tennismom

KA Action Oriented Research and Dissertation 5/3/09

2009-05-03T11:13:00.000-07:00

Started the KA on Action Research 3 weeks ago and it has been very informative and in someways hard for me. I am not that familiar with research in the social sciences and in general so the terminology has always been difficult and honestly not that well crafted for getting things done. However, I will prevail, although at this moment is a bit like learning the IRS code. At the end of this class in June, we will have finished our concept papers for our dissertations so I'm hoping this will produce a lot of clarity for my first dissertation committee meeting at the National session in late July.

here are the books I am reading:

Fitzpatrick, J., Wright, D. J., & Secrist, J. (1998). Secrets for a successful dissertation. Thousand Oaks, Calif.: Sage Publications.

Rudestam, K. E., & Newton, R. R. (2001). Surviving your dissertation : a comprehensive guide to content and process (2nd ed.). Los Angeles: SAGE Publications.

Tashakkori, A., & Teddlie, C. (2009). Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences. Thousand Oaks, CA: SAGE Publications.

Girden, E. R. (2001). Evaluating research articles from start to finish (2nd ed.). Thousand Oaks, Calif.: Sage Publications.

Salkind, N. J. (2008). Statistics for people who (think they) hate statistics (3rd ed.). Thousand Oaks, Calif.: Sage Publications.

Coghlan, D., Brannick, T., & ebrary Inc. (2005). Doing action research in your own organization (2nd ed.). London ; Thousand Oaks, Calif.: SAGE.

KA Leadership and Systems, 3/17/09

2009-03-17T18:32:00.000-07:00

I've been very busy posting on the forum for our group KA in Leadership. I posted 74 times using many of the following references. I also wrote two papers, one on the Future of Education and the second on Gloria Ladson-Billings' work. Some of the articles I will read later, but here are the references I have collected for the KA:

Ansoff, H. I. (1984). Implanting strategic management. Englewood Cliffs, N.J.: Prentice/Hall International.

Au, W. (2006). Teacher Quality: Conversations on Quality. Journal, Winter 2005/2006. Retrieved from http://www.rethinkingschools.org/archive/20_02/glor202.shtml

Banathy, B. H. (2001). We enter the twenty-first century with schooling designed in the nineteenth. Systems Research and Behavioral Science, 18(4), 4.

Berg, G. A., Csikszentmihalyi, M., & Nakamura, J. (2003). A Mission Possible? Enabling Good Work in Higher Education. [Feature Article]. Change, 35(5), 40-47.

Burgelman, R. A., & Maidique, M. A. (1988). Strategic management of technology and innovation. Homewood, Ill.: Irwin.

Christensen, C. M. (1997). The innovator's dilemma : when new technologies cause great firms to fail. Boston, Mass.: Harvard Business School Press.

Christensen, C. M., Anthony, S. D., & Roth, E. A. (2004). Seeing what's next : using the theories of innovation to predict industry change. Boston: Harvard Business School Press.

Fisher, J. L. (1984). Power of the presidency. New York
London: American Council on Education/Macmillan ; Collier Macmillan.

Frey, T. (2007). The Future of Education. Retrieved 2/6/09, 2009, from http://www.davinciinstitute.com/page.php?ID=170

Gary, A. B., Mihaly, C., & Jeanne, N. (2003). Mission possible? Enabling Good Work in Higher Education. Change, 35(5), 40.

Haberman, M. (1995). Selecting 'star' teachers for children and youth in urban poverty. Phi Delta Kappan, 76(10), 777.

Haberman, M. (1997). Unemployment training: The ideology of nonwork learned in urban schools. Phi Delta Kappan, 78(7), 499.

Howard, G. (2002). Tests of good work. Executive Excellence, 19(2), 12.

Howard, G. (2007). Good Work. Leadership Excellence, 24(10), 3.

Kielsmeier, J. C., Neal, M., Schultz, N., & Leeper, T. J. (2008). Growing to Greatness 2008: The State of Service-Learning Project: National Youth Leadership Council.

Lakoff, G. (2008). The political mind : why you can't understand 21st-century politics with an 18th-century brain. New York: Viking.

Lareau, A. (2002). Invisible inequality: Social class and childbearing in black families and white families. American Sociological Review, 67(5), 747.

Lareau, A., & Horvat, E. M. (1999). Moments of social inclusion and exclusion race, class, and cultural capital in family-school relationships. Sociology of Education, 72(1), 37.

Lareau, A., & Shumar, W. (1996). The problem of individualism in family-school policies. Sociology of Education, 24.

Lareau, A. P. (1984). SOCIAL BEHAVIOR AND THE FAMILY-SCHOOL RELATIONSHIP IN TWO COMMUNITIES (SOCIAL CLASS). Unpublished Ph.D., University of California, Berkeley, United States -- California.

Lynn, B., & Howard, G. (2004). Is the social entrepreneur a new type of leader? Leader to Leader, 2004(34), 43.

Marshall, S. P. (2006). The power to transform : leadership that brings learning and schooling to life (1st ed.). San Francisco, CA: Jossey-Bass.

Porter, M. E. (1985). Competitive advantage : creating and sustaining superior performance. New York; London: Free Press ; Collier Macmillan.

These articles I made mindmaps for:

Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education. (2008). Washington,DC: National Governors Association.

Silva, E. (2008). Measuring Skills for the 21st Century: Education Sector

Lewin, R. (1992). Complexity : life at the edge of chaos. New York
Toronto: Macmillan Pub. Co. ; Maxwell Macmillan Canada ; Maxwell Macmillan International.

I also did a 23 slide powerpoint presentation for the Cluster meeting on Sat. March 21, 2009 entitled "Math Performance Success: the story of a problem and the solution within a learning organization". This will be my final presentation for the Systems piece of a joint KA in Public Policy and Systems Thinking.

Here is the mindmap that I did for as the basis of the powerpoint:

KA Leadership, 1/19/09

2009-01-19T15:21:00.000-08:00

I've been very busy with Lee's KA on Leadership. Also trying to get a meeting to discuss results from my Community College survey. Logistics...

Read several more reports for my Systems paper that came out of the Leadership class. I did a mind map on this one:

Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education. (2008). Washington,DC: National Governors Association.

I have also been reading articles by Gloria Ladson-Billings which is my assignment to research in the Leadership KA:

Ladson-Billings, G. (1998). Teaching in dangerous times: Culturally relevant approaches to teacher assessment. The Journal of Negro Education, 67(3), 255.

Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3.

Ladson-Billings, G. (2007). Pushing Past the Achievement Gap: An Essay on the Language of Deficit. The Journal of Negro Education, 76(3), 316.

Ladson-Billings, G. (1997). It doesn't add up: African American students' mathematics achievement. Journal for Research in Mathematics Education, 28, 697-708.

I watched a few videos online of Ms. Ladson-Billings speaking and also looked up bios on her.

She refers to teacher standards set by the the National Board for Professional Teaching Standards. So I downloaded from their website the piece called "What Teachers Should Know and Be Able to Do". I plan to read that also.

Haven't finished the reading, but will do mind maps soon on these.

KA Systems 1/2/09

2009-01-02T08:12:00.000-08:00

The survey results are in for the CA community college! Still waiting to speak with administration and deans, but the results are very interesting. Now I can finish my systems theory paper. Started to think about the focus for my paper as I finish the last few readings. Will definately focus on Basic Skills problems in CA colleges and particularly in Math, and probably focus on Algebra and skills leading up to that class. Ended up downloading a lot of government reports this week based on the AERA Journal titled "Special Issue on Foundations for Success: The Final Report of the National Mathematics Advisory Panel", December 2008.

Capra, F. (1983). The turning point : science, society, and the rising culture. Toronto New York: Bantam Books.

Faulkner, L. R., Benbow, C. P., Ball, D. L., Boykin, A. W., Clements, D. H., Embretson, S., et al. (2--9). The Final Report of the National Mathematics Advisory Panel: U.S. Department of Education.

Lee, J., Grigg, W. S., & Dion, G. S. (2007). The Nation’s Report Card: Mathematics 2007 (No. NCES 2007494): U.S. Department of Education.

Evan, A., Gray, T., & Olchefske, J. (2006). The Gateway to Student Success in Mathematics and Science: American Institutes for Research.

Baldi, S., Jin, Y., Skemer, M., Green, P. J., & Herget, D. (2007). Highlights from PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context (No. NCES 2008016): U.S. Department of Education.

Hilton, M. (2008). Skills for Work in the 21st Century: What Does the Research Tell Us? The Academy of Management Perspectives, 22(4), 8.

KA Systems and SID 12/3/08

2008-12-04T04:19:00.000-08:00

While I had hoped to spend more time on my 2 week RV vacation on reading (ended up working for 3 days and then we had trouble with the RV battery at night so reading was out), I still got some of what I planned done:

1. Finished reading Olds, L. E. (1992). Metaphors of interrelatedness : toward a systems theory of psychology. Albany: State University of New York Press. See mindmap below. Didn't like the writing, but some of the concepts were good.

2. Listened to: Thinking with Paulo Freire, 4-CD set on education, social change, authority, violence, motivation and liberation (spoken in English). It was extremely good and I particularly enjoyed Disk 2 and 3 (on education). I plan to listen to them again.

Paulo Freire (1921-1997), a Brazilian educator in exile, was a staff consultant with the Office of Education, World Council of Churches, Geneva, at the time of these recordings. Recorded during Paulo Friere's visit to Australia, 1974, for the ACC Commission on Christian Education.

Track Listing:
Disc 1. Christian faith and Marxism - Naive and shrewd Christians - Theology and liberation [75 minutes]
Disc 2. Education for liberation - Words and themes which 'open up' reality - Dehumanisation - generative theme? - Education motivation: role of
leadership - Praxis (action/reflection [76 minutes]
Disc 3. Education :authority and authoritarianism - Dialogue versus 'banking' education - Concientisation (critical awareness) - Violence - Class struggle
and illusions of neutrality [74 minutes]
Disc 4. The Church and the liberation of the oppressed - An adult literacy process [72 minutes]

3. Listened to Hawking, S. W. (1990). A brief history of time : from the big bang to black holes (Bantam trade paper ed.). New York: Bantam Books. It was about 6 hours and difficult material. The really good news is that my husband was with me and listening also (while we were driving to Death Valley) so he could explain - he has a PhD in EE and had to take physics.

4. Watched BLUE EYED by Jane Elliott, the original version and the debriefing. It was about 2 hours of video. Also read the training notes (word) that comes with the disk. Here's the description of the video per the website:

In BLUE-EYED, we join a group of 40 teachers, police, school administrators and social workers in Kansas City - blacks, Hispanics, whites, women and men. The blue-eyed members are subjected to pseudo-scientific explanations of their inferiority, culturally biased IQ tests and blatant discrimination. In just a few hours under Elliott's withering regime, we watch grown professionals become despondent and distracted, stumbling over the simplest commands.

5. Started reading Jantsch, E. (1980). The self-organizing universe : scientific and human implications of the emerging paradigm of evolution. Oxford ; New York: Pergamon Press. Very well written but really difficult material for me (the mathematics). Again, with my husband's help I was understanding the math somewhat, but I fear I need an entire class in college (probably in operations research/math) to really understand this book. I decided to wait on this one since it was taking about 1/2 hour per page.

6. Started reading Capra, F. (1983). The turning point : science, society, and the rising culture. Toronto New York: Bantam Books. Hope to finish this book this weekend.

7. This week, I finished the last changes to my final indepth paper on the Digital Divide for the KA on SID based on the feedback from Yolanda. I'm done. Yeah!

KA SID, KA Higher Ed 10/30/08

2008-10-30T17:42:00.000-07:00

This month has been a very busy but productive month. I have finally finished my draft of the InDepth and Applied for SID. I used SPSS II and did many pages of graphs and crosstabs. Yolanda is reviewing my paper now - it's long! 39 pages without the appendices.

I also finished the KA contract for Higher Education with Sheila Gregory it is recorded.

I also finished the KA contract in Interpersonal Communication with Jenny Edwards.

This week I ordered most of the books for the KA in Interpersonal Communication and hope to start reading them in December after I finish my Systems reading.

My survey with Andrew went out and there are preliminary results but we hope to have a few more entries so we are waiting another week.

KA Second Life and Systems 9/15/08

2008-09-15T08:41:00.000-07:00

This week I read took notes on books I've been reading for some time:

Tapscott, D., & Williams, A. D. (2006). Wikinomics : how mass collaboration changes everything. New York: Portfolio.

Capra, F., & Lamantia, P. (1997). The web of life : a new scientific understanding of living systems (1st Anchor Books trade paperback ed.). New York, N.Y.: Anchor Books.

I also drafted my InDepth paper mindmap:

KA Second Life and Dissertation 8/13/08

2008-08-13T11:21:00.000-07:00

This has been a whirlwind 5 days. While attending the Academy of Management Conference August 8-13 in Anaheim, I also participated in the final presentation for the Second Life KA on Sat. August 9 for 4 hours. We also spent about 3 hours practicing during the week. My final presentation is available online on YouTube:

http://www.youtube.com/watch?v=HhxwLGRIJiw

At the AOM conf. I was able to get lots of good references, articles and books. I also enjoyed Warren Bennis's talk very much. Here is the my itinerary and a listing of the 13 articles and 11 books that I downloaded and purchased.

Academy of Management Conf. August 8-13

FRIDAY:
1) Session Title: Adaptation to the Global Work Context: Cultural Intelligence and Global Identity
Date & Time: Friday, Aug 8 2008 from 3:30PM - 5:30PM

SATURDAY:
2) Session Title: Culture, Leadership, Organizations, And Societies: GLOBE and Beyond
Date & Time: Saturday, Aug 9 2008 from 8:30AM - 10:30AM

SUNDAY:
3) Session Title: Teaching Diversity in Multiple Contexts and Creating a Diversity Minor
Date & Time: Sunday, Aug 10 2008 from 8:00AM - 12:00PM

MONDAY:
4) Session Title: Impact of National Culture I
Date & Time: Monday, Aug 11 2008 from 8:30AM - 10:20AM

5) Session Title: Advances in Team Diversity Research: Beyond the Input-Process-Output Model of Team Dynamics
Date & Time: Monday, Aug 11 2008 from 12:20PM - 2:10PM

6) Session Title: How Should We Assess and Develop Intercultural Competencies in Current and Future Global Leaders?
Date & Time: Monday, Aug 11 2008 from 2:30PM - 3:50PM

TUESDAY:
7) Session Title: Does Religion affect Leadership?: The Influence of Religion on Leadership Perceptions and Behaviors
Date & Time: Tuesday, Aug 12 2008 from 8:30AM - 10:10AM

8) Session Title: Ethics: Models and Measures
Date & Time: Tuesday, Aug 12 2008 from 10:30AM - 11:50AM

9) Session Title: Cross-Cultural Management
Date & Time: Tuesday, Aug 12 2008 from 2:30PM - 3:50PM

10) Session Title: Ethics and Organizational Behavior
Date & Time: Tuesday, Aug 12 2008 from 2:30PM - 3:50PM

11) Session Title: ODC Distinguished Speaker, Dr. Warren Bennis
Date & Time: Tuesday, Aug 12 2008 from 4:10PM - 5:20PM

WEDNESDAY:
12) Session Title: Perceiving Diversity in Organizations: The Effects of Perceived Discrimination, Inclusiveness
and Psychological Contract Violation
Date & Time: Wednesday, Aug 13 2008 from 8:30AM - 10:20AM

Program Session #: 40 | Submission: 10241 | Sponsor(s): (IM, HR, ITC)
Scheduled: Friday, Aug 8 2008 3:30PM - 5:30PM at Anaheim Convention Center in 202A

Adaptation to the Global Work Context: Cultural Intelligence and Global Identity
Adaptation to Global Work

Coordinator: Thomas Rockstuhl; Nanyang Technological U.;
Discussant: Miriam Erez; Technion-Israel Institute of Technology;
Discussant: Soon Ang; Nanyang Technological U.;
Discussant: Gili S. Drori; Stanford U.;
Facilitator: Kok-Yee Ng; Nanyang Technological U.;
Facilitator: Linn Van Dyne; Michigan State U.;
With the increasing globalization, the need to adapt effectively to the global work context is becoming a necessary requirement for individual employees, teams and organizations. Along the theme of 2008 Academy of Management meeting ?"the questions we ask" are: What are the personal, team and organizational characteristics that facilitate adaptation to the global work environment, and how to strengthen these characteristics? The answers to these questions are highly relevant to the research and practice of IM. We highlight three concepts as central to enable personal integration in a global work environment: a) developing a sense of belongingness to multicultural teams and multinational organizations beyond one's personal national identity. We define this type of belongingness as Global Identity, in line with the Social Identity theory, suggesting that Global Identity can coexist with Local Identity- the sense of belongingness to one's own culture; b) developing one’s cultural intelligence (CQ) ?the individual capability to function and manage effectively in culturally diverse settings; c) understanding the characteristic of the global culture to which individuals, teams and multinational companies need to adjust. This PDW aims to (a) introduce the concepts of Global Identity, CQ, and global culture, (b) offer as set of practices, or strategies, for personal development of the participants with respect to Global Identity and CQ. The former goal is achieved through a 3-person panel discussion, while the latter is achieved through an experiential exercise, personal feedback, and break-up group discussions.

Program Session #: 95 | Submission: 10184 | Sponsor(s): (IM, RM, OB)
Scheduled: Saturday, Aug 9 2008 8:30AM - 10:30AM at Anaheim Convention Center in 210B

Culture, Leadership, Organizations, And Societies: GLOBE and Beyond
GLOBE and Beyond

Chair: Mansour Javidan; Thunderbird School of Global Management;
Participant: Paul Hanges; U. of Maryland;
Participant: Mary F. Sully De Luque; Thunderbird School of Global Management;
Participant: Peter W Dorfman; New Mexico State U.;
This is a truly unique interactive PDW. It is designed to achieve three goals: First, to review the major variables, hypotheses, and findings of the GLOBE Project. Second, to work in small groups to determine how to push the frontiers of cross cultural research in terms of new hypotheses, variables, and relationships. Third, to access the existing GLOBE database to run the relevant series of statistical analyses and find new relationships. The audience will be divided in groups. Upon review of the major GLOBE variables, hypotheses, and findings, each group will identify new research questions and hypotheses that they wish to test. After group presentations, each group is provided with the GLOBE database to conduct the statistical analyses of interest and report their findings to the general audience.

