Download or read book Sexual Harassment of Women written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2018-09-01 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last few decades, research, activity, and funding has been devoted to improving the recruitment, retention, and advancement of women in the fields of science, engineering, and medicine. In recent years the diversity of those participating in these fields, particularly the participation of women, has improved and there are significantly more women entering careers and studying science, engineering, and medicine than ever before. However, as women increasingly enter these fields they face biases and barriers and it is not surprising that sexual harassment is one of these barriers. Over thirty years the incidence of sexual harassment in different industries has held steady, yet now more women are in the workforce and in academia, and in the fields of science, engineering, and medicine (as students and faculty) and so more women are experiencing sexual harassment as they work and learn. Over the last several years, revelations of the sexual harassment experienced by women in the workplace and in academic settings have raised urgent questions about the specific impact of this discriminatory behavior on women and the extent to which it is limiting their careers. Sexual Harassment of Women explores the influence of sexual harassment in academia on the career advancement of women in the scientific, technical, and medical workforce. This report reviews the research on the extent to which women in the fields of science, engineering, and medicine are victimized by sexual harassment and examines the existing information on the extent to which sexual harassment in academia negatively impacts the recruitment, retention, and advancement of women pursuing scientific, engineering, technical, and medical careers. It also identifies and analyzes the policies, strategies and practices that have been the most successful in preventing and addressing sexual harassment in these settings.

Download or read book The Relationship of Undergraduate Students Perceptions of Interactional Justice to Academic Performance Organizational Commitment and Organizational Trust at the University of Connecticut written by Valerie Collins Wherley and published by . This book was released on 2004 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Role of Organizational Culture in Collaboration Between Academic and Student Affairs written by Catherine Anne Buyarski and published by . This book was released on 2004 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Core Competencies and Organizational Socialization written by Heather Lynn Eidson Ammons and published by . This book was released on 2019 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Meeting with an academic advisor may be one of the few, if not the only, one-on-one interactions an undergraduate student has with faculty or staff outside of classroom matters. This interaction connects students to the curriculum of their selected major and campus resources but, most importantly, the academic advisor provides a direct connection to the institution (Nutt, 2003) and fosters the further holistic development within the student. As such, academic advising is often connected to increased retention and persistence (Bryant, 2016; Drake, 2011; Nutt, 2003). Despite this important role, institutions do not engage in critical reflection on how they are supporting and/or impeding the development of those advisors new to this crucial position. To address how organizational culture supports and impedes the development of a new advisor, this study employed qualitative research methods in a descriptive, embedded, single-case case study at a southeastern research university. Using the NACADA academic advising core competencies and organizational socialization, twenty-eight individuals - new advisors, seasoned advisors, advisor trainers, and advising center directors - were interviewed, four new advisors participated in a focus group, and hundreds of pages of documents were analyzed. This study found that the culture of different colleges was varied, but each reflected a similar desire for students to develop and succeed despite there not being an overarching university advising mission. Additionally, the boundaries, responses, and tactics were similar across each college. The informational and relational core competencies were the most often discussed by advisors and highly valued in practice, with a few advisors articulating the value of the conceptual component. The advisors also expressed various levels of perceived support at the university level. Overall, the institution supported new advisors through college-level advisor training and professional development, creating an advisor job family and a campus-based advising organization, and developing an advising initiative. Conversely, new advisor development was impeded by the lack of a central advising mission and centralized office or administrator, lack of upper administration understanding the value of advising, no university-based training, and increased enrollment that outpaced advisor hires. As such, this study recommends that institutions develop a centralized advising mission and training program to provide support to new advisors.

