Initial Program Evaluation of an Ignatian Leadership Development Program: The Haddix Dean\u27s Fellows Program

This chapter shares assessment results from a 4-year undergraduate Ignatian Leadership program. The Dean’s Fellows program consists of several curricular and co-curricular elements, including cohort-based seminars, a common summer read, an annual retreat, social and cultural activities, and a concluding leadership immersion experience. Learning formats throughout the four years included lectures, small and large group discussions, and workshops. For the immersion experience, the Dean’s Fellows participated in preparatory lectures that included information on cultural intelligence, anticipatory reflection, Ignatian Leadership, and discernment, as well as topical information. In order to ensure and improve program outcomes, assessment processes were developed, and data included both quantitative and qualitative measures. Rothausen (2017) provided a theoretical framework that aligns secular leadership development models with Ignatian Leadership. Unfortunately, validated measures of Ignatian Leadership do not exist to date. To address this limitation, we utilized instruments drawn from the field of leadership studies that logically approximate values and practices found within the Ignatian Leadership paradigm. We also conducted a focus group with students completing the 4-year experience and collected pre- and post- program reflection papers. Results from both quantitative and qualitative approaches along with both practical and pedagogical suggestions are offered for those seeking to build a similar program

Immersion Pedagogy for Ignatian Leadership: The Creighton Haddix Dean’s Fellows

There are times and places where learning can be heightened. The proliferation of high-impact pedagogies attests to this. International immersions, done with intentionality, reflection, and follow-up, can be times and places where theories and concepts move from the abstract to the real. Immersion experiences in poor and marginalized communities are also where Ignatian leadership can be understood more profoundly, largely because of the values and commitments of Ignatius of Loyola and the spirituality that emerged from his life

Ignatian Leadership and the Contemporary Leadership Landscape An Exercise in Counter-Cultural Engagement

This paper is written as a dialogue between two faculty members and scholars working within a Jesuit institution. Through their shared interest in leadership, especially an interest in Ignatian Leadership, the following dialogue has emerged. Kelly works in our institution as a theologian and former director of academic service-learning, and Moss-Breen works in the graduate school directing an interdisciplinary leadership EdD program. Their backgrounds and fields are different, but their interest in the leadership of Ignatius is a common thread between them. Kelly starts the conversation and Moss Breen responds in kind

Doctoral advising, research productivity and the academic balancing act: insights from Michael A. Hitt, Edwin A. Locke, Fred Luthans, Lyman W. Porter, and Anne Tsui

Achieving academic success requires diligence among all concerned – doctoral students, academic advisors, and institutions. This paper presents interviews of five outstanding scholars who have dedicated their lives to research productivity, academic advising, and scholarly service. The work/life balance and output they achieved is the result of purposeful planning, tenacity, and passion for the field and students. The paper first introduces the topic of academic success, then initial thoughts from the authors are presented. Brief biographies of the scholars are shared to demonstrate academic contributions. Interviews are presented as direct quotes from participants, with collective insights offered after each specific question

A new digital divide threatening resilience: exploring the need for educational, firm-based, and societal investments in ICT human capital

The knowledge, skills, and abilities that human capital offers create tangible and intangible assets that equip organizations to thrive. In particular, in today’s Industry 4.0 environment, training, recruiting, and retaining highly qualified ICT-ready professionals remains a problem for many organizations including educational, governmental, healthcare, and business organizations. The COVID-19 pandemic revealed the importance of digital assets to our economies, and it is also demonstrating that there is potentially a new digital divide with even worse implications for companies, economies, and society, which is threatening the resilience of business, governance, and society. In this paper, we respond to the question “how can we develop ICT human capital in our global economy in an equitable, inclusive, and purposeful manner such that not organizations thrive, but also to promote social justice and equity in our global economy?

