This document outlines a study using institutional ethnography to understand the experiences of STEM faculty members with career and parental leave policies. It introduces the research methodology, which examines how social relations and policies shape peoples' experiences within institutions. Interviews were conducted with 25 STEM faculty and administrators to identify disconnects between peoples' experiences of the parental leave policy and its actual structures. Preliminary themes and recommendations from the interviews are presented. The study aims to improve leave policies and demonstrate how this research method can help administrators enhance faculty work conditions.
Este documento presenta un taller práctico sobre 10 claves para la implementación de tendencias y enfoques innovadores. El taller busca que los docentes identifiquen el cambio necesario para incorporar las TIC al aula y currículo, y desarrollen las habilidades requeridas para el nuevo paradigma educativo. El taller se enfoca en temas como las nuevas habilidades del siglo XXI, políticas de acceso a TIC, y desafíos de la educación para adaptarse a la sociedad actual.
This document describes ongoing research to develop a framework for assessing undergraduate engineering students' knowledge of sustainability concepts. The researchers are analyzing published literature, conducting interviews with students, and consulting experts to synthesize key sustainability principles. Their goal is to help engineering faculty incorporate sustainability into traditional courses by providing a method to evaluate student understanding without extensive content additions. Preliminary findings suggest the framework may focus more on shifting student mindsets than teaching specific technical skills. The researchers plan to disseminate their work through publications and conferences to influence sustainability education.
Este documento presenta un taller práctico sobre 10 claves para la implementación de tendencias y enfoques innovadores. El taller busca que los docentes identifiquen el cambio necesario para incorporar las TIC al aula y currículo, y desarrollen habilidades para contribuir al nuevo paradigma educativo. El taller se enfoca en temas como las nuevas habilidades del siglo 21, políticas de acceso a TIC, y desafíos de la educación. Los docentes analizan tendencias pedagógicas y cómo estas se reflejan en su práctica
El documento proporciona información sobre las iglesias y obras de arte religioso encontradas en varios pueblos de Antioquia, Colombia. Describe brevemente la historia y características arquitectónicas de los templos principales en Yolombó, El Santuario, Cañasgordas, El Tablazo, San Pedro de los Milagros y Entrerríos. Muchas de las iglesias contienen vitrales y pinturas que ilustran pasajes bíblicos y escenas de la vida de María.
Este documento presenta un taller práctico sobre 10 claves para la implementación de tendencias y enfoques innovadores en la enseñanza. El taller busca que los docentes identifiquen el cambio necesario para incorporar las TIC en el aula y currículo, y desarrollen las habilidades requeridas para el nuevo paradigma educativo basado en la tecnología. El taller analiza tendencias pedagógicas como el aprendizaje basado en proyectos, vivencial e invertido, y examina políticas nacionales sobre igualdad de acceso a las TIC
The document describes the job responsibilities for the position of Chief Financial Officer at AALAT L.L.C., which include managing all financial operations and administrative functions, developing strategic business plans, overseeing accounting and ensuring integrity of financial reporting and records. Key requirements for the role include a minimum of 15 years of financial experience, a Bachelor's degree in finance or accounting, and skills in leadership, analytics, communication and financial systems.
Ewan Cameron has over 20 years of experience in sales management in the manufacturing sector. He has a proven track record of developing sales teams, driving business growth, and building strong internal and external relationships. Cameron has held national sales management roles at companies such as Zodiac Group Australia and Sonoco Australia, where he exceeded sales targets, negotiated contracts with major customers, and coached sales staff. He brings leadership, negotiation, account management, staff development, and business development skills to his role.
Balanceo de reacciones (ecuaciones) químicasAhui Lugardo
Este documento describe dos métodos para balancear ecuaciones químicas: el método de tanteo y el método redox. El método de tanteo involucra agregar coeficientes a las fórmulas químicas para asegurar que los átomos se conserven en ambos lados de la ecuación. El método redox involucra determinar los números de oxidación de los elementos y asegurar que los electrones ganados y perdidos se equilibren en ambos lados.
Este documento presenta un taller práctico sobre 10 claves para la implementación de tendencias y enfoques innovadores. El taller busca que los docentes identifiquen el cambio necesario para incorporar las TIC al aula y currículo, y desarrollen las habilidades requeridas para el nuevo paradigma educativo. El taller se enfoca en temas como las nuevas habilidades del siglo XXI, políticas de acceso a TIC, y desafíos de la educación para adaptarse a la sociedad actual.
This document describes ongoing research to develop a framework for assessing undergraduate engineering students' knowledge of sustainability concepts. The researchers are analyzing published literature, conducting interviews with students, and consulting experts to synthesize key sustainability principles. Their goal is to help engineering faculty incorporate sustainability into traditional courses by providing a method to evaluate student understanding without extensive content additions. Preliminary findings suggest the framework may focus more on shifting student mindsets than teaching specific technical skills. The researchers plan to disseminate their work through publications and conferences to influence sustainability education.
Este documento presenta un taller práctico sobre 10 claves para la implementación de tendencias y enfoques innovadores. El taller busca que los docentes identifiquen el cambio necesario para incorporar las TIC al aula y currículo, y desarrollen habilidades para contribuir al nuevo paradigma educativo. El taller se enfoca en temas como las nuevas habilidades del siglo 21, políticas de acceso a TIC, y desafíos de la educación. Los docentes analizan tendencias pedagógicas y cómo estas se reflejan en su práctica
El documento proporciona información sobre las iglesias y obras de arte religioso encontradas en varios pueblos de Antioquia, Colombia. Describe brevemente la historia y características arquitectónicas de los templos principales en Yolombó, El Santuario, Cañasgordas, El Tablazo, San Pedro de los Milagros y Entrerríos. Muchas de las iglesias contienen vitrales y pinturas que ilustran pasajes bíblicos y escenas de la vida de María.
Este documento presenta un taller práctico sobre 10 claves para la implementación de tendencias y enfoques innovadores en la enseñanza. El taller busca que los docentes identifiquen el cambio necesario para incorporar las TIC en el aula y currículo, y desarrollen las habilidades requeridas para el nuevo paradigma educativo basado en la tecnología. El taller analiza tendencias pedagógicas como el aprendizaje basado en proyectos, vivencial e invertido, y examina políticas nacionales sobre igualdad de acceso a las TIC
The document describes the job responsibilities for the position of Chief Financial Officer at AALAT L.L.C., which include managing all financial operations and administrative functions, developing strategic business plans, overseeing accounting and ensuring integrity of financial reporting and records. Key requirements for the role include a minimum of 15 years of financial experience, a Bachelor's degree in finance or accounting, and skills in leadership, analytics, communication and financial systems.
Ewan Cameron has over 20 years of experience in sales management in the manufacturing sector. He has a proven track record of developing sales teams, driving business growth, and building strong internal and external relationships. Cameron has held national sales management roles at companies such as Zodiac Group Australia and Sonoco Australia, where he exceeded sales targets, negotiated contracts with major customers, and coached sales staff. He brings leadership, negotiation, account management, staff development, and business development skills to his role.
