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Blogging mastery: analyzing the key strategies behind successful blogs
Get PDFBloggers in the digital landscape have the power to shape consumer behavior and influence their peers. However, successfully running a blog demands time and commitment, similar to operating a small business. Yet, there is scant literature regarding successful practices and strategies that bloggers use to build their blogs and remain successful. This study explores bloggers\u27 most effective methods and strategies to establish themselves in their respective niches. The qualitative research study uses transcendental phenomenology to examine the lived experiences of successful bloggers, aiming to provide insights into their successful strategies, best practices, challenges, and insights for new bloggers. Twelve bloggers that met the criteria for inclusion were interviewed using 12 semi-structured open-ended questions. Thematic analysis was used to code and categorize the themes. The findings suggest that bloggers use various strategies to establish themselves in their respective niches and overcome challenges. The study results were integrated and used to develop the Blogger Success Framework to help established and aspiring bloggers navigate the digital landscape of blogging
Building Pathways for Female Leaders’ Economic Empowerment
Get PDFThe purpose of this study is to evaluate the obstacles women experience in leadership development and economic empowerment, mainly in non-Western countries, and to compare them to those in developed nations. The study reviewed current literature in order to identify the hurdles and facilitators for female leadership and economic empowerment. Research suggests unpaid work and gender harassment pose the greatest obstacles to women\u27s leadership and economic development. Mentoring has been proven to promote women\u27s leadership and economic empowerment in both western and non-western countries. The study also examined the function of the economic environment in the growth of women\u27s leadership and the impact of different economic systems on female leadership and economic empowerment in western and non-western nations. In western economies, the literature implies that the gender regime, economic standing, and economic environment influence women\u27s company startup decisions. In non-Western nations, the literature concentrates on the influence of the political environment on the economic environment and corporate activity. Additionally, the impact of international relations and the economy on the growth of women\u27s leadership was mentioned by literature. According to the findings of this study, women continue to be underrepresented in leadership positions, especially in Eastern countries
Gamification as an Effective Method in Developing Leadership Skills and Competencies
Get PDFGamification, the incorporation of game design features into non-game environments, has been implemented in a variety of disciplines, including education, sustainability, language learning, and workplace transformation. According to research, workplace gamification enhances employee engagement and productivity. The gaming business has leveraged incentives and motivation to drive behavior and participation. This literature study assesses gamification\u27s potential as a technique for leadership development and competency building. Leadership is characterized by a combination of personality characteristics, knowledge, abilities, and behaviors. Existing leadership competency analysis frameworks include emotional intelligence and taxonomies such as Gallup\u27s Strengths Finder. Through points, levels, and leaderboards, gamification has been found to boost student motivation and behavior in leadership training. However, it is noticed a clear scarcity in using gamification as a technique for leadership development. This review suggests that additional research is required to establish the usefulness of gamification in strengthening individual and organizational leadership competencies
Understanding needs: facilitating faculty support for formal assessment processes in higher education
Get PDFPrior literature discusses how conflicting beliefs regarding assessment, competing workloads, and a lack of formal assessment resources may contribute to faculty reluctance to engage with formal assessment processes. There is a gap in research on exploring assessment leader-faculty relationships through the lens of Leader-Member Exchange Theory and how that may affect participation in formal assessment processes. To address this gap, the researcher implemented a qualitative, phenomenological study to interview faculty about their lived experiences in working with formal assessment processes and interacting with assessment leaders. The goal was to discover emerging thematic categories regarding faculty perceptions of formal assessment processes and working relationships with assessment leaders that inform strategies for addressing resistance to formal assessment. The sample consisted of 13 faculty members representing 3 divisions within a private accredited institution of higher education in California. Interview transcripts were redacted and qualitatively coded through a priori and emergent approaches. The results showed that faculty participants were knowledgeable about formal assessment processes, though there was a learning curve in understanding assessment-related tasks and disproportionate opportunities for participation. Participants also displayed awareness of whether assessment work reflected a culture of student learning or a culture of compliance; emphasis was placed on framing the benefits of assessment for not only student learning but also performance at the programmatic or institutional levels. Lastly, participants indicated that they trusted their assessment leaders through moments of conflict and resistance; tensions were instead directed toward the nature of formal assessment processes
Mastering the void: the secret sauce of Black female leadership in the ivory tower
