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Andrews University Wind Symphony - Fall Concert
No full textThe Andrews University Wind Symphony presents Honoring Our Past, a Fall concert under the direction of Dr. Denisse Santos.https://digitalcommons.andrews.edu/posters-2024-2025/1025/thumbnail.jp
Andrews University Singers and Chorale - Fall Concert
No full textThe Andrews University Singers and Chorale present A Vision Unfolding, a Fall concert under the direction of Professor Stephen Zork.https://digitalcommons.andrews.edu/events-2024-2025/1018/thumbnail.jp
Pursuing Vision in Faith-Based Institutions: A Narrative Inquiry
No full textThe study explored the remarkable journey of a blind student from friendship to academic resilience within the walls of a faith-based institution. A narrative inquiry was used to decipher the participant\u27s experiences of varying degrees of inclusivity in faith-based institutions. Narrative interviews, observations, and literature reviews were utilized to gather data and Braun and Clarke\u27s thematic analysis framework was employed. Four themes emerged from the data: amiable friendships, adaptation vs isolation, academic support, and insight in sight. Thus, the study recommends blind students to advocate their needs proactively and faith-based institutions to support blind students holistically
Impacts of Seventh-day Adventism on Indigenous Knowledge of the Raggiana Bird of Paradise along the Kokoda Track, Papua New Guinea
No full textManaging Unconscious Bias
No full textBias can create very stressful environments where employees struggle to feel emotionally safe. People have a hard time seeing their own unconscious biases because they are — by definition — blind spots. Research demonstrates that teaching employees about unconscious bias is insufficient to make meaningful changes in the workplace environment or improve the retention of diverse personnel. What can make a difference is taking steps to increase cultural intelligence (CQ). CQ is the ability to function and relate effectively in culturally diverse situations. The presentation will feature four CQ capabilities to recognize and effectively manage bias: Drive, Knowledge, Strategy, and Action
Divine Attachment as a Context for Discipleship Transformation in Youth
Get PDFO ne of the most profound human lifespan needs, especially among youth, is to have a worthy purpose for living. A growing body of research has identified a serious discrepancy between a Christian’s doctrinal and experiential knowledge of God, leading to disengagement from the practice of discipleship. This may be related, in part, to an unfortunate null curriculum rooted in the assumption that believers understand God in such a way that predisposes them to a discipleship lifestyle. This paper suggests that the missing relational context and the discrepancy between doctrinal and experiential knowledge of God may be remedied by an intentional study of a biblical model of divine attachment that combines a positive doctrine about God that inherently supports a positive experience with him
The Impact of Generational Intelligence and Its Relationship With Team Cohesion and Team Performance in a Jamaican Multi-Generational Workforce
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The Jamaica Union Conference (JAMU) currently faces a phenomenon of having a multi-generational workforce that includes four generations working alongside each other across its five fields for the first time in its history. This intersection of generations brings challenges concerning the adequacy of leaders’ generational intelligence and its relationship to team outcomes and perceptions of performance. The potential concerns for leaders center around employee recruitment, retention and engagement, conflict resolution, workplace culture, and productivity, among others (Tapscott, 2009). Any potential misunderstanding resulting from inadequate cross-generational intelligence among members of the generations currently represented may result in these Jamaican generationally diverse groups of workers falling short of effective relationship-building because these differences may have led to relationships and environments that are not conducive to productive positive outcomes. Most relevant studies direct attention to non-religious companies when conducting large scale research to understand multi-generational workforce challenges and associated shifting needs. Unfortunately, few pertinent studies and related data on the Seventh-day Adventist Church’s contemporary workforce exist. Any lack of understanding of generational intelligence to inform leaders on how best to move forward creatively and innovatively to ensure that teams are empowered to achieve common goals might significantly impact the quality of church life, leadership, and retention of workers.
Method
The methodology involved an explanatory sequential mixed-methods investigative study encompassing a group of four generations of individuals in workplaces within the Jamaican Union Conference (JAMU) of Seventh-day Adventists, using individuals and cases. The qualitative focus relied on first-hand observations. Attention was directed to the central question: What is the impact of the multigenerational phenomenon on the experiences of workers in regards to generational intelligence, team cohesion, and perceptions of performance in the JAMU? The mixed-method study also used quantitative data, focusing on inferential analysis to address the research hypotheses derived from the literature review. The deductive approach explored any possible connection between the perspectives of digital natives and prior generations. This correlational descriptive research sought to describe the current status of relevant variables and their relationships by systematically gathering information about the phenomenon from members of the four generations. The identification of relationships among generational intelligence, team cohesion, and team performance was studied, measuring each core variable thoroughly. The participants came from all the generational cohorts, sectors, ranks, and Conferences within the JAMU. The JAMU employs over 1300 employees across five Conferences (or administrative divisions), one university, one hospital, schools, and clinics. The demographic data currently available indicate that the age span of the employees ranges from 18 to 79; this covers four generational cohorts. The participants were included in the study if they were current employees of the JAMU and over the age of eighteen.
Results
This study’s results give insights and hopefully increased understanding about the phenomenon of a contemporary intergenerational workforce within the JAMU. Answers from both the quantitative and qualitative portions of this mixed-method study reveal some potentially relevant and useful differences in the perceptions from the participants. The study shows that there is a significant correlation between generational intelligence and team cohesion (R2 = 0.12) and also a significant relationship between generational intelligence and team performance (R2 = 0.17). These results suggest that generational intelligence can estimate team cohesion, and generational intelligence also can estimate team performance. Thus, these empirical findings in other contexts may also hold within the JAMU workforce. Furthermore, the results also include findings about possible concerns centered around the quality of inclusion in church life, leadership, and the job satisfaction of workers – particularly among younger employees.
