Explaining students\u27 perception of knowledge acquisition and motivation in business games: The influence of group processes

In this study, we investigate how factors associated with social-contextual constraints to the deployment of business games can affect students\u27 perception of knowledge acquisition, and thereby, their motivation to face coursework challenges and obtain a bachelor degree in Business Administration. We propose that Management knowledge acquisition through business games is influenced by group efficacy beliefs developed during the game, which depend on the quality of intra-group processes, such as positive team interactions, communication and collaboration to reach game goals. Our hypotheses are tested with data collected during a game ran with 376 undergraduate students from a top Brazilian business school. The results generated in a structural equations modeling (SEM) analysis confirmed the relevance of group processes on student\u27s attitudes and learning outcomes. Our findings can be used by Brazilian and Latin American schools to guide their efforts to increase the efficacy of their learning processes. En este estudio, investigamos cómo los factores asociados con las restricciones socio-contextuales para la implementación de juegos de negocios pueden afectar la percepción de los estudiantes sobre la adquisición de conocimientos y, por lo tanto, su motivación para enfrentar los desafíos de los cursos y obtener una licenciatura en Administración de Empresas. Proponemos que la adquisición de conocimientos de gestión a través de juegos de negocios está influenciada por las creencias de eficacia grupal desarrolladas durante el juego, que dependen de la calidad de los procesos intragrupales, como las interacciones positivas del equipo, la comunicación y la colaboración para alcanzar los objetivos del juego. Nuestras hipótesis se prueban con datos recopilados durante un juego realizado con 376 estudiantes de pregrado de una de las mejores escuelas de negocios brasileñas. Los resultados generados en un análisis de modelos de ecuaciones estructurales (SEM) confirmaron la relevancia de los procesos grupales en las actitudes de los estudiantes y los resultados del aprendizaje. Nuestros hallazgos pueden ser utilizados por escuelas brasileñas y latinoamericanas para guiar sus esfuerzos para aumentar la eficacia de sus procesos de aprendizaje. Neste estudo, investigamos como os fatores associados às restrições sócio-contextuais à implantação de jogos de negócios podem afetar a percepção dos alunos sobre a aquisição de conhecimento e, portanto, sua motivação para enfrentar os desafios do curso e obter um diploma de bacharel em Administração de Empresas. Propomos que a aquisição de conhecimento em Gestão por meio de jogos de negócios seja influenciada por crenças de eficácia de grupo desenvolvidas durante o jogo, que dependem da qualidade dos processos intragrupo, como interações positivas da equipe, comunicação e colaboração para atingir os objetivos do jogo. Nossas hipóteses são testadas com dados coletados durante um jogo executado com 376 alunos de graduação de uma importante escola de negócios brasileira. Os resultados gerados em uma análise de modelagem de equações estruturais (SEM) confirmaram a relevância dos processos de grupo nas atitudes dos alunos e nos resultados de aprendizagem. Nossos achados podem ser usados por escolas brasileiras e latino-americanas para orientar seus esforços para aumentar a eficácia de seus processos de aprendizagem

WE KNOW, NOW WHAT? TEACHING, LEARNING, (UN)KNOWING AND EDUCATING TOWARD EPISTEMIC JUSTICE

This dissertation maps the role of testimonial injustice in education and the role of pedagogy in addressing knowledge injustices. Drawing from the disciplinary positions of philosophy of education and social justice education, this dissertation provides an analysis of student academic work to explore intergroup dialogue pedagogy. Specifically, this dissertation investigate if and how the education practice of intergroup dialogue pedagogy can facilitate epistemic justice. This analysis combines philosophical inquiry and document analysis to describe the ways in which practices of learning are related to social identifications. Finally, this dissertation offers applications of this theoretical analysis of epistemic justice for education practice and research

Korean municipal orchestras : current problems and future prospects

This thesis is a study of Korean municipal orchestras which focuses on both the internal and external environment in order to examine and better understand arguments that they face 'challenges' that are not to be solved simply through 'efficiency' or 'better organisation', but are part of wider socio-cultural change that previous studies have failed to take adequately into consideration. This study, therefore, examines diverse aspects of the difficulties faced by contemporary Korean municipal orchestras while addressing five research questions concerning Korean cultural policy, the socio-economic context in which orchestras operate, job satisfaction, interpersonal conflict, and diminishing local government funding. In pursuit of this investigation, a triangulation methodology is adopted, which includes the scrutiny of documentation along with qualitative in-depth interviews (with orchestral players, administrative staff, and civil servants) and a quantitative questionnaire survey (with 128 players and 10 administrative staff). The research findings are given in detail in relevant chapters, but the key findings may be summarised here as follows: Political, economic, historic, and socio-cultural factors have greatly influenced the cultural policy of the Korean central government, but Korean municipal orchestras are influenced more by policies of local governments who provide them with a source of funding. Players in Korean municipal orchestras are highly satisfied with their work but dissatisfied with present pay, lack of authority, and the hierarchical structure. Orchestral administrative staff are dissatisfied with lack of autonomy and promotion. Male players have higher perception of intrapersonal conflict and intergroup conflict compared to female players, and male players have a greater preference for using integrating and compromising styles when managing interpersonal conflict with peers. Korean municipal orchestras, having a public service role, have been used to receiving relatively stable financial aid from local governments, but this has created a lack of commercial awareness about what is required to bolster their legitimacy in the face of potential financial cuts and small audiences. The 'civilizing mission' of the arts is no longer accepted as automatic justification. Although a complete governance change is considered a key factor for the success of municipal orchestras, such change is inadequate in itself: the real challenge for a brighter future lies with players, administrative staff, and the cities and their cooperation

