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Impacting Learning for 21st Century Students: A Phenomenological Study of Higher Education Faculty Utilizing a Service Learning Approach
No full textHigher education has been increasing its focus on service as a way to make connections. One effective model for integrating the community in an educationally meaningful way is service learning. Service learning creates a practical experience where students learn and problem solve in the context of their lives and communities. However, not all faculty are buying into the benefits of incorporating service learning in the curriculum as it is both time and energy intensive. If service learning is to be implemented and sustained as part of the curriculum, faculty must be dedicated to its success.
The purpose of this phenomenological study was to explore factors that motivate faculty to integrate service learning in their curriculum in private, higher education institutions in Southern California. As a product of this qualitative study, it is the hope that this research provides increased evidence in establishing faculty interest and participation in service learning. As faculty become familiar in this type of pedagogy, service learning pedagogy may shift from marginal participation to becoming institutionalized.
The data gathered from the interviews revealed factors that influenced their use of service learning. Findings suggest that participants believe that service learning is directly tied to the values they see in their fields as it directly relates to their personal values. Service learning allowed their students to discover who they are and look to the community to make change. By creating experiences that engaged the community, students were able to build stronger connections to the community and see their role within it. For many participants, it was that sense of awareness and citizenship, they gave them a renewed sense of purpose, and gave their work and efforts validation. For faculty to continue in this type of work, organizational support and recognition of value is needed. Findings suggest that, for service learning to take hold as an institutional priority, the goal needs to focus on establishing a university-wide policy that recognizes the value of service learning as both a pedagogical tool and an output of scholarly activity
What’s In It For Me? The Impact to Social Exchange Dynamics of Hispanic Males Serving as Mentors in Formal Youth Programs
No full textPurpose: The U.S. Hispanic population is on the rise and will continue to be an important thread in the fabric of American society as a whole. However, in the midst of this burgeoning group lies its male subpopulation which faces its own unique challenges. One outlet that has demonstrated success for minorities is mentoring. Mentoring can provide Hispanic males with numerous benefits in a social exchange paradigm. Unfortunately the majority of mentoring research has focused solely on the perspective of the protégé, thus leaving mentor perceptions, particularly those of Hispanic males, unexplored. The purpose of this qualitative phenomenological study sought to describe how participation in formal mentoring programs for youth impacted the dynamics of social exchange for Hispanic male mentors in the Coachella Valley.
Methodology: This phenomenological qualitative study collected data via in-depth interviews of 14 Hispanic male mentors residing in the Coachella Valley region of Southern California. An interview script provided semistructured questions influenced by the framework of social exchange. Respondents were digitally recorded, and transcripts were reviewed. Triangulation included transcripts and artifacts.
Findings: Five major themes emerged from the data to include (a) mentoring expectations and experiences, (b) perceived mentoring benefits, (c) the value of mentoring, (d) barriers to mentoring, and (e) the impact of Hispanic culture in mentoring relationships, all of which described how participation in formal mentoring programs impacted the social exchange dynamics for Hispanic male mentors in the Coachella Valley.
Conclusions: The data and findings from this study concluded that: (a) Hispanic males set high expectations for themselves as mentors, (b) mentoring provides a positive outlet for the social development of Hispanic males, (c) mentoring can provide personal and professional development benefits for Hispanic male mentors, (d) previous mentoring experience of any kind promotes the value of mentoring and increased participation of Hispanic males, and lastly, (e) the sharing of Hispanic culture can strengthen mentoring relationships for Hispanic males.
Recommendations: Further research is recommended to include expanding the study to all mentoring programs in the state of California as well as informal mentorships; replication of the study using a quantitative method; analyzing the impact of “healing circles” on the mental health outlook of Hispanic male mentors; and investigating the effects of mentoring on their career development as well as their definition of “success as a male.