Balanceo de reacciones (ecuaciones) químicasAhui Lugardo
Este documento describe dos métodos para balancear ecuaciones químicas: el método de tanteo y el método redox. El método de tanteo involucra agregar coeficientes a las fórmulas químicas para asegurar que los átomos se conserven en ambos lados de la ecuación. El método redox involucra determinar los números de oxidación de los elementos y asegurar que los electrones ganados y perdidos se equilibren en ambos lados.
The document summarizes a campus climate assessment conducted at UW-Eau Claire. It provides an overview of the assessment process, including developing survey instruments, administering surveys, and analyzing results. Key findings include overall comfort levels with campus climate, with most groups reporting being comfortable, and high satisfaction rates among employees.
1PAGE 5West Chester Private School Case StudyGrand .docxrobert345678
1
PAGE
5
West Chester Private School Case Study
Grand Canyon University
MGT-420: Organizational Behavior and Management
December 11th, 2022
West Chester Private School
Your introduction should be typed here. It should be at least four sentences and include a thesis statement that introduces all the key points of the paper. Please note that you should follow all APA writing rules within your essay. This means avoid first and second person, do not use contractions, and use citations throughout your paper. The final sentence in your introduction must be a strong thesis statement that introduces every key topic that will be introduced in the paper. Remember that a thesis should be one sentence. Here is an example: In the pages to follow, West Chester Private School (WCPS) will be discussed in the context of open systems, organizational culture, the decision to close and the closure process, the impact of technology and innovation on stakeholders, administration closure options, the plans for future direction of WCPS, along with the four functions of management.
External Environment and Open Systems
There are certain ways in which organizations interact with their external environment (as open systems). These ways rely on the Systems Approach to Management Theory, which perceives an organization as an open system that consists of interdependent and interrelated parts interacting as sub-systems (Jackson, 2017). Generally, organizations rely on the exchange of resources and information with their environments. More so, they cannot hold complete control over their behavior and actions, which are significantly impacted by external forces. For example, an organization may be impacted by various environmental conditions such as government regulations, client demands, and raw material availability. As an open system, an organization can interact with the external environment in the context of inputs, transformations, and outputs. Inputs refer to both human and non-human resources like materials, energy, and information. Transformations refer to the conversion of inputs into outputs. For example, a school can transform a student into an educated individual. Finally, outputs refer to what an organization is giving to the environment.
Internal Environment and Organizational Culture
At the time of the closure, the effectiveness of West Chester Private School (WCPS) as an open system was inadequate. One important factor that impacts the effectiveness of an open system is feedback. Feedback refers to the information that an open system receives from the external environment, which can be used to maintain a system at optimal working conditions or a steady state (Jung & Vakharia, 2019). In the case of WCPS, feedback could be received from parents, teachers, and students. At the time of the closure, none of these stakeholders was consulted. Instead, WCPS made a unilateral decision to close down two campuses without considering the input of parents, te.
The document discusses educational research quality and application-focused research and development. It notes that educational research does not have a strong reputation and some work is insufficiently built upon previous research or tested in new contexts. Application-focused research faces additional challenges, including underrepresentation of user-focused outputs in quality assessments and insufficient reference to recent relevant research. Improving educational research quality involves considering user needs and fundamental understanding.
Institutional Ethnography as a Method to Understand the Career and Parental L...ADVANCE-Purdue
This paper will present the initial analysis of the ADVANCE-Purdue Institutional Ethnography Parental Leave Study. This study seeks to understand how Purdue University’s parental leave policy is working to meet the career and life goals of our STEM faculty and staff members. Through the analysis of the experiences of diverse participants, ranging from administrators, faculty, and staff members directly related to the enacting or administration of the leave, we seek to identify the disconnects between the policy’s procedures and the lived experience of the implementation and administration of it. The experiences of these key agents can be means of positive transformation for the success of other employees and the whole institution. Our data comes from 12 interviews of STEM faculty and staff members in the time period of 2009-2010. Interviews covered the participants’ experiences in comprehending and enacting parental leave policy, its procedures, and the effect of its implementation in their personal and career lives. We will present common themes we have identified and we will discuss it using the structuration theory and institutional ethnography. Structuration theory was developed by Anthony Giddens in the 1970s and explains the dynamics of complex social systems. Under this theory, social systems exist only because of the reproduction of their structures (rules, resources, and relations) by human agents. D. Smith’s institutional ethnography is a research method that helps us identify disconnects between policy documents, its rules, procedures, and the people who interact with them in order to support positive institutional change.
Hawe dh vic november 2011 school hp (pp tminimizer)sarahportphillip
Critically important whole school health promotion work has to be sustained: Shifting from program thinking to system thinking
Penny Hawe
Population Health Intervention Research Centre
University of Calgary , Canada
www.ucalgary.ca/PHIRC phawe@ucalgary.ca
1This chapter provides a conceptual model that academic lead.docxfelicidaddinwoodie
This document provides a conceptual model for navigating academic program development within complex organizational contexts in higher education. It discusses how the external environment, internal structures, cultures and politics shape an institution's assumptions and practices regarding data use and decision making for program development. Four models are presented - rational, entrepreneurial, political and exploratory - which describe different pathways that decision making may follow based on how data is analyzed and prioritized internally or externally in an objective or subjective manner. The interaction between the organizational context and specific decision context will determine which model emerges to guide the process.
The document discusses the external environment and accountability of schools. It covers several key topics:
1. School environment includes facilities, classrooms practices, health supports, and disciplinary policies that set the stage for external factors influencing students.
2. External environment refers to major forces outside the school like resources that have potential to influence its operations.
3. There are two perspectives on environment: resource dependence focuses on need and availability of resources controlled by others, while environmental resources examines fiscal, personnel, information, products/services, and their continuum.
"There's a Policy: Nobody Bats an Eye at Babies Being Born...Using Institutional Policy Discourse to Reframe Tenure & Parenting for the Next Generation"
ASHE, Charlotte, NC, November 2011
B1. Action research within communities of practiceCPEDInitiative
This document discusses action research and its fit within communities of practice. It provides an overview of action research, noting its purpose is to promote organizational change through scholarly research focused on action rather than just theory. Challenges students may face include misunderstanding problems and dealing with politics. The document explores how action research develops scholarly practitioners and aligns with CPED principles. It also discusses learning from other professions and considering new ideas of validity for action research. Finally, it notes challenges faculty may face in coordinating action research with publishing needs within doctoral programs.
This document provides context and details regarding a research study exploring student and staff perceptions of factors contributing to student withdrawal from university. The study aims to understand perceived barriers and enablers of student progression and withdrawal from both the student and staff perspective. A literature review identifies common issues cited in previous research such as course choice, expectations, preparedness, academic and social factors. The methodology section outlines an interpretivist phenomenological approach using interviews and questionnaires with withdrawn students and university staff. Results from students and staff are presented and conclusions are drawn regarding creating a more personalized student experience with improved communication and support.
