ethanporcaro/eric-fulltext-meta huggingface dataset:
Budgeting and Organizational Trust in Canadian Universities
Author: Simmons, Cynthia V.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Budgeting,Trust (Psychology),Semi Structured Interviews,Administrators,College Administration,Educational Finance,Organizational Objectives,Resource Allocation,Individual Power,Predictive Validity,Administrator Attitudes

The purpose of this research was to investigate the relationship between budget processes and levels of organizational trust in universities. A series of semi-structured interviews were conducted with senior administrative personnel in universities across Canada. A relationship was found to exist between university administrators' level of organizational trust and their views regarding the approach and value of the budgeting process at their institution. The trust levels are influenced by the correspondence between the stated goals and directions of the university with actual resource allocations, the level of influence the individual felt they had on the budget process, and the degree that the budget could be used to predict financial impacts under various scenarios. This study provides new information on the way budgets can affect the workings and organizational culture of the university. It shows that there is a relationship between budgets and organizational trust and presents evidence that individuals' attitudes toward cost information differ from that of the budget itself. It shows that the usefulness of budgets as a management tool is increased when users recognize that it functions as a broad communications medium--both the manner in which it is developed and the financial information it presents can affect organizational trust.
MBA Curriculum: The Role of an Introductory &quot;Toolkit&quot; Course
Author: Carson, Charles M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Business Administration Education,Masters Programs,College Curriculum,Introductory Courses,Graduate Students,Case Method (Teaching Technique),Communication Skills,Marketing,Spreadsheets,Course Content

Graduate business students enter MBA programs intent on completing their degrees to open new professional opportunities and enhance their prospective career earnings potential. Because of the diversity of backgrounds new students bring into their MBA programs, large variations exist among their academic and professional backgrounds. Curriculums address the disparity between undergraduate business majors and students with other undergraduate degrees by teaching foundation classes designed to level the respective skill sets. Typically, these classes focus on specific technical skills such as accounting and finance, or business perspectives such as economic and managerial principles. Broader, more general skills needed to maximize the core curriculum experience are presumed or ignored. This article details one school's project to strengthen the MBA experience by developing a &quot;toolkit&quot; class for incoming MBA students. The following pages describe the changes that were implemented within Samford University's Brock School of Business program, focusing specifically on the introduction of a new course to the MBA curriculum: BUSA 505 Managerial Communications and Analysis, a.k.a. the &quot;Toolkit&quot; Course.
Leader Derailment in Academe: Does the Training Match the Problems?
Author: Williams, Feruzan Irani
Date: 2012-00-00
Type: Journal Articles
Subjects: Middle Management,College Administration,Administrator Behavior,Interpersonal Relationship,Leadership Training,Business Schools,Administrator Surveys,Interpersonal Competence

Leader derailment of middle managers in higher education is most often attributable to self-defeating behaviors (SDBs) and problems with interpersonal relationships (PIRs). This study attempted to determine whether training provided for middle managers in Academe sufficiently addresses these issues. Our findings suggest that while little more than half the responding institutions provided some sort of training to first-time administrators; it was focused mostly on administrative issues. Less than half of the surveyed institutions offered any kind of training relating to PIRs or SDBs. We end the paper with recommendations and suggestions for improvements in training programs aimed at decreasing the incidence of leader derailment in Academe.
Bullying and Mobbing in Academe: Challenges for Distance Education and Social Media Applications
Author: Oravec, Jo Ann
Date: 2012-00-00
Type: Journal Articles
Subjects: Bullying,Social Media,Distance Education,Educational Technology,Technology Uses in Education,Computer Mediated Communication,Higher Education,Interpersonal Relationship,Work Environment,College Environment,Victims,Power Structure,College Faculty,College Students,College Administration

Bullying and mobbing are migrating to online realms, intensifying the damage involved and increasing the complexities of these issues. Social media (such as Facebook and Twitter) are intensely communal in many senses; they may serve to increase the negative aspects of bullying and mobbing as well as provide community-oriented tools for mitigation. Academic environments such as distance education also introduce intricate dimensions to these concerns, especially involving online freedom of speech and privacy issues. Younger individuals in academic realms may not be aware of the power of words and images to harm, especially in seemingly playful online contexts. Higher education institutions are legally and morally constrained in terms of student and employee privacy and free speech, which can make it difficult to protect victims and control the dissemination of often-damaging information. Many social media platforms allow for the surveillance and recording of incidents of bullying and mobbing, enabling some mitigation and disciplinary efforts. However, these capabilities also increase the responsibilities of administrators, faculty, and staff in dealing with bullying and mobbing, as well as their legal liabilities.
Learning and Celebrating: The Glamour of Design Lecture Series
Author: Popov, Lubomir
Date: 2013-00-00
Type: Journal Articles
Subjects: Lecture Method,Architectural Education,Interior Design,Case Studies,Grounded Theory,State Universities,School Activities,Socialization,Acculturation,Lifelong Learning,Professional Development,Culture

