Searching for "leadership"
This Will Change Your Life
Why the grandiose promises of multilevel marketing and QAnon conspiracy theories go hand in hand
https://www.theatlantic.com/technology/archive/2020/10/why-multilevel-marketing-and-qanon-go-hand-hand/616885/
The Concordia University researcher Marc-André Argentino has a name for people like Schrandt: “Pastel QAnon.” These women—they are almost universally women—are doing the work of sanitizing QAnon, often pairing its least objectionable elements (Save the children!) with equally inoffensive imagery: Millennial-pink-and-gold color schemes, a winning smile. And many of them are members of multilevel-marketing organizations—a massive, under-examined sector of the American retail economy that is uniquely fertile ground for conspiracism. These are organizations built on foundational myths (that the establishment is keeping secrets from you, that you are on a hero’s journey to enlightenment and wealth), charismatic leadership, and shameless, constant posting. The people at the top of them are enviable, rich, and gifted at wrapping everything that happens—in their personal lives, or in the world around them—into a grand narrative about how to become as happy as they are. In 2020, what’s happening to them is dark and dangerous, but it looks gorgeous.
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more on QAnon in this IMS blog
https://blog.stcloudstate.edu/ims?s=qanon
Here Are the Top 10 Job Skills for 2025
he two highest-ranked spots went to skills that didn’t appear at all on WEF’s previous list: 1) analytical thinking and innovation, and 2) active learning and learning strategies. Another skill cluster that didn’t make the previous list debuted at No. 5 — resilience, stress tolerance, and flexibility.
“The pace of technology adoption is expected to remain unabated and may accelerate in some areas,” including the use of robots and artificial intelligence, the report said. Most businesses — 84 percent — plan to accelerate the digitalization of work processes and the use of digital tools, such as video conferencing,
- Analytical thinking and innovation
- Active learning and learning strategies
- Complex problem-solving
- Critical thinking and analysis
- Resilience, stress tolerance, and flexibility
- Creativity, originality, and initiative
- Leadership and social influence
- Reasoning, problem-solving, and ideation
- Emotional intelligence
- Technology design and programming
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compare to 2015
https://www.slideshare.net/aidemoreto/gamification-and-byox-in-academic-libraries-low-end-practical-approach
https://www.edweek.org/ew/articles/2020/11/18/why-school-board-diversity-matters.html
Both superintendents and board members have a role to play in elevating different voices, say school board members. District leaders can’t pick candidates, but they can create “leadership academies” to teach interested community members about the workings of their school systems. They can also create committees and other advisory boards that allow parents an entry point into getting more involved in their school district, if they choose.
A 2017 study that examined middle and high schools in Florida found that districts with diverse school boards have lower rates of school suspensions for all students, and that disparities in suspension rates between minority and white students are reduced overall.
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more on school board in this IMS blog
https://blog.stcloudstate.edu/ims?s=school+board
9 Reasons Why Your Next Provost Should Be a CTL Director
Rethinking the recruitment pool.
https://www.insidehighered.com/blogs/learning-innovation/9-reasons-why-your-next-provost-should-be-ctl-director
No. 1: Teaching and Learning Is What Colleges and Universities Do
No. 2: Institutional Resilience and Instructional Continuity
No. 3: The Alignment of Institutional Structures to Learning Science
No. 4: The Integrated CTL Model and Institutional Leadership
No. 5: The Prioritization of Diversity, Equity and Inclusion
No. 6: Relationships With Faculty Colleagues
No. 7: Experience Leading Institutional Change Initiatives
No. 8: The Scholarship of Teaching and Learning
No. 9: The Strategic Shift to Blended and Online Learning
What the Stockdale Paradox Tells Us About Crisis Leadership
https://hbswk.hbs.edu/item/what-the-stockdale-paradox-tells-us-about-crisis-leadership
“I lived on a day-to-day basis. … [M]ost guys thought it was really better for everybody to be an optimist. I wasn’t naturally that way; I knew too much about the politics of Asia when I got shot down. I think there was a lot of damage done by optimists; other writers from other wars share that opinion. The problem is, some people believe what professional optimists are passing out and come unglued when their predictions don’t work out.”
