Engaging in Plática and Photo Elicitation to Explore Cross-Racial Trust in a Woman Faculty Co-Mentoring Circle

Artificial Intelligence, represented by chatbots, has transformed the teaching and learning ecosystem in higher education. Chatbots are attracting much attention from the education community as an emerging technology application. This study aims to explore the impact of chatbots on teacher-student relationships in higher education by reviewing and analyzing relevant literature. It was found that chatbots play an important role in higher education and can facilitate effective interaction between teachers and students while improving teaching efficiency. Moreover, with their personalized features, teachers can provide customized guidance to students, leading to a more harmonious relationship. While as the use of chatbots has proliferated, some challenges have arisen. The main issues include the trust between teachers and students and the leakage of privacy. In addition, over-reliance on technology may lead to a cold and impersonal interaction between teachers and students. The comprehensive results of the study show that chatbots have both positive and some potentially negative impacts on teacher-student relationships. To better utilize the advantages of chatbots, effective measures need to be taken to circumvent the challenges, thereby promoting the further development of teacher-student relationships in higher education.

PurposeThe purpose of this paper is to explore the ways in which an innovative higher education women’s faculty mentoring community model fosters supportive networking and career-life balance. The secondary goal is to better understand the factors that both promote and limit retention of women faculty at a large, metropolitan university.Design/methodology/approachThe paper examines data from the survey component of an applied research project on understanding and supporting the complex processes of women faculty’s pathways toward self-defined success. Adopting a mixed method research approach, this manuscript focuses on the survey questions related to four key issues related to retention: mentor experiences, gender-based obstacles, a sense of support and community, and goal attainment. In addition to quantitatively examining shifts in perceptions between pre- and post-survey Likert scale questions, the authors performed a qualitative analysis of the supplemental open-ended questions, utilizing a social constructionist lens to further understand perceived influences of the mentoring community on these issues.FindingsThe findings revealed qualitatively important shifts in increased awareness surrounding mentoring, gender-based obstacles, interpersonal support, and career-life choices, offering critical insight into the intangible, and thus often difficult to capture, forms of support a mentoring community model can offer women faculty. Findings also reveal how definitions of success can be integrated into community mentoring models to support retention and empowering women faculty.Research limitations/implicationsThis study is limited by its exploratory nature with one mentoring community cohort. Ongoing implementations are in place to increase the participant size and further test the mentoring model, while future research is encouraged to implement and expand the research to additional higher education institutions.Practical implicationsThis research offers a model that can be implemented across higher education institutions for all faculty, along with offering insight into particular points that can be emphasized to increase perceptions of support, offering concrete mentoring options.Originality/valueThis paper contributes to the advancement of mentoring models, helping to address concerns for better supporting and advancing women faculty, with implications for further supporting marginalized faculty. It offers insight into the ways in which a mentoring model can help to address key issues of retention. Additionally, analyzing quantitative and qualitative findings concurrently allowed for insight into areas that may otherwise be overlooked due to seemingly contradictory or non-significant statistical findings.

China’s dramatic economic rise has tended to overshadow other wider perspectives on the developing China and Association of Southeast Asian Nations (ASEAN) relationship, including in higher education. The article examines contemporary relations between China and ASEAN, set against the longer term development of cultural and trade relations. It is argued that, notwithstanding current territorial disputes, and a history of discrimination against ethnic Chinese in several parts of ASEAN, prospects for a deepening of relations in higher education remain strong. Singapore, Malaysia, and Vietnam are selected as three instances of the developing relationship in higher education and some of the links traced, with the former assessed as best placed to take advantage of its China relations in higher education. The developing sense of regionalism is seen as likely to further enhance China-ASEAN relations in higher education.