Program Session #: 280 | Submission: 10155 | Sponsor(s): (GDO, TTC, MED, SIM, OB, HR)
Scheduled: Sunday, Aug 10 2008 8:00AM - 12:00PM at Hilton Anaheim in Capistrano A

Teaching Diversity in Multiple Contexts and Creating a Diversity Minor
Teaching Diversity Courses

Organizer: Myrtle P. Bell; U. of Texas, Arlington;
Presenter: James E. King; U. of Alabama, Tuscaloosa;
Presenter: Belle Rose Ragins; U. of Wisconsin, Milwaukee;
Presenter: Linda M Hite; Indiana U. Purdue U. Fort Wayne;
Presenter: Kimberly S McDonald; Indiana U. Purdue U. Fort Wayne;
Presenter: Isabel Metz; U. of Melbourne;
Presenter: Bernardo M. Ferdman; Alliant International U.;
Presenter: Mary L. Connerley; Virginia Tech;
Presenter: Judith A. Clair; Boston College;
Presenter: Marcy Crary; Bentley College;
This session will help participants learn to teach gender and diversity courses at undergraduate, MBA/MA/MS, and doctoral levels. Specific sessions on each level will be offered, along with sessions on teaching diversity in ethics, human resources, and organizational behavior courses; facilitation skills, class conflict, and the instructor as medium; using experiential exercises; building support for and creating a business diversity minor; and teaching diversity in the Asia Pacific Rim context. We believe this PDW is important because the demand for such courses has increased along with the increasing workforce diversity and the increased awareness that diversity management affects organizational performance. Teaching such a course or incorporating it into other course content is challenging, because few faculty have taken such courses themselves, the range of potential goals is large, the number of potential topics is large, and there is no standard model of what a course should incorporate or how it should be taught. This PDW will give experienced teachers an opportunity to share their expertise with others and may also increase the number of courses or the inclusion of such content in other courses by increasing participants' skills and confidence about their ability to teach the material.

Program Session #: 521 | Submission: 17137 | Sponsor(s): (IM)
Scheduled: Monday, Aug 11 2008 8:30AM - 10:20AM at Anaheim Convention Center in 212A

Impact of National Culture I
Impact of National Culture I

View Map

Chair: Paul S. Hempel; City U. of Hong Kong;
Discussant: Yih-teen Lee; IESE Business School;
Search Terms: Culture , MNC
________________________________________
IM: Etic & Emic Research on Face in Chinese Culture: Implications for Cross-cultural Management Research
Author: Peter W. Cardon; U. of South Carolina;
Author: Ronda R. Callister; Utah State U.;
One of the most commonly cited aspects of Chinese social relations and identity is face. Face is a metaphor that originated in the Chinese language. A long history of research about face in Chinese culture (e.g., Smith, 1894; Hu, 1944) has resulted in two separate streams of research , one of Western origin using a predominately etic (culture-general) approach and the other of Chinese origin using a predominantly emic (cultural-specific) approach. This manuscript reviews both extensive research literatures on face, describes the contrasting assumptions between these two streams of research. It also examines the limitations of etic research and offers suggestions for future research to better integrate the Chinese perspective and provide greater understanding of face to Westerners who do business in China.
Paper is Available to Registrants Only: Please login at the left.
Search Terms: Chinese , Face , Cross-cultural
________________________________________
IM: Cultural Variation in Group Dynamics: Applications of the Theory of Individualism and Collectivism
Author: Dharm P. S. Bhawuk; U. of Hawaii, Manoa;
Author: Vijayan P. Munusamy; Center for Creative Leadership;
Author: Keith Sakuda; U. of Hawaii at Manoa;
With globalization researchers need to concern themselves with the development of theories that can cross cultural boundaries. However, models developed in the West are often accepted as universal without testing their validity across cultures, and researchers seldom examine theories and models in light of cultural theories. To illustrate this, we present a popular model of group dynamics developed in the West, examine it in light of the theory of individualism and collectivism, and present propositions that show how culture shapes group dynamics. We demonstrate that with the development of sophisticated cultural theories it is possible to do theoretical testing of models. It is hoped that researchers will adopt this approach of theoretical testing of models by using cultural theories to develop models that are more relevant to the globalized workplace.
Paper is Available to Registrants Only: Please login at the left.
Search Terms: Cultural Variation , Group Dynamics , Individualism and Collectivism
________________________________________
IM: A Sub-cultural Study on Perceptions of Power Distance and Working Environment
Author: Yi Zhang; U. College Dublin;
This study explores differences and similarities in perception of power distance and perception of working environment for innovation within a professional subculture. The subculture is from two groups, Chinese professionals in Chinese R&D companies (CPCs) and in China-based American R&D companies (CPAs). The findings from survey shows that professionals¡¯ perception in power distance varies when they work in different groups. The perception of high power-distance relates to the perception of working environment (i.e., organizational rewards, team participation and empowerment). The relationships of power distance and working environment for innovation are different in two groups.
Paper is Available to Registrants Only: Please login at the left.

________________________________________
IM: Comparing Employment Interviews Across Countries and Cultures
Author: Richard A. Posthuma; U. of Texas El Paso;
Author: Filip Lievens; Ghent U.;
Author: Wei-Chi Tsai; National Chengchi U., Taiwan;
Author: Julia Levashina; Indiana U. Kokomo;
Author: Michael A. Campion; Purdue U.;
This study compares actual job interviews (N = 11,667) across five different countries: Belgium, Mexico, Russia, Taiwan, and the U.S. The data indicate similarities and differences in interviews and the degree of their usefulness based on interview structure, selection ratio, the sex of the interviewer, the questions asked. In some countries women are more likely to be interviewers. Outside the U.S., questions about marital status and children are more common. Also, in many countries it is common to ask questions related to wage and salary expectations and work schedule availability. This shows that the employment interview is much more than a test of job-related knowledge, skills, and abilities. Implications for the usefulness of interviews in general and differences across countries are discussed. Directions for future research are provided.
Paper is Available to Registrants Only: Please login at the left.

Program Session #: 765 | Submission: 13614 | Sponsor(s): (GDO, OB, CM)
Scheduled: Monday, Aug 11 2008 12:20PM - 2:10PM at Hilton Anaheim in San Clemente

Advances in Team Diversity Research: Beyond the Input-Process-Output Model of Team Dynamics
Team Diversity

Chair: Lisa M. Leslie; U. of Minnesota;
Discussant: Bernardo M. Ferdman; Alliant International U.;
The scientific study of work team diversity has long been dominated by the input-process-output (IPO) model of team dynamics. Although a useful framework for understanding team processes and performance, application of the IPO framework to the dynamics of diverse teams has led to conflicting and inconsistent findings. As a result, research has yielded few practical insights regarding how to successfully manage diversity in teams. Recently, diversity scholars have highlighted the need to move the study of team diversity beyond the IPO models that have traditionally dominated the research literature. In particular, specific recommendations for advancing the study of diverse teams include increased attention to how researchers define the input (i.e., What pattern of differences constitutes maximum diversity?), greater complexity and specificity in how researchers study the processes that mediate the diversity-performance linkage, and exploration of factors that moderate team diversity effects (e.g., Harrison & Klein, 2007; van Knippenberg, De Dreu, & Homan, 2004; van Knippenberg & Schippers, 2007). This symposium brings together four empirical papers that are responsive to these recommendations. Each paper addresses a novel question regarding the dynamics of diverse teams, and therefore pushes the study of team diversity in new directions. Taken as a set, the papers not only increase our theoretical understanding of the dynamics of diverse teams, but also generate important practical insights for reaping the benefits of diversity, while avoiding the drawbacks.

The Dynamics of Group Faultlines: Triggers and Subgroup Size
Presenter: Dora C. Lau; Chinese U. of Hong Kong;
Presenter: J. Keith Murnighan; Northwestern U.;

Putting Differences in Context: The Role of Status and Cooperation in Team Diversity Research
Presenter: Lisa M. Leslie; U. of Minnesota;

Team Member Diversity and Asymmetries in Physiological Reactions to Conflict
Presenter: Frank De Wit; Leiden U.;
Presenter: Karen A. Jehn; Leiden U.;

Employee Voice in Culturally Diverse Management Teams
Presenter: Christian Troester; Erasmus U. Rotterdam;
Presenter: Daan van Knippenberg; Erasmus U. Rotterdam;

Program Session #: 896 | Submission: 14092 | Sponsor(s): (IM, MED, HR)
Scheduled: Monday, Aug 11 2008 2:30PM - 3:50PM at Hilton Anaheim in Pacific Pavilion B

How Should We Assess and Develop Intercultural Competencies in Current and Future Global Leaders?
Intercultural Competencies

Showcase Symposium

Chair: Mark E. Mendenhall; U. of Tennessee, Chattanooga;
Winner of MED Division Global Forum Best Symposium Award (Sponsored by U. of Manchester, Manchester Business School
With the increasing organizational challenges that are continually being created due to unremitting globalization processes, organizations have increasingly focused their efforts on developing leaders who can effectively operate in a global context. For many firms, this has become one of the primary strategic human resource initiatives they are currently undertaking (Mendenhall, Jensen, Black, Gregersen, 2003). This symposium first briefly reviews the domain of variables that have been found to influence global leadership effectiveness, and then focuses specifically on a large sub-domain of those variables: intercultural competencies. The challenges associated with assessing and developing intercultural competencies in global leaders are reviewed, and the presentations report from the firing line how various organizations (the U.S. Army, Japanese multinationals, and top executive education programs – Duke Corporate Education and IMD) are confronting the challenge of assessing and developing intercultural competencies. The symposium concludes with an exploration of creativity as an intercultural competency as it relates to innovation by leaders in the global context, and discusses methods by which it can be developed in MBA and undergraduate students. References Mendenhall, M., Jensen, R., Gregersen, H., & Black, J.S. (2003) Seeing the Elephant: HRM Challenges in the Age of Globalization. Organizational Dynamics. (32) 3, 261-274.
Search Terms: Global , Leadership , Competencies

Assessing and Developing Intercultural Competencies: Pipe Dream or Attainable Goal?
Presenter: Joyce Osland; San Jose State U.;
Presenter: Mark E. Mendenhall; U. of Tennessee, Chattanooga;

Intercultural Competence Assessment and Development in the United States Army
Presenter: Lisa M. V. Gulick; George Mason U.;
Presenter: Jeffrey L. Herman; George Mason U.;

Assessing Intercultural Competencies and Japanese Global Leadership: A Longitudinal Study
Presenter: Allan Bird; U. of Missouri, St. Louis;
Presenter: Norihito Furuya; IGB Network Co., Ltd.;
Presenter: Michael J. Stevens; Weber State U.;

Developing Global Leaders in Executive Programs: It's Time to Bite the (PowerPoint) Bullet
Presenter: Schon Beechler; Duke Corporate Education;
Presenter: Martha L Maznevski; IMD;

Developing Global Leadership Capabilities in Our Students: The Role of Creativity
Presenter: Gary Oddou; California State U. San Marcos;
Presenter: Hal B. Gregersen; INSEAD;
Presenter: Jeffrey H. Dyer; Brigham Young U.;

Program Session #: 1164 | Submission: 15002 | Sponsor(s): (MSR)
Scheduled: Tuesday, Aug 12 2008 8:30AM - 10:10AM at Anaheim Marriott in Platinum 10

Does Religion affect Leadership?: The Influence of Religion on Leadership Perceptions and Behaviors
Religion and Leadership

Organizer: Nathan W. Weidner; Wayne State U.;
Organizer: Marcus W. Dickson; Wayne State U.;
Presenter: Faith Wambura Ngunjiri; Yale U.;
Presenter: Emmett E. Perry; Rockhurst U.;
Participant: Nathalie Castano; Florida International U.;
Participant: Abigail Reiss; Wayne State U.;
Organizer: Ariel Lelchook; Wayne State U.;
Presenter: Frank Markow; Life Pacific College;
Religious institutions are some of the oldest social institutions in the world. For hundreds of years they have been influencing the ways in which individuals live their lives. With hundreds of different religious systems existing across the world it is important to ask questions about the ways these religious institutions are affecting individuals in organizations. This is an area of research that is largely under-investigated by present day researchers. The present symposium is composed of research which examines the ways in which these religious institutions influence individuals, specifically the ways in which these religious institutions influence leadership. These different forms of leadership correspond with various values, practices and leadership role models which can be identified in religions. Two of the studies examine the ways in which perceptions of implicit leadership theories (ILTs) are influenced by religious affiliation. Both of these studies look at a cross cultural sample which offers a broader context to examine the influence of religious affiliation on ILTs. They offer evidence to support the influence of religious affiliation on a preference for a leadership style. The third study examines how leaders of different religious affiliations react differently to crises, showing that religious affiliation can differentially impact leaders’ behaviors. The fourth study provides a detailed outline of one specific religion’s theory of leadership and how it is developed in their followers.
Search Terms: Religion , Leadership , Culture

The Impact of Religious Affiliation on Perceptions of Leadership
Presenter: Nathan W. Weidner; Wayne State U.;
Presenter: Ariel Lelchook; Wayne State U.;
Presenter: Marcus W. Dickson; Wayne State U.;
Presenter: Nathalie Castano; Florida International U.;
Presenter: Abigail Reiss; Wayne State U.;

The Questions We(Should)Ask: African Cultural Worldview and GLOBE’s Culturally Endorsed ILTs
Presenter: Faith Wambura Ngunjiri; Yale U.;

Beauty for Ashes: Content Analysis of How Spiritual Leaders Engage in Sense Making After 9/11
Presenter: Frank Markow; Life Pacific College;

Defining Leadership and Institutionalizing a Model of Leadership Development
Presenter: Emmett E. Perry; Rockhurst U.;

Program Session #: 1274 | Submission: 17322 | Sponsor(s): (IP)
Scheduled: Tuesday, Aug 12 2008 10:30AM - 11:50AM at Hilton Anaheim in Mezzanine 11

Ethics: Models and Measures
Ethics: Models and Measures

Facilitator: Christopher W Bauman; Kellogg School of Mangaement, Northwestern U.;

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SIM: Unethical Behavior in Macedonia: Are There Differences in the Private and the Public Sectors?
Author: Thomas Li-Ping Tang; Middle Tennessee State U.;
Author: Elisaveta Sardzoska; U. St. Cyril and Methodius;
We test a model of unethical behavior using data collected from managers in the private (n = 208) and the public (n = 307) sectors of the Republic of Macedonia. Results of the etic model suggested that the love of money was positively related to job stress. Corporate ethical values were negatively related to job stress, but positively related to life satisfaction. Unethical behavior was significantly related to job stress which was negatively related to life satisfaction. The pattern of results was different for managers in the private and the public sectors. Our theory provides new insights regarding doing business in Macedonia.
Paper is Available: View/Download
Search Terms: Unethical Behavior , Private vs. Public , Macedonia
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SIM: Ethical Work Climates: A Nomological Network Approach to the Study of a Construct
Author: Anke Arnaud; Embry-Riddle Aeronautical U.;
Author: Marshall Schminke; U. of Central Florida;
Over the last two decades, a consistent stream of ethical work climate (EWC) research has appeared in the literature. While this research reveals that ethical work climates do matter, a recent meta-analysis of the EWC literature illustrates that there is still much left to explore (Martin and Cullen, 2006). It is our view, that the accumulated research has been informative, but that gaps in our knowledge exist. In this paper, we offer a model representing a clearly defined nomological net of constructs that relate to the emergence and change of EWCs. We extend the current research on EWCs by defining the construct more comprehensively as the psychological process model of EWCs, including four components of EWCs. Finally, we develop propositions linking the constructs of the nomological net hoping to present a clear, strategic point of departure from which to study EWCs and learn how they emerge and change over time.
Paper is Available: View/Download
Search Terms: ethical decision making process , ethics , ethical climate
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SIM: Virtue or Complacency?The Future Manager and a New Model for Measuring Corporate Ethics
Author: Sean Jasso; Pepperdine U.;
Who are the people to manage the future corporation? What is their preparation for being not only effective managers, but moral managers? This research is driven by dissatisfaction with the current dialogue of business ethics and social responsibility often being trivialized and marginalized in both the corporate suites and also in the schools of business where the future manager is often introduced to the tools required for management and leadership of today’s and tomorrow’s organizations. The overarching objective presented here is to offer a new theoretical framework that can help predict the measurement of what I will call corporate arête – or, corporate excellence, in the traditional foundation of moral virtue. The paper is a comprehensive study of 300 business students testing their general knowledge of ethics as they prepare to enter management roles in the world of business. In a 2003 symposium of one of Peter Drucker’s last lectures, he stated, ‘there are no ethics in business’ – what did he mean? This paper attempts to look deeper into his apparent riddle and through an aggressive statistical analysis, I provide insight into the future manager to determine if the corporations of tomorrow are to be managed by complacent or virtuous leaders.
Paper is Available: View/Download
Search Terms: ethics , future manager , corporate responsibility
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SIM: A Meta-Ethical Perspective on Organizational Identity
Author: David Oliver; HEC Montreal;
Author: Matt Statler; New York U.;
Author: Johan Roos; Imagination Lab Foundation;
This paper begins by identifying a gap in organizational identity (OI) research – although ethically-related issues have been touched on, to date there has been no attempt to focus on the ethical dimensions of OI. Working from a meta-ethical perspective, we claim that the dynamic, processual and temporal activities recently associated with OI always have an ethical dimension, whether ‘good’ or ‘bad’. We then introduce the balance theory of practical wisdom (Sternberg, 1998) as a theoretical framework to describe the ethical dimensions of OI. We present an empirical case focused on an international paint company in order to illustrate the relevance of this theory for empirical OI research. Our intention is to expand existing theory by bringing an aspect of OI that has been tangentially acknowledged to the forefront, and by identifying it as a fruitful avenue for future theory development as well as empirical research.
Paper is Available: View/Download
Search Terms: organizational identity , business ethics , meta-ethics
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SIM: Good Theories Gone Bad: What Happens When Theory Holds, Even If the Assumptions Don’t
Author: Jared D. Harris; U. of Virginia - Darden;
Author: David Souder; U. of Connecticut;
Shareholder-centric theories of the firm, especially agency theory, have received some of the blame for the series of business scandals observed at the start of the 21st century. Most critics have argued against the validity of these theories and proposed alternatives. This paper takes a different approach, observing a common theme in these scandals: the self-interest mechanism that underlies shareholder-centric theories does not appear to be flawed per se; rather, it continues to be relevant in real-life scenarios that extend beyond the restrictive boundary conditions of the classically-formulated theory. As a result, we argue that a more practical alternative to rejecting broken theories in favor of new ones is to fix the broken theories, adjusting boundary conditions to better accommodate the actual considerations faced by managers. This insight contributes to a greater ability to apply management theories to the complex and ambiguous conditions within which practicing managers operate.
Paper is Available: View/Download
Search Terms: Agency theory , Ethics , Short-termism
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SIM: Transition Ethics: A Framework for Practitioners and Scholars
Author: Tara J Radin; Wharton, U. of Penn;
Transition economies are some of the world’s most exciting emerging markets. They represent growth and potential in a global marketplace otherwise often characterized by relative predictability, stagnation, and saturation. Although they lie at the frontier of economic opportunity, however, they often fail to realize their potential. The tendency is therefore to relax the burden of ethical responsibility in transition economies in order to encourage business development. In fact, it is this absence of ethics that actually contributes to many of the failures of transition economies. Ethics cannot be separated from business decisions—particularly in transition economies. These economies are nevertheless plagued by ethical lapses and misdeeds. Since this behavior is not handled effectively by business ethics as it currently exists, we offer a specific framework to guide transition ethics.
Paper is Available: View/Download