1308 226 PMDESIGNING QUALITATIVE RESEARCH PROPOSALSPage.docxmoggdede
1/3/08 2:26 PMDESIGNING QUALITATIVE RESEARCH PROPOSALS
Page 1 of 3file:///Users/joannelarson/Desktop/Current/Courses/ED%20507/Readi…rchives/DESIGNING%20QUALITATIVE%20RESEARCH%20PROPOSALS.webarchive
DESIGNING QUALITATIVE RESEARCH PROPOSALS
Some simple suggestions
Ethnographic or qualitative studies are always to some degree emergent: they're dances in which the
researchers follow the leads of the participants. Still, you've got to have some idea of what kind of dance
event it is (a masked ball or a rave) before you can proceeed. You need, in other words, a clear picture of
the issues and questions you want to investigate, some idea of how you're going to go about investigating
them, but also a readiness to improvise and revise. Ideally, you work out designs with colleagues and
advisors (including participants), but there are also some standard features, forms, and cautions that can be
suggested (the numbered components below are taken from the chapter titles in Joe Maxwell's Qualitative
Research Design: An interactive approach. Thousand Oaks, CA: Sage, 1996, the best available text on
design that I'm aware of (which isn't to say that I agree with all of it). The rest, e.g., my suggestions on
framing research questions, are my own, though it should go without saying that these are simply ways of
thinking that I've absorbed ideas from others over the years.).
1) What's the topic, the focal process you're interested in? What are the goals of the study? Why
do you want to conduct it? Why is it worthwhile?
Qualitative studies are ways of learning about how processes and events unfold. They are usually not useful
for asking questions about the distribution or variance of taken-for-granted-entities. So, a goal for an
ethnographic study might entail examining some taken-for-granted or ignored process that seems important
or central to some vital institution. It might involve questioning familiar categories (asking how they come
to be, for example). And so forth.
2) What is the context for the study? What are the theories, or the research literatures, or the
policy positions you anticipate drawing on, challenging, or addressing, through your research?
Bear in mind that "contexts" are not given in the phenomena or settings you study: in other words, your
research is a wau of creating or defining what counts as a context: you're crafting representations of people,
things, events within certain frames - either ones you've choosen, or the participants have choosen, or ones
promoted by governments, disciplines, organizations (and of course, the processes of contextualization and
framing should be topics of inquiry). My own preference is to recognize layers - or perhaps it would be
better to simply say "alternative" frames - of context. Multiply possible connections. Many theories are
better than one.
3) Research Questions: what do you want to get smart about? What are you presently ignorant
about?
These questions should be how questions, they shoul ...
Graduate Student Professional Development: Inspiring and Integrative Models o...Michelle Rodems
The document discusses strategies for improving graduate student development and career outcomes. It aims to foster critical dialogue around graduate student needs and the role of student affairs professionals in career and professional development support. Key topics include intrinsic motivation, challenges at different graduate career stages, and collaboration models between graduate schools and other university departments. The overall goal is to increase understanding of the need for intentional student development throughout graduate education.
CEMCA EdTech Notes: Learning Analytics for Open and Distance EducationCEMCA
Learning analytics use large datasets from learning management systems to improve learning and teaching. They focus on providing "actionable intelligence" through metrics, reports, and recommendations. Effective use of learning analytics requires consideration of context, people, and learning design. While learning analytics have potential to enhance education, they also raise issues regarding teaching models, learner privacy, and ensuring analytics do not reinforce biases.
The document discusses action research and its importance in education. It begins by outlining the objectives and contents of an action research training. It then defines action research and discusses its key characteristics, including being practitioner-based, cyclical, participatory, and aimed at addressing practical problems. The document compares action research to formal research, noting differences in goals, participants, samples, and generalizability. It also outlines types of action research like individual, collaborative, and school-wide research. Finally, it discusses the importance of action research in connecting theory to practice, improving educational practices, and empowering teachers professionally.
This document discusses organizational development (OD) by defining it, outlining its evolution and characteristics, and describing common OD interventions. It defines OD as planned efforts to increase organizational effectiveness through behavioral science interventions. Key figures who advanced OD include Blake and Mouton, Shepard, McGregor, and Beckhard. Common interventions discussed include action research, sensitivity training, surveys, and socio-technical methods. Generations of OD moved from individual to larger scale interventions focused on leadership, transformation, and learning organizations.
This presentation is part of a workshop I run on Approaches to Doctoral Supervision as part of a Research Supervision Module for new doctoral supervisors.
A Qualitative Disaggregation Of Faculty Perceptions Of Workplace Bullying Ini...Jackie Gold
This document summarizes a thesis that studied faculty perceptions of workplace bullying initiatives at a Canadian university. The thesis used qualitative interviews to understand factors influencing faculty views of the university's bullying policies and complaint processes. Key findings included that transparency around policy implementation, clear accountability for bullies, and genuine management commitment positively impacted perceptions, while vague policies and prioritizing compliance over employee well-being hurt perceptions. The study provided recommendations to improve existing frameworks and better align organizational intentions with employee experiences regarding workplace bullying.
Learning analytics – Challenges, paradoxes and opportunities for mega open di...Sharon Slade
This document discusses the opportunities and challenges of using learning analytics at mega open distance learning institutions. It introduces the concept of a "thirdspace" where students' identities are in flux as they transition to higher education. Two case studies show that while these institutions collect huge datasets on students, there is currently no clear strategy for how the data is analyzed and used to impact practices. For learning analytics to be effective, institutions need holistic approaches that integrate data analysis into teaching and support for students across the organization.
The document analyzes published sustainability principles and engineering courses to define "sustainable engineering" knowledge for students. It codes 160 principles from 15 sustainability documents into 59 codes organized into 6 themes. Themes include traditional environmental goals, specific things to protect/improve, systems thinking, social equity/justice, intergenerational responsibility, and economic viability. Comparing the principles and course descriptions may help determine necessary sustainability knowledge for students.
This project uses personal narratives from underrepresented undergraduate engineering students to examine how gender and racial structures within engineering education institutions affect students' experiences and persistence. The researcher will collect narratives and analyze them to identify specific institutional characteristics that strongly support or challenge student academic success. Rather than focusing on statistical generalizations, this approach aims to learn from small numbers of individual stories and examine institutions as the unit of analysis. The goal is to provide leadership within engineering education insights into lived experiences of marginalized students that could promote institutional change.
More Related Content
Similar to Institutional Ethnography as a Method to Understand the Career and Parental Leave Experiences of STEM Faculty Members
The document summarizes a campus climate assessment conducted at UW-Eau Claire. It provides an overview of the assessment process, including developing survey instruments, administering surveys, and analyzing results. Key findings include overall comfort levels with campus climate, with most groups reporting being comfortable, and high satisfaction rates among employees.
