Leadership Conference Research Articles

Case Study: Developing, Implementing, and Evaluating a One-Day Leadership Conference to Foster Women's Leadership in Healthcare

Despite women increasingly entering the healthcare field, they still face barriers to advancing in leadership ranks within healthcare. To address the need for leadership development among women in healthcare, the Center for Leading Healthcare Change (CLHC) at the University of Minnesota College of Pharmacy piloted a one-day conference in November 2012 entitled "Women Impacting Healthcare: Decide to Make a Difference." This conference utilized an interactive agenda: each speaker's presentation was followed by hands-on leadership activities during which attendees developed their own personal leadership visions. Specific leadership activities were designed to build upon one another and help design a leadership pathway. All activities were consistent as they included personal reflection and interaction with others. Attendees were asked to complete two evaluations, one immediately at the conclusion of the conference, and another two-weeks post. The conference committee achieved the goal of delivering the conference objectives. As the Women Impacting Healthcare committee continues to look for ways to develop leaders in healthcare, the focus of future conferences will also evolve to include the needs of women currently in leadership roles, as well as ways women can grow into leadership roles.
 
 Type: Case Study

Strategic Alliance Project Expands Leaders' Influence

Strategic Alliance Project Expands Leaders' Influence

Board 127 - Program Innovations Abstract A Coast to Coast Collaboration

Introduction/Background The National League for Nursing (NLN) Simulation Leaders Development Program is composed of twenty nurse educators from around the world who work together to develop and promote nursing leadership in healthcare simulation. Initially meeting and forming a working group at the NLN Leadership Conference in January 2013, six members shared an interest in expanding their simulation centers to healthcare facilities. The development of practice partners was targeted as a way to initiate and improve collaboration between academic simulation centers and health care facilities. The simulation leaders practice partners group spans the country from California to South Carolina, providing a unique opportunity to share information regarding healthcare cultures and simulation resources. Methods The decision to set up and work within a wiki allowed for a collaborative review of the available literature. Working through the wiki, emails and conference calls the six nurse educators identified and addressed issues important to developing collaborative practices for healthcare simulation. Hospital representatives from different sites were interviewed by members of the project and identified some common needs for simulation integration. These included orientation, annual competency training (including JCAHO, OSHA standards), investigative, basic and advanced skills and certifications. Potential cost and resource sharing were identified as issues to be determined at the local level. The need for a practical and eas- to-use tool was identified as important in the first step of reaching out to practice partners such as hospitals, medical centers and long term care facilities. Categories were determined for identification of potential simulation activities for the facility, along with the appropriate personnel. Subsequent review of the tool with an appointed mentor through group conference calls allowed for clarification and expansion of descriptive categories. Additionally, an executive summary was developed to provide information on the potential of simulation for busy hospital administrators. The Simulation Opportunity Tool (SOT) facilitates discussion with potential practice partners. The SOT is utilized during face-to-face meetings to discover possible simulation opportunities within the facility. This process provides a clear direction while allowing for brainstorming in the identification of issues specific to the targeted healthcare facility. Results: Conclusion The members of the NLN SimLead Practice Partners group piloted the SOT in facilities across the country. Feedback was received from potential practice partners using a separate feedback instrument. Feedback indicates the clinical educators, administrators and other facility personnel felt the SOT was effective in identifying opportunities for simulation in many areas. Needed revisions for the tool include clarification of terms, expansion of participant categories and increased ease of use. Disclosures None.