Download or read book Resources in Education written by and published by . This book was released on 1990 with total page 912 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perception of the Effect of Leadership Styles on Organizational Commitment at Tribal Colleges and Universities written by Amber M. Mathern and published by . This book was released on 2016 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to determine if a relationship exists between the perceived leadership style of supervisors and the organizational commitment level of the subordinate employees within Tribal Colleges and Universities (TCUs). Additionally, the study examined whether a difference exists in the organizational commitment levels of TCU employees based on the different leadership styles (transactional and transformational). A total sample size of 262 employees from seven Tribal Colleges and Universities across the United States was used in the study. Each participant provided information via an online survey. The perceived leadership styles of supervisors across all levels in the TCUs were examined using the Multifactor Leadership Questionnaire (MLQ 360 Form 5X Short) developed by Avolio and Bass (2004). Organizational commitment was measured through the TCM Employee Commitment Survey which is based on the Three-Component Model of Organizational Commitment from Meyer and Allen's (1991) Organizational Commitment Questionnaire (OCQ). The results of the study indicate a statistically significant positive correlation between each of the perceived leadership styles of supervisors and normative and affective commitment of the TCU employees. However, in each case, only transformational leadership significantly predicts normative and affective organizational commitment when all three leadership variables (transformational, transactional, and Laissez-faire) are included in the model. The relationship of transformational leadership to normative and affective organizational commitment is positive. The results indicate a statistically significant negative correlation between the perceived leadership style of the supervisor and continuance commitment of the TCU employees with only transformational leadership significantly predicting continuance organizational commitment in the model. The relationship of transformational leadership to continuance organizational commitment is negative. Multiple regression analyses were also conducted to compare different demographics such as gender, race, and employee position in the TCU. The results of this investigation lead to the recommendation that Tribal College and University supervisors, administrators, and academic researchers should focus on transformational leadership techniques and the continuous sharing of the vision and mission of the respective TCU in order to help foster normative and affective organizational commitment in their employees.

Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

Download or read book Examining the Influence of Undergraduate Students Perceptions of Academic Advising on Student Institution Relationship Quality Student Loyalty and Enrollment Intentions written by Linda Marie Hockaday and published by . This book was released on 2020 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: As higher education institutions continue to compete for a declining population of students (National Student Clearinghouse Research Center, 2019), an increased focus on retaining existing students is required to maintain current levels of undergraduate enrollment (Elliott & Shin, 2002; Habley, Bloom, & Robbins, 2012; Judson & Taylor, 2014; Schertzer & Schertzer, 2004, Vianden & Barlow, 2014). Predominant student retention models (Astin, 1965; Bean, 1985; Tinto, 1987, 1993) emphasize the interaction between students and institutional representatives as a primary factor influencing the student experience and student decisions to continue enrollment in future academic terms. Although academic advisors are the institutional representative most likely to interact with a student throughout the student's academic life, it is challenging to quantitatively examine the influence of academic advising on student persistence. Guided by the conceptual models for College Impact Theory (CIT), Social Exchange Theory (SET), Relationship Marketing Theory (RMT), and the Theory of Planned Behavior Theory (TPB), the current study examined the influence of perceptions of the academic advising experience on student-institution relationship quality, student loyalty to the institution, and student enrollment intentions. Based on theory and prior research, an a priori hypothesized structural equation model (SEM) was constructed. The purpose of this study was to test the hypothesized structural model. Data were collected via a self-administered online survey completed by undergraduate, degree seeking students, over the age of 18, who were enrolled at the main campus of a large, Midwestern, 4-year, public institution of higher education (N = 10,809; n = 685). SEM analysis using maximum likelihood (ML) estimation was performed to a) assess the overall fit of the hypothesized structural model to the sample data; b) determine the amount of variance in all endogenous variables that could be explained by the hypothesized structural model; and c) identify the direct, indirect, and total effects among the variables included in the hypothesized structural model. The hypothesized structural model exhibited poor overall model fit and post-hoc model modifications were made. Results of the SEM analysis on the final model using IBM SPSS AMOS version 25 software revealed several interesting findings. Most noteworthy was the finding that perceptions of the academic advising experience had a statistically significant effect on student enrollment intentions via the mediating effect of student-institution relationship quality. In order to support the role that academic advising plays in the development of a positive student-institution relationship, it is recommended that institutional leaders explore and implement policies and procedures that support a positive academic advising experience for all students. For open access institutions, specifically, institutions should take steps to manage advisor to advisee caseloads with an understanding that their students may be academically underprepared, unsure of career goals, and/or have limited understanding of college processes and procedures (Klempin & Karp, 2018). Recommendations for future research include focusing on re-specifying, retesting, and cross-validating the hypothesized model.

Download or read book Relationship between leader behavior and subordinate organizational commitment in higher education administrators written by Christy L. LeDuc and published by . This book was released on 2013 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: Organizational commitment (OC) is the psychological link between employees and their organizations that reduces the likelihood that employees will voluntarily leave. OC is an important dimension of organization effectiveness; it has been shown to impact productivity, work performance, and turnover. It is instructive to recognize how a leader's behavior impacts the overal stress and the organizational commitment of employees. Fifty-five administrators at a private college in the Midwest completed a 56-question electronic survey to explore the relationship among leadrs' behavioral scores of (1a) structure-initiation and (1b) consideration as assigned by their employees and the (2) self-reported organizational commitment levels of those employees. The hypothesis that OC was highest among employees who perceived that their supervisors exhibited higher-than-average structure-initiation and consideration behaviors was supported. However, the strongest correlation was again present between leader Consideration behaviors and OC.

