Success Factors of Autistic Business Leaders Who Serve The United States Tech Industry. A Phenomenological Study
No full textWhen autistic professionals in the United States secure employment, over half remain underemployed (Linden & Wiscarson, 2019). Underemployment impacts a significant portion of the U.S. population, as autism appears in 2.4% of males and 0.5% of females in the United States (Austin & Pisano, 2017). Even with a college degree, 85% of autistic Americans remain unemployed compared to 4.5% of the general U.S. population (Lyn Pesce, 2019). Employment programs have been developed for autistic people. However, these programs may stereotype autistic people as pattern-recognizing-savants and build autism employment programs centered on these stereotypes (Austin et al., 2017). Furthermore, autistic professionals, especially those lacking visible characteristics of autism, feel that a disclosure of a clinical autism diagnosis negatively affects their employability (McMahon, 2021). However, limited autism self-disclosures by prominent tech executives, such as Elon Musk (Musk, 2021), anecdotally demonstrate autistic professionals self-directing themselves to attain leadership roles. This study used qualitative research to determine 12 self-directed career growth success factors of autistic business leaders who served the U.S. Tech industry. A phenomenological approach with semi-structured interviews was used in the research to understand themes as data was collected to determine how autistic business leaders self-directed themselves to their leadership roles. The research study aims to empower autistic professionals to own their career development with or without third-party support
Factors that Contribute to a Successful Implementation of a Comprehensive Institutional Effectiveness Plan in a Higher Education Institution
No full textThis research deployed a predictive model to determine the influence of the factors of communication, culture, leadership, assessment, and innovation on successful implementation of an integrated institutional effective (IE) plan. Increasingly, accrediting agencies are requiring higher education institutions (HEIs) to implement integrated IE plans; however, this tends to be the greatest area of failure in accreditation reviews. The research relied on literature to establish the five characteristics of administration in HEIs that aid in creating a successful IE plan. The study examined HEIs as complex adaptive systems (CAS) that integrate the independent variables toward achieving an integrated IE plan. Using multivariate logistic regression, the study examined the relationship between and among communication, culture, leadership, assessment, and innovation and their combined effect on implementing IE plans. This survey-based quantitative research created a predictive model for the successful implementation of an integrated IE plan in higher education. The study demonstrated that there is a statistically significant relationship between the combined independent variables of communication, culture, leadership, assessment, and innovation and a positive outcome on an IE plan implementation. The analysis also revealed that not all variables contributed equally with the variables of leadership and assessment not statistically significant within the model
Developing Scholar Activists: The Role of the EdD
Get PDFA qualitative descriptive approach was followed in the research, starting with a theoretical conceptualization of scholar activism within doctoral education as a basis for further inquiry. Seventeen doctoral candidates described how they conceptualized and applied the Carnegie Project on the Education Doctorate\u27s (CPED) Framework for the Emerging EdD Activist to their experiences in an online program. Study respondents gave accounts of growing confidence to engage in active, vocal advocacy, which they attributed to their new knowledge and understandings gained through participation in the program. However, for some mid-career students, increased vocal advocacy in the workplace was perceived as endangering career prospects. The data draw attention to the complexity of the professional learning process, calling into question the current input-output model of activism. Further research is necessary to develop a greater understanding of the relationship between a developing scholar-activist and the impact of the EdD and precisely how that can be measured. The findings from this study have implications for program developers and doctoral students wishing to become scholar-activists and agents of change
Overview of Misinformation and Disinformation Through History and How to Prevent It in the Use of Al
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Welcome to the Conference Introduction of DSA Leadership and Conference Planning Committee
No full textPerceived Usability Evaluation Of Hands-On And Virtual Science Laboratories: Using The System Usability Scale (SUS) To Determine Adult Learners’ Preferred At-Home Laboratory Experience
No full textDespite an extensive amount of research examining students’ perceptions of alternative laboratory experiences, little focus has been aimed at the perceptions of adult learners. This two-phase mixed-methods study investigated the preferred at-home laboratory experience, and the factors that played a significant role in the user experiences, of adult learners in an online, undergraduate science course. A modified version of Brooke’s (1996) System Usability Scale (SUS) was utilized in Phase I (quasi-experimental crossover phase); students self-selected between an at-home hands-on (AHHO) and virtual (VL) laboratory experience in Phase II. The SUS is a normed, validated, product-agnostic questionnaire that measures the quality of the user experience based on factors that support adult learners’ needs (effectiveness, efficiency, engagement, error tolerance, ease of use, and self-efficacy). Both phases showed no significant difference in preference for the AHHO or VL experience; and both the quantitative and qualitative strands showed that effectiveness, engagement, and ease of use were the most important factors for a good laboratory experience. The findings imply that the laboratory medium (AHHO or VL) is not as important to adult learners as the clarity of the laboratory instructions and the usability of the laboratory materials; and that a blend of AHHO and VL experiences would be the most beneficial to learners. Moreover, as the self-selection and crossover data arrived at the same conclusion, the modified SUS proved to be an effective instrument to measure the perceived usability, its sub-factors, and the quality of the user experience for laboratory experiments
