Don’t be afraid to eat the whole whale! Using mixed methods to enhance what we learn in leadership research and assessment

The purpose of this article is to identify proper uses for mixed methods in leadership research and assessment. This article will highlight research and assessment questions that are best served by mixed methods and will offer practitioner-friendly guides and examples for integrating quantitative and qualitative data to help eat the whole whale “one bite at a time.” Sound decision-making in the design, execution, and presentation of mixed methods studies and outcomes assessments not only produces better outputs, but greatly increases the likelihood of (a) publication in reputable journals, (b) sound program evaluation decisions, and (c) public consumption of study or assessment results

Research and assessment methods for leadership development in practice

While the field of leadership education continues to grow in terms of number of programs, students, and associated professional educators, our rigorous understanding of the impact of these programs has continued to lag behind such growth. Many postsecondary leadership educators work on campuses and have graduated from masters-level preparatory programs that do not focus extensively on rigorous research/assessment methods and may, therefore, lack the background necessary for high-level work (Brachle et al., 2021; Rosch et al., 2017; Teig, 2018). As a result, researchers and program assessment staff often recognize the need to take their methodological development “into their own hands” to increase their knowledge and maintain the high standards of rigor required in well-developed fields. Advancements in leadership education have afforded the opportunity to facilitate leadership learning better today than 20 years ago or even 10 years ago. For example, advancements in leadership education have taught us the critical importance of undergirding leader/leadership development (LD) programs in leadership theory and research that match learner needs (Avolio et al., 2009; Day & Liu, 2019) – this is what separates leadership education from expensive leadership development consultations that lack depth and involve programs based on popular fads. Advancements in leadership education have taught us that leadership is an active and dynamic process, where leadership is not singularly about the leader (Day et al., 2014; Komives et al., 2013). Those who are not in formal leadership roles are not passive recipients of whatever the leader does, but rather have important voice and are an active and essential part of the leadership process. Thus, we are learning that LD programs must be multi-level (Day et al., 2014; DeRue & Myers, 2014; O’Connell, 2014) – LD cannot focus on individual leader development and expect the team to get better, but rather team leadership capacity must also be enhanced

Focused Electron Beam Induced Deposition of Copper with High Resolution and Purity from Aqueous Solutions

Electron-beam induced deposition of high-purity copper nanostructures is desirable for nanoscale rapid prototyping, interconnection of chemically synthesized structures, and integrated circuit editing. However, metalorganic, gas-phase precursors for copper introduce high levels of carbon contamination. Here we demonstrate electron beam induced deposition of high-purity copper nanostructures from aqueous solutions of copper sulfate. The addition of sulfuric acid eliminates oxygen contamination from the deposit and produces a deposit with ~95 at% copper. The addition of sodium dodecyl sulfate (SDS), Triton X-100, or polyethylene glycole (PEG) improves pattern resolution and controls deposit morphology but leads to slightly reduced purity. High resolution nested lines with a 100 nm pitch are obtained from CuSO4–H2SO4–SDS–H2O. Higher aspect ratios (~1:1) with reduced line edge roughness and unintended deposition are obtained from CuSO4–H2SO4–PEG–H2O. Evidence for radiation-chemical deposition mechanisms was observed, including deposition efficiency as high as 1.4 primary electrons/Cu atom

Generativity in College Students: Comparing and Explaining the Impact of Mentoring

Preparing college students to be active contributors to the next generation is an important function of higher education. This assumption about generativity forms a cornerstone in this mixed methods study that examined generativity levels among 273 college students at a 4-year public university. MANCOVA results indicated that college students who mentor demonstrated significantly higher generativity than nonmentoring students. Interviews with 9 mentoring students revealed that, although a “seed of generativity” may have already been planted, their mentoring experience served as a “lab” for learning how to be generative. The integrated findings offer important contributions relative to leadership and social responsibility

Generativity in College Students: Comparing and Explaining the Impact of Mentoring

