Scholarship Of Integration Research Articles

Overlap of Ethics and Sustainability for Responsibility Mindset: Insights for an Educational Approach Change in Ethics of Engineering

The mandate of universities and higher education institutes is to shape students' ethical wisdom and catalyze sustainable development. However, everyone does not have equal access to higher education which drives the above mindsets, leading to unequal quality of education. Today, most ethics teaching in engineering schools is narrowly micro-ethics and does not attempt to define macro-ethics’ special challenges. Micro-ethics concentrates on concerns related to the individual and the innermost workings of the profession. However, macro-ethics encompasses sustainable development with a focus on the collective social responsibility of the profession and public concerns about technology. This study examined undergraduate engineering programs in 25 major Canadian universities to see if they are adequately prepared to navigate both the micro and macro aspects of ethics education. The curricula of the programs show many courses focusing on micro-ethical concepts. The lack of explicit macro-ethical agendas for advancing society invites further work on curricula to enhance the efficacy of the content and delivery modes. This inadequate commitment to socially responsible engineering is conceptualized as a “culture of disengagement”. The study introduces important moments of change to strengthen ethics education. These include twinning engineering and computing ethics; embedding overlapped ethics, sustainability, and responsibility mindsets; and promoting the scholarship of integration through research, synthesis, practice, and teaching. By adopting these approaches to curriculum and pedagogy, the students will effectively cultivate a critical understanding of and obligation to the profession’s collective responsibility and the well-being of the greater society. These changes provide crucial insights into broadening sociotechnical-minded prospects of engineering ethics education.

Unravelling the multi-level governance of Ukrainian refugee reception in Italy: a focus on small and medium-sized cities

ABSTRACT The article suggests a shift in the understanding of the established concepts of battleground, local turn and governance decoupling, all of which have strongly influenced the framework of immigrant integration scholarship. It does so by looking at the puzzle of the reception of Ukrainians in Italy from the perspective of multi-level governance (MLG), which made it possible to identify the activism of small and medium-sized cities in contrast to the inefficiencies of the central government. Previous research has not adequately examined grassroots responses within the MLG framework, leaving a gap in understanding the interplay between local mobilisation and national policies. Despite the (seemingly) cooperative multi-level response to Ukrainian refugees, there have been numerous delays and poor performance in reception, resulting in smaller localities bearing the brunt of the challenges of the refugee influx. This research draws on 40 semi-structured interviews with representatives of third-sector organisations, local authorities and national agencies.

Policy integration and the eco-social debate in political analysis

In political research, scholars have increasingly paid attention to the political challenges of integrating new public policies into existing policy subsystems, which bears important implications for the study of eco-social policy and politics. By drawing on policy integration research, we identify and discuss insights and lessons deriving from policy integration scholarship, which appear to be relevant for understanding policy linkages between the social and environmental domains especially regarding the European Green Deal (EGD). More specifically, we focus on the following two aspects: (1) the elements of policy design and implementation practices that are deemed to be helpful for ensuring equilibrium between social and environmental goals and (2) political factors that are likely to affect policy integration dynamics along the social and environmental aspects (eco-social nexus). This article contributes to the literature by tracing novel research trajectories for the eco-social debate to explore in the policy integration perspective.

Europe first? The rise of EU industrial policy promoting and protecting the single market

ABSTRACT Within Europe’s regulatory state, industrial policy has largely remained within national governments’ remit. Yet, a plethora of new supra- and cross-national industrial policy initiatives have recently emerged whereby the Commission proactively engages in pan-European activities to foster innovation and economic development. This article brings the ‘Developmental Network States’ (DNS) literature into dialogue with EU integration scholarship to explain both the timing of EU industrial policy’s rise since the mid-2010s and the variation in forms of EU integration of different industrial policy functions. Our analysis suggests that the Commission increasingly operates four major developmental functions akin to DNSs and aimed at promoting and protecting the single market. Neofunctionalist theories of EU integration explain these momentous shifts. The timing behind the rise of EU industrial policy is best explained as an interplay of functional, cultivated, and political spillovers, driven especially by the Franco-German realignment on pro-EU industrial policy positions since 2016. Variation in the governance forms of integrated EU industrial policy functions is instead explained in terms of the degree of pre-existing integration of extant policies, the low vs high politics nature of the policy domain and the types of externalities attached to the specific policy area.

