Christian Higher Education最新文献_第9页

The Method Efficacy and Outcomes of a Marketing Service-Learning Project on the Integration of Faith-Related Perspectives into the Lives of Undergraduate Students 营销服务学习计划对大学生信仰相关观点融入生活之方法、效能与结果

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Christian Higher Education Pub Date : 2021-12-24 DOI: 10.1080/15363759.2021.2004473

Ra Bodell

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引用次数: 1

Reflective Models of Service Learning: Connections to Faith, Learning, and Vocation in Pre-Service Teachers 服务学习的反思模式:职前教师的信仰、学习和职业的联系

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Christian Higher Education Pub Date : 2021-12-24 DOI: 10.1080/15363759.2021.2004264

Kristen Sipper-Denlinger

引用次数: 0

Faith and Learning in Action in Ethical Leadership 诚信领导的信念与学习

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Christian Higher Education Pub Date : 2021-12-24 DOI: 10.1080/15363759.2021.2002741

Calvin G. Roso

{"title":"Faith and Learning in Action in Ethical Leadership","authors":"Calvin G. Roso","doi":"10.1080/15363759.2021.2002741","DOIUrl":"https://doi.org/10.1080/15363759.2021.2002741","url":null,"abstract":"Abstract This study addressed how to use service learning (SL) as a means of faith integration (FI) in a doctoral course on ethical leadership. Based on my 20 years of teaching experience in the field of education, my perception has been that graduate students sometimes complete their degree with a greater emphasis on self-actualization than on serving others. One emphasis of the ethical leadership course that was the context for this study was how to respond to ethical dilemmas through considering the viewpoint of others. Two research questions guided the study: First, how can SL and FI be implemented in a course on ethical leadership in education? Second, how can serving others through faith and learning in action influence the understanding of ethical leadership in doctoral candidates? A scholarship of teaching and learning (SoTL) methodology was implemented in this study. This methodological approach aims to promote course improvement by using student assessments, faculty and student reflections, and/or quantitative data to determine the effectiveness of teaching and learning strategies. The intended outcome of SoTL is for others to use the research findings to improve course construction and student learning within their own academic contexts. The findings of this study indicated that implementing SL activities and FI into the course strengthened students’ application of ethical leadership by having them consider the viewpoint of others. Faculty members teaching courses in ethical leadership and other related courses at Christian universities might be well advised to create SL opportunities to help promote faith and learning.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"1 1","pages":"103 - 126"},"PeriodicalIF":0.3,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89862400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Doctoral Capstone Products: A Systems Thinking Model for Quality Assurance 博士顶点产品:质量保证的系统思维模型

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Christian Higher Education Pub Date : 2021-11-18 DOI: 10.1080/15363759.2020.1851314

C. Sparks, Heewon Chang

{"title":"Doctoral Capstone Products: A Systems Thinking Model for Quality Assurance","authors":"C. Sparks, Heewon Chang","doi":"10.1080/15363759.2020.1851314","DOIUrl":"https://doi.org/10.1080/15363759.2020.1851314","url":null,"abstract":"Abstract This article draws from a keynote address presented at the 2019 Doctoral Education Forum sponsored by the Council for Christian Colleges & Universities (CCCU). A review of the literature reveals growth in doctoral education in the United States and the proliferation of types of doctoral degrees. The article describes an increase in the variety of doctoral capstone products (DCPs) beyond the dissertation, including portfolios, digital DCPs, artistic performances, interdisciplinary collaborations, and professional endeavors; the article also identifies a concomitant need for achieving and maintaining quality outcomes in all forms of DCPs, including the dissertation. Systems thinking is applied to this end by first identifying three factors—the student, faculty, and program context—as influencing the DCP process, based on a review of the literature and then analyzing the interactions among those factors which influence the quality of the DCP processes and outcomes. To holistically improve the DCP process and outcome, five principles are offered: (a) develop a program context that adheres to its standards of excellence; (b) recruit qualified students and position them for success; (c) engage qualified and committed faculty in the growth journey with students; (d) prioritize resource allocation in support of high-quality DCP production; and (e) implement a fair and appropriate DCP evaluation system. The conclusion describes possible implications for future research related to this topic within the context of Christian Higher Education.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"15 1","pages":"38 - 56"},"PeriodicalIF":0.3,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87550529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Messaging the Distinctive Values of Christian Higher Education in an Up-Ended World 在一个颠倒的世界中传递基督教高等教育的独特价值