China’s dramatic economic rise has tended to overshadow other wider perspectives on the developing China and Association of Southeast Asian Nations (ASEAN) relationship, including in higher education. The article examines contemporary relations between China and ASEAN, set against the longer term development of cultural and trade relations. It is argued that, notwithstanding current territorial disputes, and a history of discrimination against ethnic Chinese in several parts of ASEAN, prospects for a deepening of relations in higher education remain strong. Singapore, Malaysia, and Vietnam are selected as three instances of the developing relationship in higher education and some of the links traced, with the former assessed as best placed to take advantage of its China relations in higher education. The developing sense of regionalism is seen as likely to further enhance China-ASEAN relations in higher education.

This study explored the association of interpersonal communication style (ICS) with personal and professional growth among Saudi Arabians in the context of the work environment. It was hypothesized that different ICSs are differently associated with personal and professional growth. The participants were 143 Saudi Arabian adults, including members of both genders, who were employed, with varying incomes, and who had different education levels. The participants completed a self-report survey, assessing their ICS and their personal and professional growth in an employment context. Consistent with the hypothesis, the results indicated that different ICSs are differently associated with personal and professional growth. The controlling ICS had the strongest relationship to professional and personal growth, whereas the dynamic ICS had the weakest relationship to professional and personal growth. In the Discussion, we address the limitations of the study and identify several directions for future research, with specific reference to the Saudi Arabian cultural context.

Recent research supports the use of positive psychology in education and sets out ideas for educators and leaders to promote and guide student flourishing in schools. There is significantly less research on how educators flourish. This study explores the conditions needed for educators to flourish by applying Constructivist Grounded Theory to uncover the experiences of people who identify as flourishing educators. The researchers conducted 13 interviews with self-identified flourishing educators and educational leaders and sought feedback from experts on a proposed theory. Participants included educators and educational leaders in various locations throughout the U.S.A., Europe, the Middle East, and the U.K. This resulted in the Ecological Model for Flourishing Educators which included these elements: authenticity, integrity, agency, autonomy, professional and personal growth, positive relationships, receiving recognition and acknowledgment, being treated as a professional and feeling seen, valued and trusted. The term ‘flourishing educator’ is used to be inclusive of all types of educators, not merely teachers. Based on the research, the researchers posit a new definition of flourishing educators: A flourishing educator is an educator who feels seen, trusted and valued. They are treated as a professional and encouraged to be authentic. They have autonomy, integrity, agency and experience positive relationships along with personal and professional growth. This study has implications for educators and educational leaders, and will hopefully encourage further research on educators within the field of positive education.

Within capstone design courses, the relationship between faculty and students can be classified as mentoring, where instructors fulfill functions that support career and psychosocial development of the students. Unlike traditional mentoring relationships, however, matching student teams to faculty mentors is not simply a process of one mentor and one mentee choosing each other. Project, team, and course structures are all dominant factors, resulting in both cross-sex and same-sex mentoring relationships. Literature on mentoring relationships in higher education has produced conflicting reports on which match yields better outcomes. Thus understanding the implications of same-sex and cross-sex relationships can be helpful in enabling faculty to effectively support the development of all students. This study applies an empirically derived model of capstone mentoring to data from a 2011 national survey of students enrolled in capstone design courses. The survey addresses students' perceptions of faculty teaching and their self-reported learning gains, and the data analysis presented in this paper focuses on similarities and differences based on the sex-pairing. The results provide preliminary insights regarding the impact of sex differences on the capstone mentoring relationship, and thus contribute to a more complete understanding of design teaching.