The Stockdale Paradox—have faith, but confront reality—can be seen in slightly different forms in many cultures.
Stockdale himself was a follower of the ancient Greek Stoic philosophers, who were noted for their concern with understanding reality correctly and shaping one’s response to it optimally. The maxim of Epictetus, “What, then, is to be done? To make the best of what is in our power, and take the rest as it naturally happens,” has similarities to both Buddhist doctrine and the Alcoholics Anonymous Serenity Prayer. (“God, grant me the serenity to accept the things I cannot change, courage to change the things I can, and wisdom to know the difference”). Therapy techniques such as radical acceptance similarly emphasize the point of letting go of desires and beliefs about what should be and seeing reality as it is.
In the words of Marsha Linehan, the founder of radical acceptance: “Radical acceptance doesn’t mean you don’t try to change things … You can’t change anything if you don’t accept it, because if you don’t accept it, you’ll try to change something else that you think is reality.”
Research by Leach and others indicates that people who survive disasters are able to regain cognitive function quickly after the event, assess their new environment accurately, and take goal-directed action to survive within it. This is the balance that the Stockdale Paradox facilitates: the realism to let go of intrinsic survival mechanisms and the deep-seated faith to learn the new ones.
the pattern of human response to disasters has been shown to be remarkably consistent across cultures, and for disasters of many different causes, effects, and durations, from earthquakes to shipwrecks to kidnapping.
Advice and exercises for leaders
Begin meetings by having each person introduce themselves by their name, job title, mission, and their immediate tasks
This provides practical information to rescuers, but also has the effect of bringing people back to themselves and helping them begin to focus again.
Angela Duckworth’s concept of grit may be useful here. By grit, Duckworth does not mean endurance for its own sake, but rather commitment to a high-level goal, purpose, or mission—and the ability to assess and revise lower-level goals and tactics as necessary.
One question should be regularly asked at meetings: “What is something that doesn’t fit in, that doesn’t make sense?”
Normalize admitting these mistakes and analyzing them. Discuss weak spots, harm reduction, and damage control—people will sometimes fall when traveling uncertain terrain, so how can they fall without injuring themselves?
Create ways for your team to surface both their deep faith and their real fears.
In mental contrasting, a person:
- Visualizes a goal and its rewards, and then
- Visualizes what obstacles—including their own behavior—stand between them and their goal. (It is important to do it in this order.)
In their paper on the Stockdale Paradox, authors C. W. Von Bergen and Martin S. Bressler point to previous studies that show when people focus on only positive thoughts about the future, “they literally trick their minds into thinking they have already succeeded and, so, do not need actual efforts to attain something perceived as already acquired.
Beyond Incrementalism
https://www.insidehighered.com/views/2020/09/22/too-many-presidents-are-focusing-tactics-rather-strategy-during-challenging-time
In a time of growing and increasingly complex challenges, too many top administrators, leadership teams and boards are focusing on tactics rather than strategy
how should presidents begin to think strategically about the content and the pedagogy of the education their institutions will offer going forward? How should they lead their institutions to take concrete steps to eliminate systemic inequities on their campuses? How can they facilitate a commitment to combat racism not only on their campuses but also in their local communities and beyond? How can they manage all this as many face daily threats to their institution’s financial health?
Some of the presidents with whom I talked, along with several trustees and faculty members, have inspired the following suggestions for how at least some campus leaders may begin to think about the future.
Move even more online.
Rethink goals in light of demographic realities, concerns about costs and shifting student interests.
Reconceptualize and streamline institutional structures to better serve faculty and student realities.
Consolidate student support services.
Embrace the virtue of the out-of-doors.
Budget for mission, with long-term strategies in mind.
Address systemic racism, sexism, homophobia and other biases.