Program Session #: 1386 | Submission: 17431 | Sponsor(s): (IM)
Scheduled: Tuesday, Aug 12 2008 2:30PM - 3:50PM at Anaheim Convention Center in Exhibit Hall C - IM 1

Cross-Cultural Management
Cross-Cultural Management

Presented on panels 43-54
More Info
Search Terms: Cross-culture , Management , MNC
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IM: Expatriate Job Performance in Greater China: Does Age Matter?
Author: Jan Selmer; Aarhus School of Business, U. of Aarhus;
Author: Jakob Lauring; Aarhus School of Business, U. of Aarhus;
Author: Yunxia Feng; Renmin U.;
As opposed to the predominant belief in the West, in Chinese dominated societies there may be a positive relationship between age and perceived possession of high quality personal resources and older people are traditionally treated with respect. This attitude towards old age may carry over to expatriates in Chinese societies. It is possible that older business expatriates will receive more respect and be treated with more deference in a Chinese cultural context than their apparently younger colleagues. This may have a positive impact on expatriates’ job performance. To empirically test this presumption, business expatriates in Greater Chine were targeted by a survey. Controlling for the potential bias of a number of background variables, results indicate that contextual/managerial performance, including general managerial functions applied to the subsidiary in Greater China, had a positive association with the age of the expatriates. This finding provides partial affirmative support to the presumption that the age of business expatriates matters in a Chinese cultural context. Implications of this result are discussed in detail.
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Search Terms: Greater China , Age , Expatriate job performance
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IM: Corporate Culture: Linking Multinational Teams to Organizational Context
Author: Aida Numic; Middlesex U. Business School;
Incorporating corporate context into research concerning multinational team (MNT) effectiveness still remains an ongoing challenge. The aim of this study is to explore directly the relationship between MNTs and the culture of the organization in which they operate. The study has been conducted in five different companies in Europe and the USA. A multiple case study analysis has been applied. The findings indicate that organisational culture acts as a mediator between national culture and work behaviour of MNT members. By transferring headquarter (HQ) corporate norms of behavior to host country (HC) subsidiaries through expatriates and matching the societal-level culture of the HC with the HQ corporate culture through inpatriates companies create a strong corporate culture that is compatible with the basic conceptions of all involved cultures. In companies with a strong corporate culture MNT norms are reflective of the organisational culture. MNTs in companies with a weak corporate culture deviate from the values and norms set by the organisation. They act in accordance with newly developed norms. The study draws the attention of scholars and practitioners towards the importance of corporate culture when trying to understand MNTs and provides an explanation for the many inconsistencies in current MNT literature.
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Search Terms: multinational teams , organisational culture , cross-cultural management
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IM: Intercultural Competence Development:Toward a Theory of Intercultural Sensitivity
Author: Dharm P. S. Bhawuk; U. of Hawaii, Manoa;
Author: Vijayan P. Munusamy; Center for Creative Leadership;
Author: Keith Sakuda; U. of Hawaii at Manoa;
In this paper, we review some of the models of intercultural expertise development as intercultural sensitivity deals with dealing with people from other cultures effectively. Building on the notion of single and double loop learning, we present a model of intercultural sensitivity that we call the Triple-Loop Cultural Learning Model, which establishes intercultural sensitivity as a process. We also present a video metaphor to further the understanding of this process. While many aspects of the construct of intercultural sensitivity appear to mirror many of the personality traits and skills found in other indicators of cross-cultural success, we emphasize that intercultural sensitivity differs from these constructs by underlining the development of interest, sensitivity, and respect even at the expense of the more immediate priorities of accomplishing goals. To stimulate future research in this area, we propose a theory of intercultural sensitivity by synthesizing the cultural learning models. We end the paper with a discussion of intercultural sensitivity, cultural intelligence, and the model of intercultural skill development.
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Search Terms: Intercultural Sensitivity , Intercultural Development , cross-cultural training
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IM: Effective multinational groupwork: The role of culture, identity and HRM competence
Author: Olivia Kyriakidou; Athens U. of Economics and Business;
Incorporating cultural context into HRM research and practice concerning group effectiveness in multinational organisations is an ongoing challenge. The article argues that the literature on multinational group effectiveness has been trapped in positivist conceptualisations of culture. An alternative approach is to perceive culture as a group rather than a national or organisational consideration. Based on such a conceptualisation, this article develops a theoretical framework that argues for managing the multinational scenario as a distinctly ‘group’ and ‘inter-group’ phenomenon, highlighting the pivotal role of categorisation and identity processes, both of which can have a profound effect on perception, attitudes, emotions and behaviours. It is via these processes that the role of culture can be understood to impact on attitude and behaviour, and by actively managing these processes intergroup blocks to effective multinational alliance can be eliminated or contained.
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Search Terms: multinational teams , cultural diversity , social identity theory
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IM: Cultural Schema Theory: A New Paradigm for Cross-Cultural Management Research (WITHDRAWN)
Author: Hiroko Nishida; U. of Shizuoka;
Author: Wendy A. Smith; Monash U.;
This study investigates cognitive gaps (that is, cultural schema differences) between Japanese expatriates and local employees in Japanese subsidiaries in three Asian countries (China, the Philippines and Malaysia) and in the U.S. A total of 2,693 subjects participated in this study. There were 3 Hypotheses and 1 Research Question. H 1: The cognitive reactions of local employee groups toward the behavior of Japanese expatriates will vary across the 5 cultural groups); H 2: Japanese expatriates’ reactions to local employees will vary across the 5 Japanese groups; H 3: Perceptual differences will be identified between the Japanese and local employee samples in each of the 5 cultures; and RQ: What are the degree and types of cognitive differences that local employees and Japanese expatriates have in relation to each other? Data analyses revealed that H1 and H3 were supported and H2 was partially verified: Cognitive reactions of the 5 Japanese groups varied in 37 question items, but not in 6 items. Seven findings were obtained in relation to the RQ: Firstly, the highest degree of cultural difference between Japanese and locals was found in the case of the Malaysians (both the Chinese- and Malay-Malaysians), while the lowest was exhibited in the case of the Chinese; secondly, the Japanese experience cultural differences more in relation to work performance-related behavior than to communication- or management-related behavior, indicating that they have stronger cultural schemas exerting influence over work-performance than over other behavioral areas; and 5 others findings were obtained.
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Search Terms: Cultural schemas , Cross-cultural management , Japanese management
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IM: Patterns of Expatriate Deployment Over Time and Subsidiary Evolution
Author: Suhaib Riaz; U. of Western Ontario;
In this study, I investigate patterns of expatriate deployment over time, the multi-level conditions that impact these patterns, and the impact of these deployment patterns on subsidiary performance and growth. I draw upon and contribute to fundamental arguments in current resource-based analysis, including the role of key employees in resource and capability development, changes in resource combinations over time, and the link between changes in resource combinations and strategic outcomes at the level of the focal organizational entity. I also develop theoretical arguments for the treatment of resources originating at the parent MNE level and deployed in the host country competitive environment by considering the case of expatriates. I provide preliminary tests of my key arguments using Latent Curve Modeling, and build the case for the opportunities of using this method in understanding the development of heterogeneous bundles of resources and capabilities over time.
Paper is NOT Available: Please contact the author(s).
Search Terms: subsidiary evolution , expatriate resources , parent-subsidiary link
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IM: Dancing along borders: Motivational and strategic determinants of expatriate adjustment
Author: Catalin Ratiu; Concordia U.;
Author: Elena Lvina; Concordia U.;
In this theoretical work we propose a fresh look at the notion of expatriate adjustment, in which the focus is on motivational aspects as antecedents to the adjustment of expatriate managers in multinational corporations. Key concepts from organizational behavior and strategic management are linked in an attempt to understand different roles for expatriate assignments depending on whether the strategy adopted by the MNC is predominantly global or local.
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Search Terms: expatriate adjustment , multinationals , motivation
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IM: National Culture and its Impact on Performance Evaluation Systems: An Exploratory Study
Author: Andreas Feichter; Vienna U. of Economics and Business Administration;
This study examines the impact of cultural differences between German speaking and central and eastern European countries on the application of performance evaluation systems. According to the Globe Study (House, Hanges, Javidan, Dorfman, Gupta, 2004), the two examined regions show significant differences among those cultural dimensions which are considered to heavily influence the application of management control systems. Data obtained from publicly listed companies in three German speaking and seven central and eastern European countries are used for testing differences concerning performance measurement, participation in performance evaluation processes and performance-contingent pay. The findings based on 229 company observations support the hypothesis that there are differences in the application of performance evaluation systems between companies from the two European regions that can be traced back to cultural differences.
Paper is NOT Available: Please contact the author(s).
Search Terms: cross-cultural research , performance evaluation systems , management control
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IM: Is subsidiary TMT different? Checking the TMT-performance linkage at MNC subsidiary level
Author: Shengsheng Huang; Rutgers U.;
This paper theorizes the effects of top management team (TMT) of MNCs¡¯subsidiaries on subsidiary-level performance. Strategic management widely acknowledges the crucial role of top management in firm performing but in multinational corporations (MNCs) the linkage between TMT and performance at subsidiary-level is much more complex and implicit due to organizational inter-dependence within the MNC network. This paper investigates the effects of the subsidiary¡¯s TMT on its performance based on knowledge view and network view of the MNC. Moreover, one important demographic character, nationality, is proposed to have implications to performance. Testable hypotheses are given and future research suggested.
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Search Terms: subsidiary , top management team , performance
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IM: Overseas effectiveness: The strategic deployment of bicultural expatriates
Author: Marshall Wilson Pattie; James Madison U.;
This study investigates the impact of biculturalism on the success of expatriation. A sample of 102 expatriates is used to test the effectiveness of expatriates with bicultural experience. It was predicted that bicultural expatriates would have higher levels of interaction adjustment, lower turnover intentions and better performance than monocultural expatriates. Bicultural expatriates reported lower turnover intentions and received higher performance evaluations by their supervisors. There was no difference in interaction adjustment between bicultural and monocultural expatriates. These unique findings suggest that U.S. firms may gain a strategic advantage by deploying bicultural expatriates on overseas assignments. Implications for managers as well as limitations are discussed.
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Search Terms: expatriate , turnover , bicultural
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IM: Private Labels: A Brazilian and French Grocery Retail Market Cross-Cultural Analysis
Author: Daniel Erthal; IAG PUC Rio;
Author: Helene Bertrand; Pontificial Catholic U. of Rio de Janeiro;
Private Labels (PLs) products blunts as being one of the main tools for retailers to grow and to foment their profits. In France, they already represent 36% of the total grocery sales. In Brazil, it still does not exceed 7%. The purpose of this study is to undertake a cross-cultural analysis between both PL markets in order to allow a better understanding of the current Brazilian PL scene. The French retail market has been selected for that matter because of the maturity of its market concerning PLs and due to the influence it plays on the Brazilian retail development and standards. From data collected in personal interviews with top managers of the main Brazilian and French grocery retailers which represent 82% and 75% of PLs total sales in their markets, an overview of the Brazilian market and a comparison between the two markets has been built. The results show that the Brazilian market is still underdeveloped when compared to the French one due to the Brazilian market History and to the high involvement with brands by Brazilian consumers. Finally, managerial implications and future research directions are discussed.
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Search Terms: Private Label , Grocery Retail , Brazilian Market
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IM: Hofstede, IASB and Project GLOBE:Toward a Culture of Evaluation and Harmonization
Author: Paul G Wilhelm; Kentucky State U.;
Author: Jana Price Wilhelm; Kentucky State U.;
This article examines national accounting standards as disclosure rules that are set endogenously within a society. The relation to Hofstede’s four cultural dimensions are tested. Societies with different cultures were found to have different levels of detail, comprehensiveness, and comparability within their national standards. This article compared Hofstede’s (2001) four culture dimensions with measures of the consistency of local accounting standards and the international accounting standards of the International Accounting Standards (IAS) Board, using the International Forum on Accountancy Development’s (IFAD) GAAP 2000 study. Category Differences A, B, C, and D of IFAD were predicted by Hofstede’s power distance, uncertainty avoidance, masculinity, and individualism dimensions to respectively have more violations of IAS due to the lack of specific rules or inconsistencies. The GLOBE culture of Humane Orientation represents an integrative culture of evaluation or consistently how things can be improved and was found to be significantly negatively related to three of the four IAS violation categories.
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Program Session #: 1414 | Submission: 16487 | Sponsor(s): (OB)
Scheduled: Tuesday, Aug 12 2008 2:30PM - 3:50PM at Hilton Anaheim in Laguna A

Ethics and Organizational Behavior
Ethics

Chair: Carrie A. Belsito; Utah State U.;
Discussant: Aharon Tziner; Netanya U. College;
Search Terms: Ethics , decision making , ethical behavior
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OB: Organizational Ethics and Employees’ Intent to Leave: An Integrative Approach
Author: Orly Shapira-Lishchinsky; Zefat Academic College;
Author: Zehava Rosenblatt; U. of Haifa;
The present study focuses on developing a conceptual framework which explores the relationships between employees’ intent to leave on one hand and a spectrum of organizational ethics on the other. We argue that this relationship is mediated by organizational commitment (affective and normative). Organizational ethics were measured by employees perceptions regarding ethical climate (caring and formal), organizational justice (distributive and procedural), and tendency to misbehave. Participants were 1,016 schoolteachers from 35 schools affiliated to a technology-education network in Israel. Results of a multi-level analysis revealed direct relationships between intent to leave and dimensions of all three ethical constructs. There was a full mediation effect of affective and normative commitment for caring climate and partial effect for procedural justice and tendency to misbehave. The contribution of this study is the integrative approach to an organizational ethics framework predicting intent to leave - an approach rarely taken in previous research. The results may have implications for organizational policies that focus on providing an ethical environment and on containing employee voluntary turnover.
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Search Terms: Intent to leave , Organizational justice , Ethical climate
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OB: Contemplation and Conversation: Individual and Social Influences on Ethical Decision Making
Author: Brian Gunia; Northwestern U.;
Author: Jiunwen Wang; Northwestern U.;
Author: Li Huang; Northwestern U.;
Author: Long Wang; Northwestern U.;
Author: Keith Murnighan; Northwestern U.;
This paper investigates the impact of two psychological processes – contemplation and minimal social interaction – on ethical decision making. Experiment 1 assessed the effects of contemplation and unconscious thought; Experiment 2 assessed the effects of another person’s normative beliefs on an ethical decision. In both studies, interdependent outcomes gave participants the opportunity to either lie (and possibly gain an outcome advantage) or tell the truth (but probably lose an outcome advantage) to an anonymous other person. The results indicate that contemplation or receiving a principle-oriented message increased the likelihood of people telling the truth; the positive effects for unconscious thought were suggestive but inconclusive. The discussion focuses on the influence of psychological processes in ethical decision making.
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Search Terms: ethical decision making , ethics , decision making
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OB: Ethical Climate and Justice: The Links between Ethical Leadership and Follower Attitudes
Author: Mitchell J. Neubert; Baylor U.;
Author: Dawn S. Carlson; Baylor U.;
Author: K. Michele Kacmar; U. of Alabama;
Author: James Roberts; Baylor U.;
Author: Lawrence Chonko; Baylor U.;
This study examines a moderated mediated model of ethical leadership on follower attitudes. More specifically, ethical leadership is proposed to relate to ethical climate which in turn also positively impacts followers’ job satisfaction and affective commitment to the organization with interactional justice moderating the leader to climate relationship. In a sample of 250 working adults across a variety of organizations, our results indicated that ethical leadership has both a direct and indirect influence on follower attitudes. The results confirm the prominence of ethical leadership in shaping perceptions of ethical climate and engendering positive attitudes about the work environment. Further, the ethical leadership to climate relationship is strengthened in situations of high justice.
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Search Terms: Ethics , Leadership , Justice
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OB: Codes of Conduct for Open-Minded Discussion and Resolution of Ethical Issues in China
Author: Lanjun Wu; Lingnan U.;
Author: Chunyan Peng; Drexel U.;
Author: Robin Stanley Snell; Lingnan U.;
Author: Yi Feng Chen; Lingnan U.;
Developing a consensus on codes of conduct has been thought critical for developing an ethical organization. This study proposes that explicit ethical rules are useful in part because they provide a foundation for employees to discuss possible ethical violations open-mindedly to develop resolutions they consider fair and effective. In critical incident interviews, 101 Chinese mainland employees described a specific occasion where their ethical values were at issue. Case examples and structural equation analyses indicated that ethical rules facilitated the open-minded discussion of opposing views, also called constructive controversy, that in turn promoted a resolution that interviewees believed honored their ethical values, developed interactive justice, strengthened relationships, and promoted confidence in future discussions. Results were interpreted as suggesting that developing a consensus on the value of ethical rules and the methods and skills for open-minded discussions contribute significantly to the effective management of ethical issues in China and perhaps other countries as well. Keywords: ethical rules, constructive controversy, conflict, China.
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Program Session #: 1529 | Submission: 17062 | Sponsor(s): (ODC)
Scheduled: Tuesday, Aug 12 2008 4:10PM - 5:20PM at Anaheim Marriott in Grand Ballroom - Salon E

ODC Distinguished Speaker, Dr. Warren Bennis
ODC Distinguished Speaker

Distinguished Speaker: Warren Bennis; U. of Southern California;
Program Chair: Ann E. Feyerherm; Pepperdine U.;
Dr. Warren Bennis will offer the talk for the distinguished speaker

Program Session #: 1586 | Submission: 16772 | Sponsor(s): (GDO)
Scheduled: Wednesday, Aug 13 2008 8:30AM - 10:20AM at Hilton Anaheim in San Clemente

Perceiving Diversity in Organizations: The Effects of Perceived Discrimination, Inclusiveness and Psychological Contract Violation
Diversity Perceptions