Over the past two decades, in nearly every arena of postsecondary education, traditional lines of authority, historical understandings of appropriate oversight and norms of political accountability have been rapidly changing (Burke, 2005; Hines, 2000). Essential understandings of such key elements in the postsecondary context as institutional autonomy, shared governance and organizational control are rapidly being transformed by challenges from a variety of stakeholders (Wellman, 2006; Marginson, 2006). A considerable body of emerging scholarship suggests that the balance of authority relations in higher education has changed dramatically over the past three decades, in line with shifts taking place in the larger national and international political economy of higher education (Heller, 2004; Pusser, 2003). These changes are increasingly apparent in the contested relationship between public postsecondary institutions and such key sources of authority and legitimacy as legislatures, governing boards and state agencies (Dunn, 2003; Longanecker, 2006). Contemporary literature on postsecondary organization and governance is replete with references to the rapid pace of change, increasing stakeholder demands and the pressures brought to bear by shifting political, financial and institutional relationships (Engell & Dangerfield, 2005). What emerges is an essential research question: “How should we understand contemporary authority relations in higher education?” Over the past decade considerable research in higher education has been devoted to documenting the changes taking place in the political economy of postsecondary organizations (Breneman et al., 2006; Slaughter & Rhoades, 2004). However, to date, relatively little scholarship has been devoted to revisiting the prevalent models of postsecondary authority relations, or to revising our understandings of those relations in light of contemporary cases of contest over postsecondary governance. This research addresses that gap in the literature through an analysis of a case of protracted contest over postsecondary authority relations, the institutional and political negotiations over the restructuring of Virginia’s public postsecondary system over the period 1996–2006. The case of Virginia’s restructuring is considered through the lens of one of the most influential models of authority relations in

Gender differences in experiences of K-awardees: beyond space, resources and science.

Sexual harassment has long been a hidden problem in society and on college campuses, and one that betrays the idyllic image of faculty and students working together on intellectual endeavors. Writing a decade ago, Dziech and Weiner argued that education faces a problem of epidemic proportions (1984, p. 15) with regard to sexual harassment. The magnitude of the problem continues to be startling. In reviewing the literature on sexual harassment, Sundt (1994) concluded that nearly one-third of all women college students face sexual harassment each year. Although this statistic does not reveal the nature or the severity of the harassment these women experienced, others have noted that each year about 2 percent of women college students face direct threats or bribes for sexual favors (Hughes & Sandler, 1992, p. 1). It also needs to be recognized that it is not just women college students who are being harassed: between 9 and 12 percent of male students report having been sexually harassed (Sundt, 1994). Taken together, these numbers suggest that as many as 4.8 million college students may be experiencing sexual harassment annually (Paludi & Barickman, 1991). Due in part to concerns about the magnitude of the problem facing higher education, colleges and universities have been creating, adopting, and implementing sexual harassment policies, while researchers have continued efforts to document the scope of sexual harassment (Sandier, 1990; Paludi & Barickman, 1991). Unfortunately, relatively little attention, either in terms of policy work or research, has focused on women faculty members who experience sexual harassment. Although the work devoted to the task of unmasking the problem of sexual harassment among college students is important, we need to recognize that an important population within higher education--women faculty--is sometimes ignored and forgotten. The central goal of this study is to focus on both the incidence and the apparent effects of sexual harassment among faculty women. Using a nationally representative sample of faculty at several hundred different colleges and universities, this study has four specific objectives: to document the prevalence of sexual harassment among faculty women, to profile the characteristics of women faculty who have been sexually harassed, to examine the factors that may lead to sexual harassment, and finally, to explore the outcomes of sexual harassment. The results from this study should add much to what is known about the harassment of women faculty and help bring additional focus to the challenges facing women faculty within the campus community. Research on Sexual Harassment In setting the context for the present study, we will review four related bodies of literature that are directly applicable to our effort. These are research on patterns of reporting sexual harassment experiences, definitions of sexual harassment, models of sexual harassment, and research specifically focused on the harassment of women college faculty. Reporting Sexual Harassment The study of sexual harassment, regardless of the focus, is limited by the underreporting of harassment incidents (Brooks & Perot, 1991). There are two primary causes for not reporting incidents of sexual harassment. First, some who have been harassed may simply not want to tell about the experience due to embarrassment, shame, or fear of repercussions (Brooks & Perot, 1991). Second, individuals may fail to report incidents of sexual harassment due to nonrecognition of certain situations as sexual harassment; some women may be harassed and fail to conceptualize themselves as being harassed. These individuals have been referred to as unacknowledged harassment victims by Brooks and Perot (1991, p. 32). Goodwin, Roscoe, Rose, and Repp (1989) found that the majority of their sample did not report sexual harassment, but had identified experiencing unwanted behavior that constituted sexual harassment. …