Tips to Increase Trust and Communication on Campus

According to a recent Gallup poll, only 61% of people in the United States feel some trust in “the American people” to make judgments about political issues. This is a sharp drop from its recent high of 78% in 2005. For better or worse, trust in fellow citizens exceeds trust in politicians or public officials, which is at only 46%. How is trust on your campus? Do people trust their colleagues and the administration? Or does the general deterioration of trust extend into higher education? Dr. Carole Makela, professor in Colorado State University's school of education, has been collaborating on research about trust with Dr. Paul Shelton, associate professor of management and chair of the DBA program in the George Fox University OR college of business. She spoke at the Women in Educational Leadership Conference in Lincoln NE in October 2013. Effective leadership depends on trust. She quoted John J. McGuirk, “The ability to form friendships, to make people believe in you and trust you is one of the few absolutely fundamental qualities of success.” Trust and distrust fall on two separate scales. “We usually come into a situation either somewhat neutral or with a basic level of trust,” she told WIHE. As the situation proceeds, we may shift along the continuum between trust and no trust. But if trust has been shattered, people may start out with distrust. We have to overcome that initial distrust before trust can start to form. Two recent trends complicate issues of trust on campus. First, higher education is changing faster than ever, threatening trust that otherwise might have been routine. Second, communication technology is carrying us ever further away from face-to-face conversations, where body language can help. Communication plays a major role in building and maintaining trust. Not only email but also social media like Facebook, LinkedIn and Twitter exclude the visual and auditory cues to tone and context. Blind copies, “Forward” and “Reply all” make private communications public and increase the distance between originator and recipient. Using semi-public emails sent out to various groups that were part of at their universities, the researchers sorted the messages into three categories: top down, peer to peer and bottom up. Each type requires a different approach. What is the message? Does it promote trust or distrust? Peer to peer. Communication among peers is more often face to face. It is also more likely to involve women, whose communication styles may be different. “I think there's more willingness to ask questions rather than jump to conclusions on the part of women,” Makela said. When questions give a sense that everybody is part of the team, trust grows. But if the one whose data is questioned interprets it as a challenge, her trust may decline. Higher education is changing at breakneck speed. Issues of engagement, retention, diversity, finance, policy and transparency are challenging leadership and traditions of shared governance. “It's very easy to forget how important trust is in our relationships, whether personal or professional,” she said. It's an issue in all sorts of relations—politics, economics, education—but we tend to brush it aside in our everyday interactions. Contact her at Carole.Makela@ColoState.edu

Higher Education in a Global Society (review)