Chair: Beverly J. DeMarr; Ferris State U.;
Discussant: Marcy Crary; Bentley College;
Search Terms: Diversity Climate , Discrimination , Inclusion
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GDO: Attenuating the Effect of Seniority on Intent to Remain: The Role of Perceived Inclusiveness
Author: Derek R. Avery; U. of Houston;
Author: Patrick F. McKay; Rutgers U.;
Author: David C. Wilson; U. of Delaware;
Author: Sabrina DeeAnn Volpone; U. of Houston;
Despite evidence indicating lower organizational attachment among less tenured employees, relative to their more senior counterparts, research has identified few concrete ways for organizations to address this discrepancy. This is particularly problematic because typical employment spells continue to decrease, leaving less time for organizations to foster attachment as a means of retaining valuable human resources. Using three national random samples comprising over 3,500 employees from the United States and United Kingdom, we found consistent evidence that perceived inclusiveness relates positively to intent to remain and moderates the effect of seniority. The effect of seniority on intent to remain was twice to three times greater when perceived inclusiveness was lower than when it was higher in magnitude.
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Search Terms: Inclusiveness , Seniority , Organizational attachment
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GDO: An Assessment of the Effect of Diversity Promise Fulfillment on Minority Professionals’ Outcomes
Author: E. Holly Buttner; U. of North Carolina, Greensboro;
Author: Kevin B. Lowe; U. of North Carolina, Greensboro;
Author: Lenora Billings-Harris; U. of North Carolina, Greensboro;
This paper explores the relationship between perceptions of psychological contract violations related to diversity climate and attitudinal and behavioral intention outcomes. Based on previous research, we hypothesized that for our sample of professionals of color, employees who perceived a breach of the diversity promise aspect of their psychological contract would report lower levels of organizational commitment and higher levels of turnover intentions. We also predicted that procedural and interactional justice would moderate the relationship between diversity promise fulfillment and the two employee outcomes. Finally, we predicted that racial awareness and perception of a breach of diversity promise fulfillment would interactively influence reports of psychological contract violation. Results indicated that perceptions of breach in fulfillment of diversity promises, after controlling for more general organizational promise fulfillment, led to lower reported organizational commitment and higher turnover intentions. Procedural justice and organizational diversity promise fulfillment interacted to influence employees of color’s organizational commitment. More racially aware respondents who perceived lack of diversity promise fulfillment by their organizations reported greater psychological contract violation. Implications are discussed.
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Search Terms: diversity , psychological contract violation , justice
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GDO: Ethnic Composition & Perceived Discrimination: Predicting Diversity Climate Perceptions & Outcomes
Author: Taylor Peyton; San Diego State U.;
Author: Mark G. Ehrhart; San Diego State U.;
Author: Corinne Boulanger; San Diego State U.;
Author: Angelina C. Sawitzky; San Diego Gas & Electric;
Author: Paula Rettenmaier; San Diego State U.;
This study explores the role of workplace diversity and perceived discrimination in predicting employee diversity climate perceptions. Workplace diversity was analyzed using individual-level antecedents such as employee minority status, employee-manager ethnic similarity, coworker ethnic similarity, and coworker diversity. A number of direct and interactive effects of these variables on diversity climate perceptions were investigated. The effect of diversity climate perceptions on work outcomes (job satisfaction, turnover intentions and perceived organizational support) was also investigated. Findings supported six of the seven proposed interaction hypotheses, and five of the six direct relationship hypotheses. We conclude that ethnic composition of the workplace and perceived discrimination play an influential role in how individuals perceive their organization’s diversity climate, which is linked to several important individual-level outcomes.
Paper is NOT Available: Please contact the author(s).

BOOKS:

Wood, D. J. (2006). Global business citizenship : a transformative framework for ethics and sustainable capitalism. Armonk, N.Y.: M.E. Sharpe Inc.

Robbins, S. L. (2008). What if? : short stories to spark diversity dialogue (1st ed.). Mountain View, Calif.: Davies-Black Pub.

Puffer, S. M. (2004). International management : insights from fiction and practice. Armonk, N.Y.: M.E. Sharpe.

Brown, J. F. (2007). The global business leader : practical advice for success in a transcultural marketplace. Basingstoke, Hampshire ; New York, N.Y.: Palgrave Macmillan.

Handbook of Cultural Intelligence: Theory, Measurement, and Applications
Edited by: Soon ANG; Linn Van Dyne
Cloth ISBN: 978-0-7656-2262-4

Isaacs, W. (1999). Dialogue and the art of thinking together : a pioneering approach to communicating in business and in life (1st ed.). New York: Currency.

Mor-Barak, M. E. (2005). Managing diversity : toward a globally inclusive workplace. Thousand Oaks, Calif.: Sage Publications.

"Clear Leadership: How Outstanding Leaders Make Themselves Understood, Cut Through the Mush, and Help Everyone Get Real at Work"
• Hardcover: 272 pages
• Publisher: Davies-Black Publishing (May 25, 2001)
• Language: English
• ISBN-10: 0891061525
• ISBN-13: 978-0891061526

The Promise of Diversity: Over 40 Voices Discuss Strategies for Eliminating Discrimination in Organizations
• Hardcover: 370 pages
• Publisher: McGraw-Hill Companies (June 1, 1994)
• Language: English
• ISBN-10: 0786303077
• ISBN-13: 978-0786303076

House, R. J., & Global Leadership and Organizational Behavior Effectiveness Research Program. (2004). Culture, leadership, and organizations : the GLOBE study of 62 societies. Thousand Oaks, Calif.: Sage Publications.

Chhokar, J. S., Brodbeck, F. C., House, R. J., & Global Leadership and Organizational Behavior Effectiveness Research Program. (2007). Culture and leadership, across the world : the GLOBE book of in-depth studies of 25 societies. Mahaw, N.J.: Lawrence Erlbaum Associates.

Articles:

Hofstede, G. (1983). The Cultural Relativity of Organizational Practices and Theories. Journal of International Business Studies, 14(2), 75-89.

Thomas, F. P. (1999). Gordon Willard Allport: A Tribute. Journal of Social Issues, 55(3), 415-428.

Parameswaran, G. (2007). Enhancing Diversity Education. Multicultural Education, 14(3), 51-55.

Lau, D. C., & Murnighan, J. K. (1998). Demographic Diversity and Faultlines: The Compositional Dynamics of Organizational Groups. The Academy of Management Review, 23(2), 325-340.

Kim, Y. Y., & Bhawuk, D. P. S. (2008). Globalization and diversity: Contributions from intercultural research. International Journal of Intercultural Relations, 32(4), 301-304.

Javidan, M., & House, R. J. (2001). Cultural acumen for the global manager: lessons from Project GLOBE. Organizational Dynamics, 29(4), 289-305.

Ghemawat, P. (2007). Redefining global strategy : crossing borders in a world where differences still matter. Boston, Mass.: Harvard Business School Press.

Erez, M., & Gati, E. (2004). A Dynamic, Multi-Level Model of Culture: From the Micro Level of the Individual to the Macro Level of a Global Culture. Applied Psychology: an International Review, 53(4), 583-598.

Ely, R. J., & Thomas, D. A. (2001). Cultural Diversity at Work: The Effects of Diversity Perspectives on Work Group Processes and Outcomes. Administrative Science Quarterly, 46(2), 229-273.

Brown, J. F. (2007). The global business leader : practical advice for success in a transcultural marketplace. Basingstoke, Hampshire ; New York, N.Y.: Palgrave Macmillan.

Bohm, D. (1998). On dialogue, Thinking v. 14 no. 1 (1998) p. 2-7.

Allport, G. W., & Pettigrew, T. F. (1957). Cultural influence on the perception of movement: The trapezoidal illusion among Zulus. The Journal of Abnormal and Social Psychology, 55(1), 10.

Hofstede, G., Neuijen, B., Ohayv, D. D., & Sanders, G. (1990). Measuring Organizational Cultures: A Qualitative and Quantitative Study Across Twenty Cases. Administrative Science Quarterly, 35(2), 286-316.

KA Systems, Second Life 8/5/08

2008-08-05T20:53:00.000-07:00

On July 31, 2008, I held my "Difficult Dialogue". It went really well, and I had fun making a movie for my Second Life presentation on Sat. August 9th. I probably spent at least 15 hours working on this presentation.

First, I created a movie and uploaded it to YouTube:

http://www.youtube.com/watch?v=OyK1B9DwF3M

Then we discovered that the movie didn't run in Webex off of YouTube. After working with Amy, Glen and Joyce trying to figure it out ourselves, I calledWebEx customer support and learned how to embed video in Powerpoint using the Webex Universal toolkit. It was so complicated I decided to make a video using Camstudio before I forgot and so others learn also. I then used Microsoft Moviemaker to compress the file so it wasn't so big when I uploaded it to YouTube:

http://www.youtube.com/watch?v=IaPsVCHevUY

I also finally finished writing up my concept map and 3 pages of notes for one of my now favorite books:

Senge, P. M. (1990). The fifth discipline : the art and practice of the learning organization (1st ed.). New York: Doubleday/Currency.

KA SID, KA Systems/Public Policy and Dissertation 7/26/08

2008-07-26T17:12:00.000-07:00

It's been a very busy month. In addition to attending the National Session in Atlanta, GA from July 13-19, I've completed the following:

Dissertation:
- Went to the FOR for Laura Mitchell and also talked to Jenny Edwards about measurement instruments for Multicultural Efficacy. Laura sent me a great article by Guyton and Wesche about the Scale that she used in her dissertation study. I will read it soon. I have also asked for a copy of Laura's dissertation when it is ready for distribution.
- At the National Session I finalized my committee:

Mentor: Yolanda Gayol, Ed.D
Research Methods: Jenny Edwards, Ph.D
Faculty Reader: Rodney Beaulieu, Ph.D
External Reader: Leonard Beckum, Ph.D
Student Reader: Carla Colmenarez

KA on SID:
- I downloaded the results file from SurveyMonkey
- At the National Session, I finally learned how to import the data into SPSS II during the statistics class with Professors Edwards, Beaulieu and Gordon. I will need to create a coding chart and then convert all the strings to numbers, but at least I know how to fix it now.

KA on Public Policy:
- Met with contact at the CC and have generated a second draft for review and comments. Plan to have a third draft out next week.
- Met with Dr. Lenneal Henderson and he is ready to close out my KA with a final report
- Drafted the final report and will send that out tomorrow for Lenneal's review.

KA on Systems Thinking:
- Read the Fifth Discipline and the Dance of Change by Peter Senge
- Setup meeting with Dr. Lee Mahon and Carolyn Wilkins-Greene for Monday this coming week.
- Received all the documents for the Math Performance Success program from inception and plan to read that tomorrow before lunch on Monday.
- Have agreed to write up my report on the "learning organization".

KA in Second Life (Technology):
- Met with Amy Scatliff and finalized the plan for my applied.
- Got approval to send out an email to all ELC students and faculty for my "difficult dialogue"
- Received several replies and plan to hold the "difficult dialogue" in the Conversation Cafe on Thurs. July 31 from 4-5pm PST.
- Read the World Cafe (see concept map below) and Future Search to prepare for difficult dialogue
- Learned how to create a "wiki" and post my powerpoint slides on the wiki.
- Prepared the powerpoint for the difficult dialogue to post on the bulletin board in the Conversation Cafe
- Learned how to record computer session with audio. It's called CamStudio http://camstudio.org/
- I will communicate with the 4 people who have signed up for the difficult dialogue on Monday with instructions and selections for the simulation.
- Purchased "Wikinomics" and am reading it currently.

Brown, J., & Isaacs, D. (2005). The world café : shaping our futures through conversations that matter (1st ed.). San Francisco, CA: Berrett-Koehler Publishers.

Irvine, J. J. (2003). Educating teachers for diversity : seeing with a cultural eye. New York: Teachers College Press.

KA Second Life 6/19/08 - 2

2008-06-19T22:14:00.000-07:00

Williams, S. Synthesis on fire: A decolonizing anthropology of Western/Non-Western epistemology and methodology.

Drezner, D. W., & Farrell, H. (2004). Web of Influence. [Feature Article]. Foreign Policy, Nov/Dec 2004(145), 9.

KA Second Life 6/19/08

2008-06-19T22:10:00.000-07:00

Balancing Act: Standing for what you believe, or Playing your role

The role of the public intellectual

Alan Lightman writes on his website article on the MIT Communications Forum, http://web.mit.edu/comm-forum/papers/lightman.html:

" Such a person is often a trained in a particular discipline, such as linguistics, biology, history, economics, literary criticism, and who is on the faculty of a college or university. When such a person decides to write and speak to a larger audience than their professional colleagues, he or she becomes a "public intellectual."

After spending 26 years in the workforce learning to be “a professional”, I am finding myself wanting to be an undergraduate again. I was not one of the protesters at UC Berkeley. I was not one of the protestors at UC Santa Barbara. Instead, I was a quiet student who spent a lot of time in the library trying to learn the rules of engagement to be a “certified public accountant”. I had friends who were arrested because they were protesting at Stanford while getting their degrees. They were proud of their police record. I was afraid of having a police record in case a potential employer (CPA firm) would object. I took the CPA Ethics Exam seriously, unlike a few bad apples at Arthur Anderson, and worried about how to behave so I was not a blight on my profession. These worries, however, were probably NOT why I didn’t protest. I didn’t protest because I didn’t have a passion worthy of a police record.

My passion is my work; My work is my passion

Having heard this many times at graduation ceremonies, at conference keynote speeches about career development, and at Bar Mitzvah’s, the young person’s job is to “find their passion”. How do you do that? It has taken me 48 years. It wasn’t until a year ago, when I was trying to fill out the application to Fielding Graduate University, that I decided to “lay it all out there”. I have the luxury of perspective since I am going to be a ½ century old in 2 months. I started out my life as a CPA because my dad, who is also a CPA, said it’s a great first job because you learn a lot about business and get to see different industries. He was so correct. I was the lucky one in my office, the San Francisco Office of Peat, Marwick, Mitchell & Co, one of the largest of the “big eight” accounting firms. I had 10 different jobs, in probably 5-6 different industries when I was 22 years old. Others in my office got put on one of the large insurance company audits, and was “stuck” there all year. Then, they were labeled an insurance “specialist” on the schedule, and got more insurance jobs. If I had to do it over again, I probably would be the same major in college, and take the same type of first job, and pray for variety, and lots of it.

What I missed, however, was practice at risk taking. Risk Management (read “avoiding risk”) is a function within companies. I manage this function now at the University I work at as it usually falls under the responsibility of the Chief Financial Officer. Administration and the structure of all companies, encourage risk avoidance. There is lots of research around this that I will not address that in this paper.

About 10 years ago, I started my own business. I wanted to work for myself so a) I could pick my own clients, b) work my own hours, c) be accountable to myself, and d) have more time for my family and my volunteer work. I put in my business plan that I wanted to work in not-for-profit, but I didn’t have any idea of what kind of organization. I ended up fulltime 10 years later at a university, my first non-profit client. I also decided about 4 years ago to join the Palo Alto Family YMCA board, and because we are required to join one committee, joined the international committee, now renamed Diversity/International Committee. Since then, I have become a Diversity and International junkie. I plan to attend the World Alliance Meeting (every six years) in 2010, and the YMCA International Conference, probably also in 2010. This is now my passion.

Being a Public Intellectual

It is much easier to be a public intellectual about something you are passionate about. It is amazing how much synergy in things that appear to you when you are looking for answers on a particular topic. Once I got involved in Diversity and International at the YMCA, my boss asked me to head the Diversity Task Force at work and of course, I dived into it, doing lots of research and reading. I probably would not have bothered if it didn’t resonate with me. It was very successful, and I’m not sure if it was the extra work I put into, or because I was so engaged, or because it was the right thing to do. Now, in this class and in my dissertation, it is much easier to be public about your opinions if you feel that even if the thoughts are private, that you feel so strongly about them, it doesn’t matter. Passion becomes identity, and being public reveals your identity to others.

Cyberspace

I feel that the videos in this section revealed the passion of the authors. What Peter Senge would call “creative tension” is everywhere on these websites. The internet allows us to leave digital bits and pieces of our identities around for others to discover in a very public way. The virtual “soap box” of yesteryears is evolving as we speak giving louder voices to marginalized groups, but also excluding others (the digital divide). In “Cultural Imperialism in the Virtual Classroom: Critical Pedagogy in transnational Distance Education” Gayol and Schied talk about how “critical pedagogy attempts to pen a democratic space in the sphere of contents, but it is more important to share expertise in order to allow marginalized groups to under the process of being a virtual learner”. Cyberspace, similar to the printing press, is giving a broader voice to new groups of people, and public intellectuals in both environments are the perfect people to take advantage of these paradigm shifts.

KA Second Life and Dissertation 6/8/08

2008-06-08T17:26:00.000-07:00

Today I put an Applied proposal together using my dissertation articles and the second life KA material.

Ideally, I would like to have a "chat" like we do in Skype or Webex so I can monitor who wants to speak (raise hands) and somehow record what we say (like in notes in the chat box). I do not need to have this in second life. I only thought it might be preferred for this class. Actually, from a time standpoint, and interest level, I prefer to do my stimulation in WebEx since I'm more familiar with it and it seems easier to use, especially if you have a lot of people (10 to 20). I watched Anna Distefano, moderate the diversity call, and I learned a lot. Also, I don't know how long I have to conduct this conversation. It seems like I would need to ask for a 45-60 minute minimum commitment from each person in order to fully complete the dialogue.

A. controversial topic: should Israel help the refugees from Darfur who are crossing over the Israeli border? Is allowing them to stay but providing little or no assistance enough?

http://www.usnews.com/articles/news/world/2008/02/28/
african-refugees-pose-a-dilemma-for-israel.html

B. How to structure a Difficult Dialogue online:

B.1 Rules of Engagement:

Dialogue groups:
* we will respect confidentiality
* we will speak in the first person
*we will insure the participation of all
*we will share from a level of personal responsibility
*we will not judge one another
*we will acknowledge anger, but we will not express thoughts that are aimed at specifically hurting or demeaning one another
* we will listen carefully and respectfully to one another
* we will follow the process
*we will start and end on time
* we will listen as allies, not as critics

Justice, N. C. f. C. a. (Ed.). (1999). Intergroup Relations in the United States: Seven Promising Practices. New York, NY: National Conference for Community and Justice.

requires parties to clarify needs and values and dissatisfaciton and satisfaction
i) dignity
ii) recognition
iii) safety
iv) control
v) purpose
vi) efficacy

Required Beliefs
A. all people are of equal importance
B. people differ because they possess diff. ways of seeing and doing things
C. no individual or group merits superiority

Friedman, V. J., & Antal, A. B. (2005). Negotiating Reality: A Theory of Action Approach to Intercultural Competence. Management Learning, 36(1), 69.

