The What and How of Teaching Diverse Adult Learners

In this paper, we present an in-progress study to better understand the process by which adult education instructors become more competent teaching diverse adult learners. We provide a brief review of the relevant literature. We then share the findings from the initial survey, which serve as the basis for our current study. The new questions that emerged from the data analysis and the research design of our current study are also described

Exploring Engaging Instructions: Cases of University Professors and Corporate Trainers in the United States

This journal-article-formatted dissertation explores university professors’ and trainers’ practices in engaging students in their classrooms. By systematically examining the current literature related to engaging instruction, I identified the core components of engaging instruction, as well as the strategies to effectively engage students. Despite the paucity of available empirical studies investigating the ‘engagement’ concept for professors and trainers, the available studies were examined to understand how researchers conceptualized and operationalized “effective engagement.” Findings from this literature review provided a theoretical foundation for the research. I explored the perceptions and practices of college professors regarding engaging instruction. I interviewed seven professors face-to-face. Subsequently, I analyzed the interview transcripts using the constant comparative method. Findings from the study showed that the participants had varied views. Nevertheless, they agreed that an engaging professor must focus on learning; consider various aspects of students’ personal development including their cognitive, social, and emotional development; and take care of different student learning styles, for example, visual, auditory, and kinesthetic. Participants expressed the importance of student engagement. Body language, verbal and non-verbal cues, and eye contact were the main parameters used by the participants to evaluate student engagement. Participants also emphasized the importance of asking questions, judging from student responses and assessing instructional effectiveness by evaluating the questions asked by students. Similarly, I also explored seven trainers’ perceptions on engaging instruction and the strategies they used for engaging trainees by conducting face-to-face interviews. I utilized the constant comparison method to analyze the interview transcripts. Major findings indicate that trainers should be trainee-centered in instruction, accommodate different learning styles, elicit trainee participation by creating an encouraging class environment, and connect with trainees by building rapport early in a training session

Exploring member readiness for change in manufacturing industries using phenomenology

PurposeThis paper aims to explore member readiness for change in manufacturing industry.Design/methodology/approachThe authors interviewed 14 upper management professionals in Northeast US state companies. Inductive analysis and creative synthesis were used for identifying important patterns, themes and relationships pertaining to external and internal factors influencing employee attitudes related to change processes.FindingsThe findings suggest relationship between process change and member readiness for change. Leadership and communication channels play a significant role in determining how members adapt and respond to organizational process changes. Companies can achieve desirable outcomes when members trust organizational leadership and perceive management as fair and transparent.Originality/valueCurrently, there is little known about the relationship between process change and member readiness for change in manufacturing industry. The study advances the theoretical literature and provides practical information for manufacturing professionals.</jats:sec

Employee engagement: exploring higher education non-tenure track faculty members’ perceptions

PurposeThe purpose of this paper is to study employee engagement in higher education by examining full-time non-tenure track faculty members’ perceptions at a North East US state public university.Design/methodology/approachThe authors used semi-structured face-to-face personal interviews with 11 non-tenure track full-time university faculty. Using a phenomenological approach, thematic analysis was conducted for employee interview data. The data was further refined through first and second cycle coding. The primary eight coded clusters were further reduced to three data clusters, each representing an evolving unit of meaning.FindingsThe analysis revealed three themes relating to how full-time non-tenure track faculty experience and understand engagement: required institutional engagement, perceived necessary engagement and relational collegial engagement.Originality/valueThe study adds to the limited research available on non-tenure track faculty members within higher education organization and their perceptions of engagement.</jats:sec

PRE-SERVICE TEACHERS' PERCEPTIONS OF POVERTY: A PHENOMENOLOGICAL APPROACH

This paper presents preservice teachers' perceptions and ideological underpinnings regarding children and families from poverty. Using a phenomenological approach, thirteen undergraduate preservice teachers from a small, liberal arts university in Northeast US were interviewed. Participants' perceptions of indigent children and families revealed five themes. Perceptions were multifaceted, with intimate connections to their own experiences. This paper aims to generate scholarly interest in exploring preservice teachers' perceptions about indigent children and families that live in poverty. Exploring preservice teachers' instructional ideologies may help in designing teacher preparation programs that result in improved classroom instruction and a decrease in in-service teacher attrition from high-poverty schools.</jats:p