1PAGE 5West Chester Private School Case StudyGrand .docxrobert345678
1
PAGE
5
West Chester Private School Case Study
Grand Canyon University
MGT-420: Organizational Behavior and Management
December 11th, 2022
West Chester Private School
Your introduction should be typed here. It should be at least four sentences and include a thesis statement that introduces all the key points of the paper. Please note that you should follow all APA writing rules within your essay. This means avoid first and second person, do not use contractions, and use citations throughout your paper. The final sentence in your introduction must be a strong thesis statement that introduces every key topic that will be introduced in the paper. Remember that a thesis should be one sentence. Here is an example: In the pages to follow, West Chester Private School (WCPS) will be discussed in the context of open systems, organizational culture, the decision to close and the closure process, the impact of technology and innovation on stakeholders, administration closure options, the plans for future direction of WCPS, along with the four functions of management.
External Environment and Open Systems
There are certain ways in which organizations interact with their external environment (as open systems). These ways rely on the Systems Approach to Management Theory, which perceives an organization as an open system that consists of interdependent and interrelated parts interacting as sub-systems (Jackson, 2017). Generally, organizations rely on the exchange of resources and information with their environments. More so, they cannot hold complete control over their behavior and actions, which are significantly impacted by external forces. For example, an organization may be impacted by various environmental conditions such as government regulations, client demands, and raw material availability. As an open system, an organization can interact with the external environment in the context of inputs, transformations, and outputs. Inputs refer to both human and non-human resources like materials, energy, and information. Transformations refer to the conversion of inputs into outputs. For example, a school can transform a student into an educated individual. Finally, outputs refer to what an organization is giving to the environment.
Internal Environment and Organizational Culture
At the time of the closure, the effectiveness of West Chester Private School (WCPS) as an open system was inadequate. One important factor that impacts the effectiveness of an open system is feedback. Feedback refers to the information that an open system receives from the external environment, which can be used to maintain a system at optimal working conditions or a steady state (Jung & Vakharia, 2019). In the case of WCPS, feedback could be received from parents, teachers, and students. At the time of the closure, none of these stakeholders was consulted. Instead, WCPS made a unilateral decision to close down two campuses without considering the input of parents, te.
The document discusses educational research quality and application-focused research and development. It notes that educational research does not have a strong reputation and some work is insufficiently built upon previous research or tested in new contexts. Application-focused research faces additional challenges, including underrepresentation of user-focused outputs in quality assessments and insufficient reference to recent relevant research. Improving educational research quality involves considering user needs and fundamental understanding.
Institutional Ethnography as a Method to Understand the Career and Parental L...ADVANCE-Purdue
This paper will present the initial analysis of the ADVANCE-Purdue Institutional Ethnography Parental Leave Study. This study seeks to understand how Purdue University’s parental leave policy is working to meet the career and life goals of our STEM faculty and staff members. Through the analysis of the experiences of diverse participants, ranging from administrators, faculty, and staff members directly related to the enacting or administration of the leave, we seek to identify the disconnects between the policy’s procedures and the lived experience of the implementation and administration of it. The experiences of these key agents can be means of positive transformation for the success of other employees and the whole institution. Our data comes from 12 interviews of STEM faculty and staff members in the time period of 2009-2010. Interviews covered the participants’ experiences in comprehending and enacting parental leave policy, its procedures, and the effect of its implementation in their personal and career lives. We will present common themes we have identified and we will discuss it using the structuration theory and institutional ethnography. Structuration theory was developed by Anthony Giddens in the 1970s and explains the dynamics of complex social systems. Under this theory, social systems exist only because of the reproduction of their structures (rules, resources, and relations) by human agents. D. Smith’s institutional ethnography is a research method that helps us identify disconnects between policy documents, its rules, procedures, and the people who interact with them in order to support positive institutional change.
Hawe dh vic november 2011 school hp (pp tminimizer)sarahportphillip
Critically important whole school health promotion work has to be sustained: Shifting from program thinking to system thinking
Penny Hawe
Population Health Intervention Research Centre
University of Calgary , Canada
www.ucalgary.ca/PHIRC phawe@ucalgary.ca
1This chapter provides a conceptual model that academic lead.docxfelicidaddinwoodie
This document provides a conceptual model for navigating academic program development within complex organizational contexts in higher education. It discusses how the external environment, internal structures, cultures and politics shape an institution's assumptions and practices regarding data use and decision making for program development. Four models are presented - rational, entrepreneurial, political and exploratory - which describe different pathways that decision making may follow based on how data is analyzed and prioritized internally or externally in an objective or subjective manner. The interaction between the organizational context and specific decision context will determine which model emerges to guide the process.
The document discusses the external environment and accountability of schools. It covers several key topics:
1. School environment includes facilities, classrooms practices, health supports, and disciplinary policies that set the stage for external factors influencing students.
2. External environment refers to major forces outside the school like resources that have potential to influence its operations.
3. There are two perspectives on environment: resource dependence focuses on need and availability of resources controlled by others, while environmental resources examines fiscal, personnel, information, products/services, and their continuum.
"There's a Policy: Nobody Bats an Eye at Babies Being Born...Using Institutional Policy Discourse to Reframe Tenure & Parenting for the Next Generation"
ASHE, Charlotte, NC, November 2011
B1. Action research within communities of practiceCPEDInitiative
This document discusses action research and its fit within communities of practice. It provides an overview of action research, noting its purpose is to promote organizational change through scholarly research focused on action rather than just theory. Challenges students may face include misunderstanding problems and dealing with politics. The document explores how action research develops scholarly practitioners and aligns with CPED principles. It also discusses learning from other professions and considering new ideas of validity for action research. Finally, it notes challenges faculty may face in coordinating action research with publishing needs within doctoral programs.
This document provides context and details regarding a research study exploring student and staff perceptions of factors contributing to student withdrawal from university. The study aims to understand perceived barriers and enablers of student progression and withdrawal from both the student and staff perspective. A literature review identifies common issues cited in previous research such as course choice, expectations, preparedness, academic and social factors. The methodology section outlines an interpretivist phenomenological approach using interviews and questionnaires with withdrawn students and university staff. Results from students and staff are presented and conclusions are drawn regarding creating a more personalized student experience with improved communication and support.
1308 226 PMDESIGNING QUALITATIVE RESEARCH PROPOSALSPage.docxmoggdede
1/3/08 2:26 PMDESIGNING QUALITATIVE RESEARCH PROPOSALS
Page 1 of 3file:///Users/joannelarson/Desktop/Current/Courses/ED%20507/Readi…rchives/DESIGNING%20QUALITATIVE%20RESEARCH%20PROPOSALS.webarchive
DESIGNING QUALITATIVE RESEARCH PROPOSALS
Some simple suggestions
Ethnographic or qualitative studies are always to some degree emergent: they're dances in which the
researchers follow the leads of the participants. Still, you've got to have some idea of what kind of dance
event it is (a masked ball or a rave) before you can proceeed. You need, in other words, a clear picture of
the issues and questions you want to investigate, some idea of how you're going to go about investigating
them, but also a readiness to improvise and revise. Ideally, you work out designs with colleagues and
advisors (including participants), but there are also some standard features, forms, and cautions that can be
suggested (the numbered components below are taken from the chapter titles in Joe Maxwell's Qualitative
Research Design: An interactive approach. Thousand Oaks, CA: Sage, 1996, the best available text on
design that I'm aware of (which isn't to say that I agree with all of it). The rest, e.g., my suggestions on
framing research questions, are my own, though it should go without saying that these are simply ways of
thinking that I've absorbed ideas from others over the years.).