Reviewed by: Higher Education in a Global Society Josephine Sahaya D. Bruce Johnstone, Madeleine B. D’Ambrosio, and Paul J. Yakoboski (Eds). Higher Education in a Global Society. Northampton, MA: Edward Elgar Publishing, 2010. 215 pp. Cloth: $99.00. ISBN: 978-1-8484-4752-3. Higher Education in a Global Society emerged from the proceedings of a higher education leadership conference hosted by Teachers Insurance and Annuity Association—College Retirement Equities Fund (TIAA-CREF) in November 2008. The conference focused on creating cross-cultural understanding, constructing global collaborations and fortifying worldwide economies. Participants included presidents, chancellors, higher education researchers, thought leaders, senior management of TIAA-CREF, and senior campus officials. This book distills their concerns, challenges, and prospects for promoting globalized and internationalized higher education. As a whole, the book provides a rich understanding of the concepts of globalization and massification of higher education. Its chapters inventory various internationalization strategies adopted by colleges and universities in the United States. These include study-abroad programs, the recruitment of international students, cross-border education offerings, research collaborations, and faculty involvement in internationalization. The first three chapters approach globalization broadly, offering rationales, definitions, and typologies. In Chapter 1, Bruce Johnstone discusses the significance of globalization to American higher education. He provides several scholars’ definitions of globalization and isolates the difference between internationalization and globalization. Johnstone elucidates how in a globalized world, economic wealth flows from knowledge as opposed to natural resources. Hence, the wealth of nations in a global economy increasingly emerges from the commercialization of knowledge, universities and research centers, scholars, an educated labor force, a suitable system of education, and workforce training. While reinforcing American higher education practices, Johnstone simultaneously observes that the United States may learn much from the European Union education scenario. He closes the chapter by presenting the challenges that higher education leaders face in an increasingly globalized world. Chapters 2 and 3 closely relate, introducing the phenomenon of the massification of higher education, and the emergence and growth of cross-border education as a response. Philip G. Altbach, in Chapter 2, explains massification as the movement from small to very large enrollments in colleges and universities, and from elite to mass participation in higher education across society. Altbach enumerates both the benefits and concerns that arise from expanding enrollment growth. Jane Knight, in Chapter 3, explains cross-border education as “the movement of people, programs, providers, knowledge, ideas, projects, values, curriculum, policy and services across national boundaries” (p. 47). Knight typologizes these strategies, provides a framework for understanding their differences, examines their impact, and touches on their associated challenges. The next seven chapters present observations and case studies of various specific internationalization strategies. Elizabeth Capaldi, in Chapter 4, reflects on the need to increase international research collaborations to solve global problems. She discusses the roles of the government and international corporations in promoting such collaborations, as well as legal and regulatory issues and cultural considerations. [End Page 290] Mark Kamlet, in Chapter 5, describes Carnegie Mellon University’s successful experience in implementing and sustaining cross border education in undergraduate and graduate education. Peter McPherson and Margaret Heisel, in Chapter 6, focus attention on study-abroad programs, arguing the need for students to gain a global perspective to ensure America’s economic well-being and social and political security. They discuss the influence of the Abraham Lincoln Study Abroad Commission, established by Congress in 2004, which addressed this very issue and developed a framework for postsecondary international study. The authors also discuss the growth in study-abroad programs, variations in their format and duration, the challenges facing these programs, and the need for study abroad to emerge as a field of research. Kathleen Waldron, in Chapter 7, offers Baruch College of the City University of New York as an example of how to create international experiences domestically. She examines the design and implementation of Baruch’s global student certificate program that provides students with an international experience without leaving the campus. Chapters 8 and 9 address the importance of faculty involvement in creating a more globally oriented campus. Patti McGill Peterson, in Chapter 8, discusses barriers blocking faculty involvement. They include the faculty’s focus on their respective...

Adjuncts Committed to Their Students, Not Employers

Adjuncts Committed to Their Students, Not Employers

Women in Engineering Leadership Conference

Provides a notice of upcoming conference events of interest to practitioners and researchers.

Ideas for teaching students leadership skills

The Girls’ Day School Trust recently held its national Young Leaders Conference. Dr Kevin Stannard discusses some of their schools’ approaches to teaching leadership skills.

IS THE CATHOLIC CHURCH A SAFE SPACE FOR RELIGIOUS SISTERS? CHARTING THE AFRICAN TERRAIN USING THREE CASE STUDIES

The Congregation for the Doctrine of the Faith from the Vatican asked the Leadership Conference of Women Religious in the US on 18 April 2012 to revise and place itself under the control of an archbishop. 1 To date, there have been unsolicited visitations from the Vatican to the same religious women in the US from 2009-2011. 2 These events are examples of de facto gender-based discrimination within the Catholic Church, which stultify religious sisters by the Church’s hierarchies, and prompt the question: ‘Is the Catholic Church a safe space for religious sisters?’This article uses a historical review to trace the trajectory of religious sisters in the Catholic Church across the ages to the present, in an attempt to analyze how sisters have been/are being constructed in the Church. Using feminist anthropology, the article analyzes various Church documents which show how women’s identities have been constructed. The analysis includes examining how the sisters also construct ‘who they are’ in the different eras of the Church’s life. In addition, profiles of three African religious sisters are used as case studies to argue that through personal agency and education, sisters have negotiated and constructed the Church’s space into safe space.