MAKING MEANING IN THE MARGINS: IDENTITIES, BELONGING, AND SOCIAL JUSTICE COMMITMENTS IN A CROSS-RACE INTERGROUP DIALOGUE FOR QUEER AND TRANS COLLEGE STUDENTS

This qualitative research study used constructivist grounded theory methods to explore the lived experiences of 11 queer and trans undergraduate college students of various racial and ethnic backgrounds in a cross-race intergroup dialogue (IGD) course. Using document analysis of course assignments and post-dialogue semi-structured interviews allowed for rich inquiry into how these queer and trans students made meaning of their intersecting identities, sense of belonging, cross-race relationships, and social justice commitments. This study contributes new knowledge about the meaning-making processes of queer and trans college students of various racial and ethnic backgrounds and the role that IGD plays in supporting their meaning-making. This study will help inform practice and scholarship about the experiences of queer- and trans-identified college students of various racial and ethnic backgrounds and how they make meaning of their intersecting identities, commitments to social justice action, find support, and foster belonging on campus. This study demonstrates the role that IGD can play in supporting the meaning making processes and community development of queer and trans college students

Comfortable being uncomfortable : the study abroad experiences of Black and Latinx students

Research has found that study abroad experiences positively influence undergraduate baccalaureate degree attainment, career goals, and self-awareness (Gonyea, 2008). However, scholars agree there are still gaps in study abroad literature, specifically pertaining to students of color, alumni, and short-term study abroad programs (Chang, 2015; Miller-Perrin & Thompson, 2014; Norris & Gillepsie, 2009). Guided by Mezirow’s theory of transformative learning, this study aimed to understand Black and Latinx students’ perceptions of the benefits of their study abroad experiences. This study adds to the current body of literature by employing a phenomenological approach to assess the study abroad experiences of seven undergraduate students and eight alumni, all of whom identified as Black or Latinx, and participated in a short-term study abroad experience sponsored by the Southwest University (SU). Participants described how their experience of “learning to be comfortable with being uncomfortable” in a foreign country influenced their personal, social, and professional lives. The study’s findings were presented via five large themes: (1) individual awareness, (2) my friends, family, and community, (3) career development, (4) who you study abroad with matters, and (5) program design. Fifteen subthemes emerged from the larger themes: (1) Awakening American identity, (2) ethnic identity empowerment, (3) self-assurance, (4) family change of perspective, (5) social responsibility, (6) career clarification, (7) career interviews and application navigation, (8) making connections, (9) transferable skills, (10) comfortability, (11) intragroup diversity, (12) faculty/staff support, (13) study abroad preparation, (14) host destination, and (15) experiential learning.Educational Administratio

ENVIRONMENTAL COMMUNITARIAN EDUCATION collaborative actions to an integral sustainable coastal development