1) What's the topic, the focal process you're interested in? What are the goals of the study? Why
do you want to conduct it? Why is it worthwhile?
Qualitative studies are ways of learning about how processes and events unfold. They are usually not useful
for asking questions about the distribution or variance of taken-for-granted-entities. So, a goal for an
ethnographic study might entail examining some taken-for-granted or ignored process that seems important
or central to some vital institution. It might involve questioning familiar categories (asking how they come
to be, for example). And so forth.
2) What is the context for the study? What are the theories, or the research literatures, or the
policy positions you anticipate drawing on, challenging, or addressing, through your research?
Bear in mind that "contexts" are not given in the phenomena or settings you study: in other words, your
research is a wau of creating or defining what counts as a context: you're crafting representations of people,
things, events within certain frames - either ones you've choosen, or the participants have choosen, or ones
promoted by governments, disciplines, organizations (and of course, the processes of contextualization and
framing should be topics of inquiry). My own preference is to recognize layers - or perhaps it would be
better to simply say "alternative" frames - of context. Multiply possible connections. Many theories are
better than one.
3) Research Questions: what do you want to get smart about? What are you presently ignorant
about?
These questions should be how questions, they shoul ...
Graduate Student Professional Development: Inspiring and Integrative Models o...Michelle Rodems
The document discusses strategies for improving graduate student development and career outcomes. It aims to foster critical dialogue around graduate student needs and the role of student affairs professionals in career and professional development support. Key topics include intrinsic motivation, challenges at different graduate career stages, and collaboration models between graduate schools and other university departments. The overall goal is to increase understanding of the need for intentional student development throughout graduate education.
CEMCA EdTech Notes: Learning Analytics for Open and Distance EducationCEMCA
Learning analytics use large datasets from learning management systems to improve learning and teaching. They focus on providing "actionable intelligence" through metrics, reports, and recommendations. Effective use of learning analytics requires consideration of context, people, and learning design. While learning analytics have potential to enhance education, they also raise issues regarding teaching models, learner privacy, and ensuring analytics do not reinforce biases.
The document discusses action research and its importance in education. It begins by outlining the objectives and contents of an action research training. It then defines action research and discusses its key characteristics, including being practitioner-based, cyclical, participatory, and aimed at addressing practical problems. The document compares action research to formal research, noting differences in goals, participants, samples, and generalizability. It also outlines types of action research like individual, collaborative, and school-wide research. Finally, it discusses the importance of action research in connecting theory to practice, improving educational practices, and empowering teachers professionally.
This document discusses organizational development (OD) by defining it, outlining its evolution and characteristics, and describing common OD interventions. It defines OD as planned efforts to increase organizational effectiveness through behavioral science interventions. Key figures who advanced OD include Blake and Mouton, Shepard, McGregor, and Beckhard. Common interventions discussed include action research, sensitivity training, surveys, and socio-technical methods. Generations of OD moved from individual to larger scale interventions focused on leadership, transformation, and learning organizations.
This presentation is part of a workshop I run on Approaches to Doctoral Supervision as part of a Research Supervision Module for new doctoral supervisors.
A Qualitative Disaggregation Of Faculty Perceptions Of Workplace Bullying Ini...Jackie Gold
This document summarizes a thesis that studied faculty perceptions of workplace bullying initiatives at a Canadian university. The thesis used qualitative interviews to understand factors influencing faculty views of the university's bullying policies and complaint processes. Key findings included that transparency around policy implementation, clear accountability for bullies, and genuine management commitment positively impacted perceptions, while vague policies and prioritizing compliance over employee well-being hurt perceptions. The study provided recommendations to improve existing frameworks and better align organizational intentions with employee experiences regarding workplace bullying.
Learning analytics – Challenges, paradoxes and opportunities for mega open di...Sharon Slade
This document discusses the opportunities and challenges of using learning analytics at mega open distance learning institutions. It introduces the concept of a "thirdspace" where students' identities are in flux as they transition to higher education. Two case studies show that while these institutions collect huge datasets on students, there is currently no clear strategy for how the data is analyzed and used to impact practices. For learning analytics to be effective, institutions need holistic approaches that integrate data analysis into teaching and support for students across the organization.
The document analyzes published sustainability principles and engineering courses to define "sustainable engineering" knowledge for students. It codes 160 principles from 15 sustainability documents into 59 codes organized into 6 themes. Themes include traditional environmental goals, specific things to protect/improve, systems thinking, social equity/justice, intergenerational responsibility, and economic viability. Comparing the principles and course descriptions may help determine necessary sustainability knowledge for students.
This project uses personal narratives from underrepresented undergraduate engineering students to examine how gender and racial structures within engineering education institutions affect students' experiences and persistence. The researcher will collect narratives and analyze them to identify specific institutional characteristics that strongly support or challenge student academic success. Rather than focusing on statistical generalizations, this approach aims to learn from small numbers of individual stories and examine institutions as the unit of analysis. The goal is to provide leadership within engineering education insights into lived experiences of marginalized students that could promote institutional change.
This project uses personal narratives from underrepresented undergraduate engineering students to examine how gender and racial structures within engineering education institutions affect students' experiences and persistence. The researcher will collect narratives and analyze them to identify specific institutional factors that strongly influence student academic success or present challenges. In contrast to prior research relying on large data sets, this approach focuses on learning from small numbers of individual stories to illuminate institutional barriers and how policies could support greater diversity and inclusion. Educational workshops will share narrative personas with engineering leaders to provide insight they may lack into marginalized students' lived experiences and how institutional changes could better support all groups.
This document describes ongoing research to develop a framework for assessing undergraduate engineering students' knowledge of sustainability concepts. The researchers are analyzing published literature, conducting interviews with students, and consulting experts to synthesize key sustainability principles. Their goal is to help engineering faculty incorporate sustainability into traditional courses by providing a method to evaluate student understanding without extensive content additions. Preliminary findings suggest the framework may focus more on shifting student mindsets than teaching specific technical skills. The researchers plan to disseminate their work through publications and conferences to influence sustainability education.
The document discusses research being conducted on women in STEM disciplines. It summarizes three projects: 1) Examining how applicable pipeline and climate metaphors are to women's actual experiences in STEM fields and identifying new metaphors. 2) Using institutional ethnography to understand how women faculty experience their institution through policies and identifying disconnects between intent and experience. 3) Using personal narratives to understand how underrepresented students describe interacting with educational institutions and revealing institutional factors that affect their persistence. The goal is to help engineering education researchers better understand gender through theoretical frameworks and diverse methodologies.
