52 research outputs found
‘A View You Won’t Get Anywhere Else’? Depressed Mothers, Public Regulation and ‘Private’ Narrative.
No full textBuilding a Strategic Human Resource Management System: An Experiential Approach
No full textExperience-based learning has become a major component of many university curricula especially in business schools. The development and implementation of a semester long human resource management project in an undergraduate Human Resource Management course is detailed. The nature of various elements of the exercise, their positioning and a rationale for their inclusion is discussed in the context of how to administer such an experience-based learning tool for student development and assessment. One core focus of project implementation is monitoring the strategic alignment of each element to create the human resource system orientation that research suggests leads to competitive advantage for a firm. Student feedback on the project suggests a recognition and appreciation of the practical aspects of the exercise
Microaggressions and Coping with Linkages for Mentoring
No full textMicroaggressions can have damaging health impacts on minority groups experiencing exclusion through such forms of discrimination and bias. Using focus groups of different marginalized groups and through in-depth interviewing, we analyze the ways in which marginalized identities respond to and deal with microaggressions and highlight some relevant linkages to mentoring. Through a qualitative analysis of microaggression experiences, along the lines of race, gender, sexual orientation, and religion, we explore different coping mechanisms and potential linkages to mentoring. Our results indicate some underlying patterns of sense-making, categorized as coping by (a) resisting or reclaiming their voice, (b) retreating, reframing, or withdrawing, (c) rejecting or stonewalling, (d) restraining and internalizing, (e) seeking support and reconnecting (with safe spaces), and (f) redoubling (effort). For each of the coping strategies discussed, we also identify and advance mentoring linkages in the context of coping with microaggressions
It\u27s More Than Just a Simulation: Deepening and Broadening Student Learning Using a Business Enterprise Simulation as a Platform
No full textMuch has been written about ho
The Effects of Job Type and Industry on the Income of Male and Female MBAs
No full textNone available
Bilingual Teacher Agency: Possibilities for Action When High-Stakes Accountability and Bilingual Language Policies Interact
No full textSince the passage of No Child Left Behind nearly twenty years ago, teachers’ and students’ educational experiences have been largely shaped by the high-stakes accountability system. The consequences of high-stakes accountability can be exacerbated in bilingual settings, because in these contexts often contradictory assessment policies and language policies interact. This dissertation study examines how bilingual teachers engage with a transitional bilingual policy while balancing the demands of monolingual high-stakes assessments in ways that contribute to advocacy on behalf of their bilingual learners. Applying a Figured Worlds theoretical framing (Holland, Lachicotte, Skinner & Cain, 1998) in a vertical comparison case study design (Bartlett & Vavrus, 2017), the author explores three bilingual teacher’s policy work from an agency lens. Findings reveal that teachers’ agentive policy work takes multiple forms, some less visible than others, and that identity, ideology and context all play significant roles in mediating teachers’ policy actions. This study carries implications for teachers, teacher educators, educational researchers, school leaders and policy-makers in their efforts to improve equitable educational experiences for bilingual learners in the context of high-stakes accountability.</p
Bilingual Teacher Agency: Possibilities for Action When High-Stakes Accountability and Bilingual Language Policies Interact
No full textSince the passage of No Child Left Behind nearly twenty years ago, teachers’ and students’ educational experiences have been largely shaped by the high-stakes accountability system. The consequences of high-stakes accountability can be exacerbated in bilingual settings, because in these contexts often contradictory assessment policies and language policies interact. This dissertation study examines how bilingual teachers engage with a transitional bilingual policy while balancing the demands of monolingual high-stakes assessments in ways that contribute to advocacy on behalf of their bilingual learners. Applying a Figured Worlds theoretical framing (Holland, Lachicotte, Skinner & Cain, 1998) in a vertical comparison case study design (Bartlett & Vavrus, 2017), the author explores three bilingual teacher’s policy work from an agency lens. Findings reveal that teachers’ agentive policy work takes multiple forms, some less visible than others, and that identity, ideology and context all play significant roles in mediating teachers’ policy actions. This study carries implications for teachers, teacher educators, educational researchers, school leaders and policy-makers in their efforts to improve equitable educational experiences for bilingual learners in the context of high-stakes accountability.</p
Scaling Experiential Learning Projects: Meeting Sourcing and Outcome Challenges -- The Business Communication /Foundation Project
No full textExperiential learning activities are an important part of the curriculum in many business classes. Just as employers have increasingly demanded that students graduate with “job-ready” skill sets, instructors have developed projects with and for actual clients, focused on “authentic” workplace problems. Unfortunately, most of these projects are single-use and tailored to single classes. Scaling projects for large numbers of students while retaining high-quality standards is rare; even more rare is a project that aligns the student experience with specific needs of an actual client. This paper describes an experience-based learning project by 450 students in a required core business class in the College of Business Administration at the University of Pittsburgh for a start-up operation. The course is “Fundamentals of Business Communication;” the assignment sequence is “The Business Communication/Foundation Project.” This student/client interaction occurred during the fall semester, 2022 (and is continuing during the spring, 2023, term). Preliminary anecdotal and survey data regarding student and client satisfaction are provided, as well as recommendations for replicating a similar large-scale project going forward
- …