Preparing college students to be active contributors to the next generation is an important function of higher education. This assumption about generativity forms a cornerstone in this mixed methods study that examined generativity levels among 273 college students at a 4-year public university. MANCOVA results indicated that college students who mentor demonstrated significantly higher generativity than nonmentoring students. Interviews with 9 mentoring students revealed that, although a “seed of generativity” may have already been planted, their mentoring experience served as a “lab” for learning how to be generative. The integrated findings offer important contributions relative to leadership and social responsibility

The Early Positive Approaches to Support (E-PAtS) study: study protocol for a feasibility cluster randomised controlled trial of a group programme (E-PAtS) for family caregivers of young children with intellectual disability

Background: Children with intellectual disability have an IQ < 70, associated deficits in adaptive skills and are at increased risk of having clinically concerning levels of behaviour problems. In addition, parents of children with intellectual disability are likely to report high levels of mental health and other psychological problems. The Early Positive Approaches to Support (E-PAtS) programme for family caregivers of young children (5 years and under) with intellectual and developmental disabilities is a group-based intervention which aims to enhance parental psychosocial wellbeing and service access and support positive development for children. The aim of this study is to assess the feasibility of delivering E-PAtS to family caregivers of children with intellectual disability by community parenting support service provider organisations. The study will inform a potential, definitive RCT of the effectiveness and cost-effectiveness of E-PAtS. / Methods: This study is a feasibility cluster randomised controlled trial, with embedded process evaluation. Up to 2 family caregivers will be recruited from 64 families with a child (18 months to 5 years) with intellectual disability at research sites in the UK. Participating families will be allocated to intervention: control on a 1:1 basis; intervention families will be offered the E-PAtS programme immediately, continuing to receive usual practice, and control participants will be offered the opportunity to attend the E-PAtS programme at the end of the follow-up period and will continue to receive usual practice. Data will be collected at baseline, 3 months post-randomisation and 12 months post-randomisation. The primary aim is to assess feasibility via the assessment of: recruitment of service provider organisations; participant recruitment; randomisation; retention; intervention adherence; intervention fidelity and the views of participants, intervention facilitators and service provider organisations regarding intervention delivery and study processes. The secondary aim is preliminary evaluation of a range of established outcome measures for individual family members, subsystem relationships and overall family functioning, plus additional health economic outcomes for inclusion in a future definitive trial. / Discussion: The results of this study will inform a potential future definitive trial, to evaluate the effectiveness and cost-effectiveness of the E-PAtS intervention to improve parental psychosocial wellbeing. Such a trial would have significant scientific impact internationally in the intellectual disability field. / Trial registration: ISRCTN7041947

Probing the cosmic web: inter-cluster filament detection using gravitational lensing

The problem of detecting dark matter filaments in the cosmic web is considered. Weak lensing is an ideal probe of dark matter, and therefore forms the basis of particularly promising detection methods. We consider and develop a number of weak lensing techniques that could be used to detect filaments in individual or stacked cluster fields, and apply them to synthetic lensing data sets in the fields of clusters from the Millennium Simulation. These techniques are multipole moments of the shear and convergence, mass reconstruction, and parameterized fits to filament mass profiles using a Markov Chain Monte Carlo approach. In particular, two new filament detection techniques are explored (multipole shear filters and Markov Chain Monte Carlo mass profile fits), and we outline the quality of data required to be able to identify and quantify filament profiles. We also consider the effects of large scale structure on filament detection. We conclude that using these techniques, there will be realistic prospects of detecting filaments in data from future space-based missions. The methods presented in this paper will be of great use in the identification of dark matter filaments in future surveys.Comment: 12 pages, 4 figures, MNRAS accepted, (replacement due to corrupted end of pdf file

Early Positive Approaches to Support (E-PAtS) for Families of Young Children With Intellectual Disability: A Feasibility Randomised Controlled Trial