This document outlines the plan for an unconventional conference session on developing a course reader about gender and engineering. The session will use an "unconference" model where attendees actively participate in discussions rather than passively listening to presentations. The session is divided into two conversations - the first to discuss definitions of gender and engineering, and the second to identify important questions the reader should answer. Attendees will report out key ideas to inform revising the reader prospectus, with the goal of continuing the conversation in future years.
This document outlines a project to develop a framework to assess sustainability knowledge in engineering undergraduate students. The project has three major phases: 1) coding of literature on sustainability principles, 2) interviews with undergraduate engineers, and 3) a workshop with experts from engineering and other fields. Initial findings include mapping statements of sustainability principles and coding themes from journal literature. Next steps include analyzing interview data and planning the expert workshop to help develop the assessment framework. The overall goal is to provide a tool to help integrate relevant sustainability content into engineering coursework.
Nelson, Lindsey and Alice L. Pawley. “Using the Emergent Methodology of Domain Analysis to Answer Complex Research Questions.” Presented at the 2010 American Society for Engineering Education National Conference and Exposition, Louisville KY, June 20-23 2010.
The Society of Women Engineers’ National Collection is an archive with rich potential for investigating the historical story of women’s identities as engineers. Filled with newspaper and magazine clippings, oral histories of pioneer women engineers, and SWE’s own institutional history, these archives allow us to see how women engineers were skillfully positioned as acceptably feminine, despite their peculiar profession. Noting women’s body measurements, hair color, dressing habits, and even home address, in addition to their usual marker of age, such newspaper reports pointed out the unusualness of individual women’s participation in engineering against a backdrop of national discussions on white women’s suitability for the paid workforce and their cultural roles as wives and mothers. Embedded in these historical data are additional threads of race – of note to the newspapers are the white women who choose to work until marriage, rather than women of color colleagues, even sparser to find, and who have never questioned their need to work in the paid workforce.
In this paper we describe the content analysis method by which we processed these historical data, and some of the conclusions we have drawn about women’s identities as engineers as portrayed through historical public sources drawn from 1900-1980 with a focus on the 1950s and 1960s.
This document provides an overview of Alice Pawley's work on gender in engineering education. She discusses several of her research projects including investigating how engineering education researchers conceptualize gender, examining student definitions of engineering, and exploring academic career pathways for women in STEM fields. Her research uses feminist frameworks and methods such as viewing gender as complex and intersectional, emphasizing participant power, and considering institutions as gendered. She also discusses her efforts to incorporate feminist teaching practices and provide community service through a gender and STEM research symposium.
This document summarizes the research projects and methods of the Research in Feminist Engineering (RIFE) group. The group investigates four main projects using both quantitative and qualitative methods: 1) the career pathways of women faculty in STEM using oral histories and participatory research, 2) the impact of policies on work-life balance using policy texts and interviews, 3) understanding institutional climate through robust survey instruments, and 4) assessing sustainability knowledge in engineering students through interviews and expert workshops. The group aims to broaden conversations about engineering using feminist lenses even when not obvious and argues for social change through applied research.
More from Research in Feminist Engineering Group (11)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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How to Fix the Import Error in the Odoo 17Celine George
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
Institutional Ethnography as a Method to Understand the Career and Parental Leave Experiences of STEM Faculty Members
1. Institutional
Ethnography
as
a
Method
to
Understand
the
Career
and
Parental
Leave
Experiences
of
STEM
Faculty
Members
June
2011
118th
ASEE
Annual
Conference
&
Exposition
Vancouver,
BC,
Canada
Mercado
Santiago,
M.,
Pawley,
A.
L.,
Hoegh,
J.,
&
Banerjee,
D.
Purdue
University
www.purdue.edu/dp/advance/ 1
2. Plan
1. Introduction
2. Institutional
Ethnography
Research
Methodology
3. Giddens’
Theory
of
Structuration
4. Methods
5. Demographics
6. Preliminary
Themes
7. Preliminary
Recommendations
www.purdue.edu/dp/advance/ 2
3. Introduction
*
Women
and
ethnic
minorities
remain
underrepresented
in
STEM
faculty
positions
both
compared
to
the
population
of
faculty
members
within
United
States
and
to
the
general
US
population.
There
is
a
need
to
understand
how
policies
structure
institutions
that
result
in
women
and
people
of
color’s
underrepresentation
in
academia.
*.
Gibbons,
M.T.
(2010).
Engineering
by
the
numbers.
Retrieved
from
h;p://wwwtemp.asee.org/publicaEons/profiles/upload/2009ProfileEngOverview.pdf
*.
NaEonal
Science
FoundaEon.
(2009).
Women,
Minori3es,
and
Persons
with
Disabili3es
in
Science
and
Engineering.
Arlington,
VA:
NaEonal
Science
FoundaEon.
www.purdue.edu/dp/advance/ 3
4. Introduction
Goal
of
the
study:
◦ Identify
the
disconnects
between
peoples’
experiences
of
the
parental
leave
policy
and
the
structures
of
the
policy.
Why
our
goal
is
important?
◦ To
improve
our
policy
and
procedures
◦ Demonstrate
how
this
research
method
can
help
university
administrators
improve
the
labor
context
of
STEM
faculty
members.
www.purdue.edu/dp/advance/ 4
5. Introduction
Research
Question
How
does
the
parental
leave
policy
and
procedures
shape
STEM
faculty
members’
experiences
in
ways
that
affect
their
personal
and
career
life?
www.purdue.edu/dp/advance/ 5
6. Institutional
Ethnography
Research
Methodology*
Starts
from
the
experiences
of
people
in
the
institution’s
processes
Lived
experiences
of
employees
help
researchers
identify:
how
social
relations
structure
the
bigger
institutional
system
how
policy
structures
affect
employees’
career
and
life
experiences
*.
Smith,
D.
E.
(2005).
Ins3tu3onal
ethnography:
A
sociology
for
people.
Lanham,
MD:
AltaMira
Press.
*.
Campbell,
M,
&
Gregor,
F.
(2004).
Mapping
social
rela3ons:
A
primer
in
doing
ins3tu3onal
ethnography.
Walnut
Creek,
CA:
AltaMira
Press.
www.purdue.edu/dp/advance/ 6
7. Eligible
faculty
member
Department
head
Parental
Leave
Policy
and
procedures
(and
other
policies
and
procedures)
Internal/
Childcare
Teaching
Service
(e.g.,
External
facilities
load
committees)
deadlines
Work-family
policies
of
Research
Sick
leave
Advisees
external
lab
policy
grants
Business
ofDice
(Others:
administrative(s)
senior
faculty
members,
mentors,
Central
administration
staff
members,
childcare
personnel
administrators,
etc)
8. Structuration
Theory*
Social
systems
exist
only
because
of
the
repeated
enactment
of
structures
(rules
and
procedures)
through
social
practices.e
Social
structures
are
also
dual:
they
not
just
shape
people’s
experiences,
but
also
people’s
actions
reconstruct
or
shape
structures.e
*.