The Integration of Psychology & Christianity: A Domain-Based Approach

The Integration of Psychology & Christianity: A Domain-Based Approach

A Manifesto for project management research

AbstractProject management research has evolved over the past five decades and is now a mature disciplinary field investigating phenomena of interest to academics, practitioners and policymakers. Studies of projects and project management practices are theoretically rich and scientifically rigorous. They are practically relevant and impactful when addressing the pursuit of operational, tactical and strategic advancements in the world of organisations. We want to broaden the conversation between project management scholars and other scholars from cognate disciplines, particularly business and management, in a true scholarship of integration and cross‐fertilisation. This Manifesto invites the latter scholars to join efforts providing a foundation for further creative, theoretical and empirical contributions, including but not limited to tackling grand challenges such as climate change, pandemics, and global poverty. To this end, we identify five theses:Projects are often ‘agents of change’ and hence fundamental to driving the innovation and change required to tackle grand challenges.Much project management research leverages and challenges theories across disciplines, including business, organisation and management studies, contributing to developing new theories, including those specific to projects and temporary organisations.‘Projects’ are useful units of analysis, project management research is ideal for scientific cross‐fertilisation and project management scholars welcome academics from other communities to engage in fruitful conversations.As in many other fields of knowledge, the project management research community embraces diversity, welcoming researchers of different genders and various scientific and social backgrounds.Historically rooted in ‘problem‐solving’ and normative studies, project management research has become open to interpretative and emancipatory research, providing opportunities for other business, management and organisational scholars to advance their knowledge communities.

(Re)Framing Our Frames: Architectonics, Intertextuality, and the Scholarship of Integration in Online Education

The pandemic of 2020 has renewed interest in technology as an integrative agent in higher education. However, advancements in technology continue to outpace the scholarship of integration in SoTL, even though Ernest Boyer valued it as a continuous area of study. This article calls for a reconsideration of Boyer’s appreciation of integration as convergence or intertextuality. Intertextuality and its digital correlate, hypertextuality, operationalize online education. Yet, they are often ignored as models of convergence. This relational paradox signals a need for a discourse and framework that help us to conceptualize the inherently integrative nature of knowledge and online education. To address this deficit, this literature review introduces Peircean architectonics as the paradigm that reframes our understanding of convergence and illuminates its actualization in Terry Anderson’s prototype for online education. Architectonic logic enriches this model and provides us with a philosophy of convergence that revalues and advances the scholarship of integration.

Scholarship of Integration and the future of Medical Education and Research (MER)

Scholarship of Integration and the future of Medical Education and Research (MER)

The Importance of Textbooks in Kinesiology

Physical education programs in the United States emerged in the late 1800s and early 1900s. Over time, physical education became the field of kinesiology with an established disciplinary base with multiple associated professions. Historical context is provided for five different eras. Textbooks, including those authored by National Academy of Kinesiology fellows, played an important role in the evolution of the field, providing direction, context, and content for both the subdisciplines and the professions. Arguments are offered for the value of textbooks as an important form of scholarship (the scholarship of integration), for the value of textbooks in providing visibility and real-world impact for the field of kinesiology, and for the value of associated textbook ancillary materials as teaching resources for faculty in institutions of higher learning.

Multidimensionality in the Integration of First- and Second-Generation Migrants in Europe: A Conceptual and Empirical Investigation

Immigrant integration scholarship increasingly discusses integration as a multidimensional process. Yet there is considerable inconsistency in how that multidimensionality is conceptualized. This article posits that there are two different logical approaches by which multidimensional frameworks of integration tend to outline their dimensions: the “thematic” (or conceptually driven) approach and the “empirical” approach. We contend that these two approaches lead to differently structured multidimensional frameworks of immigrant integration. To demonstrate these points, we, first, review different conceptualizations and approaches to multidimensionality in prior immigrant integration research, focusing largely on Europe. Through a synthesis of these prior approaches, we outline eight thematic dimensions of integration prevalent in the existing literature. Second, we conduct an original study with cross-European data on first- and second-generation migrants (ESS7 2014-15, N = 1,066) to outline a multidimensional framework based on empirical patterns of co-variation (or distinction) among integration-related outcomes. Our factor analysis of 18 common indicators of integration reveals five main dimensions of integration, with some items relating strongly to more than one dimension. These five “empirical” dimensions (economic/structural integration; health; subjective well-being; cultural assimilation and civic/political integration; and minority socialization) differ from the eight typical “thematic” dimensions identified in existing scholarship in key respects, which we discuss alongside potential connections between integration aspects as suggested by our findings (e.g., between economic and civic/political or between civic/political and cultural aspects). Overall, our article advances migration studies by helping us think more critically about the multidimensionality of immigrant integration and contributes to an emerging literature on integration's multidimensionality.