How to Launch an Interdisciplinary Leadership Program

Building a doctoral program in leadership is never an easy task, and building an interdisciplinary doctoral program is even more difficult. Yet, it is the interdisciplinary approach that differentiates typical leadership programs from others and offers learners an integrated view of leadership theories and practices. This special report presents an example of designing and implementing an interdisciplinary doctoral program that promotes social justice leadership. Drawing from firsthand experiences of program faculty, staff, and administration, we share lessons learned and the logic behind adopting an interdisciplinary approach for those creating programs that seeks to promote social justice. We found that by allowing students and faculty to convene together, rather than disperse into separate, isolated academic disciplines, emerging scholar-practitioners are encouraged to engage in realistic, professional practice investigation and problem-solving techniques. Through this experience, we also found that conscious coursework design involves integrating multiple, often quite divergent, disciplines into a core set of courses. Additionally, we learned that unifying students through a common mission permits distinctive discussions, including personal reflection and ethical decision-making opportunities among the concepts, constructs, and knowledge that extend beyond disciplinary lines (Cherney et al., 2012). We also found that cultivating a diverse student body and faculty base requires everyone to work strategically within the program, recognizing the call for coherence and consistency across disciplinary lines. Finally, we discovered that developing a dissertation in practice allows students to implement an evidence-based solution within their professional practice setting as their pinnacle doctorate work (Herr & Anderson, 2014; Olson & Clark, 2009). We conclude this paper by reiterating our finding that leadership programs that promote social justice are enhanced by adopting an interdisciplinary approach as this allows for the creation of a program that challenges students to learn at a more complex level, faculty to integrate disciplines, and programs to promote socially just ideals. We discuss implications for other schools seeking to develop an interdisciplinary doctoral leadership program

Multiorgan MRI findings after hospitalisation with COVID-19 in the UK (C-MORE): a prospective, multicentre, observational cohort study

Introduction: The multiorgan impact of moderate to severe coronavirus infections in the post-acute phase is still poorly understood. We aimed to evaluate the excess burden of multiorgan abnormalities after hospitalisation with COVID-19, evaluate their determinants, and explore associations with patient-related outcome measures. Methods: In a prospective, UK-wide, multicentre MRI follow-up study (C-MORE), adults (aged ≥18 years) discharged from hospital following COVID-19 who were included in Tier 2 of the Post-hospitalisation COVID-19 study (PHOSP-COVID) and contemporary controls with no evidence of previous COVID-19 (SARS-CoV-2 nucleocapsid antibody negative) underwent multiorgan MRI (lungs, heart, brain, liver, and kidneys) with quantitative and qualitative assessment of images and clinical adjudication when relevant. Individuals with end-stage renal failure or contraindications to MRI were excluded. Participants also underwent detailed recording of symptoms, and physiological and biochemical tests. The primary outcome was the excess burden of multiorgan abnormalities (two or more organs) relative to controls, with further adjustments for potential confounders. The C-MORE study is ongoing and is registered with ClinicalTrials.gov, NCT04510025. Findings: Of 2710 participants in Tier 2 of PHOSP-COVID, 531 were recruited across 13 UK-wide C-MORE sites. After exclusions, 259 C-MORE patients (mean age 57 years [SD 12]; 158 [61%] male and 101 [39%] female) who were discharged from hospital with PCR-confirmed or clinically diagnosed COVID-19 between March 1, 2020, and Nov 1, 2021, and 52 non-COVID-19 controls from the community (mean age 49 years [SD 14]; 30 [58%] male and 22 [42%] female) were included in the analysis. Patients were assessed at a median of 5·0 months (IQR 4·2–6·3) after hospital discharge. Compared with non-COVID-19 controls, patients were older, living with more obesity, and had more comorbidities. Multiorgan abnormalities on MRI were more frequent in patients than in controls (157 [61%] of 259 vs 14 [27%] of 52; p<0·0001) and independently associated with COVID-19 status (odds ratio [OR] 2·9 [95% CI 1·5–5·8]; padjusted=0·0023) after adjusting for relevant confounders. Compared with controls, patients were more likely to have MRI evidence of lung abnormalities (p=0·0001; parenchymal abnormalities), brain abnormalities (p<0·0001; more white matter hyperintensities and regional brain volume reduction), and kidney abnormalities (p=0·014; lower medullary T1 and loss of corticomedullary differentiation), whereas cardiac and liver MRI abnormalities were similar between patients and controls. Patients with multiorgan abnormalities were older (difference in mean age 7 years [95% CI 4–10]; mean age of 59·8 years [SD 11·7] with multiorgan abnormalities vs mean age of 52·8 years [11·9] without multiorgan abnormalities; p<0·0001), more likely to have three or more comorbidities (OR 2·47 [1·32–4·82]; padjusted=0·0059), and more likely to have a more severe acute infection (acute CRP >5mg/L, OR 3·55 [1·23–11·88]; padjusted=0·025) than those without multiorgan abnormalities. Presence of lung MRI abnormalities was associated with a two-fold higher risk of chest tightness, and multiorgan MRI abnormalities were associated with severe and very severe persistent physical and mental health impairment (PHOSP-COVID symptom clusters) after hospitalisation. Interpretation: After hospitalisation for COVID-19, people are at risk of multiorgan abnormalities in the medium term. Our findings emphasise the need for proactive multidisciplinary care pathways, with the potential for imaging to guide surveillance frequency and therapeutic stratification