Download or read book Predictors of Online Faculty s Organizational Commitment written by Anna Carroll Stevens and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online higher education is a booming industry; however, concerns have been voiced about the quality of online education. As a significant participant in the online environment, the online faculty member plays an essential role in the delivery of quality online education. Yet, research on online faculty and their experience is limited. With high turnover rates and the quality of online education coming into question, this mixed methods study sought to gain a more in-depth understanding of the predictors of online faculty’s organizational commitment. The delivery method of faculty’s previous educational experience as a student, their highest earned degree, employee status, length of employment, perceived organizational support, and leader member exchange as they relate to their organizational commitment were chosen as the predictor variables in this study and assessed through and online survey. A total of 101 online faculty members at a private post-secondary university in the southeast United States participated in this study. A 1-way ANOVA revealed a positive relationship between online faculty’s length of employment and their organizational commitment. Pearson’s r correlations showed a strong positive relationship between perceived organizational support and leader member exchange as they relate to organizational commitment. A follow-up stepwise multiple regression analysis revealed that perceived organizational support was the main contributor to online faculty’s organizational commitment. Many quantitative findings were supported by the analysis of the faculty’s qualitative responses, revealing a strong desire for faculty members to be supported in tangible multifaceted ways by their institution and their supervisor.

Download or read book The Texas Model for Comprehensive School Counseling Programs written by and published by . This book was released on 2018-02-15 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The Texas Model for Comprehensive School Counseling Programs is a resource to develop effective and high quality comprehensive school counseling programs that align with Texas statutes and rules governing the work of school counselors. It outlines a process for tailoring school counseling programs to meet the varying needs of students across an array of school districts through implementation of the four components of school counseling programs, Guidance Curriculum, Responsive Services, Individual Planning, and System Support. With this resource, a school counselor will learn to use campus-specific data to identify the unique needs of a campus and design a comprehensive school counseling program to meet those needs. Recognizing the important roles of the entire educational community, the Texas Model for Comprehensive School Counseling Programs provides examples of how parents, teachers, administrators, principals and school counselors can best contribute to implementation of each of the four components of comprehensive school counseling programs. It provides a developmental framework for a school counseling program curriculum that includes activities at each grade level to enhance students¿ educational, career, personal and social development.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 790 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Faculty and Administrator Perceptions of Community College Organizational Culture Decision making Processes and Organizational Effectiveness written by Zachariah O. Abungah and published by . This book was released on 1996 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Faculty Perceptions of Organizational Culture in Community Colleges written by Helene Ikumi Sokugawa and published by . This book was released on 1996 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book EFFECTIVENESS AS PARADOX AN ANALYSIS OF THE RELATIONSHIP BETWEEN CONTEXTUAL FACTORS AND PERCEPTIONS OF ORGANIZATIONAL BEHAVIOR IN COMMUNITY COLLEGES written by EDWYNNA RUTH DANSBY and published by . This book was released on 1991 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt: A recent approach to assessing organizational effectiveness rests on the "paradox theory" as advanced by Kim Cameron. This theory asserts that effective organizations possess characteristics that appear to be contradictory and mutually exclusive.

Download or read book Exploring the Effects of Empowerment Innovation Professionalism Conflict and Participation on Teacher Organizational Commitment written by Stephanie Layne Holliman and published by . This book was released on 2012 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improved understanding of teacher retention depends on systematic research on working conditions, teachers' perceptions of their work environments, and the effect of condition-of-work variables on organizational commitment. The examination of organizational commitment in K-12 teachers is a construct with implications for long-term relationships in complex organizations and a significant predictor of retention. This study examined the extent to which empowerment, innovation, professionalism, perceived level of interpersonal conflict, and participation were associated with teachers' organizational commitment at six K-12 sites in one Midwestern state. Of 2,732 teachers invited to participate, 1,463 completed the survey, for a total response rate of 54%. Overall, there was substantial evidence supporting a relationship between organizational commitment and empowerment, innovation, and professionalism. There was also some evidence of a contextual relationship between organizational commitment and perceived levels of conflict and participation. Increased conflict in varying relationships resulted in decreased organizational commitment, and increased participation in varying situations resulted in increased organizational commitment. This study's exploration of organizational commitment may inform administrative practices designed to target teacher attrition. Educational leaders may utilize the results to better understand issues concerning teacher retention and attrition and thereby improve teacher working conditions, and strengthen the educational environment for students.