The purpose of this paper is to highlight the celebratory aspect of the Design Lecture Series, a tradition in architecture schools and interior design programs, its meaning for all constituent parties, and its contributions to creating professional identity and community. The Design Lecture Series is a public event popular in design programs, ranging from graphic and industrial design to interior and architectural design. At these events, prominent professionals and academics present their newest work and discuss ideas in the making. The research design is a case study, conceived from a Symbolic Interactionist perspective in accordance with the principles of Grounded Theory methodology. The project unveils the complex and multilayered universe of the Design Lecture Series and depicts how all of its components fuse in a flamboyant celebration of professionalism, academic achievement, and community outreach.
Degree Compass: The Preferred Choice Approach
Author: Whitten, Leah S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Course Selection (Students),Student Surveys,Student Attitudes,State Universities,Undergraduate Students,Selection Tools

While engaged in academic reading, a college provost converged on an idea to use a preferential approach to students' selection of college courses, similar to the recommendation ideas based on Netflix and Amazon. The result of this idea came to be known as Degree Compass and was implemented on the campus of Austin Peay State University in 2011. Herein the reader will learn about the idea, the program, and the results of students' surveyed perceptions of efficiency and effectiveness regarding the programs' use at the university.
Critical Issues Facing America's Community Colleges: A Summary of the Community College Futures Assembly 2011 Mixed Methods/Appreciative Inquiry Research Project
Author: Basham, Matthew J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Community Colleges,Research Projects,Mixed Methods Research,College Administration,Educational Trends,Best Practices,Conferences (Gatherings),Socioeconomic Status,Generational Differences,Educational Development

For almost 20 years the Community College Futures Assembly (CCFA) has met annually in Orlando, Florida to serve as a showcase of best practices in community college administration and to serve as a think-tank for research and policy. Through the years the research methodology has evolved. The 2011 CCFA used a mixed-methods approach: qualitative research was collected in several focus groups to produce quantitative categories for voting in the beginning and end of the conference on those critical issues facing community colleges. Between voting sessions the participants attended the showcases of the best practices as well as a presentation demonstrating the sustainability of the winning programs from the past year. Final voting was intended to determine if a relationship exists between the voting sessions based upon the presentations. The descriptive statistics reveal the participants feel very strongly about some sort of redefinition of &quot;education completion&quot; needing to be developed. Moreover, the findings also show a statistically significant difference on opinions of the critical issues facing community colleges based upon the generation of the subject. The findings, including opportunities and challenges, potential implications for community college administrators, and future research topics are also discussed.
How Accurately Can the Google Web Speech API Recognize and Transcribe Japanese L2 English Learners' Oral Production?
Author: Ashwell, Tim
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Native Speakers,Linguistic Input,Pronunciation,Oral Language,Scoring,Computer Software,Test Items,Barriers,Audio Equipment,Speech Communication,Japanese,Native Language,Teaching Methods,Comparative Analysis,Computer Assisted Instruction,Test Preparation,Foreign Countries,College Students,Computer Assisted Testing,Accuracy,Statistical Analysis,Scores

The ultimate aim of our research project was to use the Google Web Speech API to automate scoring of elicited imitation (EI) tests. However, in order to achieve this goal, we had to take a number of preparatory steps. We needed to assess how accurate this speech recognition tool is in recognizing native speakers' production of the test items; we had to assess its accuracy with our Japanese EFL learners; and, on the basis of these trials, we needed to evaluate the potential for using the API for our purposes. Through comparing our own assessments of the learners' pronunciation with the system's ability to transcribe utterances, we were able to ascertain that the learners' pronunciation of certain sounds is probably the single biggest reason for a fall in recognition accuracy compared to native speaker input. However, we argue that pronunciation may not be an insurmountable barrier to using this speech recognition system for our EFL purposes. By going through this double screening process, we feel we have arrived at a set of items which can be used to assess student's grammatical ability in an EI test using a custom Google Web Speech system.
One Year of Extensive Reading on Smartphones: A Report
Author: Milliner, Brett
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Second Language Learning,Second Language Instruction,Language Proficiency,Reading Processes,Reading Research,College Students,Reading Materials,Achievement Gains,Reading Achievement,Scores,Language Tests,English (Second Language),Reading Tests,Reading Comprehension,Electronic Publishing,Private Colleges,Statistical Analysis,Foreign Countries