B.2 Questions to ask people to start them thinking

V. Values
A. Self-transcendence
1. Universalism
2. Benevolence
B. Openness to Change
1. Self Direction
2. Stimulation
C. Conservation
1. Security
2. Tradition
3. Conformity
D. Self-enhancement
1. Power
2. Achievement
3. Hedonism

van Es, R., French, W., & Stellmaszek, F. (2004). Resolving Conflicts Over Ethical Issues: Face-to-face Versus Internet Negotiations. Journal of Business Ethics, 53(1-2), 165.

I would like to incorporate the work of these two books into this exercise as well:

Weisbord, M. R., & Janoff, S. (2000). Future search : an action guide to finding common ground in organizations and communities (2nd ed.). San Francisco: Berrett-Koehler.

Brown, J., & Isaacs, D. (2005). The world café : shaping our futures through conversations that matter (1st ed.). San Francisco, CA: Berrett-Koehler Publishers.

KA Systems and Public Policy 5/29/08

2008-05-29T15:01:00.001-07:00

Just had a great meeting with my contact the community college. He is willing to help me with a survey of students who are struggling with math that we hope will be done in time for an AERA proposal submission by August 1, 2008. I am to draft of the proposal will for a survey with 20 questions, and I have agreed to give a five dollar incentive gift, probably a Starbucks gift card to each student who completes a survey. We will be using the community college's survey tool and he will be administering the survey so I'm not sure if we need to do an IRB.

here are some of the surveys to read As references:

http://research.fhda.edu/researchreports/file_library/Evaluating%20a%20Non-Randomized%20Trial%20Oct%2015.pdf

KA Systems and Public Policy 5/25/08

2008-05-25T21:31:00.000-07:00

Gumport, P. J., Jennings, J. D., & Fong, B. C. (2007). Reforming Community Colleges: Efficiency, Effectiveness and the Knowledge Base. A Literature Review Submitted to the Hewlett Foundation: Hewlett Foundation.

Shulock, N., & Moore, C. (2007). Rules of the Game: How State Policy Creates Barriers to Degree Completion and Impedes Student Success in the California Community Colleges. Sacaramento: Institute for Higher Education Leadership & Policy, California State University, Sacramento.

Shulock, N., Moore, C., Offenstein, J., & Kirlin, M. (2008). It Could Happen: Unleashing the Potential of California’s Community Colleges to Help Students Succeed and California Thrive: California State University, Sacramento.

Second Life 5/23/08 - mindmaps

2008-05-23T17:43:00.001-07:00

Kirylo, J. D. (2001). A historical overview of liberation theology: some implications for the Christian educator. [Feature Article]. Journal of Research on Christian Education, 10(1), 53-86.

Emge, D. R. (1988). Base Christian Communities: A Challenge to the Status Quo. Access ERIC: FullText. 1988-11-05.

Câmara, H. (1971). Spiral of violence. London: Sheed and Ward.

Second Life 5/23/08

2008-05-23T16:03:00.000-07:00

The Tipping Point in Brazil: When understanding became action

June R. Klein
Fielding Graduate University

The Tipping Point in Brazil: When understanding became action

Brazil in the 70’s

Statistics today

Recife’s metropolitan region is composed of 14 municipalities and is the fourth largest metropolitan region in Brazil, with a total population of more than 3.3 million inhabitants. The city has an unemployment rate of 19%, one of the highest rates in Brazil. In the Northeast Region, including Recife, are 63% of all Brazilian poor while only sharing one third of Brazil’s total population according to the IPEA and World Bank. 41% of its population living under poverty line - US$40.00 per capita, which is the largest concentration of poverty in all of the metropolitan areas of Brazil. There are some extremely wealthy areas and some extremely poor areas, accentuated by the fact that a large % of the land is owned by a limited number of families. 40% of the population that qualifies as “poor” occupy roughly 13% of land in the city, making living conditions very crowded. In addition, the poor are relegated to flood areas and extremely hilly areas prone to landslides making the rainly season a terrible experience for them every year. Only 27% of the housing units had access to sanitation and nearly 60% of them disposed their waste water inadequately (Cordaid/IHS, 2004).

Demographics: Literacy (age 15 and over can read and write) - total population: 88.6%, Ethnicity - white 53.7%, mulatto (mixed white and black) 38.5%, black 6.2%, other (includes Japanese, Arab, Amerindian) 0.9%, unspecified 0.7% (2000 census) (CIA website)

Language: Portuguese

Religion (s): Roman Catholic (nominal) 73.6%, Protestant 15.4%, Spiritualist 1.3%, Bantu/voodoo 0.3%, other 1.8%, unspecified 0.2%, none 7.4% (2000 census) (CIA website)

Form of government: Federal republic

Average income in a household: $9,700 (2007 est.) (CIA website)

Pictures of the Favelas (from Wikipedia)

Pictures of the people (from Wikipedia)

Pictures of Catholic Churches (from Wikipedia)

YouTubes about Brazil

Brazilian music (from Wikipedia)

SAMBA: http://www.youtube.com/watch?v=ulcXYjb4eBU

Map

Critical Pedagogy as it relates to education and social empowerment

What is Critical Pedagogy and Critical Consciousness

Critical pedagogy is a teaching approach where students are asked to question and challenge dominant ideas, beliefs and practices. The aim of this exercise is for students to achieve critical consciousness. Critical consciousness, or conscientizacao (Portuguese), was a theory put forth by Paulo Freire where one experiences various levels of consciousness with the goal of ultimately separating yourself from reality or your surroundings and becoming a free thinker.

The influence of Paulo Freire and Dom Helder Camera

Eloquence and simplicity combined with passion and action

Paulo Freire writes with a simplicity and eloquence that can be understood and translated to the masses. First as a scholar studying philosophy and law, and then as teacher at the Recife University, Freire practiced his understanding of how to teach the illiterate poor to read using what is now called Liberation Theology. Because of his controversial techniques, Freire was imprisoned by the military government for 70 days in 1964. After leaving Brazil, Paulo Freire wrote Pedagogy of the Oppressed at the age of 47, a book that made him both famous and infamous. This book was widely read by many outside of Brazil and was considered “revolutionary”, banned in many totalitarian countries where punishment could include imprisonment and torture (Freire, 1993).

At the same time that Freire was developing his teaching methods, the Catholic Church was in the process of separating themselves from the traditional alliances with the military and the oligarchy. Starting with Pope Leo XIII, the church recognized the horrible living conditions in Europe and continuing on with Pope Pius XI with the Quadragesimo Anno in 1931, the Catholic Church lamented the inhuman condition of the poor as a responsibility of all good Christians to address as part of the church itself. That Jesus came to save people, not just souls, and that people needed to rise above their situations as part of being a member of the church was being preached in Latin America. This “preferential option for the poor” or the concern for both the physical as well as spiritual welfare of the poor was documented in Peruvian Gustavo Gutierrez’s book “A Theology of Liberation” in 1971.

Bishop Helder Camera wrote the “Spiral of Violence” in 1971 when he was 62 years old and an influential member of the Latin-American Bishops organizations. Bishop Camera called upon the youth of Brazil to create their own Abrahamic Minorities by coming together to oppose oppression around the world and create new communities that reject the propaganda in the media and instead use social communication as a change agent. He called upon the developed countries to revise their international policies governing trade to be more supportive of poorer countries like Brazil and reject war as escalating violence against humanity. Finally, Bishop Camera asked that the rich, who support “internal colonialism”, recognize their class as a form of violence against the poor, and the technologists to close the growing digital divide (Câmara, 1971).

Social empowerment, religion and culture

Liberation Theology

Linking faith, politics and community life

Liberation theology has been successful in changing the structure of life in Brazil including the way the government works and who they listen to. Participatory Budgeting, unlike our legal process of representation, evolved not at a constitutional convention, but as an outgrowth of liberation theology and the critical thinking process. Where in the US one is required to read and write in order to naturalize and in some states to vote, in Recife, all citizens above 16 years of age can participate and be elected. Sector Councils (Conselhos) were established to serve as oversight for public policies (“social watchdogs”). In 2003 there were 55 conselhos with 1,217 councillors. 54% of the the councillors are from civil society organizations, 15% from labour unions and syndicates, 5% from employers’ associations and 26% from the government sector. While the government sector councillors have degrees in higher education (79%), the civil society organization councillors are relatively poor with 34% of them earning less than US$150/year (Cordaid/IHS, 2004).

Unusual bedfellows?

The Catholic Church’s position on Liberation Theology

Comunidades eclesiales de base (CEB) are grassroots Christian communities that grew out of the desire to communicate with the Brazilian masses about social needs that were documented and discussed at the Second Vatican Council in 1965. Since there were not enough priests to successfully spread the word, the church started to encourage lay leadership in the form of CEBs. Most CEB participants are from the lower class and are primarily within rural areas and on the outskirts of cities. The participants in these communities were encouraged to develop critical thinking skills: praxis and conscientization. It was these critical thinking skills that the church warned against as a threat to the unity of the church. Pope Paul VI supported CEBs in his Evangeli Nuntiandi in 1975, but warned that CEBs should not see themselves as the only authentic way of being, and emphasized the ecclesial nature of these base communities. (Emge, 1988).

In Brazil, the interweaving of religion, class and critical thinking have changed the economic and power structures within a short amount of time. Within twenty years after the Second Vatican council in 1965, it is estimated that there are over 100,000 CEBs in Brazil alone (Emge, 1988). This is an example of where the church’s authority combined with brilliant oratory on the part of some exceptional leaders, like Freire and Camera to name two, were able to start a movement where dialogue, not the printed word, was the driving force behind change. At our last class Dr. Carlos Torres, Director of the Paulo Freire Institute at UCLA, talked about how Obama has captured the attention of our youth with a style similar to great preachers like Dr. Martin Luther King combined with high intellect. Dr. Torres also spoke about how dialogue builds on experience and is a student centered model. I believe this is a very old model that has played out in history. Brilliant orators who can touch our souls but make us think at the same time are timeless in their effect. Religious organizations have always relied on oration as their main way of reaching the populace. This tradition continues on, particularly in the underdeveloped countries like Brazil and in developed countries like the US.

References

Câmara, H. (1971). Spiral of violence. London: Sheed and Ward.

Cordaid/IHS, S. A. b. C. a. t. I. f. H. a. U. D. S.-. (2004). Process Mapping: Disclosing Actors and Citizen Participation in Recife. Rotterdam: Cordaid and the Institute for Hoursing and Urban Development Studies

Emge, D. R. (1988). Base Christian Communities: A Challenge to the Status Quo. Access ERIC: FullText. 1988-11-05.

Freire, P. (1993). Pedagogy of the oppressed (New rev. 20th-Anniversary ed.). New York: Continuum.

Second Life and Dissertation 5/12/08

2008-05-12T08:17:00.000-07:00

I've been very busy with Second Life readings and writing assignments, but I am almost through with Madeleine Albright's new book "The Mighty and the Almighty". She mentions Dr. Eboo Patel's Interfaith Youth Core and also the National Clergy Council and Faith and Action and their work with the Government of Morocco.

http://www.nationalclergycouncil.org/021705MoroccoTrip.htm

"The larger weeklong Friendship Festival, of which the Christian Friendship Mission is a part, will involve a formal "dialogue" between American Evangelical leaders and Moroccan Islamic officials, the only-ever contemporary Christian music festival to be sponsored by an Islamic country, and informal "friendship encounters" between "Official Observers" and Moroccans."

Second Life and Dissertation, 5/6/08

2008-05-06T17:31:00.000-07:00

I've been very busy with Second Life for 2 weeks. We read some very interesting readings and webpostings for learning communities and global citizenship. I've written the following paper for the first module.

I also am trying to catchy up on my mind maps. Here is the latest one for:

Ahuja, S., Smith, A., & Justice, N. C. f. C. a. (1999). Intergroup relations in the United States : Seven Promising Practices. New York: National Conference for Community and Justice.

Learning Community Critique

Who am I in the world?

J. Klein
Fielding Graduate University
Educational Leadership and Change

Who am I in the World?

The readings for this module are very relevant to my dissertation and thus very interesting to me. I have also just returned from the AERA (American Education Research Association) conference in March 2008 and the WASC (Western Area Schools Conference) in April 2008 where I focused on diversity, multi-cultural, intercultural, global citizenship and cosmopolitanism topics. I am delighted that this module allows me to reflect on where we can use these new technologies to furthering learning in these areas.

Developing the ability to recognize cultural differences and use them as a resource for learning

Victor Friedman and Ariane Anatal argue that cultural conflict can be a resource for learning to be culturally competent and that cultural competence is now a requirement for becoming an effective manager in the global business environment. (Friedman & Antal, 2005). Analysis of who we are in our own worlds is not something we often take time to reflect on, particularly as adolescents and young adults. How do we develop this competence? I will cover several avenues for developing experience where the opportunities for reflection and learning can occur.

Self Reflection

Your own personal characteristics are hard to notice when one is by yourself. However, when in a group these characteristics become magnified because one can now notice the different points of view. In order to understand another’s viewpoint of requires self-understanding and reflection. Questions like what is my culture and where am I coming from? Am I actually a multi-cultural person that makes me unique? Friedman and Antol defines culture the visible and non-visible norms that people create to answer the following questions:

Culture answers the following questions

1. What is the character of human nature

2. What is the relationship of humans to the environment

3. What is the temporal focus of life

4. What is the modality of human activity

5. What is the relationship of humans to other humans.

(Friedman & Antal, 2005). It is important to strive to understand one’s own culture and how you fit into that view, along with your individual communication style and how your gender and other attributes affect that communication style so that you can move to understanding others. There is research to suggest that this is the beginning of empathy – understanding yourself well enough to recognize when ones on views are getting in the way of understanding someone else.

Dialogue

The World Trust defines dialogue as: “an exchange of ideas and opinions”. It goes on to say that “Dialogue is a form of communication that teaches people how to listen deeply to themselves and others. It promotes a more authentic exchange of ideas, leading to true learning and change.” I believe that dialogue is the root cause of all substantial change and the beginning of solution building no matter the context.

In Friedman and Antal’s model, “advocacy with inquiry” is a requirement for developing an effective strategy for engaging intercultural interactions and generating richer action strategies (Friedman & Antal, 2005). Advocacy with inquiry is defined as suspending judgement, experiencing doubt, and the willingness to accept uncertainty. Their model links dialogue with action strategies and specifically how to engage people in dialogue to further learning and change.

Opportunities to develop skills – Learning communities, Service Learning and the Wisdom of Crowds

On the website Washington Center for Improving the Quality of Undergraduate education, they had an occasional paper titled Approaching Diversity through Learning Communities, by Lardner, E. D. (Lardner, 2003). In this article, Lardner elaborates on how learning communities can be used to invite students from under-represented groups to participate in its interdisciplinary focus on issues that matter in the world, including multiple world views and histories. Their three central elements for approaching diversity are:

1) Designing learning communities for particular groups of students;

2) Using learning communities as sites for curriculum transformation;

3) Developing pedagogical practices that support diverse learners.

The article cites studies that show that retention is a function of several strategies including a) integrating social and academic activities, b) addressing academic preparedness, and engendering a sense of belonging to a community of campus. This article brings to mind a keynote speech at the WASC ARC conference in April 2008. Iris Prettypaint, Co-Director, Research Opportunities in Science for Native Americans (ROSNA), University of Montana, presented her dissertation work in creating The Family Education Model. Prettypaint found that the most dramatic and persistent changes to retention were achieved when the principles of empowerment, family support, and resilience were brought into the curriculum. Prettypaint found that the Native American students needed a place that would become their new “family”. Efforts to be welcoming and create learning communities used were similar to techniques used in the HeadStart program, where families were brought onto the campuses participate in the student’s education. In the Native American college student population over 80% of the students are first generation college students and many parents and grandparents had lived next to the college but had never been inside. The model was so successful that retention was increased in one year from the low 50 percentile to the mid 80 percentile and has been adopted by non-Native American student universities as well with great success.

On the Washington Center site ("Washington Center for Improving the Quality of Undergraduate Education," 2008) I found several more articles that I have not read yet, but plan to. I also found a link to the DiversityWeb, a collaboration with the Association of American Colleges and Universities ("Diversity Web," 2008). The DiversityWeb is “designed to provide a comprehensive compendium of campus practices and resources for campus practitioners seeking to place diversity at the center of the academy's educational and societal mission”. On the DiversityWeb site, I found a book that looks really interesting called Making a Real Difference with Diversity: A Guide to Institutional Change by Alma R. Clayton-Pedersen, Sharon Parker, Daryl G. Smith, José F. Moreno,and Daniel Hiroyuki Teraguchi. I found the Washington Center a very good site for research and links to other valuable websites.

Young people today want more than mere lectures, more than what Paulo Freire defined as the “banking” method of teaching. They expect and often demand by their lack of attention an interactive learning environment with multiple choices for learning the same material at any time. At WASC ARC in April 2008, they had a session on Reaching and Understanding Millennial Students by Nina Bakisian, Adjunct Professor, University of San Francisco and Colin J. Marlaire, Assistant Professor, National University. These professors believe that the students entering this space possess skills and expectations that must be better understood and that we must identify new educational practices that exploit the benefits and overcome the weaknesses of new technologies. By creating a culture of evidence supported in a digital environment we can positively impact student learning. These students are growing up with images of war from “embedded” reporters, scenes of the 9/11 disaster broadcast over and over, YouTube, reality TV, facebook, and Wikipedia and Google. They also are very interested in social justice and global issues more than the previous generation because of their exposure. Given this environment, I believe that these students not only understand service learning and the wisdom of crowds, but will change the world because of their understanding and willingness to act. At least, that is my hope for the future.

The wisdom of crowds, or the ability for large numbers of people to come up with solutions that could not or would not have been created by a small group of people, is very evident if you watch TV or read the media: American Idol, the rise of Linux, Moodle and other open source software platforms, Wikipedia, Google vs. Yahoo and the potential takeover by Microsoft, Amazon books and their rating systems for vendors and products, etc. The list of examples is very long, and it did not take those lucky enough to be connected to the internet to quickly change to using these very useful references and services instead of paper based and land based services. Creating learning communities is an extension of the concept of the wisdom of crowds. If you combine a learning community with a vehicle like the internet, you have the potential to create powerful information gathering tools. Second Life and the influx of companies into that space to try to get market data from users is a good example of how a learning community can be useful to large institutions as well as the inhabitants.