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Christian Higher Education Pub Date : 2021-11-09 DOI: 10.1080/15363759.2021.1991726

Karen A. Longman

引用次数: 0

Tumult in Higher Education: An Open Systems Perspective of Faculty Reactions to Organizational Change at Christian Universities 高等教育的动荡:基督教大学教师对组织变革反应的开放系统视角

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Christian Higher Education Pub Date : 2021-11-03 DOI: 10.1080/15363759.2021.1978901

D. Counts, Carley H. Dodd, J. Wallace, J. Cardot

{"title":"Tumult in Higher Education: An Open Systems Perspective of Faculty Reactions to Organizational Change at Christian Universities","authors":"D. Counts, Carley H. Dodd, J. Wallace, J. Cardot","doi":"10.1080/15363759.2021.1978901","DOIUrl":"https://doi.org/10.1080/15363759.2021.1978901","url":null,"abstract":"Abstract Christian higher education has been experiencing frequent transformational organizational change (e.g., downsizing, elimination of departments, technological innovations, addition of majors, etc.). These changes are significantly impacting faculty members. In other contexts, researchers have asserted that organizational change correlates with interpersonal conflict for employees and that such conflict is associated with counterproductive work behaviors (CWBs). If these associations are occurring for faculty members in Christian higher education, the result of CWBs as well as the consequences of conflict could result in lowered faculty engagement levels, turnover intentions, and other typical negative behaviors reflective of these variables in other contexts. Because faculty members in Christian higher education institutions are a vital link to student learning and faith integration within the curriculum, it is important for leaders to understand how change efforts might have unintended consequences that ultimately could undermine change efforts and impact the student experience. We utilized a multivariate analysis of theoretically identified variables related to CWBs, while examining faculty alignment with university values. A cross-sectional survey design assessed faculty (N = 267) perceptions of organizational change, interpersonal conflict, CWBs, and organizational identification at five Christian universities. The results indicated that organizational change was significantly correlated with interpersonal conflict and conflict was significantly correlated with CWBs. Organizational identification revealed an intervening effect on conflict and CWBs. A model applying open systems theory suggested that leaders in Christian higher education must consider the systemic effects of organizational change as they implement change initiatives.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"1 1","pages":"244 - 263"},"PeriodicalIF":0.3,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89669253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Reframing How Grading Affects and Shapes Students’ Self-Worth in Christian Higher Education 重论基督教高等教育中评分如何影响和塑造学生的自我价值

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Christian Higher Education Pub Date : 2021-10-25 DOI: 10.1080/15363759.2021.1978904

David A. Winkler

{"title":"Reframing How Grading Affects and Shapes Students’ Self-Worth in Christian Higher Education","authors":"David A. Winkler","doi":"10.1080/15363759.2021.1978904","DOIUrl":"https://doi.org/10.1080/15363759.2021.1978904","url":null,"abstract":"Abstract Academic achievement has too often been a metric by which students define their self-worth. For some students, this focus manifests itself through perfectionism, attaining high grades, and overvaluing extrinsic learning rewards. Students who consider their self-worth to be contingent upon their academic performance often suffer from withdrawal, stress, depression, and anxiety. The external and internal pressures placed upon students regarding academic achievement can be devastating. Recent criticisms of grading, its efficacy, and inconsistencies might lead postsecondary educators to reconsider how they assess and communicate competency to their students. Christian institutions of higher education in particular have unique opportunities to speak to students’ perceptions of their identity in ways that reframe the impacts and effects of grading on personal well-being and sense of self-worth. This article serves as a call to action for Christian universities to instill a more robust understanding of Christian identity and the imago Dei concerning how and where students find their self-worth—in whom they find their worth, rather than in what.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"27 1","pages":"264 - 280"},"PeriodicalIF":0.3,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75117367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Dignity for Whom? How 4-Year Catholic Institutions Display Commitments to Diversity on Institutional Websites 谁的尊严?四年制天主教院校如何在机构网站上展示对多元化的承诺