A Mixed-Methods Study Into the Meaning-Making Leadership Behaviors of Exemplary Chief Executive Officers
No full textPurpose: The purpose of this thematic, mixed-methods case study was to identify and describe the behaviors that exemplary healthcare system chief executive officers (CEOs) use to create personal and organizational meaning for themselves and their followers through 5 meaning-making domains: character, vision, relationships, wisdom, and inspiration. Additionally, this study investigated the degree of importance to which followers perceived CEOs’ use of character, vision, relationships, wisdom, and inspiration led to the creation of personal and organizational meaning. Although considerable research on character, vision, relationships, wisdom, and inspiration as leadership variables exists, a study does not occur to investigate the behavioral interaction of all 5 variables as used by exemplary leaders to create meaning for themselves and their followers within an organization.
Methodology: This exploratory mixed-methods study was accomplished by interviewing exemplary healthcare system CEOs regarding their use of behaviors associated with character, vision, relationships, wisdom, and inspiration. Additionally, a survey was administered to a group of each CEO followers to determine their perception of how CEO use of character, vision, relationships, wisdom, and inspiration led to the creation of personal and organizational meaning.
Findings: Qualitative findings from this research suggest that exemplary healthcare system CEOs utilize behaviors from each domain within the Larick and Peterson meaning-making leadership framework: character, vision, relationships, inspiration, and vision. Quantitative input from followers also indicates that leader behaviors within each of the domains contribute to the development of personal and organizational meaning. The domains of character, vision, and relationships were determined to be most important for the creation of personal and organizational meaning.
Conclusions: In conclusion, findings from this study support the need for CEOs to use behaviors from each of the meaning-making domains (character, vision, relationships, wisdom, and inspiration) to create meaning for themselves and their followers. CEOs focused on improving their meaning-making leadership skills should focus on maintaining excellent character, establishing trusting relationships, creating a shared organizational vision, developing a learning organization, and encouraging innovation.
Recommendations: Further research is recommended in the area of meaning-making leadership through replication of this study in similar organizations in different geographical areas in California or across the country. A study is needed to analyze and compare the results of all peer researchers participating in the meaning-making thematic team
Competencies for Competency Based Higher Education: A Delphi Study
No full textPurpose: It was the purpose of this study to identify the important competencies necessary in the workplace for graduates from a competency based education (CBE) program for the bachelor of business administration (BBA) degree, and the learning activities that best support the teaching of those competencies as perceived by human resource (HR) experts working in business.
Methodology: This study used a modified policy Delphi design to identify the competencies needed for a CBE BBA program. HR professionals completed three rounds of surveys to identify and prioritize competencies, and then offered suggestions for learning activities to contribute to CBE BBA students mastering those competencies.
Findings: Findings were derived from the data collected. Round 1 resulted in the identification of 10 competencies, primarily comprised of soft skills. In Round 2, the competencies were rated and narrowed to the top five, which focused on collaboration, interpersonal skills, written communication, decision-making, and problem-solving. Round 3 enumerated learning activities to support these competencies.
Conclusions and Recommendations: Graduates of a CBE BBA program need skills that will help them excel in business. Soft skills were identified as competencies needed in the workforce. A variety of learning activities were detailed by the HR professionals to assist in developing these competencies
The Impact of Male Gender Dissonance on Women’s Potential Eligibility for Advancement to the Position of Community College Chief Executive Officer
No full textPurpose: The purpose of this qualitative, replication study was to discover what behaviors female administrators exhibit that may prompt male administrators with whom they work in a California community college to demonstrate behaviors associated with gender dissonance and also to determine what impact these dissonant behaviors may have on women’s potential eligibility for advancement to the position of community college Chief Executive Officer (CEO) in California.
Methodology: This qualitative, phenomenological study identified and collected the lived experiences of seven female and seven male Community College CEOs in California. Respondents were purposively chosen based on delimiting criteria. A panel of experts evaluated interview questions and protocols which were then field tested to fine-tune precision and accuracy of the instrument. The researcher conducted face-toface, semi-structured interviews to gather data and used specialized software to help interpret the data.