Background Peer assisted learning (PAL), where student leaders facilitate their peers’ learning, is prevalent in higher education. However, PAL leaders’ development in physiotherapy education and their role perceptions relating to their future professional practice are understudied. Purpose We aimed to understand how PAL leaders in physiotherapy education perceive their own academic learning and personal development, and how they view their experiences as PAL leaders in relation to future physiotherapy practice. Methods Focus group interviews were used to collect qualitative data from third-semester students who had been PAL leaders (n = 19). Data were analyzed using a reflexive, thematic analysis. Results Three main themes were generated: “Being a PAL leader consolidates knowledge and facilitates new learning,” “Personal growth through experiential learning outside the comfort zone within a community of practice,” and ”Learning by leading – transferability of being a PAL leader to future physiotherapy practice.” Conclusion Overall, physiotherapy students leading PAL study groups demonstrated academic, personal, and professional growth via experiential learning in a community of practice. They developed skills likely transferable into their future physiotherapy roles. Our findings propose PAL study groups as an arena for PAL leaders to practice complex physiotherapy competences, positioning PAL study groups as valuable preclinical practice for physiotherapy students.

Purpose:In this article, the authors discuss best strategies for recruitment and retention among faculty of color, international faculty, and women to diversify rehabilitation counselor education faculty.Method:Based on a comprehensive literature review, we have provided the reader with a brief review of the status of faculty of color, international faculty, and women in academia, issues in recruitment and retention, and strategies that may be beneficial in diversifying rehabilitation counselor education faculty.Results:Researchers in higher education have shown that a diverse faculty is not only beneficial to academia, but to communities as well. The authors have provided recruitment and retention strategies that have been used in other disciplines. Coupled with a sincere commitment by university administrators, faculty, students, and communities, these strategies may be beneficial in increasing diversity among the faculty ranks in rehabilitation counselor education programs.Conclusion:In order to increase diversity in our training and education programs, it is imperative that recruitment and retention plans are created and implemented. Various recruitment and retention strategies were discussed in this article that have been shown to be effective in other disciplines. Future research should explore the presence and use of recruitment and retention plans in rehabilitation counselor education programs. In addition, qualitative research is warranted to explore the experiences of faculty of color, international faculty, and women.

Mentoring plays an essential role in preparing the next generation of higher education leaders. This chapter will examine the role of mentoring on college campuses, describe its impact on faculty and staff growth, and highlight its function in leadership development. A background of mentoring research, including a discussion of its benefits, types, and stages will be shared. The chapter investigates the idea of mentors encouraging colleagues to become leaders through example, shared knowledge, and encouragement. A relational leadership theoretical perspective as it applies to mentoring provides a lens for understanding how mentoring and leadership intersect. Further, the chapter will consider the effect of gender on mentoring and mentoring in higher education. Results from a study conducted about mentoring relationships in higher education, leadership, and gender will be presented.

The internationalization of higher education systems has become critical to the educational success of a country. The purpose of this research is to carry out a study of the growing pace of internationalization in Chinese higher education in the contemporary period. The research focuses on the cooperation between China and Europe, especially the management of transnational projects related to improving collaboration between Chinese and European institutions of higher education. The move to mass higher education in the Chinese context and its implications stand as the starting point of the investigation. The project aims to analyze the main national policies for enhancing the internationalization of higher education both in China and Europe. Then, taking as examples some projects of particular relevance, it will consider the objectives and the consequences of these forms of cooperation and collaboration, especially for the development of the Chinese higher education system. Finally, a concise historical overview of the relations in higher education between China and Europe in the last 20 years will facilitate understanding of the changing role played by Europe in the Chinese context.

What Is the Relationship between Higher Education and Neoliberalism in the United States?