Service Learning is becoming increasingly more popular at undergraduate institutions. Many universities have Service Learning Centers that offer to the professors willing to work into their curriculum the concepts of community service, global citizenship and social justice. Saint Anselm College and UCLA are two examples of schools that have embraced service learning and created successful centers with support staff on their campuses. Saint Anselm’s Meelia Center for community service has the mission to “cultivate and maintain a relationship of engagement between Saint Anselm College and the larger community. Led largely by students, the engagement will be sensitive and responsive to community needs, and contribute to the education of Saint Anselm students as they strive to lead creative, generous, and civically engaged lives.” Neither university makes service learning a requirement for graduation and both universities find difficult the assessment of whether their goals have been achieved because of the difficulty of tracking alumni, but their programs are growing in number of courses and professors interested in incorporating a service learning component and also the number of students participating. As these students leave the colleges to pursue their interests, it will be very interesting to see if they are drawn to learning communities and continue their commitment to community service.

Global Citizenship

Global citizenship is a very appealing concept to me. The recent war in Iraq combined with the growth of China as an economic power and how America has reacted to both so far have intrigued and frustrated me at the same time. I have discovered recently that I live in a bubble in California and specifically in Silicon Valley. What we have access to in terms of technology, material wealth, education, and services and most importantly, diversity and acceptance of rapid change, is not true for the rest of the country. The US is heavily populated along the coasts, and sparsely populated in the middle states. Our behavior in response to international issues in recent years have shown us to be very conservative and in many ways ignorant of the larger world around us. Unlike Europe, we have not had to deal with many countries invading our borders for thousands of years, so we have chosen to focus on Americans and hope that everyone else learns to speak English and deal with us on our terms.

The article Expanding democratic choices: Schooling for democracy: Toward a critical utopianism by Gustavo Fischman quotes Paulo Freire who describes democracy as a process that requires reflection and practice (Fischman, 2000). Schools like other social institutions have power structures that devalue those who are not in the majority. Pierre Bourdieu popularized the term cultural capital referring to ways of talking, acting, and socializing as well as language practices, values and styles of dress and behavior. In order to teach democracy to our students, our schools need to change to become more flexible and not devalue the perspectives of those not in the majority and their cultural capital. This utopic-heterotopic space requires a crucial role for the teacher and they believe teacher education can help to achieve democratic processes in the classroom. Recommendations include empowering teachers to reform their own classrooms and schools to include:

1. Supporting diversity so that teachers can move away from the Anglo-Saxon, middle-class, and heterosexual educational norms and incorporate the knowledges of women, minority groups and indigenous groups.

2. Cooperating with colleagues and the community to build open forums about race and gender

3. Build learning communities

4. Acquire the skills of researchers and teach them to the students

5. Support continuous learning

6. Improve assessment methods

No matter what political system you come from, if young people are educated in democratic institutions that encourage these principals of critical thinking, the job of educating our students around social justice, ethics and global citizenships becomes much easier. According to Oxfam, the global citizen must have knowledge, skills and the appropriate values and attitudes. Citizens will require substantial knowledge around topics like social justice and equity, diversity, globalization and interdependence. It also requires skills like critical thinking, communication skills, co-operation and conflict resolution skills, and a respectful demeanor. And last but not least, the appropriate values include the senses of identity and self-esteem, empathy, a commitment to social justice and equity, respect for diversity, concern for the environment and sustainability and a belief that people can make a difference. Teaching to this objective in our schools will require new ways of teaching that will create transformational learning. The World Trust defines transformational learning as education that involves deep, structural shifts in thought and feelings that will help people to live more meaningfully. Kitano presents a useful framework for thinking about teaching for transformative learning.

· Transformative content: Reconceptualizes the content through a shift in paradigm or standard; presents content through non-dominant perspective

· Transformative instructional strategies and Activities: Change in power structure so that students and instructor learn from each other; methods center on student experience and knowledge such as: analyzing concepts against personal experience; issues-oriented approaches; critical pedagogy

· Transformative assessment of student knowledge: Alternatives that focus on student growth: action oriented projects; self-assessment; reflection on the course

· Transformative classroom dynamics: Challenging of biased views and sharing of diverse perspectives while respecting rules established for group process; equity in participation

(Lardner, 2003). A student who is immersed in this type of learning for 4 years will be very likely to know more about who they are in the world, and to appreciate others and where they are in theirs. The more people in the world with this perspective, the more likely we can prevent conflicts because of misunderstandings in culture. Here’s to the hope that this idea takes off in all educational institutions.

References

Diversity Web. (2008). Diversity Web, An Interactive Resource Hub for Higher Education Retrieved 5/1/08, 2008, from http://www.diversityweb.org/

Fischman, G. E. (2000). Expanding democratic choices: Schooling for democracy: Toward a critical utopianism. [feature]. Contemporary Sociology, 29(1), 12.

Friedman, V. J., & Antal, A. B. (2005). Negotiating Reality: A Theory of Action Approach to Intercultural Competence. Management Learning, 36(1), 69.

Lardner, E. D. (2003). Approaching Diversity through Learning Communities (Occasional Paper): Washington Center for Improving the Quality of Undergraduate Education.

Washington Center for Improving the Quality of Undergraduate Education. (2008). Learning Communities National Resource Center Retrieved 5/1/08, 2008, from http://www.evergreen.edu/washcenter/project.asp?pid=73

Dissertation 4/28/08

2008-04-29T15:02:00.000-07:00

I've requested a change to my learning plan to include ELC 765 INTERPERSONAL COMMUNICATION AND COLLABORATION. I really think it is a integral part of my dissertation. I've reviewed it with several people and they agree.

Jon Edwards, consultant for the Small business administration, also asked me to answer the question "what do you think are the 5 biggest problems in education". So I decided to write that down.

WASC meeting in San Diego, 4/17-18/08 con't

2008-04-20T09:54:00.000-07:00

Kathy O’Byrne, Director, Center for Community Learning, University of California, Los Angeles. Kathy talked about UCLA's involvement in Campus Compact.
http://www.compact.org/

Campus Compact is a national coalition of more than 1,100 college and university presidents — representing some 6 million students — dedicated to promoting community service, civic engagement, and service-learning in higher education.

Our job at Campus Compact is to educate college students to become active citizens who are well-equipped to develop creative solutions to society's most pressing issues.

We turn students into citizens

Our track record is unmatched. Over the past 20 years, Campus Compact has engaged more than 20 million students in service and service-learning, and participation rates keep rising. Each year, our member students work in thousands of communities, both locally and globally, to provide desperately needed services such as:

$7.1 billion

Estimated value of service contributed by students at Campus Compact member schools each year.

See: Annual Survey Statistics

Tutoring at-risk youth in reading and math
Building houses for low-income families
Conducting environmental safety studies
Caring for the sick, the hungry, the homeless, and the elderly

These students provide more than $7 billion annually in service within their communities. But they do more than volunteer. They build strong community partnerships. They lobby Congress. They start their own nonprofit agencies. They learn to apply their knowledge in ways that will bring about lasting change. And Campus Compact gives them the skills and resources to do it.

About VSA

http://www.voluntarysystem.org/index.cfm

The Voluntary System of Accountability (VSA) communicates information on the undergraduate student experience through a common web reporting template, the College Portrait.

The VSA is a voluntary initiative for 4-year public colleges and universities. Developed through a partnership between the American Association of State Colleges and Universities (AASCU) and the National Association of State Universities and Land-Grant Colleges (NASULGC), the VSA is designed to help institutions meet the following objectives:

Demonstrate accountability and stewardship to public
Measure educational outcomes to identify effective educational practices
Assemble information that is accessible, understandable, and comparable

The Voluntary System of Accountability is designed to improve public understanding of how public colleges and universities operate.

The College Portrait provides consistent, comparable and transparent information on the characteristics of institutions and students, cost of attendance, student engagement with the learning process, and core educational outcomes. The information is intended for students, families, policy-makers, campus faculty and staff, the general public, and other higher education stakeholders.

The VSA project is collaborative effort among the American Association of State Colleges and Universities (AASCU), the National Association of State Universities and Land-Grant Colleges (NASULGC), and the public higher education community. Collectively AASCU and NASULGC represent over 525 public institutions that enroll 7.5 million students and award 70% of bachelor's degrees in U.S. each year.

About the College Portrait

http://www.voluntarysystem.org/index.cfm?page=about_cp

The data elements included in College Portrait were identified and evaluated based on input from student/family focus groups, feedback from the higher education community, and research on higher education.

The majority of the data elements selected are from currently available data sources with established definitions and reporting conventions, e.g., the Common Data Set.

For each VSA participating institution, the College Portrait reporting template will be five pages in length and organized into three primary sections: 1) consumer information, 2) student experiences and perceptions, and 3) student learning outcomes.

An Excel workbook is used to build the College Portrait. Data are entered into three worksheets and the College Portrait graphs and tables are automatically created through a visual basic macro. The generated worksheets are then converted to a pdf file and posted to the institution's website. The data entry template is available to VSA participants.

Dissertation 4/19/08

2008-04-19T21:37:00.000-07:00

Reading Intergroup Relations in the United States: Seven Promising Practices by the National Conference for Community and Justice. They reference several interesting projects:

http://www.global-action.org/main.html
Since 1991, Global Action Project (G.A.P.) has provided media arts and leadership training for thousands of young people living in underserved communities, from New York to Croatia to Guatemala to the Middle East and beyond. Our mission is to provide youth with the knowledge, tools, and relationships they need to create powerful, thought-provoking media on local and international issues that concern them, and to use their media as a catalyst for dialogue and social change.

http://www.sff.org/programs/social-justice/faiths-program

What is the FAITHS Program?

The FAITHS Program aims to enhance the work of faith-based organizations that deliver services or advocate for their communities. FAITHS achieves this by connecting faith-based organizations with support from nonprofits and foundations. FAITHS also provides technical and financial assistance to faith-based organizations and holds educational briefings and trainings for faith community leadership. FAITHS serves as a bridge between the philanthropic community and the faith-based community.

FAITHS was founded in 1993 on the premise that congregations and other faith-based organizations are among philanthropy’s strongest partners in the effort to build strong, healthy, and equitable communities. Since its inception, FAITHS has built an interfaith network of more than 600 congregations, faith-based agencies and community organizations that address critical community issues in the five Bay Area counties that The San Francisco Foundation serves (Alameda, Contra Costa, Marin, San Francisco, and San Mateo). FAITHS provides organizational capacity building workshops throughout the year for congregations and faith-based organizations engaged in community-serving activities such as: affordable housing, disaster preparedness, inter-group relations, job training, senior services, and youth development. Working with other foundation partners, FAITHS administers small grant pools to complement its technical assistance and civic engagement work.

Getting Involved

A FAITHS Program Leadership Group of clergy and lay leaders, reflecting the diversity of the Bay Area faith community, determines the general direction of the FAITHS Program projects, grantmaking, and capacity building activities. Other community leaders also provide significant guidance to the FAITHS Program through issue-specific working groups focused on issues such as disaster preparedness and immigration reform.

Congregations or faith-based organizations interested in learning more about these programs should contact the FAITHS Program Team:

Tessa Rouverol Callejo
FAITHS Program Coordinator
415.733.8541
trc@sff.org

Michelle Myles Chambers
FAITHS/Social Justice Program Assistant
415.733.8539
mmc@sff.org

WASC meeting in San Diego, 4/17-18/08

2008-04-19T20:11:00.000-07:00

This was a very good meeting and I got some great references for my dissertation. I have cards or have the reference lists for these talks. In particular, I was interested in the use of story telling in developing understanding and the Case Study for Ethics and the use of mindfulness (meditation) to produce empathy.

Caring and Conflict: The Role of US Higher Education in an Interdependent World

What is the role of US colleges and universities in educating students for an interdependent world? Farooq

Kathwari approaches this question drawing on both his practical experience running a major US corporation

and as an engaged citizen of the world. He sees challenges that are multiple, complex, and contradictory.

Institutions must ensure their short-term survival without losing sight of longer-term goals. They must refine

and improve the education offered today, while working to reinvent it for the future. They must respond

to public demands for career training at an affordable cost, and at the same time rise to a higher level

of accountability for students’ development into ethical and responsible global citizens. They must offer

students ways to learn about inequities and conflicts, in the US and abroad — and to learn how conflicts

can be prevented or resolved. The task, ultimately, is to produce leaders for the 21st century who combine

knowledge with wisdom and courage.

Welcome: Ralph Wolff, President and Executive Director,

Accrediting Commission for Senior Colleges and Universities, WASC

Introduction: Sherwood Lingenfelter, Provost & Senior Vice President, Fuller

Theological Seminary, and Chair, WASC Commission

Speaker: Farooq Kathwari, Chairman, President and Chief Executive Officer,

Ethan Allen Interiors Inc.

Email: FKathwari@ethanalleninc.com

Engaging the Community and the Self: The Power of Civic Engagement and Student Reflexivity Marina 3

Critical pedagogy, based primarily on the work of Paulo Freire, proposes a transformative education

focusing on “praxis”: a cycle of action, self-reflection, and further action based on this reflection.

Community involvement is a key element of praxis and lies at the heart of models for implementing

service learning and civic engagement. Both theoretical and practical approaches are explored here, drawing

from experiences at Menlo College; Eastern Mediterranean University (Turkish Cyprus); and the UCLA

Center for Community Learning, which supports undergraduates, faculty, and community partners in their

action, reflection, and research.

Presenters: Kathy O’Byrne, Director, Center for Community Learning, University of California, Los Angeles;

John W. Higgins, Associate Professor, Mass Communication, Menlo College

Email: kobyrne@college.ucla.edu; jhiggins@menlo.edu

“Talking Story” to Support Teaching & Learning about Global Citizenship Exec 2A & 2B

in First-Year Seminars

“Talking story” is a Hawai‘i way of conversing informally that achieves important purposes of communication.

“Talking story” about global citizenship in a global learning first-year seminar initiative created meaningful

contexts for faculty and students to share experiences, learn from each other, and extend teaching and

learning beyond the classroom.

Presenters: Nancy L. Hedlund, Associate Vice President of Planning & Assessment; Linda Lierheimer,

Associate Professor of Humanities, Hawai‘i Pacific University

Email: nhedlund@hpu.edu

Effective Articulation across Educational Sectors

in the Republic of the Marshall Islands and on Maui, Hawai‘i, USA

In conjunction with WASC, the College of the Marshall Islands and the University of Hawai`i, Maui

Community College have undertaken innovative projects spanning multiple educational levels. As a result,

they are offering improved education for their residents and serving as models for island cultures. We will

identify the commonalities and differences in our cultures, institutions, and approaches. We will also share

our successes, what we’ve learned, and the transferability of our work to other settings.

Presenters: Steven (Steve) R. Malmberg, Special Assistant to the President; Max Voelzke, Chair, Department

of Education, College of the Marshall Islands; David Kupferman, doctoral student, University of Hawai‘i,

Manoa; Margaret Christensen, ABIT Program Coordinator, University of Hawai‘i System, Maui Community

College

Email: smalmberg@cmi.edu; christen@hawaii.edu

Meeting the Retention Challenge: The Family Education Model

Improving the retention rates of all students, but particularly non-traditional students, has proven challenging

for all but a handful of institutions in the Western region. Iris Prettypaint’s Family Education Model (FEM) is

based on principles of empowerment, family support, and resilience and is the first of its kind in higher

education. Although it was initially conceived as a model for tribal colleges and universities (TCUs), it has

been adopted by many mainstream colleges and universities serving Indigenous students, and it may be

adaptable to other student populations.

Introduction: Michael Whyte, Provost, Azuza Pacific University, and WASC Commissioner

Presenter: Iris Prettypaint, Co-Director, Research Opportunities

in Science for Native Americans (ROSNA), University of Montana

Email: iris.prettypaint@mso.umt.edu

Creating a Culture of Evidence: Gathering Data and Making Meaning Exec 3A & 3B

For most institutions, the first challenge is not a dearth of data – it’s a data glut. Often those data are

unclearly presented, unfocused, un-interpreted, and applied to no particular issue or question. Instead of

enlightening the campus, the data are confusing, unhelpful, and end up shelved until the accreditors come.

This session describes steps that can be taken to link data throughout the institution, generate documents,

support institutional change, and make data meaningful.

Presenters: Maria Zack, Professor and Chair, Mathematical, Information and Computer Sciences, Point

Loma Nazarene University; ChrisTina Leimer, Director, Institutional Research, Assessment and Planning,

CSU Fresno

Email: mariazack@pointloma.edu; cleimer@csufresno.edu

The Voluntary System of Accountability was created in response to the call for higher education to “become

more transparent about cost, price, and student success and ... willingly share this information with students

and families.” It was our hope that a voluntary response would supply information to prospective students

that would aid them in their college search while avoiding the harm to the academy that might follow from

a legislative or administrative mandate. Panelists will describe the development process, points of controversy

that had to be resolved, the resulting VSA-College Portrait template, its California State “public goods”

addition, and its current adoption status.

Presenters: F. King Alexander, President, CSU Long Beach; Jolene Koester, President, CSU Northridge;

David Shulenburger, Vice President for Academic Affairs, National Association of State Universities and

Land-Grant Colleges (NASULGC)

Email: fkalexander@csulb.edu; Jolene.koester@csun.edu; dschulenburger@nasulgc.org

Preparing Citizens for the 21st Century: Why Traditional Testing Won't Get Us There, and What Will

In this talk, Linda Darling-Hammond discusses the implications of the knowledge revolution for higher

education. She argues that all the basics — curriculum, pedagogy, assessment and accountability, as well

as articulation across sectors — require radical rethinking. If we are serious about deepening our students’

knowledge base and developing higher-order intellectual skills along with qualities such as adaptability

and ethical commitment, our teaching and assessment practices must become more ambitious and creative.

The possibilities are there, and Darling-Hammond shares her vision with us.

Introduction: Horace Mitchell, President, California State University, Bakersfield,

and Vice Chair, Senior College Commission WASC

Presenter: Linda Darling-Hammond, Charles E. Ducommun Professor of Education,

Stanford University

Email: ldh@suse.stanford.edu

Ethics Education: Awareness, Affect, Action Marina 2

How do universities educate students for ethical conscience, compassion and action? What does this look

like in practice? Santa Clara and Long Beach faculty describe the philosophies they use and the strategies

they developed to foster student empathy and ethical behavior. Additionally, their research efforts assess

changes in students’ behavior and impacts on academic programs.

Presenters: Shauna Shapiro, Assistant Professor of Counseling Psychology, Santa Clara University; Lesley

Farmer, Professor of Librarianship, CSU Long Beach

Email: slshapiro@scu.edu; lfarmer@csulb.edu

Clicks and Mortar in the 21st century Classroom: Exec 2A & 2B

Reaching and Understanding Millennial Students

As the classroom's bricks and mortar are replaced with megabytes and mpegs, we find ourselves in a new

educational context. Our students entering this space possess skills and expectations that must be better

understood. It’s up to us to do more than translate what we knew to what we will do – we must identify

new educational practices that exploit the benefits and overcome the weaknesses of new technologies. By

creating a culture of evidence supported in a digital environment we can positively impact student learning.