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Responding to Susan Resneck Pierce’s excellent Views piece, “Beyond Incrementalism.”
https://www.insidehighered.com/digital-learning/blogs/learning-innovation/online-learning-not-strategic
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more on administration in this IMS blog
https://blog.stcloudstate.edu/ims?s=administration
https://jobs.ucf.edu/en-us/job/499332/faculty-administrator-instructional-design
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more on lib tech jobs: https://blog.stcloudstate.edu/ims/2016/06/14/technology-requirements-samples/
The Long Road Ahead: Thriving Through Fatigue
The Pandemic is not a financial recession: it is a fast-paced economic transformation. We’re transforming our companies into low-touch, high-safety businesses and we’re doing it a light speed.
We’re hyper-engaged digitally, yet highly stressed emotionally.
The most stressed part of the workforce is now young families, working mothers, and single employees working at home – and despite the online yoga classes and bread-baking videos, people are just tired.
Fatigue Management is what wins or loses wars.
- Reduce workload by clarifying goals.
- Create cadence and recovery cycles in the business.
- CEO-level focus is needed
- Take time off to rest, walk, and exercise every day. Stand up and walk around.
- Turn off the TV and stop watching Twitter.
- Take it slow. Don’t carry to heavy a load: you’ll get more done if you pace yourself over time.
- If you’re a manager, help show people what “not to do.” Help people find focus, and don’t waste their time.
- Turn off your Zoom camera and shorten meetings to 15 minutes if you can. Stop every meeting early.
- Tell your team to take a week off. And don’t email while they’re gone. Things will be fine when they come back, and work will resume better than ever.
- Be patient with your colleagues, peers, and yourself. People always want to do the best – right now it may just take a little more time.
- Have some empathy for leadership. They are tired too. Ask them how they’re doing and let them know you care.
the HyFlex model for the fall… reflects a rift between administrators and professors, who are raising alarms over the health risks of teaching in person, and about the logistical, technical, and pedagogical complications of the model itself. Search HyFlex on Facebook and Twitter and you’ll come across comments like this one: “Whoever the hell thought of this is a bean counter, not an educator, and an idiot.”
Teaching experts and others familiar with hybrid teaching say that HyFlex can work, but it requires effective technology, careful planning, instructional support, and creative course design.
“If HyFlex is part of the plan, it has to be done with will faculty participation,” says Brian Beatty, an associate professor of instructional technologies at San Francisco State, who created the model. “Otherwise, if it’s top down and the administration is saying, We’re doing this, then the faculty are saying, But why are we doing this?”
Much of what bothers professors about the push for HyFlex is that so many details about its mechanics remain ill defined. And assumptions about its value seem rooted in a particular idea of teaching, one where the professor stands at the front of a classroom and lectures.
“We are the ones holding the bag if this does not work, or if it’s chaos,” says Michelle Miller, a psychology professor at Northern Arizona University and author of Minds Online: Teaching Effectively With Technology.
Miller is a fan of the original HyFlex model from San Francisco State, but says that colleges need to be mindful that the conditions under which it’s now being adapted — quickly, at scale, and without giving students much choice — will limit its effectiveness.
To work effectively, she says, hybrid teaching requires a lot of support, such as having teaching assistants help manage the complexities of working simultaneously with two different audiences. Otherwise it risks becoming a “lecture-centric, passive consumption view of learning.” That goes against years of hard work faculty members have been doing to make their classrooms more inclusive, active, and engaged.
To help think through pedagogical challenges, faculty groups are testing out teaching strategies, some departments meet weekly to discuss course design, and a student-leadership team is providing feedback and creating online tools to help their peers learn effectively online. Even so, the process has been challenging and frustrating at times for faculty members. Professors are both looking for templates and wanting to maintain control over their courses, which inevitably creates tension with the administration.
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more on hyflex in this IMS blog
https://blog.stcloudstate.edu/ims?s=hyflex
Bibliographical data analysis with Zotero and nVivo
Bibliographic Analysis for Graduate Students, EDAD 518, Fri/Sat, May 15/16, 2020
This session will not be about qualitative research (QR) only, but rather about a modern 21st century approach toward the analysis of your literature review in Chapter 2.
