Reviews and Reflections
Asynchronous Session
“Recalculating” - Helping First Generation Students Navigate Online Higher Education View Digital Media
Paper Presentation in a Themed Session Dena Aucoin, Misty LaCour
Empowerment has been noted as an obstacle faced by first-generation students, that they aren’t realizing their potential. Given that many first-generation students have the duty to provide financial support for families and for themselves, it is important that higher education institutions offer support to assist first-generation students. For many first-generation students, the prospect of navigating their way through college may be daunting. Institutions that have established support systems for first-generation students can alleviate the stress and anxiety that they may encounter. We share our process for researching and implementing various strategies and supports for first-generation students in an online higher education setting. Specific resources and strategies that can be implemented at other institutions to support first-generation students are discussed.
On Decelerations and Making Them Traceable by Way of Research Writing View Digital Media
Paper Presentation in a Themed Session Verena Meister
Deceleration is the overarching theme of this paper in which I invite you to take a figurative look over my shoulder while I am in the middle of a professional and personal work- and thought-process as a PhD candidate: That which did not - and still does not - happen at high speed in the disproportionately drawn out early stages of my PhD research project constitutes the experiential anchoring of this text. My writing comes about as a spin-off of my attempts to pinpoint my approach to empirical research work in general, and in particular draws on my efforts to articulate how I am moving towards the methodological nexus of narrative, biographical interviewing and subsequent reflexive and analytical work which is also informed by post-structuralist thought within the wide-ranging framework of reconstructive social science and education research.
The Social Identity Dynamics of Entrepreneurship: Business Administration Curricula Adaptation for the Emerging Global Polity View Digital Media
Paper Presentation in a Themed Session Benedict Edward DeDominicis
Social identity theory postulates that an actor, upon comparing one’s ingroup with another and perceiving one’s own status as inferior and therefore one’s self-image as negative, the perceiver can respond with three psycho-behavioral strategies. One strategy is social mobility, i.e., attempt individually to join the perceived superior status group, if feasible. Another strategy is social creativity, i.e., the perceiver compensates by changing the evaluation criteria, selecting those on which the perceiver views their ingroup as superior over the outgroup. A third strategy is open intergroup conflict, i.e., social competition, in which the ingroup perceiver views the relationship with the outgroup as zero-sum. In so-called advanced, industrialized, developed countries, development of the power potential base of the state incentivizes the political economy of the promotion of social creativity. Expanding group social creativity opportunities serves as a dialectical vehicle for individual social mobility amidst economic social competition. Human resource motivation requires employer’s provision of self-realization opportunities, i.e., social creativity opportunities that the company provides. Loyalty to the enterprise is thereby reinforced. A prerequisite for social competition success by globalizing economic enterprises is to incorporate and mainstream gender and ethno-racial diversity throughout their institutional structures. A functional aim of this diversity is to increase the capacity of the enterprise and the globalizing national economy in general is to identify niche markets and exploit them. American elite business schools reflect these globalizing interdependency cooperative attitudes. Their evolving MBA curricula displays more emphasis on “diversity, equity and inclusion” and “environmental, social and governance” topics.
Gender Expectations and Balancing Identities: Education about Gender in High Schools in Bangladesh View Digital Media
Paper Presentation in a Themed Session Jannatul Akmam
Expectations based on the gender of a person lead to certain bias and people are expected to act in a particular way according to the roles they are supposed to play. Just as many cultures around the world, in Bangladesh, men are considered strong, regarded as the financial provider of the family and are meant for the higher managerial positions in job sectors. On the other hand, women are viewed as the weaker sex, meant to be responsible for the family, expected to go by certain beauty standards. When women enter the professional world, they need to struggle to balance both their worlds. People with non-binary identities are always viewed as “other”. Educating people about gender issues from an early stage of their lives can facilitate their understanding and right balance about “gendered” role, expectations and bias, and equip them with tools to fight them in a particular cultural scenario. This paper focuses on the role of education for high schoolers in the context of Bangladesh and how educating about gender can help overcome bias to enable students to balance their different identities as they journey through life.
Gamification - Advantages and Disadvantages from the Perspective of Researchers and Teachers View Digital Media
Paper Presentation in a Themed Session Lucia Lomba Portela, Millán Brea, Margarita Pino-Juste
Gamification is a methodology that allows interdisciplinary work in all curricular areas. Numerous studies point out its applicability in all educational stages since the benefit lies in multiple variables such as motivation and academic performance. It has also been used with students with special educational needs and as an evaluation instrument. The present study is developed under a qualitative approach using the interview as an instrument for the collection of information. A total of 8 researchers and teachers who are experts in the field were interviewed. The results indicate that this methodology is very successful mainly in motivating students. In the vast majority, it is closely related to the application of technologies in the classroom, but not necessarily in a vehicular way. In addition, teachers warn of the difficulties of its application: time, cost and lack of knowledge in the educational system. This is an interesting didactic proposal for any educational stage.