Get PDFThis scholarly inquiry delved into the enduring disparity of gender representation within leadership roles, a phenomenon persisting despite women\u27s remarkable progress in education and professional realms in the last 50 years. Concentrating on tertiary education, this study examined the scant presence of females, with a particular emphasis on Black females, in elite leadership roles. Its primary objective is to discern and corroborate the leadership aptitudes that have been instrumental in propelling the careers of Black female administrators in tertiary educational institutions. Employing a refined Delphi methodology, this research shared insights from the career trajectories and developmental experiences of Black females who have risen to prominent positions, including chancellors, presidents, vice presidents, provosts, deans, and department heads. This investigation was anchored in the framework of intersectionality, acknowledging the distinct difficulties Black females encounter in tertiary environments. It sought to bridge a significant void in the current academic discourse by scrutinizing the impact of leadership abilities, professional development, and pivotal factors on the career advancement of Black females in leading academic administrative roles. An exhaustive literature review led to the identification of 53 critical elements, subsequently integrated into a questionnaire. This questionnaire, employing a 7-point Likert scale, was used by experts to assess the importance of factors in supporting the advancement of Black women administrators in tertiary settings. The results provided insight into effective methodologies and vital competencies identified by Black females occupying senior executive positions. This research enriches the scholarly dialogue on gender and racial inequities in leadership, offering methods for organizations looking to bolster diversity and inclusivity in upper-level academic administration. By spotlighting the methodologies of triumphant Black female leaders, this study aspires to motivate and steer future cohorts, laying the groundwork for a more balanced representation in leadership roles within the domain of tertiary education
Exploring the Relationship Between Evaluation Frequency and Monthly Fidelity Score on Provider Retention: A Longitudinal Study
Get PDFThe field of behavior analysis is experiencing high rates of turnover. Reports suggest that provider turnover is as high as 75% per year and is due to several variables, such as supervisory support, burnout, and pay. A promising applied intervention to mitigate turnover is addressing supervisory support. Our research explores the impact of procedural fidelity data collection on retention. We leveraged a longitudinal design to evaluate the relationship between evaluation frequency and monthly fidelity score on retention. Using BSTperform, we systematically recorded the number of evaluations conducted, the monthly fidelity scores, and the employment status of providers three months after the evaluations. Results reveal that those observed four times per month or with a high-fidelity score are likely to remain at the organization longer than those who are not observed frequently and have low fidelity scores. Retention trends and the link between evaluation frequency and monthly fidelity score are discussed
Changing the narrative: a phenomenological study on the support and practices Black males received for the successful completion of urban area high schools in Los Angeles county
Get PDFThe purpose of this qualitative phenomenological study was to describe the support and practices Black Males received to graduate high school successfully. This study is important because it details the challenges and experiences that young Black males who reside in urban areas and attend school in Los Angeles County describes the factors needed to meet academic success and graduate high school and understanding why graduation rates for Black males are low, to learn what can be done to increase the graduation rates for Black Males. The study produced four conclusions:
1. Black Role Models and mentors on campus elevated student’s high school experience.
2. Black males having access to greater learning methods created elevated feelings of success in their academics.
3. Black mothers’ resilience to help their sons achieve academic success is vital for their successful completion of high school.
4. Black males recommend that up and coming young Black men entering high school to not give into negative stereotypes.
The implications of this study are to ensure that Black males are hired as teachers and counselors on campus, provide culturally relevant training for first time teachers enrolled in Teacher Credentialing Programs and for currently practicing educators that have not received this training, schools need to partner with Black Mothers to ensure their sons successful completion of high school (fulfilling community family engagement relationships), as well as also ensure that black males have positive relationships with more than one adult on campus, and ensure that schools coordinate mentorship programs for Black males on campus. This study described that when Black males have role models and mentors, family support among access to greater learning and other external factors, as well as other practices and supports they may be able to achieve academic success to graduate high school successfully regardless of their environment or previous academic history
Beyond Perfection: The Beauty of Imperfect Language Learning
No full textMany people believe that bilingualism is an “all or nothing” pursuit, where anything less than perfect fluency in two languages falls short of being truly bilingual. This mindset puts a lot of pressure on parents and can discourage many from trying to raise bilingual children. For example, a child might understand their parents’ native language but prefer to respond in English. Rather than being recognized for their bilingual abilities, they might be unfairly viewed as “not really bilingual.
Bridging Cultures Through Language: Unlocking the Meaning of Chinese Idiomatic Expressions for English Learners
No full textThis poster addresses a common teaching challenge in linguistics and considers how to support ESL/EFL students in understanding and mastering a complex linguistic concept. Framing the challenge through students\u27 L1 and L2 language comparison, this poster addresses how teachers can effectively address this linguistic concept to enhance student comprehension and application. The research synthesizes findings from three scholarly sources, which consider cognitive, cultural, and instructional challenges that students face. The poster concludes with actionable insights for educators seeking to address persistent teaching challenges and enhance student success in the language classroom