A transdisciplinary approach on the emancipatory dynamics of learning to live sustainably acts as a bridge that passes over the fields of educational and environmental sciences. With this approach, the research Environmental Communitarian Education: collaborative actions to an integral sustainable coastal development cooperated to environmental coastal knowledge. Considering that coastal areas encompass a diversity of human activities attracted by the ocean potentialities in a paradigm that dissociates individual, society, and nature, the emergence of the environmental issues appears as a direct result of the problematic relationship between society and nature. The present research proposes to understand how community-based collaborative actions, grounded in a holistic transformative education, can contribute to an integral sustainable coastal development, by (1) identifying concepts of traditional, local, and technical coastal knowledge; (2) promoting the dialogue among traditional, local, technical, and scientific knowledge; (3) identifying community-based praxis that support that dialogue; and (4) critically co-analyzing the community-based collaborative actions. Acknowledging inner worlds as a realm of transformation towards an integral sustainability, this research acts on a SPIRAL framework, grounded on a Critical Ethnographic methodology, resignifying the environmental paradigm to an integral coastal ecology, which places humanity and nature as essential elements. The findings of this research, among which the process that sought to explore the potential of Memories, Community, Care, Respect for different rhythms, and Sense of belonging, contributed to strengthen the knowledge of natural systems, and to promote the inter-knowledges dialogue for generating and supporting social transformation. A five-cycle model structured 20 events increasing the awareness of coastal communities' members of the interdependencies among individual, society, and nature. This theoretic-methodological approach illustrated how Slow Pedagogy promotes respect for personal and collective rhythms, boosting the potential - action and knowledge co-development, to reach integral sustainability. From this experience we soon saw that a sectoral and structured line of research, whose main concern is the external phenomena and the collective social structures, does not adequately acknowledge the importance of humans as both dependents and contributors.Uma abordagem transdisciplinar sobre as dinâmicas emancipatórias de aprender a viver de forma sustentável atua como pontes que permeiam a ciência da educação e a ciência ambiental. Sob esta abordagem, a investigação Educação Ambiental Comunitária: ações colaborativas para um desenvolvimento costeiro sustentável integral cooperou para o conhecimento ambiental costeiro. Considerando que as áreas costeiras englobam uma diversidade de atividades humanas atraídas pelas potencialidades oceânicas em um paradigma que dissocia indivíduo, sociedade e natureza, a emergência das questões ambientais surge como resultado direto da relação problemática entre sociedade e natureza. Esta investigação propõe-se a compreender como ações colaborativas de base comunitária, alicerçadas em uma educação holística e transformadora, podem contribuir para um desenvolvimento costeiro sustentável integral, por meio da (1) identificação de conceitos de conhecimento costeiro tradicional, local e técnico; da (2) promoção do diálogo entre os conhecimentos costeiros tradicional, local, técnico e científico; da (3) identificação de práxis comunitárias que apoiam esse diálogo; e da (4) co-análise crítica das ações colaborativas de fundo comunitário. Reconhecendo os mundos interiores como um domínio de transformação para uma sustentabilidade integral, esta linha de investigação atua num quadro SPIRAL, assente numa metodologia Etnográfica Crítica, ressignificando o paradigma ambiental para uma ecologia costeira integral, que coloca humanidade e natureza como elementos essenciais. Os resultados desta investigação, entre os quais o processo que ativa o potencial de Memórias, Comunidade, Cuidado, Respeito pelos diferentes ritmos e Sentido de pertença, contribuíram para fortalecer o conhecimento dos sistemas naturais e promover o diálogo interconhecimentos para gerar e apoiar a transformação social. Um modelo de cinco ciclos estruturou 20 eventos, aumentando a conscientização dos membros das comunidades costeiras para as interdependências entre indivíduo, sociedade e natureza. Esta abordagem teórico-metodológica realça a forma como a Pedagogia da Lentidão promove o respeito pelos ritmos pessoais e coletivos, elevando o potencial - ação e co-desenvolvimento do conhecimento, para alcançar a sustentabilidade integral. Desta experiência entende-se que uma linha de investigação sectorial e estruturada, cuja principal preocupação são os fenómenos externos e as estruturas sociais coletivas, não reconhece a importância do ser humano como dependente e contribuinte

Impact of Targeted Diversity, Equity, and Inclusion (DEI) Initiatives on the Retention and Graduation Rates of Students of Color at Community Colleges

In the United States of America, students of color (SOCs) encounter significant barriers when they seek higher education. As a result, many institutions of higher learning pursue diversity, equity, and inclusion (DEI) initiatives to enhance these students’ chances at social and academic attainment. For community colleges across the nation, because they enroll a disproportionately large number of SOCs due to their combination of open enrollment policies, low tuition and geographic proximity, targeted DEI initiatives are a strategy of choice in dealing with their abysmal retention and graduation rates among this student demographic. This dissertation, anchored in sociological-based theoretical frameworks—specifically William G. Spady’s Undergraduate Dropout Process Model and Vincent Tinto’s Institutional Departure Model, explores the relationship between targeted diversity, equity, and inclusion (DEI) initiatives at two Minnesota Community Colleges and their SOCs propensity to reenroll in school and to graduate from their academic programs in prescribed time. The dissertation utilizes the mixed methods approach to collect, analyze, and interpret qualitative and quantitative data. Qualitative data describing how educational personnel at ARCC and at NHCC are engaged in deliberate, targeted DEI initiatives to improve retention and graduation rates of SOCs were collected through interviews conducted to a purposively selected sample of students of color at both colleges. In addition, quantitative data was collected via a 25-Item, 5-point Likert Scale Survey administered to study participants at the two focal institutions. Additional retention and graduation rate data for SOCs were pulled from the study’s focal institutions, the National Center for Education Statistics (NCES), and Minnesota State Performance Metrics (MnSPM) system. Pearson r Correlation tests and multiple regression analysis were performed to ascertain correlations between community colleges’ targeted DEI initiatives and the propensity for their SOCs to reenroll and to graduate from their academic programs on time