Presenters: Nina Bakisian, Adjunct Professor, University of San Francisco; Colin J. Marlaire, Assistant

Professor, National University

Email: Bakisian@usfca.edu; cmarlaire@nu.edu

Dissertation 4/15/08 - con't

2008-04-15T21:20:00.001-07:00

Friedman, V. J., & Ariane Berthoin, A. (2005). Negotiating Reality: A Theory of Action Approach to Intercultural Competence. Management Learning, 36(1), 69.

Dissertation 4/15/08

2008-04-15T19:34:00.000-07:00

Krivis, J. (2006). Can we call a truce? Ten tips for negotiating workplace conflicts. Employment Relations Today, 33(3), 31-35.

Stamato, L. (2004). The new age of negotiation. Ivey Business Journal Online, 1.

van Es, R., French, W., & Stellmaszek, F. (2004). Resolving Conflicts Over Ethical Issues: Face-to-face Versus Internet Negotiations. Journal of Business Ethics, 53(1-2), 165.

Dissertation 4/8/08

2008-04-08T09:07:00.001-07:00

I'm making my way through Dr. Eboo Patel's book "Building the interfaith youth movement : beyond dialogue to action." I am about 1/3 of the way through the book and I think it will continue to be the basis for my dissertation work.

Dr. Patel references his work with The National Conference for Community and Justice (NCCJ).

NCCJ today has more than 55 regional offices in 32 states and the District of Columbia and has over 400 full and part-time staff members.

The National Conference of Christians and Jews, changed its name in the 1990's to better reflect its mission to build whole and inclusive communities. The historic name confused many, who believed that NCCJ was an interfaith organization. Therefore the new name is not a change in vision, but rather an affirmation of our abiding commitment to embrace the diversity of our nation.

NCCJ is the only national human relations organization that focuses on a broad range of "isms," the multiple manifestations of discrimination and oppression that are based on one's religion, race, gender, sexual orientation, bias crimes to racial profiling - the challenges ahead are real. To confront and overcome them, NCCJ maintains an abiding commitment to work with decision-makers and leaders to support their work to build an inclusive society.

I plan to buy two of their publications funded by the Ford Foundation:

Research Perspectives

Research Perspectives summarizes a cross-section of various social-scientific literatures that have examined intergroup relations: sociology, social psychology, public opinion, and public policy. The editors endeavored to present the cutting edge academic thinking and research in the country's academic sphere to those who would benefit the most such as trainers, grass roots activists, advocacy groups, local human-relations commissions, elected officials, and community leaders, among others. In addition, the report offers academics a practical understanding of methods practitioners use in their day-to-day activities and gives them an opportunity to benefit from the experiences and perspectives of those who grapple with intergroup relations every day.

Seven Promising Practices

Seven Promising Practices, the latest and most in-depth of the three book series, articulates criteria for evaluating intergroup programming and presents models for practitioners to use in improving their own work. A handful of programs across the country are examined that seek to foster multiracial, multifaith, or multiethnic collaboration through a variety of approaches. The volume highlights and provides full details about programs and organizations that utilize models and methodologies which embody many of the principles NCCJ considers to be promising practices.

KA SID and Dissertation 4/8/08

2008-04-08T08:54:00.000-07:00

I've signed up for DiversityInc.com based on a conversation after the session on Cultural Beliefs and Situated Experiences: Preservice Teachers' Attitudes Concerning Social Justice Pedagogy. One the teachers, Wilma Hutchenson-Williams, EdD, Asst. Professor of Education at Piedmont College in Georgia, told me about this site. I signed up. It's only $12.99/year for teachers and students. She told me they have tools on the site, but I can't find it so I will have to send her an email later.

I've copied the interesting links to other organizations.

Global Exchange
==========================
Category: Global Diversity
Products:
Description:
An international human-rights organization that promotes social, economic and environmental justice.
URL: http://www.globalexchange.org/
Contact Name: Web Services
Contact e-mail: webmaster@diversityinc.com
Phone: (415) 255-7296
Fax: (415) 255-7498
Address: 2017 Mission Street, #303
City: San Francisco
State/Province: CA
Postal Code: 94110
Country: United States

Institute of International Education
==========================
Category: Education
Products:
Description:
An international education and training organization.
URL: http://www.iie.org/
Contact Name: Web Services
Contact e-mail: webmaster@diversityinc.com
Phone: (212) 984-5381
Fax: (212) 984-5401
Address: 809 United Nations Plaza, 2nd Floo
City: New York
State/Province: NY
Postal Code: 10017-3580
Country: United States

American Council on Education
==========================
Category: Education
Products:
Description:
Higher-education research organization that influences public policy through advocacy, research and program initiatives.
URL: http://www.acenet.edu/AM/Template.cfm?Section=Home
Contact Name: Web Services
Contact e-mail: webmaster@diversityinc.com
Phone: (202) 939-9300
Address: One Dupont Circle, NW
City: Washington
State/Province: DC
Postal Code: 20036-1193
Country: United States

Association of Religion Data Archive
==========================
Category: Religion
Products:
Description:
A comprehensive data center on religion.
URL: http://www.thearda.com/
Contact Name: Web Services
Contact e-mail: webmaster@diversityinc.com
Phone: (814) 865-6258
Fax: (814) 863-7216
Address: 211 Oswald Tower
City: University Park
State/Province: PA
Postal Code: 16802-6207
Country: United States

Center for the Study of Religion at Princeton University
==========================
Category: Religion
Products:
Description:
An academic program to encourage scholarly research, teaching, and public discussion about religion through the different viewpoints of the humanities and social sciences.
URL: http://www.princeton.edu/~csrelig/
Contact Name: Web Services
Contact e-mail: webmaster@diversityinc.com
Phone: (609) 258-5545
Fax: (609) 258-6940
Address: 5 Ivy Lane
City: Princeton
State/Province: NJ
Postal Code: 08540
Country: United States

Tanenbaum Center for Interreligious Understanding
==========================
Category: Religion
Products:
Description:
A resource center that develops programs and conducts research to advance interreligious understanding
URL: http://www.tanenbaum.org/
Contact Name: Web Services
Contact e-mail: webmaster@diveristyinc.com
Phone: (212) 967-7707
Fax:
Address: 350 Fifth Street, Suite 3502
City: New York
State/Province: NY
Postal Code: 10118
Country: United States

U.S. Census Bureau
==========================
Category: Human Capital
Products:
Description:
A federal resource for population, housing, economic and geographic data.
URL: http://www.census.gov/
Contact Name: Web Services
Contact e-mail: webmaster@diversityinc.com
Phone: (301) 763-4748
Address: 4700 Silver Hill Road
City: Washington
State/Province: DC
Postal Code: 20233-0001
Country: United States

Human Resource Planning Society
==========================
Category: Human Capital
Products:
Description:
Global resource center on human-resources strategies and practices.
URL: http://www.hrps.org/
Contact Name: Web Services
Contact e-mail: webmaster@diversityinc.com
Phone: (212) 490-6387
Fax: (212) 682-6851
Address: 317 Madison Avenue, Suite 1509
City: New York,
State/Province: NY
Postal Code: 10017
Country: United States

Bureau of Labor Statistics
==========================
Category: Human Capital
Products:
Description:
Federal agency that studies labor economics and statistics.
URL: http://www.bls.gov
Contact Name: Web Services
Contact e-mail: webmaster@diversityinc.com
Phone: (202) 691-5200
Fax: (202) 691-7890
Address: 2 Massachusetts Ave. Room 2860
City: Washington
State/Province: DC
Postal Code: 20212
Country: United States

KA Systems and Public Policy 4/7/08

2008-04-07T22:34:00.000-07:00

Tues. 3/18:
=======
Through a colleague at work, Dr. Leonard Beckum, who has agreed to be my external reader, I was introduced to Dr. Bernadine Chuck Fong, who are friends from the days when they were on the Stanford Board of Trustees together. Here's her write up on the The Carnegie Foundation for the Advancement of Teaching website:

Bernadine Chuck Fong recently retired after 12 years as president of Foothill College in Los Altos, California (19,000 enrollment), where she had previously been the college's vice president of instruction and student services for 11 years. Fong began her career at Foothill College as a professor in psychology and child development, fields in which she co-authored two textbooks. Fong has been visiting professor and scholar at Stanford's school of education and vice chair of Stanford's Board of Trustees Minority Alumni Relations Task Force. She also served on the National Center for Postsecondary Improvement Board of Senior Scholars. She currently serves on the board of directors of the American Institute for Foreign Study, and the board of advisors for the SCT Corporation. She is chair of the American Association of Higher Education's Board of Directors and was on the board of trustees for Stanford University, from which she holds a B.A., M.A. and Ph.D.

She spent almost 2 hours with me and sent me not only some fabulous articles (see below), but also her management training and strategic planning materials, along with the cost model for determining that the Math Performance Success (MPS) program at De Anza College and the Pass the Torch program at Foothill college actually make the colleges money because of higher retention rates. Rob Johnstone, IR Director, and Dr. Fong, concluded from this study that the MPS program at De Anza for an investment of $81,990 a year, generated $213,357, estimate profit @ 50%, then ROI = (106678 – 81990) / 81990 = 30% ROI.

Mon. 4/7:
=======

see file Notes Mon. 4-7-08.doc

KA SID, KA Systems/Public Policy and Dissertation 3/30/08

2008-03-30T22:54:00.000-07:00

Great week at the AERA conference in Manhattan!! I've had such a long week because I attended so many classes and found out so many areas of research that I need to investigate. I also was able to spend many hours with Yolanda Gayol working on my dissertation and also with Leonard Beckum, Professor at PGSP, who has agreed to be my external reader. We have narrowed down my dissertation and Leonard agreed to allow me to do research in his multicultural compentencies class at PGSP as part of my dissertation work (and what we need for WASC). I believe I may have sped up my dissertation by at least 6 months!

I will start with my dissertation progress. Below is my draft as of today 3/30/08:

STATEMENT OF THE TOPIC, PROBLEM, OR RESEARCH QUESTION

What is the question or problem you are addressing? (preferably one sentence)

What course work is required to teach undergraduates and graduate students about multi-culturalism so they can better function as employees of companies doing business in a diverse and international environment?

How will this dissertation contribute to the existing state of knowledge and to practice? What makes it important?

My dissertation will propose an interdisciplinary approach (business, law, sociology, religious studies) to curriculum development that would result in a new graduation requirement for all majors (similar to English and Math) in order to better prepare our undergraduates for success in the new global work environment regardless of the selected major. Skills and competencies include negotiation, conflict resolution, dialogue, facilitation, cultural competencies for major religions and cultures, and general awareness of questioning techniques and dialogic thinking.

I have also done a concept map as of today also 3/30/08:

SUNDAY
PDC08: Methodological Issues in Quantitative Research on Social
and Educational Disparities. Professional Development Training
Hilton New York, Nassau Suite A, 2nd Floor
9:00 am to 6:00 pm
Director:
Phillip J. Bowman, University of Michigan
Instructors:
Edward P. St. John, University of Michigan
William T. Trent, University of Illinois - Urbana-Champaign
Felicia LeClere, University of Michigan
Angela Ebreo, University of Michigan

MONDAY
13.060. Networking With New Technologies: Equity, Critical Thinking,
Humor, and Pedagogy. SIG-Media, Culture and Curriculum
New York Marriott Marquis Times Square, Shubert Complex, Royale
Room, 6th Floor
12:00 pm to 2:00 pm
Chair:
H James Garrett, Michigan State University
Participants:
Social Networking Technology, NetGen Learners, and Emerging
Technology: Democratic Claims and the Mythology of Equality. Alan
R. Foley, University of Wisconsin - Madison; Rick J. Voithofer, The
Ohio State University
Constructing Meaning and Critical Thinking Through a Cross-Cultural
Blog. Hsiao-Chien Lee, University of Missouri - Columbia; Carol J.
Gilles, University of Missouri - Columbia
Digital Media and Agonistic Life: Using Hannah Arendt to Read Youth
Media Production Experiences. Stuart R. Poyntz, University of British
Columbia
YouTube's Pedagogical Possibilities. James D. Trier, University of North
Carolina - Chapel Hill
"F-Bombs" and "Your Mom" Jokes Permitted During Gameplay: The
Impact of Game Culture and Play. Michele Dickey, Miami University -
Oxford
Discussant:
Lin Lin, University of North Texas

15.061. "Us Versus Them": Depictions of Issues Related to Diversity.
SIG-Critical Perspectives on Early Childhood Education
New York Marriott Marquis Times Square, Barrymore Room, 9th
Floor
2:15 pm to 3:45 pm
Chair:
Annapurna Ganesh, Mesa Community College
Participants:
Contrasting Conceptions of Multiculturalism in the Midwest and Hawaii.
Susan Matoba Adler, University of Hawai'i - West O'ahu
Illusionary Emancipation and "Total Freedom" for Minority Children: The
Myths of Modern Schooling. Kyung Eun Jahng, University of
Wisconsin - Madison
Korean English Fever and Temporary Migration: Understanding Korean
Temporary Resident Parents' Desire and Practice for Their Children's
English Education in the United States. Kayoun Chung, University of
Illinois - Urbana-Champaign
Marginalized Children's Voices: An Opportunity to Listen. Lourdes Diaz
Soto, University of Texas - Austin; Janette Habashi, University of
Oklahoma; Irene Garza, University of Texas - Austin; Dolores
Godinez, University of Texas - Austin; Ruby Olmansen, University of
Texas - Austin; Guadalupe Chavez, University of Texas - Austin;
Samantha K. Driskill, University of Oklahoma
Stories of Exclusion and Inclusion: Immigrant Children's Exploration of
Peer Relationships Through Fotonovelas. Anna Kirova-Petrova,
University of Alberta; Michael Emme, University of Victoria
Discussant:
Valerie Polakow, Eastern Michigan University

17.048. International Issues in Higher-Education Policy. Division LEducational
Policy and Politics
New York Marriott Marquis Times Square, Shubert Complex, Royale
Room, 6th Floor
4:05 pm to 5:35 pm
Chair:
Stephen P. Heyneman, Vanderbilt University
Participants:
Academic Entrepreneurship and the Creative Economy. Tina Besley,
California State University - San Bernardino; Michael A. Peters,
University of Illinois - Urbana-Champaign
Higher Education Funding and Welfare Regimes: International
Comparative Perspectives. Hans Pechar, University of Klagenfurt;
Lesley Andres, University of British Columbia
Universities and the Knowledge Mission: Comparing the United States and
the United Kingdom. Amy Liu, University of California, Los Angeles
Toward a New Understanding of Access and Equity Policies in Higher
Education. Christine G. Shakespeare, Sunbridge College; Anely
Gabriela Ramirez, New York University
Discussant:
Stella M. Flores, Vanderbilt University

TUESDAY

21.012. PDC19: Foregrounding Issues of Equity and Diversity in
Mathematics Education Research: Implications for Research
Methods and Teacher Development. Professional Development
Training
Sheraton New York Hotel & Towers, Lenox Ballroom, 2nd Floor
8:00 am to 12:00 pm
Directors:
Megan L. Franke, University of California - Los Angeles
Alan H. Schoenfeld, University of California - Berkeley
Instructors:
Daniel Battey, Arizona State University
Angela Grace Chan, University of California - Los Angeles
Noel D. Enyedy, University of California - Los Angeles
Frederick D. Erickson, University of California - Los Angeles
Indigo Esmonde, OISE/University of Toronto
Mary Q. Foote, Queens College - CUNY
Mara G. Landers, University of California - Berkeley
Courtney A. Koestler, University of Wisconsin - Madison
Victoria M. Hand, University of Colorado - Boulder
Kristine Michelle Ho, University of California - Los Angeles
Shiuli Mukhopadhyay, California State University - Northridge
Vanessa R. Pitts Bannister, Virginia Tech University
Joi A. Spencer, University of San Diego
Edd V. Taylor, Northwestern University
Anita A. Wager, University of Wisconsin – Madison

29.011. PDC20: Fostering Civic Responsibility Through Service-
Learning: Sharing Our Models, Research, and Resources.
Professional Development Training
Hilton New York, Nassau Suite B, 2nd Floor
1:00 pm to 5:00 pm
Director:
Kathleen Anne Flannery, Saint Anselm College
Instructors:
Daniel Forbes, Saint Anselm College
Maria K. McKenna, Saint Anselm College
Carol Traynor, Saint Anselm College

WEDNESDAY

36.011. PDC23: Longitudinal Surveys at the National Center for
Education Statistics: Educational Longitudinal Studies of 1988 and
2002. Professional Development Training
Hilton New York, Bryant Suite, 2nd Floor
8:00 am to 12:00 pm
Directors:
Emmanuel Sikali, National Center For Education Statistics
Jeffrey A. Owings, National Center For Education Statistics
John G. Wirt, National Center for Education Statistics

41.038. Exploring the Role of Citizenship in Multiple Contexts. Division
G-Social Context of Education
New York Marriott Marquis Times Square, Majestic Complex,
Majestic Room, 6th Floor
12:25 pm to 1:55 pm
Chair:
Theresa Montano, California State University - Northridge
Participants:
Adolescent Voices and Changing Perceptions: Cosmopolitanism,
Citizenship, and Global Education. Payal Shah, Indiana University -
Bloomington
Educators' Civic Responsibility: Constraints to Equitable Opportunity and
Achievement. Brenda Judith McMahon, Nipissing University; Denise
E. Armstrong, Brock University
Parents and Teachers Contest Notions of Belonging and Citizenship in
Five Nations' Preschools. Angela E. Arzubiaga, Arizona State
University; Jennifer Adair, Arizona State University; Fikriye Kurban,
Arizona State University; Joseph J. Tobin, Arizona State University
Promoting College Access for Under-Represented Minority Students
Through Civic Engagement: A Study of Reciprocal Outcomes. Kim D.
Macgregor, Louisiana State University - Baton Rouge; Mark
Dochterman, Louisiana State University - Baton Rouge; Marco J.
Barker, Louisiana State University - Baton Rouge
Raising Children for Local and Global Citizenship: A Qualitative Study.
Sirene May-Yin Lim, Teachers College, Columbia University
Discussant:
Angelina E. Castagno, Northern Arizona University