Towards better understanding and narrowing of the science–practice gap: A practitioner-centered approach to management knowledge creation

The lack of mutual communication and collaboration between academic research and management practice, and the limited implementation of the research findings in strategic and tactical decision-making in practice settings, known as the science-practice ‘gap’, remains an essential issue in management research. We challenge the primary focus on academics for the possibilities of bridging the gap by arguing that the picture remains incomplete without a closer look at the positions, perceptions, and attitudes of practicing managers toward the joint production of relevant management knowledge. Based on the inductive, grounded theory approach, we conducted a qualitative study of 47 practicing managers with different organizational and functional responsibilities across various industry sectors. Although practitioners perceived practice-engaged research design and execution, relevant management research, and benefits from complementary knowledge as enablers of fruitful science-practice collaboration, our emerging findings revealed limited trust, limited cognition, coping strategies, and heuristic information processing to be important barriers for practitioners that hamper the collaboration process. Relying on the cognitive and information processing framework and theory of the conservation of resources, we aimed to explain the antecedent of (un)successful collaboration on the practitioners' side, thus extending our understanding of the scholarship of integration.

The impact of interprofessional faculty development on scholarly activity

Health professions faculty face intense pressure to advance through tenure and promotion while learning and applying educational theory. The transition to competency-based medical education (CBME) and curricular emphasis on interprofessional and collaborative practice (IPECP) has created additional faculty development needs. Identifying a connection between faculty scholarship and the promotion of IPECP could create an efficient synergy. The objective of this work is to determine whether interprofessional faculty development programs result in discovery and/or integration scholarship as defined by Boyer's model of scholarship. A literature (narrative) review identified interprofessional faculty development resources in PubMed, Eric, CINAHL, and APA Psych Info. Articles were screened for relevance and included if the faculty development program described was interprofessional and reported scholarly activity stratified as discovery, integration, teaching and/or application. Seventeen articles were included for review. Among them, 6 were related to discovery and integration, 16 to teaching, and 8 to application, with 10 programs describing mixed outcomes. Programs intentionally including writing better aligned with discovery and integration scholarship. IP faculty development initiatives result in a variety of scholarly activities. Inclusion of writing plans in IP faculty development programs is more likely to culminate in discovery or integration scholarship.