Background: Parents of children with intellectual disabilities are likely to experience poorer mental well-being and face challenges accessing support. Early Positive Approaches to Support (E-PAtS) is a group-based programme, co-produced with parents and professionals, based on existing research evidence and a developmental systems approach to support parental mental well-being. The aim of this study was to assess the feasibility of community service provider organisations delivering E-PAtS to parents/family caregivers of young children with intellectual disability, to inform a potential definitive randomised controlled trial of the effectiveness and cost-effectiveness of E-PAtS. Methods: This study was a feasibility cluster randomised controlled trial, with embedded process evaluation. Up to two parents/family caregivers of a child (18 months to <6 years old) with intellectual disability were recruited at research sites and allocated to intervention (E-PAtS and usual practise) or control (usual practise) on a 1:1 basis at cluster (family) level. Data were collected at baseline and 3 and 12 months' post-randomisation. The following feasibility outcomes were assessed: participant recruitment rates and effectiveness of recruitment pathways; retention rates; intervention adherence and fidelity; service provider recruitment rates and willingness to participate in a future trial; barriers and facilitating factors for recruitment, engagement, and intervention delivery; and feasibility of collecting outcome measures. Results: Seventy-four families were randomised to intervention or control (n = 37). Retention rates were 72% at 12 months post-randomisation, and completion of the proposed primary outcome measure (WEMWBS) was 51%. Recruitment of service provider organisations and facilitators was feasible and intervention implementation acceptable. Adherence to the intervention was 76% and the intervention was well-received by participants; exploratory analyses suggest that adherence and attendance may be associated with improved well-being. Health economic outcome measures were collected successfully and evidence indicates that linkage with routine data would be feasible in a future trial. Conclusions: The E-PAtS Feasibility RCT has demonstrated that the research design and methods of intervention implementation are generally feasible. Consideration of the limitations of this feasibility trial and any barriers to conducting a future definitive trial, do however, need to be considered by researchers. Clinical Trial Registration: https://www.isrctn.com, identifier: ISRCTN70419473

The Early Positive Approaches to Support (E-PAtS) study: study protocol for a feasibility cluster randomised controlled trial of a group programme (E-PAtS) for family caregivers of young children with intellectual disability

Background: Children with intellectual disability have an IQ < 70, associated deficits in adaptive skills and are at increased risk of having clinically concerning levels of behaviour problems. In addition, parents of children with intellectual disability are likely to report high levels of mental health and other psychological problems. The Early Positive Approaches to Support (E-PAtS) programme for family caregivers of young children (5 years and under) with intellectual and developmental disabilities is a group-based intervention which aims to enhance parental psychosocial wellbeing and service access and support positive development for children. The aim of this study is to assess the feasibility of delivering E-PAtS to family caregivers of children with intellectual disability by community parenting support service provider organisations. The study will inform a potential, definitive RCT of the effectiveness and cost-effectiveness of E-PAtS. Methods: This study is a feasibility cluster randomised controlled trial, with embedded process evaluation. Up to 2 family caregivers will be recruited from 64 families with a child (18 months to 5 years) with intellectual disability at research sites in the UK. Participating families will be allocated to intervention: control on a 1:1 basis; intervention families will be offered the E-PAtS programme immediately, continuing to receive usual practice, and control participants will be offered the opportunity to attend the E-PAtS programme at the end of the follow-up period and will continue to receive usual practice. Data will be collected at baseline, 3 months post-randomisation and 12 months post-randomisation. The primary aim is to assess feasibility via the assessment of: recruitment of service provider organisations; participant recruitment; randomisation; retention; intervention adherence; intervention fidelity and the views of participants, intervention facilitators and service provider organisations regarding intervention delivery and study processes. The secondary aim is preliminary evaluation of a range of established outcome measures for individual family members, subsystem relationships and overall family functioning, plus additional health economic outcomes for inclusion in a future definitive trial. Discussion: The results of this study will inform a potential future definitive trial, to evaluate the effectiveness and cost-effectiveness of the E-PAtS intervention to improve parental psychosocial wellbeing. Such a trial would have significant scientific impact internationally in the intellectual disability field

Science Literacy: Using Research-Based Facts to Make Real-World Decisions

Science Literacy: Using Research-Based Facts to Make Real-World Decisions As the next generation of leaders is entering the educational pipeline, it’s important to have an emphasis on science, technology, engineering and mathematics (STEM) to solve the grand challenge of feeding 9 billion people by 2050