Starting Our Conversation

Leading in higher education is becoming more and more complex, leaving many to wonder why they choose to work in the higher education environment. With the increasing reliance upon information and communication technology (ICT) within the higher education institutions (HEI), leadership becomes even more difficult. Despite the multiple benefits afforded to learners using ICT, its innovative use creates unchartered and confusing territory for most HEI leaders. Utilizing the talents of three disparate but intertwined groups including faculty, staff and administrators, HEI seeking to use ICT to reach a broader student pool need to be adept at adaptation. Usually, administrators are charged with formal leadership, faculty are primarily responsible for teaching, scholarly work and service while staff hold diverse supportive roles within most institutions. Despite streamlined job descriptions and roles, research and practice suggest that leadership in HEI is increasingly contested, powers fragmented, and respective groups of agents conflicted. This affects the performance and sustainability of HEI institutions undermining directly research output and teaching excellence. This volume examines how HEI might adapt more quickly to ICT, whether embracing ICT diminishes or enhances learning, and how to lead most effectively within our emerging volatile, uncertain, complex and ambiguous (VUCA) learning environments. Higher education institutions have long been called upon to manage large amounts of information about their students, programs and structures, embedded in complex digital technology networks and expert technical practices and imagined as "smarter universities". These complex projects must be thought of in a new architecture of technologies, experts, standards and practices to enable new technologies to be linked to institutions and processes, so that they can significantly transform HE itself. Technological skills in artificial intelligence, expert systems, big data, knowledge representation, distributed and pervasive technologies, open data, smart cities, privacy, security, etc. can contribute. Against this backdrop, this volume asks the question “How can we effectively lead in higher education if and when we embrace ICT”? (The ‘we’ in this question includes administrators, faculty and staff). The argument that this volume suggests is that effective leadership in HEI requires that stakeholders at all levels and in all roles, be it formal or informal leadership, learn to adapt more quickly and to consider the potential features and benefits of ICT. It is the premise of this book that we cannot succeed unless we work together across all roles in higher education. Only in this way HEI can thrive and serve its faculty, students, and, ultimately, the society at large

Global Impacts of ICT-Qualified Worker Shortage: Exploring the Need for Educational, Firm-based, and Societal Investments in ICT Human Capital

In today\u2019s Industry 4.0 environment, recruiting, training, and retaining highly qualified ICT-ready professionals remains a problem for many organizations in-cluding educational, governmental, healthcare, and business organizations. Through an in-depth literature review and syntheses, we respond to the question \u201chow can we develop ICT human capital in our global economy in an equitable, inclusive, and purposeful manner such that not organizations thrive, but also to promote social justice and equity in our global economy?\u201d In particular, the pa-per analyses the major obstacles that need to be overcome in order to direct edu-cational aspirations towards STEM education pathways, so that the demand for more people trained in ICT can be met, describing the inequalities of opportuni-ty and the transformations, both internal and external, to which higher education institutions are called to undergo. To accomplish this broad research goal, we in-tend to utilize a grounded theory approach, utilizing rich data that informs the development of frameworks that address the ICT human capital shortage as well as encouraging equitable, inclusive and purposeful methods to diversify ICT-qualified workers. Data that informs this work will be drawn from varied organ-izations, including HEI, business, government, and healthcare and education

Liderazgo ignaciano y el Panorama de Liderazgo Contemporáneo: Un Ejercicio de Compromiso Contracultural

Este artículo fue escrito como un diálogo entre dos miembros del profesorado y académicos que trabajan en una institución Jesuita. Este diálogo surgió a partir de su interés compartido en el liderazgo, especialmente un interés en el liderazgo ignaciano. Thomas Kelly trabaja en nuestra institución como teólogo y antiguo director de aprendizaje y servicio académico, y Moss Breen trabaja en la universidad como directora de un programa EdD de liderazgo interdisciplinar. Su formación y ámbitos de trabajo difieren, pero su interés en el liderazgo ignaciano es común a ambos. Kelly inicia la conversación y Moss Breen le responde. De acuerdo con el espíritu de los primeros jesuitas, que intercambiaban cartas en las que sopesaban las cuestiones importantes que informaban la formación de la Sociedad de Jesús, los autores, Jennifer Moss Breen y Tom Kelly, han elegido seguir una vía de exploración similar. Esto refleja el diálogo actual y orgánico que mantienen y captura el flujo de su conversación durante los ocho meses en los que intercambiaron correspondencia sobre este tema