Systematic problem-specification in innovation science using language

PurposeProblem specification is a key front-end step in the innovation process. This paper aims to introduce ‘purpose-context’ – a conceptual framework to systematically explore problem-specification across mapped contexts. The framework’s logic is operationalized by the inherent structure of language – its syntax/grammar, which enables the systematic exploration of problem-specification. The method showcases two approaches to structurally explore the vast textual databases available to us today for problem-specification in innovation science, thereby furthering the pursuit of innovation through its foundational elements.Design/methodology/approachThe conceptualization of the purpose-context framework was guided by logic and the scholarship of integration applied to bodies of work including innovation, design and linguistics. Further, the key elements of the conceptual framework were unpacked and structured using the syntax of language. Two approaches to operationalize the method were developed to illustrate the systematicity of the process. The construct was then validated by using it to systematically specify problems in the technical context of Raman spectroscopy and in the socio-technical context of international development. Overall, this paper is a work of relational scholarship of integration that bridges academic-practitioner gaps.FindingsThe purpose-context framework is well-suited for application in the innovation process with applicability across several abstraction levels. One key contribution is the recognition that a broader problem-specification exercise covering one-one, one-many, many-one, many-many problem-context mappings expands the range of potential solutions (innovations) to address the problem-space. Additionally, the work finds that it is possible to provide structure to the cognitive elements of the innovation process by drawing inspiration from the structure inherent in other cognitive processes such as language (e.g., parts-of-speech, phrase composition). Drawing from language is particularly appropriate as language mediates communication in any collective pursuit of the innovation process and furthermore because a large amount of information exists in textual form. Finally, this paper finds that there is merit in approaching innovation science from its foundational elements – i.e. data, information and knowledge.Research limitations/implicationsWhile the purpose-context framework is broadly applicable, the methodical approach to provide structure to the front-end cognitive process is ‘one’ fruitful approach. We suspect other approaches exist.Practical implicationsThe purpose-context framework is simple in its framing yet provides innovators, scholars and thought leaders, the ability to specify the problem space with greater coverage and precision. Further, in the solution-space, it provides them the ability to choose the breadth of solution scope (e.g. targeted solution addressing a single problem, targeted solution addressing a set of problems, the combination of solutions addressing a single problem and combination of solutions addressing a combination of problems). In addition, by pairing the creative front-end innovation process with machine power, this study provides a formal method to scale-up the coverage of creativity (and potentially that of solutions to those problems) and reduces the chances of missed/blind-spots in problem-specification. Finally, evaluating purpose-contexts leads to ‘capability-contexts’ – a capability-oriented viewpoint informing capability development decisions such as the focus of R&D programs and related resource allocation decisions.Originality/valueThe paper uses logic to connect multiple bodies of research with a goal to provide systematicity to problem-specification – problem-specification, which is an under-addressed part of the innovation process. The use of data to systematically explore problem-space lends it systematicity (repeatability and measurability) and is therefore, valuable to innovation science. The proof-of-concept demonstrates the conversion of concept into a method for practical application.

Exploring the curriculum development in content and language integrated learning: A systematic review

<p><span>Content and language integrated learning (CLIL) is a booming innovation pervading many educational settings. The global spread of CLIL is being practiced in classrooms the world over. Nevertheless, there is still a lack of systematic curricula for CLIL, despite its widespread adoption. Furthermore, the majority of teachers are implementing CLIL without the support of suitable published materials or resource banks. To explore and explain the curriculum development in CLIL, 281 studies from 2009 to 2019 were reviewed systematically, focusing on peer-reviewed English-language journals. We identified studies through using 'Content and Language Integrated Learning' and CLIL as the search terms in the ProQuest Research Library and EBSCOhost databases. Selected articles were organized into five inquiry areas and analyzed thematically, inspired by the curriculum development model proposed by Pawlas and Oliva: 1) CLIL philosophy; 2) CLIL goals; 3) CLIL plan; 4) CLIL implementation; and 5) CLIL evaluation. Based on these themes, Boyer's scholarship of integration was introduced to propose a holistic model for CLIL curriculum development.</span></p>

Border Crossings: Dialogue Across and Within Fields and Traditions

Drawing upon the work of Chantal Mouffe, Alasdair MacIntyre, and Bernard Lonergan, in this paper I develop an argument that, in our work as philosophers of education, we should support a particular form of what Ernst Boyer has termed the scholarship of integration, in part by being explicit both about the tradition(s) of inquiry in which we are working and about the nature of the particular contribution(s) we hope to make to those traditions. It offers five reasons why we should support systematic, sympathetic, agreement-oriented assessments of competing worldviews and corresponding ways of life. It advocates two kinds of “border crossings” as integral to such assessment: engagement across disciplines and fields on the one hand, engagement with rival paradigms within a discipline or field on the other.

Scientometric evaluation and visual analytics of the scientific literature production on entrepreneurship, small business ventures, and innovation