However, the computational approach toward qualitative research is not much different than computational approach for your quantitative research; you need to be versed in each of them, thus familiarity with nVivo for qualitative research and with SPSS for quantitative research should be pursued by any doctoral student.
Qualitative Research
Here a short presentation on the basics:
https://blog.stcloudstate.edu/ims/2019/03/25/qualitative-analysis-basics/
Further, if you wish to expand your knowledge, on qualitative research (QR) in this IMS blog:
https://blog.stcloudstate.edu/ims?s=qualitative+research
Workshop on computational practices for QR:
https://blog.stcloudstate.edu/ims/2017/04/01/qualitative-method-research/
Here is a library instruction session for your course
https://blog.stcloudstate.edu/ims/2020/01/24/digital-literacy-edad-828/
Once you complete the overview of the resources above, please make sure you have Zotero working on your computer; we will be reviewing the Zotero features before we move to nVivo.
Here materials on Zotero collected in the IMS blog:
https://blog.stcloudstate.edu/ims?s=zotero
Of those materials, you might want to cover at least:
https://youtu.be/ktLPpGeP9ic
Familiarity with Zotero is a prerequisite for successful work with nVivo, so please if you are already working with Zotero, try to expand your knowledge using the materials above.
nVivo
https://blog.stcloudstate.edu/ims/2017/01/11/nvivo-shareware/
Please use this link to install nVivo on your computer. Even if we were not in a quarantine and you would have been able to use the licensed nVivo software on campus, for convenience (working on your dissertation from home), most probably, you would have used the shareware. Shareware is fully functional on your computer for 14 days, so calculate the time you will be using it and mind the date of installation and your consequent work.
For the purpose of this workshop, please install nVivo on your computer early morning on Saturday, May 16, so we can work together on nVivo during the day and you can continue using the software for the next two weeks.
Please familiarize yourself with the two articles assigned in the EDAD 815 D2L course content “Practice Research Articles“ :
Brosky, D. (2011). Micropolitics in the School: Teacher Leaders’ Use of Political Skill and Influence Tactics. International Journal of Educational Leadership Preparation, 6(1). https://eric.ed.gov/?id=EJ972880
Tooms, A. K., Kretovics, M. A., & Smialek, C. A. (2007). Principals’ perceptions of politics. International Journal of Leadership in Education, 10(1), 89–100. https://doi.org/10.1080/13603120600950901
It is very important to be familiar with the articles when we start working with nVivo.
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How to use Zotero
https://blog.stcloudstate.edu/ims/2020/01/27/zotero-workshop/
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How to use nVivo for bibliographic analysis
The following guideline is based on this document:
Bibliographical data analysis using Nvivo
whereas the snapshots are replaced with snapshots from nVivol, version 12, which we will be using in our course and for our dissertations.
Concept of bibliographic data
Bibliographic Data is an organized collection of references to publish in literature that includes journals, magazine articles, newspaper articles, conference proceedings, reports, government and legal publications. The bibliographical data is important for writing the literature review of a research. This data is usually saved and organized in databases like Mendeley or Endnote. Nvivo provides the option to import bibliographical data from these databases directly. One can import End Note library or Mendeley library into Nvivo. Similar to interview transcripts, one can represent and analyze bibliographical data using Nvivo. To start with bibliographical data representation, this article previews the processing of literature review in Nvivo.
Importing bibliographical data
Bibliographic Data is imported using Mendeley, Endnote and other such databases or applications that are supported with Nvivo. Bibliographical data here refers to material in the form of articles, journals or conference proceedings. Common factors among all of these data are the author’s name and year of publication. Therefore, Nvivo helps to import and arrange these data with their titles as author’s name and year of publication. The process of importing bibliographical data is presented in the figures below.
select the appropriate data from external folder
Coding strategies for literature review
Coding is a process of identifying important parts or patterns in the sources and organizing them in theme node. Sources in case of literature review include material in the form of PDF. That means literature review in Nvivo requires grouping of information from PDF files in the forms of theme nodes. Nodes directly do not create content for literature review, they present ideas simply to help in framing a literature review. Nodes can be created on the basis of theme of the study, results of the study, major findings of the study or any other important information of the study. After creating nodes, code the information of each of the articles into its respective codes.
