How Does Hybrid Project Management Contribute to Managing Change in a Volatile and Uncertain Context in the Financial Services Industry: An Interpretive Multiple Case Study

Organizations, governments, and individuals around the globe are currently experiencing Industry 4.0 (also known as the Fourth Industrial Revolution, 4IR, or I4.0), as evidenced by new disruptive technologies appearing on a global scale at an unprecedented rate. This environment might be best described as volatile, uncertain, complex, and ambiguous (VUCA). Although organizations utilize a wide range of management methods to overcome unexpected challenges, including both organization development and change management, project management has emerged as a critical strategic competency for the delivery of strategic initiatives to increase business value. Organizations are increasingly gravitating toward the use of hybrid project management (HPM), as there are many limitations associated with using waterfall project management or agile project management exclusively. The primary research question is: How do project managers perform hybrid project management (HPM) to respond to and successfully manage change? A multiple case study approach developed by Stake was used to understand the lived experiences of individuals utilizing HPM in financial services organizations. Each participant was treated as a separate case study. Five participants working for financial services organizations with at least five years’ experience as non-IT project managers were interviewed. Interviews were transcribed, memos produced, and data was analyzed to establish nine significant themes. The study\u27s findings may be beneficial to individuals, organizations, and the field regarding HPM considerations. The study yielded two proposed models: the first aims to aid individual practitioners in mastering the necessary skills and roles required for implementing HPM, while the second is a nine-step model designed to operationalize HPM in practice

Building the Beloved Community: Examining the Job Satisfaction and Retention of African American Social Work Faculty

This Banded Dissertation focuses on examining the internal and external factors that contribute to job satisfaction and retention of African American social work faculty. The purpose of this Banded Dissertation is to explore the experiences of these faculty and identify key internal and external factors that can contribute to their job satisfaction and retention and strengthen anti-racism, diversity, equity, and inclusion (ADEI) initiatives throughout the academy. Critical Race Theory (CRT) and Relational-Cultural Theory (RCT) are utilized as an integrated theoretical framework to assess the experiences of African American social work faculty and identify pathways to their job satisfaction and retention. The first product of this banded dissertation is a conceptual paper titled, “Exploring Job Satisfaction and Retention of African American Social Work Faculty and the Application of Critical Race and Relational-Cultural Theories.” This paper explores the experiences of these faculty and applies CRT and RCT to unpack them and provide recommendations. The second product is a qualitative research study titled, “’What is Their Commitment’: Assessing the Job Satisfaction and Retention of African American Social Work Faculty.” Findings implied that ADEI initiatives, supervision and mentoring, creating supportive communities, connections with students, the geographical location, and diversity of the community contributed to job satisfaction and retention. The third product is an eposter presentation titled, “Job Satisfaction and Retention of Black Social Work Faculty: What Matters and What Comes Next?” The workshop highlighted the experiences of these faculty, identified internal and external factors for job satisfaction and retention, and discussed recommendations

Qualitative Analysis of the Experience of Minnesota Somali Parents with Students with Disabilities in Distance Learning During the COVID-19 Pandemic

This qualitative analysis study uses phenomenology methodology to explore the experiences of Somali parents with K-12 students with special needs in distance learning during the COVID-19 pandemic. Research has shown that all K-12 students faced challenges during the COVID-19 pandemic distance learning (Pozas et al., 2021, p. 35). However, these challenges’ impact on specific communities and how they dealt with them was unknown. The use of interview data from parents with special needs children makes a case for addressing the issues within online learning. Access and inclusion for students with special needs in K-12 education have an implicit bias, specifically in marginalized communities during times of crisis. This phenomenological study details the strength and sacrifices parents with children with special needs endured and how they navigated the difficulties of online learning during the COVID-19 pandemic. In addition, this study explores the personal stories of Somali parents with K-12 children and how they navigated and made meaning of their new roles and responsibilities during COVID-19 distance learning. Finally, by using disability and stigma theories to unpack challenges and negative experiences, this study recommends that parents, practitioners, and policymakers acknowledge that online learning is a mutual responsibility between home and school. Online learning calls for a greater collaborative approach and understanding of what is needed to make distance learning effective for students with special needs and all students

New York City Music Educators’ Perspectives of How the COVID-19 Pandemic Impacted Access and Equity in Instrumental Music Education

Music education plays a foundational role in fostering students’ social and emotional well-being and promoting independent thought and the development of the students’ unique voices (Váradi, 2022; Westerlund, 2008). The COVID-19 pandemic and shutdown to the New York City school system resulted in an unprecedented disruption in K–12 education, exacerbating the disparities that existed in the educational system towards instrumental music. Using the theoretical lenses of Maslow’s (2015) hierarchy of needs and Adams (1965) Equity theory, this study asks: What are music educators’ perspectives on the impact of the COVID -19 pandemic on the quality, equity, and delivery of the instrumental music curriculum and experiences to students in New York City schools? What are the challenges and opportunities faced by music educators during the COVID-19 pandemic? Using the explanatory sequential mixed methods, the researcher surveyed New York City instrumental music educators who were employed during the COVID-19 pandemic and shutdown (March 2020 to May 2021). Data collected through the qualitative research yielded perceived impact pertaining to the following themes; curricular offerings, extra-curricular offerings, effects of programs, technical and remote modality. Based on the data provided in this research, it is clear that educators identify that the pandemic had an impact on instrumental music education in New York City. The findings of this research have implications for music educators as well as educational leaders and administrators at all levels of education. Recommendations include increasing instrument access, expanding the usage of online tools, and updating instrumental music curriculum