Many research studies into Extensive reading (ER) have recognized its potential for improving language learners' reading proficiency and other language skills. However, some recent reviews of ER research (e.g., Waring &amp; McLean 2015; Nakanishi, 2015; Mori, 2015) have argued for more refinement in research design so that ER research can be more effectively interpreted. Some areas of disconnection include (a) how extensive reading is conceptualized, (b) the lack of long-term studies, and (c) a lack of transparency concerning how much ER was done. Aiming to provide an evaluation of an ER treatment that responds to these three issues, this paper reports on 19 university students who read graded readers on their smartphones for the duration of one academic year (April 2015 to January 2016). Each student read an average of 263,767 words or 39 graded readers during this period. Changes in students' reading proficiency were evaluated in terms of changes in students' TOEIC® IP test scores and scores in the reading section of this test. Results showed that all but two students were able to reach the reading targets and the majority of the student sample were able to achieve an increase in toeic® scores after this treatment.
Learner Perceptions of Online Peer Pronunciation Feedback through P-Check
Author: Yonesaka, Suzanne M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Peer Influence,Second Language Learning,College Students,Student Attitudes,Technology Uses in Education,Educational Technology,Pretests Posttests,Student Surveys,Diaries,Quasiexperimental Design,Foreign Countries,Pronunciation,English (Second Language),Phonemes,Listening Skills

Receiving adequate pronunciation feedback is an ongoing challenge for L2 learners. Although instructors are the most important source of corrective pronunciation feedback (Szpyra, 2014; Timson, 2007), L2 learners can also benefit from peer pronunciation feedback (Lord, 2008; Kim &amp; Yoon, 2014; Roccamo, 2015). This paper examines Japanese university students' perceptions of online peer feedback on intelligibility (Derwing &amp; Munro, 2005). To aggregate the feedback, P-Check, a plug-in for the Glexa LMS (Version2, 2015) was developed and its recognition and dialog functions were piloted in two studies. In the first exploratory study (N = 59), a post-treatment survey and diaries were used to explore participants' attitudes. Participants believed that peer feedback through P-Check was useful and had increased their awareness of their pronunciation strengths and weaknesses. In the second quasi-experimental study (N = 55), no significant difference was found in participants' perceptions of the usefulness of peer feedback, whether delivered face-to-face or via P-Check. Recommendations for further development of P-Check and other similar plug-ins are given.
Collaborative Tasks in Web Conferencing: A Case Study on Chinese Online
Author: Guo, Sijia
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Second Language Learning,Second Language Instruction,Chinese,Management Systems,Computer Assisted Instruction,Undergraduate Students,Introductory Courses,Interviews,Questionnaires,Peer Relationship,Decision Making,Task Analysis,Computer Software,Teaching Methods,Computer Mediated Communication,College Students,Online Courses,Statistical Analysis,Qualitative Research

This case study aimed to explore best practice in applying task-based language teaching (TBLT) via a Web-conferencing tool, Blackboard Collaborate, in a beginners' online Chinese course by evaluating the pedagogical values and limitations of the software and the tasks designed. Chapelle's (2001) criteria for computer-assisted language learning (CALL) task appropriateness were adopted and adapted to evaluate five tasks designed for an online environment in terms of practicality, language learning potential, learner fit, authenticity, and positive effects. Sixteen undergraduate on-campus students who enrolled in an introductory Chinese language course participated in this project. Five fort-nightly 1-hour online sessions were conducted, which included two jigsaw tasks, two decision-making tasks, and one information-gap task. Learners' interaction in the online sessions was recorded and transcribed to conduct a thorough investigation of learners' negotiation actions in peer-to-peer interaction. Their experiences of using Blackboard Collaborate and carrying out the tasks were recorded in in-depth interviews and pre- and post-session questionnaires.
More than &quot;Sluts&quot; or &quot;Prissy Girls&quot;: Gender and Becoming in Senior Secondary Drama Classrooms
Author: Lambert, Kirsten
Date: 2017-04-29
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Drama,Secondary School Teachers,Neoliberalism,Femininity,Masculinity,Social Development,Emotional Development,Student Empowerment,Sex Role,Ethnography,Semi Structured Interviews,Observation,Identification