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Christian Higher Education Pub Date : 2021-10-25 DOI: 10.1080/15363759.2021.1978902

Antonio Duran, Zachary J. Hooten, Musbah Shaheen

{"title":"Dignity for Whom? How 4-Year Catholic Institutions Display Commitments to Diversity on Institutional Websites","authors":"Antonio Duran, Zachary J. Hooten, Musbah Shaheen","doi":"10.1080/15363759.2021.1978902","DOIUrl":"https://doi.org/10.1080/15363759.2021.1978902","url":null,"abstract":"Abstract This article presents the findings of a content analysis study that examined how Catholic institutional websites displayed commitments to diversity through their publicly available websites. This research project used a conceptual framework exploring the phenomenon of organizational impression management, which is concerned with how institutions shape their image to various audiences. The literature on non-performative diversity language in higher education is reviewed, illustrating how colleges and universities may profess a commitment to diversity in the abstract without engaging in meaningful change. Using a sample of 54 institutions representing 22 of the 25 Catholic congregations (i.e., religious orders), we surveyed their websites to understand how and where they discussed topics of diversity. This process involved examining what specific language each institution used to articulate its commitments (e.g., diversity, equity, inclusion, social justice) and who was associated with diversity work. Findings revealed that a majority of institutional websites included references to diversity-related terms, but failed to define the meaning of the words being used. Additionally, findings indicated that Catholic higher education institutions widely varied in the positioning of diversity-related content on their websites. Suggestions for future research and implications for practice are then offered for religiously affiliated institutions of higher education.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"74 1","pages":"281 - 299"},"PeriodicalIF":0.3,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88953108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Learning from the Mediators: How Student Affairs Staff at Christian Colleges Combine Care and Conviction in Their Responses to LGBTQ+ Students 向调解员学习:基督教学院学生事务人员如何在回应LGBTQ+学生时结合关怀和信念

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Christian Higher Education Pub Date : 2021-10-25 DOI: 10.1080/15363759.2021.1978903

Perry L. Glanzer, Britney N. Graber, T. Cockle

{"title":"Learning from the Mediators: How Student Affairs Staff at Christian Colleges Combine Care and Conviction in Their Responses to LGBTQ+ Students","authors":"Perry L. Glanzer, Britney N. Graber, T. Cockle","doi":"10.1080/15363759.2021.1978903","DOIUrl":"https://doi.org/10.1080/15363759.2021.1978903","url":null,"abstract":"Abstract The relationship between faith-based institutions and students who identify as LGBTQ+ has attracted considerable attention of late. Most of this scholarly attention, however, has focused upon the students themselves. In this article, we examine the contemporary experience of 371 student affairs leaders (SALs) who serve as the primary mediators between the desires and demands of LGBTQ+ advocates, scholars, and students, and the policies of current administrators. This article reports on previously unexplored data from a larger grounded theory study on Christ-enlivened student affairs to answer the research question: How do SALs at Christian universities approach LGBTQ+ students in light of the Christian mission of their institutions? Data were collected using a qualitative questionnaire of 301 SALs, as well as extended interviews with 70 SALs. Participants’ moral/theological responses included a collection of Christian virtues and rules. They indicated a range of helpful practices—including how they handled campus groups—but generally agreed on the dearth of training and education they had received on the topic. In our discussion, we compare our findings to the recommendations of previous scholars before elaborating our own list of recommendations. Our suggestions for Christian campuses include a re-imagined policy statement, a commitment to education rather than training, a focus on the spiritual needs of students, and some recommendations for LGBTQ+ campus groups.","PeriodicalId":54039,"journal":{"name":"Christian Higher Education","volume":"42 1","pages":"300 - 325"},"PeriodicalIF":0.3,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87549682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Selected Dissertations on Christian Higher Education 基督教高等教育论文选集

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Christian Higher Education Pub Date : 2021-10-11 DOI: 10.1080/15363759.2021.1978791

引用次数: 0