Sewell,
W.
H.
(1992).
A
theory
of
structure:
Duality,
agency,
and
transformaEon.
The
American
Journal
of
Sociology,
98(1),
1-‐29.
www.purdue.edu/dp/advance/ 8
9. Structuration
Theory
• In
this
study,
the
parental
leave
policy
is
our
main
social
system,
situated
along
with
the
other
structures
that
work
together
with
it
(such
as
FMLA,
sick
leave,
unpaid
leave,
etc.).
Actors
(
rules
and
Parental
Actors
procedures
)
aE o n
>
Leave
<
structur
Policy
(and
other
<
structuraEon
>
policies)
Actors
(
social
system
)
www.purdue.edu/dp/advance/ 9
10. Methods
Semi-‐structured
interviews
conducted
between
2009
and
2010.
Recruitment
mostly
through
snowball
sampling
and
grassroots
Broad
themes
were
identiaied
airst
and
then
we
compiled
those
that
were
equivalent
(using
NViVo).
Still
collecting
data.
25
cases
so
far.
www.purdue.edu/dp/advance/ 10
11. Demographics
Num.
Area
Position
Category
Gender
A1
Engineering
Assistant
professor
Administrator
Female
A2
Non-‐STEM
Full
professor
Administrator
Female
A3
Non-‐STEM
Staff
User
Female
A4
University-‐Wide
Staff
Administrator
Male
*2
Admins.
in
Both
A5
University-‐Wide
Staff
one
interview
Female
A6
Engineering
Assistant
professor
User
Female
A7
Engineering
Assistant
professor
Eligible
Male
A8
Science
Full
professor
Administrator
Male
A9
Science
Assistant
professor
User
Female
A10
Non-‐STEM
Associate
professor
User
Female
A11
Science
Associate
professor
User
Male
A12
Non-‐STEM
Assistant
professor
User
Female
Eng = 3; Non-STEM = 4; Science = 3; University-Wide admins = 3 (A5 had 2 admins)
www.purdue.edu/dp/advance/ 11
12. Themes
Childcare
Access
to
information
about
parental
leave
Faculty
members
continue
their
work
even
on
leave
Additional
themes
The
need
to
improve
adoption
beneaits
The
way
that
the
policy
is
written
Adjusting
pregnancy
timing
to
better
manage
teaching
load
www.purdue.edu/dp/advance/ 12
13. Childcare
A9
/
Science
/
Assistant
Professor
/
Female
/
User
Interviewer:
So
tell
me
a
little
about
your-‐-‐
how
you
arranged
for
childcare
[?]
Participant:
Oh
yeah.
So
I
signed
up-‐-‐
here’s
something
that
is
a
big
problem
at
Institute
1.
On
campus
childcare
is--‐
I
think
I
made
an
analogy
that
it’s
like
unicorns
and
rainbows.
[Laughs]
It’s
like
it
doesn’t-‐-‐
it
supposedly
exists,
but
there
are
something
like
24
spots
total
for
how
many
people
on
this
campus?
www.purdue.edu/dp/advance/ 13
14. Childcare
A7
/Engineering/
Assistant
Professor
/Male/Eligible
Interviewer:
Have
you
utilized
any
of
Institute
1's-‐-‐
or
have
you
found
any
of
Institute
1's
services
to
help
aind
childcare?
Participant:
We
are
certainly
aware
of
all
the
different
Institute
1
options
for
childcare.
Most
of
the
ones
we’ve
looked
at,
because
we
just
need
part
time
care,
are
prohibitively
expensive.
So
we’re
sort
of
exploring
alternatives.
Because
we
really
only
need
care
maybe
a
few
half
days
a
week.
www.purdue.edu/dp/advance/ 14
15. Themes
Childcare
Access
to
information
about
parental
leave
Faculty
member
continue
their
work
even
on
leave
Additional
themes
The
need
to
improve
adoption
beneaits
The
way
that
the
policy
is
written
Adjusting
pregnancy
timing
to
better
manage
teaching
load
www.purdue.edu/dp/advance/ 15
16. Access
to
information
about
parental
leave
A9
/
Science
/
Assistant
Professor
/
Female
/
User
Participant:
My
experience
with
the
Dept
ADMIN
website
in
general
is
that
it’s
not
very
useful.
[Laughs]
But
it
tends
to
send
you
around
in
circles
and
not
give
you
the
information
you
need
and
just,
you
end
up
having
to
call
somebody
over
there
or
go
over
there
anyway.
www.purdue.edu/dp/advance/ 16
17. Access
to
information
about
parental
leave
A6
/
Engineering
/
Assistant
Professor
/
Female
/
User
Interviewer:
A
quick
question.
You
had
referred
to
the
handbook.
Is
that
a
written
document
that
you
have,
like
a
book
or
is
it
an
online
[?]...
Participant:
So
I
have
mine.
The
written
one
sometimes
I’ll
aind
that
I’m
doing
web
searches
and
I’ll
think
I
aind
things
that
are
either
excerpts
from
this
or
at
least
very,
very
similar
online,
too.
But
I
generally
Dind
the
Institute
1
website
a
little
bit
difDicult
to
navigate
in
Dinding
information.
So
if
I’m
trying
to
aind
information
from
the
Institute
1
website,
I
will
do
a
[Web
search].
I
will
go
to
[Web
portal];
I
will
type
in
Institute
1,
and
then
whatever
I’m
looking
for.
And
sometimes
I
aind
it
and
sometimes
I
don’t.
[Laughs]
so
then
I’ll
look
at
things
like
this
handbook
or
just
talk
to
people.
www.purdue.edu/dp/advance/ 17
18. Themes
Childcare
Access
to
information
about
parental
leave
Faculty
members
continue
their
work
even
on
leave
Additional
themes
The
need
to
improve
adoption
beneaits
The
way
that
the
policy
is
written
Adjusting
pregnancy
timing
to
better
manage
teaching
load
www.purdue.edu/dp/advance/ 18
19. Faculty
members
continue
their
work
on
leave
A6
/
Engineering
/
Assistant
Professor
/
Female
/
User
Participant:
When
you
think
about
the
different
pieces,
there’s
the
research,
the
teaching
and
there’s
the
service.
And
so,
again,
with
the
kind
of
service
category,
I
wasn’t
attending
the
faculty
meetings
until
about
[month].
Wasn’t
attending
committee
meetings,
gave
occasional
input
to
people
about
that,
though.
And
then
the
other
piece
of
service
is
kind
of
external
to
the
Institute
1
community.
So
reviewing
conference
papers,
reviewing
journal
papers.
I
was
doing
that
stuff.
I
had
people
contact
me
and
say,
“Can
you
review
this
paper
please?”
I
said,
“oh.