Findings: Based upon information gathered during interviews, these data show that females exhibit specific behaviors associated with gender dissonance that cause men to exhibit dissonant behaviors. Most of the study’s participants agree that because females exhibit these behaviors, it is a possibility females will not receive promotions to the CEO position.
Conclusions: Based on findings, the researcher can conclude males and females will continue to mis-understand one another until efforts are made to change the status quo, females are caught in a leadership double-bind, communication has improved in the last 20 years, and perception is reality causes strife. Recommendations: After in-depth review of conclusions, further research is needed to better inform community college administrators of their challenges. Several replicative studies could be undertaken to prove more data. A researcher may focus on different aspects of the community college leadership structure. Studies could look at geographical locations of schools, generational differences among the CEOs, or use a different sample from the same population. Studies could also focus on different industries like K-12 administration or the corporate sector to provide comparative data
Exploring the Motivations That Influence First-Generation Latino Immigrant Students to Seek a College Education
No full textPurpose: The purpose of this qualitative case study was to explore and describe how first-year Latino college students of first-generation Latino immigrant parents in the Coachella Valley perceived the influence of their parents and their high school experience on their decision to seek a college education.
Methodology: This qualitative case study used qualitative data from semistructured, open-ended interview questions to analyze the research questions regarding the influence parents and high school experience had on first-year Latino college students and their decision to seek a college education. The population for the study included first-year Latino college students in the Coachella Valley in Southern California.
Findings: The findings from this case study suggest that even though Latino immigrant parents might not be familiar with the process to apply and go to college, their support was instrumental in influencing their children to pursue higher education. In addition to parent support, the influence of teachers and certain school programs also played a major role in influencing first-generation Latino students to seek a college education.
Conclusions: The findings from this case study led the researcher to conclude that despite challenges, first-generation Latino students seek a college education with the support and encouragement from their parents and school personnel. First-generation Latino immigrant families’ values and connectedness played a major role in influencing their children to seek a college degree. In addition to this, certain school programs such as AVID proved to be major influential factors for first-generation Latino students’ decision to seek a college education.
Recommendations: This research should be replicated in other regions of the United States with a larger sample. Another recommendation is to replicate this study focusing on the perception of Latino immigrant parents and their influence on student achievement. Future research should include the perceptions and challenges undocumented Latino families face when seeking a college education. Finally, the researcher recommends that a study be conducted comparing generational similarities and differences among first-generation Latino immigrants and third- or fourth-generation Latino immigrants and the academic achievement of each group
The Untold Stories of Former Teen Mothers Who Have Achieved a Master’s Degree or Higher
No full textPurpose: The purpose of this study was to shed light on former teen mothers who have “beaten the odds” by achieving a master’s degree or higher. It sought to reveal and understand what the external and internal factors are which lead to these women pursing higher education.
Methodology: The methodology of this study is a case study which explored these factors through the personal stories of former teen mothers. The study revealed the commonalities among these women.
Findings: The findings of the study determined Data collection and analysis resulted in four findings in the lived story of the 13 selected participants. The findings included: (1) Personal determination (2) Significant life event (3) Support Systems (4) Perseverance.
Conclusions: The conclusions drawn from the study indicated many variances from each Participant’s lived story. The ultimate indicator resulting in a former teen mother’s achievement of a master’s degree or higher derived from within her. The commonalities of the following themes were profound: reliance on self to reach goals, influencers are most likely educators and people who have personal relationships with the women (such as family), external motivators were primarily life circumstances such as financial status, internal motivators were manifested in drive to overcome barriers and judgment.
Recommendations: The recommendations for future research included expansion of a long-term phenomenological study of former teen mothers who have achieved a master’s degree or higher to include continued research organizational programs. In addition, it is recommended this study expand to include former teen fathers and the children of former teen mothers