Nvivo allows coding the articles for preparing a literature review. Articles have tremendous amount of text and information in the forms of graphs, more importantly, articles are in the format of PDF. Since Nvivo does not allow editing PDF files, apply manual coding in case of literature review. There are two strategies of coding articles in Nvivo.
- Code the text of PDF files into a new Node.
- Code the text of PDF file into an existing Node. The procedure of manual coding in literature review is similar to interview transcripts.
The Case Nodes of articles are created as per the author name or year of the publication.
For example: Create a case node with the name of that author and attach all articles in case of multiple articles of same Author in a row with different information. For instance in figure below, five articles of same author’s name, i.e., Mr. Toppings have been selected together to group in a case Node. Prepare case nodes like this then effortlessly search information based on different author’s opinion for writing empirical review in the literature.
Nvivo questions for literature review
Apart from the coding on themes, evidences, authors or opinions in different articles, run different queries based on the aim of the study. Nvivo contains different types of search tools that helps to find information in and across different articles. With the purpose of literature review, this article presents a brief overview of word frequency search, text search, and coding query in Nvivo.
Word frequency
Word frequency in Nvivo allows searching for different words in the articles. In case of literature review, use word frequency to search for a word. This will help to find what different author has stated about the word in the article. Run word frequency on all types of sources and limit the number of words which are not useful to write the literature.
For example, run the command of word frequency with the limit of 100 most frequent words . This will help in assessing if any of these words remotely provide any new information for the literature (figure below).
and
and
Text search
Text search is more elaborative tool then word frequency search in Nvivo. It allows Nvivo to search for a particular phrase or expression in the articles. Also, Nvivo gives the opportunity to make a node out of text search if a particular word, phrase or expression is found useful for literature.
For example: conduct a text search query to find a word “Scaffolding” in the articles. In this case Nvivo will provide all the words, phrases and expression slightly related to this word across all the articles (Figure 8 & 9). The difference between test search and word frequency lies in generating texts, sentences and phrases in the latter related to the queried word.
Coding query
Apart from text search and word frequency search Nvivo also provides the option of coding query. Coding query helps in literature review to know the intersection between two Nodes. As mentioned previously, nodes contains the information from the articles. Furthermore it is also possible that two nodes contain similar set of information. Therefore, coding query helps to condense this information in the form of two way table which represents the intersection between selected nodes.
For example, in below figure, researcher have search the intersection between three nodes namely, academics, psychological and social on the basis of three attributes namely qantitative, qualitative and mixed research. This coding theory is performed to know which of the selected themes nodes have all types of attributes. Like, Coding Matrix in figure below shows that academic have all three types of attributes that is research (quantitative, qualitative and mixed). Where psychological has only two types of attributes research (quantitative and mixed).
In this way, Coding query helps researchers to generate intersection between two or more theme nodes. This also simplifies the pattern of qualitative data to write literature.
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Please do not hesitate to contact me with questions, suggestions before, during or after our workshop and about ANY questions and suggestions you may have about your Chapter 2 and, particularly about your literature review:
Plamen Miltenoff, Ph.D., MLIS
Professor | 320-308-3072 | pmiltenoff@stcloudstate.edu | http://web.stcloudstate.edu/pmiltenoff/faculty/ | schedule a meeting: https://doodle.com/digitalliteracy | Zoom, Google Hangouts, Skype, FaceTalk, Whatsapp, WeChat, Facebook Messenger are only some of the platforms I can desktopshare with you; if you have your preferable platform, I can meet you also at your preference.
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more on nVIvo in this IMS blog
https://blog.stcloudstate.edu/ims?s=nvivo
more on Zotero in this IMS blog
https://blog.stcloudstate.edu/ims?s=zotero