OK.”
And
so
the
only
other
way
it
would
be
different
from
a
normal
semester
where
I
wasn’t
teaching
was
just
that
I
was
at
home
more.
Doing
the
work
at
home.
www.purdue.edu/dp/advance/ 19
20. Faculty
members
continue
their
work
on
leave
A7
/
Engineering
/
Assistant
Professor
/
Male
/
Eligible
Participant:
I
was
concerned
about
Dinding
people
to
Dill
in.
I
mean,
I
had
made
the
decision
at
the
beginning
of
the
semester
I
could
have
requested
from
the
department
to
not
have
a
teaching
commitment
this
semester.
I
made
the
decision
in
discussion
with
my
wife
that
I
would
teach
this
semester.
One
of
the
reasons
was
because
I
was
somewhat
drawn
to
the
teaching
assignment.
It’s
also
a
sequence
course.
www.purdue.edu/dp/advance/ 20
21. Faculty
members
continue
their
work
on
leave
A7
/
Engineering
/
Assistant
Professor
/
Male
/
Eligible
Interviewer:
So
how
did
you
manage
your
other
work
outside
of
teaching
during
that
time?
Participant:
What
I
tried
to
do
really
was
for
the
various
research
projects
I
was
working
on,
I
really
tried
to
get
them
all
sort
of--‐
a
good
way
to
describe
it…
I
tried
to
get
the
house
in
order
as
we
were
getting
closer
and
closer
to
the
baby.
To
the
due
date.
So
for
instance,
making
sure
that
all
my
research
assistants
had
a
list
of
tasks
to
work
on
while
I
was
gone
or
while
I
wasn’t
in
as
communication
as
much.
[….]
I
had
colleagues
who
were
waiting
on
things
from
me…I
tried
to
get
all
that
in
order.
So
I
didn’t
have
it
hanging
over
my
head
after
our
[child]
was
born.
www.purdue.edu/dp/advance/ 21
22. Themes
Childcare
Access
to
information
about
parental
leave
Faculty
member
continue
their
work
even
on
leave
Additional
themes
The
need
to
improve
adoption
beneaits
The
way
that
the
policy
is
written
Adjusting
pregnancy
timing
to
better
manage
teaching
load
www.purdue.edu/dp/advance/ 22
23. The
Need
to
Improve
Adoption
Beneaits
A5
/
University-Wide
/
Two
administrators
in
one
interview
/
Both
female
Participant
1:
I
think
the
one
thing
that
we
do
hear
from
time
to
time
in
relationship
to
this
is
that
we
do
not
have
paid
adoption
beneDits.
We
don’t
have
any.
So
that
does
come
up
from
time
to
time.
Not
necessarily
in
relationship
to
this
paid
parental,
but
in
the
area
of
parental
leave
and
needs
for
family.
Interviewer:
What
would
be-‐-‐
I
guess
what
are
adoption
beneaits?
Participant
1:
You
can
offer
beneaits
for
the
[fees]
that
somebody
would
pay.
There’s
travel
and
fees
and
that
kind
of
thing.
And
there
are
programs
and
there
are,
you
know,
a
lot
of
employers
that
offer
some
tax
beneDits
for
some
level
of
adoption
beneDits
that
you
would
provide.
www.purdue.edu/dp/advance/ 23
24. The
Way
that
the
Policy
is
Written
A1
/
Engineering
/
Assistant
Professor
/
Female
/
Administrator
Participant:
Institute
2
[institution
of
comparison]
one
is
very,
like,
written
for
[eighth]
graders
and
its,
like
if
you
are
this
person
in
this
circumstance
this
is
what
you
do
to,
this
is
the
policy,
this
is
what
is
expected.
And
ours
is
written
for
people
from
another
planet
(Interviewer:
laughs),
for
people
from
another
planet.
www.purdue.edu/dp/advance/ 24
25. Adjusting
Pregnancy
to
Manage
Teaching
Load
A8
/
Science
/
Full
Professor
/
Male
/
Administrator
Participant:
So
for
example,
the
STEM
department
is
dominantly,
as
a
research
department,
I
mean,
a
very
large
component
of
what
we
do
is
research,
and
therefore,
our
teaching
loads
is
not
as
heavy
as
say
they
may
be
in
liberal
arts,
and
so,
but
even
in
Dept
STEM,
women
were
adjusting
their
pregnancies
to
try
and
give
birth
over
the
summer
when
we
don't
teach
in
the
summer.
We
just
teach
in
the
spring
and
the
fall
and
then
summer
our
salaries
are
covered
by
our
research
funds
and
so
forth.
www.purdue.edu/dp/advance/ 25
26. Summary
Childcare
Access
to
information
about
parental
leave
Faculty
member
continue
their
work
even
on
leave
Additional
themes
Policy
as
written
doesn’t
meet
faculty
members’
needs
for
leave
or
childcare
Faculty
make
accommodations
to
go
around
policy;
The
policy
remains
inadequate
www.purdue.edu/dp/advance/ 26
27. Update
post
ASEE
paper
• Focus
on
interviewing
department
heads.
• Race
and
ethnicity
demographics
information.
• Working
paper
that
analyses
the
experiences
of
ten
faculty
members
who
took
the
leave
(or
who
were
eligible).
– We
will
submit
it
this
year
to
JWMSE
www.purdue.edu/dp/advance/ 27
28. Policy-‐Related
Recommendations
• Research
about
the
labor
context
of
STEM
faculty
members
should
inform
policy-related
decisions.
• Explore
other
universities’
policies
on
modiDied
duties.
• Faculty
members
should
seek
permission
from
their
department
heads
to
enact
their
leave
intermittently.
www.purdue.edu/dp/advance/ 28
29. Other
Recommendations
• Mechanism
in
the
policy
should
be
included
to
ensure
that
faculty
members
can
Dind
childcare
services
on
campus
before
returning
to
work.
– There
is
an
urgent
need
of
childcare
services
for
infants
less
than
one
year
old.
www.purdue.edu/dp/advance/ 29
30. Acknowledgements
This
research
is
based
upon
work
supported
by
the
National
Science
Foundation
under
Grant
No.
HRD
0811194.
Any
opinions,
aindings
and
conclusions
or
recommendations
expressed
in
this
material
are
those
of
the
authors
and
do
not
necessarily
realect
the
views
of
the
National
Science
Foundation.
www.purdue.edu/dp/advance/ 30
31. Thanks
for
your
attention
Questions?
ADVANCE
Research
Team
Purdue
Center
for
Faculty
Success
Hall
for
Discovery
and
Learning
Research
207
S.
Martin
Jischke
Drive,
Suite
228
West
Lafayette,
IN
47907
(765)
494-‐9335
Presentation
prepared
and
given
by
the
Research
Assistant
Marisol
Mercado
Santiago
(mercado@purdue.edu)
www.purdue.edu/dp/advance/ 31
32. References
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M.T.
(2010).
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www.purdue.edu/dp/advance/ 32