Building LGBT Nonprofit Leadership Talent: Thoughts and Suggestions for LGBT Organizations and Funders

Offers a model for supporting lesbian, gay, bisexual, and transgender nonprofit leadership development: define strategic aims and recruit, manage, develop, and retain talent. Includes practical guidance and list of LGBT leadership development programs

Accelerating AI Adoption with Responsible AI Signals and Employee Engagement Mechanisms in Health Care

Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1007/s10796-021-10154-4.Artificial Intelligence (AI) technology is transforming the healthcare sector. However, despite this, the associated ethical implications remain open to debate. This research investigates how signals of AI responsibility impact healthcare practitioners’ attitudes toward AI, satisfaction with AI, AI usage intentions, including the underlying mechanisms. Our research outlines autonomy, beneficence, explainability, justice, and non-maleficence as the five key signals of AI responsibility for healthcare practitioners. The findings reveal that these five signals significantly increase healthcare practitioners’ engagement, which subsequently leads to more favourable attitudes, greater satisfaction, and higher usage intentions with AI technology. Moreover, ‘techno-overload’ as a primary ‘techno-stressor’ moderates the mediating effect of engagement on the relationship between AI justice and behavioural and attitudinal outcomes. When healthcare practitioners perceive AI technology as adding extra workload, such techno-overload will undermine the importance of the justice signal and subsequently affect their attitudes, satisfaction, and usage intentions with AI technology

Determinants and Promotion of Self-Regulated Learning in Educational Contexts: The Potential of Web-based and Attendance-based Courses

Self-regulated learning is an important skill to successfully study at school and university, but it is also of high importance for life-long learning (Commission of the European Community, 2000; Dignath & Büttner, 2008). The aim of this dissertation is to expand the knowledge about the trainability of self-regulated learning. To this end, the effectiveness of a web-based and an attendance-based self-regulated learning-training was compared, the role of individual characteristics as predictors of the effectiveness of self-regulated learning-training was examined, and the possibility of promoting the participation rate in voluntary self-regulated learning-training with minimal interventions was explored. Study I showed that students of an attendance-based and web-based course with the aim of fostering self-regulated learning were very satisfied with both course formats, self-regulated learning was considered useful for studying, and the subjective and objective increases in learning were high. Furthermore, the findings of Study I suggest that self-regulated learning can be fostered in the web-based course as effectively as in the attendance-based course as there were no group differences. Moreover, the findings suggest that it is of relevance to differentiate between two training phases that promote different processes: A theory phase that fosters declarative metacognitive knowledge on self-regulated learning and an implementation phase where strategies of self-regulated learning are practiced. The question of whether the effectiveness of a self-regulated learning-training intervention differs between participants depending on their individual characteristics was investigated in Study II. Results revealed that individual differences in personality – but not motivational factors – were related to the gain of self-regulated learning through respective training in a university context. More precisely, conscientiousness, agreeableness, and openness to experience significantly predicted increases in self-regulated learning, however, with varying importance for the two different phases of the training (theory versus implementation) and the training format (attendance-based versus web-based). Conscientiousness was related to both theory and implementation phases as well as both formats (attendance-based and web-based), agreeableness was only related to the theory phase and to the attendance-based format, and openness was as well only related to the attendance-based format but only in the implementation phase. Finally, while Study I and II were conducted at university, Study III focused on high-school students and addressed the question of whether the participation rate in voluntary web-based self-regulated learning-training can be promoted by minimal interventions on utility value and implementation intention. Unexpectedly, the minimal interventions had no effect on the participation rate, suggesting that these interventions are not effective per se, but rather context dependent. Apart from that, students’ expectation of success and average grade score proved to be positive predictors of training participation, which was also shown by latent profile-analyses. This suggests that initial motivation has an impact on voluntary training participation. In conclusion, the findings of the studies indicate that self-regulated learning can be fostered in web-based and attendance-based formats, that training success of self-regulated learning is related to personality factors, and that motivation plays a role concerning training participation. This dissertation significantly contributes to previous research by showing that both a theory phase and an implementation phase are crucial when employing a training program, and that the extent of training success seems to be affected by personality traits. Moreover, the findings give reason to evaluate critically in which contexts minimal interventions are successful. This dissertation has a number of implications for theory and for future research and it can also provide practical advice for educational contexts

FUNDoggy: Using gamification and social network services to create a mobile fundraising application for helping shelter dogs

The proliferation of new media is rapidly changing the world of philanthropy and more effective methods of raising funds and developing donor relationships must be sought. Furthermore, today’s trends indicate that the amount of giving by individuals has increased gradually, but the generation gap in donors is increasing. Fundamentally, this thesis project seeks effective ways to attract young donors and show how to maintain a continuous connection with them by using today’s trending business and marketing buzzwords, “gamification” and “social network services.” Employing a game’s entertainment, problem-solving challenges, interactive experience, and customer loyalty improvement is expected to create significant synergy when the game is merged with fundraising and social network services. The study also engaged in an in-depth exploration of existing fundraising methods, in which user interviews were employed to identify the underlying problems. Finally, this study presents an understanding of game mechanics and psychology and outlines its strategic plan for a new fundraising app, designed for a nonprofit animal shelter to encourage pet adoption and donation. Through the analysis, this thesis project suggests solutions and ideas for a better UX design for a fundraising app that can engage people and draw their attention. Finally, based on this study, recommendations are made for further research that reinforces the role of a fundraising app in making a better world