This study offers the first scientometric analysis, visual analytics, and visualization of the documents published in the Journal of Small Business and Entrepreneurship (JSBE). The paper utilizes big data analytics and network analysis to analyze the production trends of articles, the citation impacts, and the research focus covering the period 1996 to 2019. The intellectual and social structures of the articles are also evaluated. Data for the analyses comes from the 535 articles produced by JSBE and indexed on SCOPUS. The results highlight four outcomes. First, the average annual literature production rate is 3.53%, with astronomical upward trend occurring in recent years, and the articles' productivity and impacts. Second, the visual and text analytics of scientific production and visualization reveals the terms dynamics, the thematic trends, intellectual structure, and clusters of the literature showing themes and topics covered by the articles published in JSBE. Third, the social and network structures of the scientific production highlight the impacts and patterns of cooperation and collaboration among authors and the associated institutions and countries. Finally, the overall results indicate that the published research papers align with the aims and scope of JSBE and point to areas that need to attract more articles to satisfy the Journal’s multidisciplinary goals. The paper contributes to the scholarship of integration. It provides a guide to scholars in the field of entrepreneurship, small business, and innovation, and particularly the readers of JSBE, the opportunity to identify the past research streams as a pointer to areas requiring future work.

Don Hellison’s Scholarship Reconsidered

Purpose: Don Hellison’s scholarship made a lasting impact on the academic literature, policy, and practice of physical education and sport pedagogy. In this essay, we summarize and interpret Don’s perspective on scholarship, his own work, and the literature that it spawned.Method: Don’s work, published and unpublished, as well as the rapidly expanding body of teaching personal and social responsibility literature was analyzed using Boyer’s comprehensive framework for scholarship reconsidered.Results: Don was a strong advocate for broader definitions of scholarship in kinesiology, whose work integrated the scholarship of discovery, integration, application, and teaching. This influence remains evident in the teaching personal and social responsibility literature.Discussion/Conclusions: Amid calls for broader and more flexible definitions of scholarship in higher education, Don was a role model who demonstrated what is possible in this regard in the field of kinesiology.

Creating a guide for reflective practice: applying Dewey’s reflective thinking to document faculty scholarly engagement

ABSTRACT This article introduces the creation of a guide for reflective practice to document faculty scholarly engagement. As the editor for a journal designed to showcase scholarship of application and integration, I recognized the need for a guide to help faculty structure reflective practice and document their practical and scientific contributions. John Dewey's seminal framework on reflective thinking was used as a conceptual scaffolding to create the guide. There is a discussion of the challenges in interpreting Dewey’s work in creating the guide, and I explain choices made that deviate from Dewey’s original work on reflective thinking. I recommend expanding the guide to a method that education researchers or scholar-practitioners could use to systematically inquire about problems of practice.

Bibliometric Analysis and Visualization of the Consequences of Marital Union Dissolution on Parents and Children

This paper utilizes visual analytics and bibliometric analysis techniques to evaluate the temporal trends and visualization of the consequences of marital union dissolution on parents and children using data from 1339 documents retrieved from the Web of Science between 1979 and 2019. The results highlight five outcomes. First, the past three decades show a direct upward trend in scientific production and the rate of divorce. Second, the clusters of terms identify various negative consequences of divorce on the household members, with severe economic effects on women and children. Parental divorce causes severe damaging effects on the offspring than the parents are aware or willing to acknowledge. Third, divorce causes children’s social, behavioral, psychological, and health problems, and social and economic problems to divorced spouses. Fourth, visual analytics show that adversities from divorce are not linear but highlight significant inter-play among the items. Finally, considerable research output originates from countries with a high rate of divorce. The paper contributes to the scholarship of integration in marital breakdown, parental divorce consequences, and offspring adversities.

An innovative teaching model in an academic-practice partnership for a Doctor of Nursing Practice program.

Teaching innovations in Doctor of Nursing Practice (DNP) programs are essential for preparing practitioners for role responsibilities. The purpose of this paper is to describe a teaching model implemented in a public-private academic-practice partnership in which DNP-prepared healthcare organization nursing leaders joined with college of nursing faculty to teach didactic courses in the DNP program. The conceptual framework for this model is organized around Boyer's (1990) principles of the scholarship of teaching, integration, and application, and the American Association of Colleges of Nursing definition of scholarship (2018). A logic model evaluation plan of the teaching model includes a description of inputs, activities, outputs, and outcomes. Outcomes include the attainment of short term goals related to student satisfaction and DNP program completion; faculty and peer satisfaction; and administrator perspectives. Future evaluation will include assessment of long-term impact of the teaching model. The teaching model can be replicated in preparing cohorts of students for advanced practice nursing and cultivating the scholarship of teaching, integration and application.