Millennial Men More Likely to Accept Female Leaders

Millennial Men More Likely to Accept Female Leaders

The Leader as Artist

The Leader as Artist

Developing future leaders: Clinical leadership conference

Developing future leaders: Clinical leadership conference

Foundation News

Trustee Associates represent the financial backbone of the SEG Foundation, allowing us to create new programs and support existing programs. A Trustee Associate (TA) is an individual or family who has donated or pledged to donate at least US $10,000 to the SEG Foundation. Contributions made through the SEG Foundation currently help to support 18 different SEG programs designed to “Advance Geophysics Today” and “Inspire Geoscientists for Tomorrow.” To highlight just a few of these beneficial programs: contributions this year supported 133 scholarship students pursuing studies in geophysics, allowed student participation in 15 field camps offering “hands-on” experiences in applied geophysics, and provided more than 140 travel grants that allowed students from around the world to attend educational and leadership workshops and conferences. SEG continues to demonstrate the importance of our future—now with 282 Student Chapters worldwide!

Tips for Advancing to Dean of Students

Tips for Advancing to Dean of Students

Beyond traditional word‐of‐mouth

PurposeBusiness and academia alike have become aware of the crucial role of customer‐to‐customer interactions. Facilitated by the increasing customer connectedness through online media possibilities, companies need to understand how customers influence each other and how to manage these customer interactions. The purpose of this paper is to conceptualize an expanded model of customer‐driven influence (CDI) that presents an overview of the influence process and its determinants. The model covers important issues, such as deliberate versus unintentional sender actions, verbal and non‐verbal communication, and reflective and impulsive receiver reactions.Design/methodology/approachThis article is the result of the first Thought Leadership Conference on Service Marketing, held in Nijmegen, The Netherlands, June 2012.FindingsThe model shows the importance of considering goal theory in studying customer‐driven influence. Both sender and receiver can act and react in deliberate and unintentional ways. The mechanisms for customer‐driven influence are then contingent upon which particular goal (combination) is activated. Message reception is either verbal or non‐verbal. Furthermore, the receiver can react either by reflective processing or by impulsive processing leading to liking a particular product or wanting the product (respectively). Accordingly, the receiver builds behavioral intentions of purchasing and further talking about the particular product.Originality/valueThis paper synthesizes insights from the extant literature on word‐of‐mouth, social influence, and dual processing of information to develop a comprehensive model customer‐driven influence. The authors' framework is embedded in goal system theory, as it addresses fundamental self‐regulatory issues, such as the impact of implicit goal activation and essential contextual factors on preference formation and choice.

Using multiple youth programming delivery modes to drive the development of social capital in 4‐H participants

This article focuses on how 4-H youth participants are building social capital, or connections among individuals and community members, through their 4-H experiences. These experiences can be seen through the lens of such 4-H delivery modes as the traditional 4-H club, after-school programs, and school enrichment programs. In addition, other experiences such as leadership camps and conferences or activities in the local community afford youth the opportunity to build the relationships, trust, and respect reflective of social capital. Examples are derived from 4-H program participants-urban, suburban and rural youth-in Camden County, New Jersey.

The Ministerial Future of Women Religious

Recognized for the establishment of the Catholic school and healthcare systems in the United States, women religious are still imaged as teachers and nurses by the general public. Where have all the sisters gone, and where are they likely to be found in the foreseeable future? Having experienced the dismantling of a stable past and living in a changing present, I would be foolish or dishonest to claim a clear blueprint for the ministerial future of women religious. Yet after thirty years of experimentation and experience, common threads are emerging, forming patterns of future development. The ministerial future of women religious may be glimpsed through tracing some key influences on the ministry changes of the past thirty years, describing the current state of ministry among women religious, and suggesting threads shaping the future. A couple of caveats are in order. First, I write not as a theorist but as a participant in these changes and as an observer from the perspective of leadership in my own congregation and in the national office of the Leadership Conference of Women Religious (LCWR). Second, I write as an apostolic woman religious. Changes in religious life, including ministry, may have different

Leadership and Self‐Efficacy: Lessons from Harriet Tubman

Leadership and Self‐Efficacy: Lessons from Harriet Tubman

Life Is Long: Work Hard, Take Risks, Have Fun

Life Is Long: Work Hard, Take Risks, Have Fun

The 1963 Good Friday Parade in Birmingham, Alabama: Walker v. City of Birmingham (1967) and Shuttlesworth v. City of Birmingham (1969)