This article examines the relationships between the embodiment of dramatic characters, gender, and identity. It draws on ethnographic data based on observations and interviews with 24 drama teachers and senior secondary drama students in Western Australia. We explore how student becomings in year 12 drama classrooms are mediated and constituted through socially overcoded gender binaries in a dominant neoliberal culture of competitive performativity. We ask the questions: What constructions of femininity and masculinity are students embodying from popular dramatic texts in the drama classroom at a critical time in their social and emotional development? Are these constructions empowering? Or disempowering? What factors are influencing teachers' choices of texts for their predominantly female students? Our research shows that what is delimiting about this potentiality in a time of identity exploration and formation are the constraining gender-binary roles available to young women particularly, and the performative pressures teachers are experiencing.
Aesthetic Inquiry into Chinese University Student Fatherly Life Lessons: &quot;Roots&quot; and Their Implications for Educational Contexts
Author: Liu, Laura Blythe
Date: 2017-04-07
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Graduate Students,Urban Universities,Fathers,Childrens Literature,Books,Art,Inquiry,Empathy,Cultural Background,Autobiographies,Aesthetics,Preservice Teachers,Qualitative Research,Parent Child Relationship,Grade 2,Elementary School Students,Confucianism,Asian Culture,Personal Narratives

Globally, teachers are trained to educate and assess children through matrices based on comparative competition, a practice that thrives on ranking. In an era of glocalization, how might educational systems cultivate classroom connections embracing diverse student gifts? This arts-based narrative inquiry explores fatherly life lessons of 17 undergraduate and six graduate students enrolled in an introductory qualitative research course at a large urban Chinese university. Building on the course instructor's model, students engaged in arts-based narrative inquiry to develop children's books on treasured fatherly life lessons that they then shared with second grade students at a local Chinese school. Drawing upon the &quot;Confucian Analects&quot; and Laozi's &quot;Tao Te Ching,&quot; this study evidences empathy as rooted across cultures and ecologies, and that many fatherly life lessons take place in natural settings. This study encourages teacher education practice and research to engage arts-based autobiographical inquiry, and to explore empathy conceptualizations and expressions across cultures and ecologies. As &quot;glocalization&quot; brings together diverse groups, this work is important to create shared spaces for international connection and meaningful inter-institutional explorations.
Reforming the Placement of Transfer Students in Introductory Level Mathematics Courses
Author: Seceleanu, Irina
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Placement,College Transfer Students,College Mathematics,Introductory Courses,Public Colleges,Case Studies,Educational Change

Transfer has become a significant pathway for obtaining a bachelor's degree from four-year institutions. As a result, higher education institutions are faced with an increasing population of transfer students with varied academic backgrounds and readiness levels. Determining the placement of transfer students in the appropriate introductory-level mathematics course presents a distinctive challenge, and has not been the focus of many studies. In response, this article offers an analysis of the difficulties associated with the placement of transfer students and of the variety of practices regarding placement across select institutions. A narrative describing the placement system for transfer students adopted at a public four-year university in Massachusetts, as well as recommendations for other institutions for the implementation of a smooth, efficient and transparent mathematics placement system for transfer students, is provided.
Participative Budgeting, Budget Evaluation, and Organizational Trust in Post-Secondary Educational Institutions in Canada
Author: Simmons, Cynthia V.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Budgeting,Budgets,Trust (Psychology),Postsecondary Education,Participative Decision Making,Attitudes,Administrators,College Administration,Questionnaires,Multiple Regression Analysis

The purpose of this research was to investigate the relationship between a participative budgeting system, the attitudes toward the budget, and levels of organizational trust held by administrators in post-secondary institutions. A 50-item questionnaire was distributed to college and university administrators across Canada. A series of regression analyses were carried out to determine the relationships between the variables of interest. Perceived levels of participation in developing the operational budget were found to be positively related to budget usefulness, overall budget grade, and organizational trust levels. Participation was found to be negatively related to the perceived levels of budget gaming taking place. This study provides confirmatory evidence of the positive benefits of a participative approach to budget development in a post-secondary environment. The usefulness of the budgeting process as a management tool to convey information, to give voice and context to membership within the organization, and to build organizational trust is supported.
What Is the Experience Like of Leaving a College Presidency of the Evangelical Lutheran Church in America: A Phenomenological Study
Author: Tunheim, Katherine A.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Presidents,Church Related Colleges,Experience,Phenomenology,Occupational Mobility,Interviews

This phenomenological study examined the lived experiences of Lutheran college presidents leaving the presidency. The purpose of this research was to gain a deeper understanding of the experiences of former college presidents who were associated with Evangelical Lutheran Churches in America (ELCA) colleges. Research on university and college presidents has focused mainly on those who lead large universities or small community colleges. The themes and meanings that emerged in this research are discussed in light of three phases: pre-exit, exit, and post-exit. The results of this research include significant and meaningful lessons learned by these former presidents that may be helpful for current and future college presidents. Implications for practice and future research are provided.