Conclusions
This explanatory sequential mixed-methods investigative study has yielded some insights that are potentially relevant for leaders faced with the challenges associated with JAMU’s currently generationally diverse workforce. Foremost among these insights is the significant relationship generational intelligence has with team cohesion and team performance. To maximize this advantage, there needs to be effective, multi-faceted approaches to understanding, building and sustaining teams in this new environment. This will impact the way in which leadership supports, empowers and collaborates with employees to embrace a shifting culture and work environment. To this end, the issue of inclusion, empowerment and innovation are key to unlock the potential and growing expectation of an intelligent and educated workforce. The study also highlights the need for carefully examining the systems, structures and manner of work best suited to respond to the new workforce of JAMU. This mixed-method research provides useful, convergent insights for addressing any misunderstandings arising from the various perspectives and priorities of members of different generations working for JAMU
Spiritual Experiences of Young People with Cognitive Impairments within Christian Communities of Faith
Get PDFThis study was initiated with the primary objective of delving deep into the spiritual experiences of individuals living with cognitive impairments. The research was centered on seven young adults with cognitive impairment who were members of the Christian communities of faith and resided in Bratislava, the capital of Slovakia. The study focused on giving voice to these young people since there were no studies about the spirituality of people with cognitive impairment done in central Europe. The hermeneutic phenomenological approach was chosen as the research method due to its capacity for facilitating personal interactions, thus enabling a comprehensive understanding of the lived experiences of these individuals. The researcher tried to be an objective observer but as in all phenomenological research, the researcher\u27s life journey and worldview were taken into account. The data collection method employed semi-structured and unstructured interviews, which yielded statements that formed the basis of the analysis. Additionally, this study provides detailed participant profiles, offering a contextual backdrop for their narratives within the framework of their individual personalities and life contexts.
As the interviews progressed, certain themes started to emerge. Upon revisiting and reflecting upon the statements of the participants, a deeper understanding emerged regarding the remarkable spiritual capacity exhibited by these individuals. Their narratives delved into profound philosophical questions, encompassing concepts of morality, guilt, and their existential roles within the world. Their quest extended beyond the mere search for God; it was a simultaneous journey of self-discovery guided by divine influence. Remarkably, their endeavor encompassed a dual mission: self-improvement not only for personal growth but also for the enhancement of their relationship with God and their commitment to the welfare of their fellow beings.
The narratives offered a perspective transcending self-centeredness, in stark contrast to the ego\u27s typical self-prioritization. These individuals demonstrated an innate selflessness, readily extending support and assistance to others while acknowledging their own imperfections. Their yearning for a reality beyond the confines of the present world coexisted with a keen awareness of their own limitations. The central finding of this study lies in the profound depth of their cognitive and emotional capacities and in the fact that indeed, in the words of one of the participants, “we are not so different and we are all equal”. -- Their unwavering connection with God, even in the face of adversity, serves as a poignant testament to their steadfast faith. This connection illuminates their resilience in the face of challenges. There are implications for Christian communities, families, and wider society in connection to the unused potential of people with cognitive impairment. This research unequivocally underscores their ability to forge a spiritual connection with God—an active and transformative interaction that enriches not only their own spiritual journeys but also the broader tapestry of the congregational experience
The Relationship Between Participation in a Student Success Course and the Retention Rate and Academic Success of First-Year Freshmen at a Historically Black University
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Amongst the highest at-risk student populations are minority students (students of color), first-generation college students, students from low-socioeconomic status, students experiencing financial challenges, and those who enter college academically underprepared. Furthermore, studies have found a significant gap in the educational achievement of African Americans in comparison to other peer groups. Closing this achievement gap requires educators to take a closer look at the complex concept of student retention and understand the variables and factors associated with students’ successful outcomes from both an individual and institutional perspective. An in-depth examination of the effectiveness of strategies specifically designed for the retention and academic success of at-risk students is needed to help improve student outcomes.
Method
This was a quantitative ex post facto study that used a chi-square test of independence, regression analyses, and descriptive statistics to address the research questions. This design is characterized by a non-experimental study that sought to examine the relationship between participation in an academic success course and the retention and academic success of first-year students at a Historically Black University. Data were collected from existing student data on 1,464 first-year students enrolled in the academic success course across the Fall 2019, Fall 2020, and Fall 2021 semesters. Purposive sampling was used to identify students on academic probation who successfully completed the required student success course in the subsequent Spring 2020, Spring 2021, and Spring 2022 terms, respectively, and achieved a 2.0 GPA or higher for their second term GPA. This resulted in a sample size of 176 students who met these criteria and were invited to complete the survey, of which 44 students responded.
Results
Results from the study indicated there were significant differences in the first-year retention rate and academic success of students who completed the student success course (intervention group) and those who did not (control group). In addition, there was a significant difference between the first-year retention rate and change in first-year GPA of the intervention group and that of the control group when controlling for high school GPA, SAT/ACT scores, gender, socioeconomic status, and first-generation status. Completion of the student success course was the strongest predictor of retention rate and the change in first-year GPA (academic performance). Findings revealed that low socioeconomic status and high school GPA were strong predictors of both retention and change in first-year GPA amongst the variables. First-generation status also emerged as a strong predictor of retention. Results from the study also indicated that students who completed the student success course perceived attending the required meeting with their academic advisor within their college/department as the most helpful component in improving their GPA (academic success) and returning their second year (retention).
Conclusions
Based on the interpretation of the findings of this study, it can be concluded that a statistically significant relationship exists between completing a student success course and the academic success (improved academic performance based on GPA) and retention of first-year students at a public Historically Black University
