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Community College Faculty and Competency-Based Education: A Grounded Theory Study
No full textEconomic, social, and technological pressures for higher education have resulted in disruption to traditional methods of educational delivery. Competency-based education (CBE), one such disruption, is characterized by a transition in focus on seat time to flexible methods of curriculum delivery and mastery of learning. CBE provides students personalized classroom experiences, and typically involves diverse and customized instructional methods. The purpose of this grounded theory study was to examine views and experiences of community college faculty in transition to competency-based education (CBE) teaching. Faculty support and buy-in to CBE is a known critical element in successful adoption, and the study assessed faculty views and experiences to better understand resistance or acceptance. A total of 96 faculty at a Midwestern U.S. community college participated in an open-ended survey assessing background, motivations to teach, and progression from traditional to digital forms of teaching, including CBE. Findings revealed a critical relationship between fulfillment in teaching and human interaction and reciprocity in classroom settings. While faculty overwhelmingly support the concept of CBE, personal transition typically introduced conflict in teaching experience, and absent new measures of fulfillment, faculty were less likely to support CBE teaching. The study produced the Theory of Fulfillment Dependency (TFD), which states that professional fulfillment is linked to resistance to workplace change. When a new fulfillment naturally occurs in the new changing environment, resistance seems to diminish. If built-up dissatisfaction emerges or incrementally increases, so too does resistance to change
Soft Skill Communication in The Pursuit of Partnerships:
No full textPartnership between employers and employees is the ultimate goal for leadership because of the positive outcomes that such a partnership generates. The purpose of this study was to determine how leaders and followers communicate with soft skills to encourage partnerships in organizations. The leader-member exchange theory describes positive outcomes from positive relationships between the leader and follower. However, the leader-member exchange theory describes the consequences of the partnership only. This research adds a prescription to how partnerships are formed through communication by interviewing leaders and followers in various organizations. The study includes an examination of how soft skills used by leaders influence and impact partnerships. Through interviewing 17 leaders and followers from four different organizations, the failure to use soft skills with communication is also described. Therefore, in this study, the ways in which leaders and followers are using soft skills when they communicate was explored. The findings of this study might assist the promotion of partnerships in organizations. Comparative studies of how leaders versus followers communicate for partnership are suggested for future research
Clocktower 2021
Get PDFThis issue was published in 2021 and covers Franklin news, alumni achievements, and the Alumni Council.https://fuse.franklin.edu/alumni_magazines/1065/thumbnail.jp
Summer 2021 Commencement
Get PDFThis Franklin University commencement program was published for the 168th commencement ceremony on September 10, 2021 in The Battelle Grand Hall at the Greater Columbus Convention Center in Columbus, Ohio.https://fuse.franklin.edu/commencement_programs/1064/thumbnail.jp
Distinguishing Army Civilian Turnover Intentions Through Employee Engagement
No full textThe U.S. Government Accountability Office (2015) has identified constructive performance conversations with one’s supervisor, career development and training, work-life balance, inclusive work environments, employee involvement, and communication from management as the six most significant drivers of employee engagement as measured by the federal government. This cross-sectional quantitative study examined how perceptions of these practices differ among Department of the Army civilian employees with intragovernmental turnover intentions, extra-governmental turnover intentions, and no turnover intentions. The study utilized secondary data from the 2019 Federal Employee Viewpoint Survey with Welch’s ANOVA, the Kruskal-Wallis test, and post hoc analysis to identify significant differences between employees based on their level of turnover intentions. The omnibus tests revealed significant differences between groups for all six drivers of employee engagement; employees with no turnover intentions reported higher levels of satisfaction than their counterparts with intragovernmental or extra-governmental turnover intentions. Furthermore, the intragovernmental turnover intentions group was more satisfied than the extra-governmental turnover intentions group with practices relating to four drivers: communication from management, employee involvement, constructive performance conversations, and work-life balance. No significant differences were found between the intragovernmental and extra-governmental turnover intention groups regarding their perceptions of career development and training and the inclusiveness of their work environments. The findings offer new insight into the relationship between engagement and the different levels of turnover intention experienced by Army civilians; leaders may review this study to better understand the relationship and tailor their human capital strategies accordingly