Exploring Academic Advisors\u27 Perceptions in Supporting Vertical Transfer Students at a Private Nonprofit University in the Midwest: A Phenomenological Study through the Lens of a Transfer-Receptive Culture Framework
No full textVertical transfer students are students who begin study at a two-year institution and transfer into a four-year institution (Kozeracki, 2001; Taylor & Jain, 2017). These students constituted 10% of the college student population in the United States (National Center for Education Statistics, 2020) in the fall 2020 semester. Concerningly, vertical transfer students have a six-year graduation rate of 16% compared to a six-year graduation rate of 65.6% for those who began study at a four-year institution (Shapiro et al., 2017). A contributing factor to lower six-year graduation rates is inadequate academic advising services for these students (Hood et al., 2009; Miller, 2013; Mu & Fosnacht, 2019; Walker & Okpala, 2017; Queen, 2020). This is especially problematic since academic advising is pivotal in integrating vertical transfer students into their receiving institution (Cepeda et al., 2021; Hood et al., 2009; Miller, 2013; Mu & Fosnacht, 2019; Queen, 2022; Schlossberg, 2013) by helping to alleviate the effects of the barriers they face (Chin-Newman & Shaw, 2013; Karandjeff et al., 2020; Miller et al., 2011; Nunez & Yoshimi, 2017; Walker & Okpala, 2017). Mu and Fosnacht (2019) also stated that research into academic advising often does not focus on how it functions for students who are not on the traditional collegiate path (starting at a four-year institution). Therefore, this study aims to explore the perceptions and lived experiences of academic advisors who work with vertical transfer students at a medium-sized primarily non-residential nonprofit private university located in the Midwestern United States. The exploration was accomplished by conducting a qualitative hermeneutical phenomenological study that consisted of semi-structured interviews with 10 academic advisors at the research site. The interview protocol consisted of questions related to the five elements of a transfer-receptive culture (Del Real Viramontes, 2020; Jain et al., 2011) and were conducted utilizing Microsoft Teams’ videoconferencing software. Thematic coding was completed on the interview transcripts utilizing Atlas.ti software for ease of organization. Participant responses show that navigating university processes, individualizing student experience, setting, pursuing, and achieving goals, and success measurement and evaluation are important to consider and focus on while supporting vertical transfer students. Additionally, recent research suggests inadequate, transactional, and non-targeted advising services; however, the findings of this study indicate that advisors are concerned with building relationships in order to target outreach and resources to the needs of transfer students. The findings indicate consistent supports that are provided and improvement suggestions for academic advising. Recommendations for future studies include studying different institutional types, including transfer-specific advisors, and utilizing alternative theoretical frameworks. Institutional recommendations include improving social life maintenance, developing relationship building skills, discussing more career advancement opportunities, and providing more community and family connection opportunities
Telehealth Potential In-Patient Volume Lifeline for Rural Hospitals in East Tennessee
No full textCurrently, rural hospitals account for thirty percent of all hospitals in the United States (U.S). However more of these facilities have experienced closure in the last decade than any time in U.S. history. Typical reasons for this occurrence are financial distress stemming from shrinking patient volume, physician departure, and reimbursement reductions. Currently the state of Tennessee has experienced several rural hospital closures to date. Finding opportunities to grow in-patient census while expanding substantial revenue generation is paramount to slow the closure trend. Covid-19 has caused a recent rise and demand for telehealth services in the healthcare industry. Is now a time for rural hospitals to improve telehealth resources to capture greater patient volume and potential improvement in revenue reducing financial burdens? A descriptive causal design utilizing secondary data from four rural hospitals in east Tennessee will determine if telehealth has increased in-patient volume over a four-year period of time. Diagnosis related groups (DRG) will be tested with Pearson’s Chi-square with year over year group comparisons for improvement before, during, and since the pandemic. As telehealth use has grown during Covid- 19, have rural hospitals leveraged benefits to care for specialty diseases (i.e., neurology, nephrology, pulmonology) that before may have not been an option? Can comparing hospitals to understand if less or greater telehealth is performed in each studied facility influence in-patient volume? Using Medicare payment codes consideration for this research maybe used in other geographic regions to perform similar analysis in the future