The 1963 Good Friday Parade in Birmingham, Alabama Walker v. City ofBirmingham (1967) and Shuttlesworth v. City ofBirmingham (1969) DEBORAH ANN ROY On Good Friday, April 12, 1963, the actions of a group of African-American ministers and their supporters in Birmingham, Alabama would impact the struggle for civil rights in America and lead to the passage of the 1964 Civil Rights Act. Two United States Supreme Court decisions would arise from the Good Friday events, one that upheld the actions ofthe ministers and one that held that their actions had violated the law. In deciding the two cases, the Supreme Court balanced the First Amendment right to freedom of speech and to peaceably assemble against the right of a state to maintain public order and to require that citizens respect state court orders. The two cases are Walker v. City ofBirmingham1 and Shuttlesworth v. City of Birmingham? The named petitioners, Wyatt Tee Walker and Fred Lee Shuttlesworth, were African-Amer­ ican ministers who were active in the movement protesting segregation in the City of Birmingham. In Walker, the Supreme Court considered the ministers’ violation of a state court injunction that prohibited them from violating a city ordinance requiring a permit for parading or demonstrating. In Shuttlesworth, the Court considered the constitutionality of the parade ordinance itself. In April 1963, Reverend Walker was the executive director of the Southern Christian Leadership Conference (“SCLC”). The SCLC was a civil rights organization formed by African American ministers in 1957. Martin Luther King, Jr. served as the SCLC’s President.3 Prior to joining the SCLC, Rever­ end Walker was pastor ofthe Gillfield Baptist Church in Petersburg, Virginia. King de­ scribed Walker as a “youthful, lean and bespectacled man” who “brought his energet­ ic and untiring spirit” to the SCLC’s meet­ ings.4 Walker was detailed by the SCLC to begin work on a direct action campaign to end segregation in public facilities in 414 JOURNAL OF SUPREME COURT HISTORY Birmingham. He visited the city periodically to lay the groundwork for the campaign that would begin in the spring of 1963. Walker scheduled workshops on nonviolent confron­ tation and he conferred with lawyers about the city code on picketing and demonstrating.5 Reverend Shuttlesworth grew up in a rural area outside ofBirmingham.6 As a young man, he worked as a mechanic and truck driver before joining the ministry. At the age of thirty, Shuttlesworth was named the pastor of the Bethel Baptist Church in Birmingham.7 He began a voter registration campaign among his new congregation and agreed to act as membership chair for the Birmingham branch of the National Association for the Advance­ ment of Colored People (“NAACP”).8 He organized a campaign to desegregate Birming­ ham’s buses, wasjailed several times, and had his home damaged by a bomb, although he escaped injury.9 Due to his active participation in the effort to end segregation in Birmingham, Shuttlesworth became the named petitioner in a number of U.S. Supreme Court cases.10 Following actions taken in Alabama against the NAACP, Reverend Shuttlesworth helped to found a new civil rights organization in Birmingham. In 1956, Alabama’s attorney general John Patterson had sought to force the NAACP to register as an out-of-state corpo­ ration and furnish lists ofits officers, employ­ ees, and members to the State of Alabama.11 On June 1, 1956, Patterson obtained a temporary restraining order against the NAACP, barring its operations in Alabama for failing to register as a foreign corporation with the state.12 The NAACP did not want to register with Alabama because it meant identifying its members and supporters, which might place them in harm’s way. From the date of the Alabama court’s order until the Supreme Court overturned it in NAACP v. Alabama ex rel. Flowers,13 the NAACP had almost no presence in Ala­ bama.14 Reverend Shuttlesworth joined with other members of the banned NAACP to form a new group named the Alabama Christian Movement for Human Rights (“ACMHR”),15 and he was elected its first president by acclamation.16 The ACMHR became an affiliate of Dr. King’s SCLC and began work to relax Birmingham...