43.034. Global Cities, Neoliberalism, and the Restructuring of Urban
Education. Division G-Social Context of Education
New York Marriott Marquis Times Square, Empire Complex, Chelsea
Room, 7th Floor
2:15 pm to 3:45 pm
Chairs:
Thomas C. Pedroni, Oakland University
Pauline Lipman, University of Illinois - Chicago
Participants:
From Flat Earth to Planet of Slums: The Global Implications of Neoliberal
Policies for Cities and Schools. David W. Hursh, University of
Rochester
Making Sense of Renaissance 2010 School Policy in Chicago: Race, Class,
and the Cultural Politics of Neoliberal Urban Restructuring. Pauline
Lipman, University of Illinois - Chicago
Porto Alegre As an Educative City: Producing Local/Global Alternatives
to Educational Policies. Luis Armando Gandin, Federal University of
Rio Grande do Sul
Gramsci in the Global City: Race, Identity, and Subalternity in Unsettling
Educational Times. Thomas C. Pedroni, Oakland University
Neoliberal Globalization, Education, and Social Justice in South African
Education. Leon Paul Tikly, University of Bristol
Discussant:
William H. Watkins, University of Illinois - Chicago

THURSDAY

49.012. PDC21: Getting Published: A Panel of Journal Editors and
Emerging Scholars. Professional Development Training
Sheraton New York Hotel & Towers, Empire Ballroom, Empire East,
2nd Floor
8:00 am to 12:00 pm
Directors:
Patricia B. Elmore, Southern Illinois University - Carbondale
Patricia A. Alexander, University of Maryland - College Park
49.013. PDC24: Multilevel and Hierarchical Linear Modeling.
Professional Development Training
Hilton New York, Sutton Complex, Beekman Parlor, 2nd Floor
8:00 am to 12:00 pm
Directors:
J. Kyle Roberts, Southern Methodist University
Susan Natasha Beretvas, University of Texas - Austin

55.040. Civic Dialogue and Engagement on Campus. Division JPostsecondary
Education
Crowne Plaza Hotel Times Square, Room 1504, 15th Floor
12:25 pm to 1:55 pm
Chair:
Catherine L. Horn, University of Houston
Participants:
Building Civic Responsibility Through Global Education: Role of
International Students in the Educational Experiences of Domestic
Students. Olga Kostareva, Winona State University; Alina Slapac,
University of Missouri - St. Louis; Sangmin Kim, Winona State
University
College Student Liberalism: Considering the Effects of Normative Context
and Peer Groups on Changes in College Students' Liberal Perspectives.
Kevin Eagan, University of California - Los Angeles
Comparison of Civic Attitudes and Behaviors of Asian American Students
and White Students. Chiaki Kotori, University of Massachusetts -
Amherst; Elizabeth A. Williams, University of Massachusetts - Amherst;
Gary D. Malaney, University of Massachusetts - Amherst
Taking Race Into Account: Charting Student Attitudes Toward
Affirmative Action. Julie Jinwon Park, University of California - Los
Angeles
Discussant:
Benita J. Barnes, University of Massachusetts – Amherst

57.012. International Perspectives on Conflict, Achievement, and
Learning. Division G-Social Context of Education
New York Marriott Marquis Times Square, Broadway Ballroom,
Broadway North, 6th Floor
1:15 pm to 1:55 pm
Tables:
15. Challenges for Schools in Communities With In-Migration and Out-
Migration Flows. Hanife Akar, Middle East Technical University
16. Comparing Youth Identity Formations in Two Multicultural Schools in
London. Daniel Faas, Hellenic Foundation for European and Foreign
Policy (ELIAMEP)
17. Intergroup Conflict in a South African School: Responses From Both
Black and White South African Teachers. Jean Madsen, Texas A&M
University; Reitumetse O. Mabokela, Michigan State University
18. Language and Social Class: Linguistic Capital in Singapore. Viniti
Vaish, National Institute of Education
19. Rethinking the Learning of "Culture": A China Inquiry. Cameron S.
White, University of Houston; Sabrina Marsh, University of Houston;
Amy Denise Mulholland, University of Houston; Dustine Thomas,
University of Houston
20. Stress Sources, Coping Strategies, and Help-Seeking Beliefs: Chinese
International Students in the

United States

. Kun Yan, Arizona State
University

58.042. Cultural Beliefs and Situated Experiences: Preservice Teachers'
Attitudes Concerning Social Justice Pedagogy. Division K-Teaching
and Teacher Education
Hilton New York, Green Room, 4th Floor
2:15 pm to 3:45 pm
Chair:
Christine Clark, University of Nevada - Las Vegas
Participants:
Education Majors reSEARCHing and reACTing for Social Justice.
Patricia A. Whang, California State University - Monterey Bay
Examining Preservice Teachers Culturally Responsive Teaching Self
Efficacy and Cognitive Engagement Within a Case Study Module.
Tehia Venise Starker, University of Nebraska - Lincoln
That Which Divides Us? Student Resistances in Graduate Diversity
Courses With Two Diverse Faculty Members. Kenneth James
Fasching-Varner, The Ohio State University; Shirley Mthethwa
Sommers, St. John Fisher College
Toward Civic Responsibility: Charting the Attitudes of Preservice
Teachers Toward Cultural Diversity in Irish Classrooms. Aisling Leavy,
University of Limerick; Fiona A. McSorley, Mary Immaculate College
Understanding Preservice Teachers' Biases: Implications for the Well-
Being of Obese Students. Nate G. Mitchell, University of Louisville;
Amanda Jeane Wyrick, University of Louisville; Kathleen Moritz
Rudasill, University of Louisville; Jamie M. White, University of
Louisville
Discussant:
Francisco A. Rios, University of Wyoming

FRI. MORNING

67.055. Philosophical Perspectives on Globalization and
Cosmopolitanism: Educating in the 21st Century. SIG-Philosophical
Studies in Education co-sponsored with Division B-Curriculum Studies
Sheraton New York Hotel & Towers, Executive Conference Center,
Conference Room B, Lower Lobby
12:25 pm to 1:55 pm
Chair:
Jacqueline Bach, Louisiana State University - Baton Rouge
Participants:
Revitalizing Education for Democracy: The Challenge of Globalization.
Kathryn A. Hytten, Southern Illinois University - Carbondale
Aristotle on Learning: A Contribution to Current Discussion on Scholastic
and Nonscholastic Learning. Tone Saugstad, University of Copenhagen
Teaching Ethics in a Pluralist Society. James Charles Conroy, University
of Glasgow
Cosmopolitanism in the Making. Torill Strand, University of Bergen
Discussant:
Klas Roth, Stockholm University

KA SID, Systems, Public Policy, Second Life and Dissertation 3/7/08

2008-03-07T18:44:00.000-08:00

Well, I seemed to have gotten myself committed to 4 KA's at one time! (SID, Systems, Public Policy, Second Life).

SID: I went to the Title I meeting at El Carmelo Elementary School to pass out my survey. They had a record attendance evening so I got to talk to lots of parents and hear an old friend from elementary school days (our kids are the same age), Janet Rose, who is still a 2nd grade teacher at Palo Verde. She did a great job teaching the parents Math tips for helping the kids. We had an interpreter and about 5 of the elementary school principals showed up and I got to talk to several of them. It was really a very nice event. I think we had about 25 families - they brought all their kids. It was really nice. I passed out most of my 50 flyers - I also went to the YMCA event I missed and asked Danny Koba, Director of Youth services including the Ventura Center, to give the flyers to the 6 kids they have there.. I don't think many will come back. I will have to make another 25 for the 2nd meeting on April 5 on writing skills at Barron Park Elementary School. The principal, Catherine Howard, was very interested in my project and said she would be happy to work with me. She took about 5 of the surveys for her 5th graders. I also received the 5 Max Weber books I bought and finished the page on his work in my overview. I have not had time to start on my indepth - which is the Digital Divide survey, but I will next week.

Second Life: We had a group information meeting last week, and I have signed my contract. I also got to meet 2 people (Tina Montemer and Heidi Maston) and one faculty (Dr. Joyce Germaine-Watts) at lunch at the RRI last weekend and we discussed what we want to do in the simulations.

Public Policy/Systems: Dr. Leonard Beckum confirmed that Dr. Bernadine Chuck Fong is interested in helping me. She is currently consulting in Hawaii so I'm very excited about connections she can help me make there. I have also starting finding a date for lunch with Carolyn Wilkins-Greene and Jerry Rosenberg to discuss Math Performance Success (finally some movement there). I am also very excited about the information I got at the RRI last weekend - I interviewed Pam Luster, a fellow doctoral student who is the VP of Student Services at Los Positas Community College in Livermore. She helped me a lot with my question: California Community College System's ability to support underrepresented minorities and specifically what the Foothill-De Anza Community College District has done to support these groups. Pam said she would introduce me to Rob Johnstone, Vice President of Instruction & Institutional Research at Foothill College who knows all about the Pass the Torch program and how the budget works there. She also told me that Jeanine Hawk, Vice president of Finance and College Services at De Anza College would be able to help me with the issues they have with budgets/financing of these programs from the state. I will work on that next month probably.

Dissertation: To prepare for my lunch with Dr. Bernadine Chuck Fong, I have been reading literature I searched for last month on my dissertation problem: Cultural misunderstandings happen every day in business settings. Because global technology has made the world much smaller creating everyday situations at work and at school requiring people of different cultures to interact without leaving their countries, young people who are in college today, aged 18-26, need to learn skills and have tools when entering the workforce that previous generations did not need to have.

Here is some of the results of my reading:

Straus Institute for Dispute Resolution
===========================
One of the articles was written by Jeffrey Krivis, an adjunct professor at the Straus Institute for Dispute Resolution at Pepperdine University School of Law since 1994, Krivis teaches negotiation and mediation skills to lawyers and judges. So after reading the article called " Can We Call a Truce? Ten Tips for Negotiating Workplace Conflicts." that was published in Employment Relations Today in 2006 that I got from Wiley at Fielding, I looked up the Straus Institute for Dispute Resolution.

The institute looks very interesting and has a seminar in October 2008 called:

Faith-Based Facilitation and Reconciliation
Church Leaders Dialogue
FOCUS ON "Ministry"
Friday evening October 24, 2008 from 6pm till 9pm
Pepperdine School of Law, Malibu, California

The National Conference for Community and Justice (NCCJ)
===========================================
I'm making my way through Dr. Eboo Patel's book "Building the interfaith youth movement : beyond dialogue to action." I am about 1/3 of the way through the book and I think it will continue to be the basis for my dissertation work.

Dr. Patel references his work with The National Conference for Community and Justice (NCCJ).

NCCJ today has more than 55 regional offices in 32 states and the District of Columbia and has over 400 full and part-time staff members.

The National Conference of Christians and Jews, changed its name in the 1990's to better reflect its mission to build whole and inclusive communities. The historic name confused many, who believed that NCCJ was an interfaith organization. Therefore the new name is not a change in vision, but rather an affirmation of our abiding commitment to embrace the diversity of our nation.

NCCJ is the only national human relations organization that focuses on a broad range of "isms," the multiple manifestations of discrimination and oppression that are based on one's religion, race, gender, sexual orientation, bias crimes to racial profiling - the challenges ahead are real. To confront and overcome them, NCCJ maintains an abiding commitment to work with decision-makers and leaders to support their work to build an inclusive society.

I plan to buy two of their publications funded by the Ford Foundation:

Research Perspectives

Research Perspectives summarizes a cross-section of various social-scientific literatures that have examined intergroup relations: sociology, social psychology, public opinion, and public policy. The editors endeavored to present the cutting edge academic thinking and research in the country's academic sphere to those who would benefit the most such as trainers, grass roots activists, advocacy groups, local human-relations commissions, elected officials, and community leaders, among others. In addition, the report offers academics a practical understanding of methods practitioners use in their day-to-day activities and gives them an opportunity to benefit from the experiences and perspectives of those who grapple with intergroup relations every day.

Seven Promising Practices

Seven Promising Practices, the latest and most in-depth of the three book series, articulates criteria for evaluating intergroup programming and presents models for practitioners to use in improving their own work. A handful of programs across the country are examined that seek to foster multiracial, multifaith, or multiethnic collaboration through a variety of approaches. The volume highlights and provides full details about programs and organizations that utilize models and methodologies which embody many of the principles NCCJ considers to be promising practices.

World Conference of Religions for Peace: Global Youth Network
=============================================
This is a very good video and not too long (16 minutes). This is exactly the kind of experience I think that young people (undergraduates) should have the opportunity to experience as a requirement for graduation. Dr. Eboo Patel was elected the WCRP International Youth Committee chair in 1989. The group has changed the name and slightly the focus, but it is still student-led. They just had a conference in 2006 in Japan.

Global Youth Network

To view a Religions for Peace Global Youth Network informational video, click here!

Religions for Peace Global Youth Network harnesses the energy and commitment of religious youth leaders all over the world to advance the mission of multi-religious cooperation for peace.

The Global Youth Network gained full momentum in 2006 when the six regional inter-religious youth networks were launched in Asia, Africa, the Middle East, Europe, North America, as well as in Latin America and the Caribbean. Concrete success in mounting action programs among six regions has inspired donors to award funding to carry out similar projects around the globe. Today, the Global Youth Network is developing pilot programs to confront some of our most urgent challenges—building peace, addressing environmental issues, and coping with the HIV/AIDS pandemic.

Concurrently, the youth are working to mainstream youth and youth issues into Religions for Peace programming activities at the local, regional, and global levels. This important work is led by the International Youth Committee (IYC), comprised of fifteen members representing the world's faith traditions from six continents. The IYC was first established at the Sixth World Assembly in Riva del Garde, Italy, in 1994, and the current members were elected at the Religions for Peace VIII World Assembly in Kyoto, Japan in August 2006. Currently, the Religions for Peace Global Youth Network is led by its newly elected Youth Coordinator, Ms. Stellamaris Mulaeh, who also serves as Pax Romana's national coordinator for peacebuilding in Kenya.

The Global Youth Network seeks to advance its work of mobilizing power of religious youth, building strategic partnerships with the United Nations, inter-governmental institutions, and civil society organization, and implementing action programs through national and regional inter-religious youth networks.

The Ignorant American/National Geographic -Roper study 2006
==============================================
I was reading this week's US News and World Report, and there is a new book out by Susan Jacoby, "The Age of American Unreason". I plan to get it later probably next month.

"I was particularly shocked, in a recent National Geographic -Roper study, by how many Americans between the ages of 18 and 24 don't think it's important to know a foreign language or to know the location of countries in which important news is being made. Not knowing these things is ignorance. Being proud of not knowing them is something else. It's being both antirational and anti-intellectual. To say that it's not at all important to know a foreign language is just plain stupid."

I looked up the National Geographic -Roper study and downloaded it. It is fascinating.

In the Highlights it goes on to say:

"On this survey, most young adults between the ages of 18 and 24 demonstrate a limited understanding of the world beyond their country's borders, and they place insufficient importance on the basic geographic skills that might enhance their knowledge.

Six in ten (63%) cannot find Iraq on a map of the Middle East, despite near-constant news coverage since the U.S. invasion of March 2003.

Three-quarters (75%) of young men and women do not know that a majority of Indonesia's population is Muslim (making it the largest Muslim country in the world), despite the prominence of this religion in global news today.

Three-quarters (74%) believe English is the most commonly spoken native language in the world, rather than Mandarin Chinese. Although 73% know the U.S. is the world's largest consumer of oil, nearly as many (71%) do not know the U.S. is the world's largest exporter of goods and services - half think it's China.

Taken together, these results suggest that young people in the United States - the most recent graduates of our educational system - are unprepared for an increasingly global future. Far too many lack even the most basic skills for navigating the international economy or understanding the relationships among people and places that provide critical context for world events."

This is exactly the problem I am trying to address in my dissertation.

KA SID 2/22/08

2008-02-22T13:41:00.000-08:00

Finishing my first paper was very rewarding! I told a few people I know about it and they really want to read it.

I had a nice conversation with a faculty member at PGSP, Leonard Beckum, who's area of expertise is educational equity. He has a PhD from Stanford and was the Vice Provost at Duke University before becoming the Executive Director of WestEd located in Oakland. Leonard is good friends with the previous president of Foothill College who is currently doing consulting work in Hawaii. Leonard said he would invite his friend to lunch and also invite me.

I have finished updating my survey in SurveyMonkey and it is now ready for data gathering.

Yolanda has invited me to participate in her second life project. This is very exciting!

I have reviewed my KA overview paper with Yolanda and plan to incorporate her edits with my own grammar corrections, etc. this next week. I am very close!

KA SID 2/14/08

2008-02-14T20:21:00.000-08:00

This is been a very productive 2 weeks.

After the cluster meeting in late January, I got really excited about my dissertation statement of the problem and research question. I printed out about 10 articles on the problem statement that Yolanda asked me to find. I hope to read those later this week. I also had an advisor from the Small Business Administration, John Edwards, that I'm working with read it (he has a PhD in physics and worked at Bell Labs and other high tech companies for years). He was really helpful and I like the changes he recommended.

On Tues. Jan. 29 I finally (after 4 months), got approval for the YMCA/College Pathways Computer Usage survey to be passed out at the Title I meetings to the parents. This was not what I had ideally wanted - I had asked for home addresses of underrepresented minorities, but the PAUSD does not release this information - so I was pleased anyway. Once I obtained approval, I signed up for SurveyMonkey and started to search for a spanish translater. I also revised my flyer per the advice of the Director of Elementary Education, Becki Cohn-Vargas, to be more informative. Both the flyer and the parental consent form will be translated into spanish. With the help of Carla Colmenarez, I was able to locate a skilled translater who is a grad student at UCLA originally from Mexico City. All the arrangements are done and I hope to have the translations by the 2/17.

I've printed out 50 packets of forms in English for the kids and created self-addressed stamped envelopes and stapled them all together. It took a few hours to get this done. I also purchased some of the incentives (gift cards). I will try to get the rest of the forms printed once I get the spanish translations done (need to have one side english, one side spanish, so I can't print yet).

On Monday Feb. 11, I started a week of vacation, and my first task was to complete the SurveyMonkey implementation of the survey. It did not take much time, as I have a lot of experience in software applications, and some rudamentary knowledge of programming. I am having trouble understanding how I will get this into SPS II later but I hope Yolanda will help me with this. I got about 4 people (the Exec. Dir. of the YMCA, the librarian at my university, and my husband and daughter) to try the survey and with their feedback I've modified several questions. Yolanda is reviewing my proposed changes now. It took me a long time to figure out how to get the graphics (logo) resized, but thank goodness my college-age daughter told me to use Photoshop or I would still have that really big white space!

Then, on Tues. Feb. 12, I worked for 20 hours straight to finish my first draft of the overview for SID. It is 23 pages right now...Yolanda is in the process of reviewing it. I'm very pleased with myself - it's the longest paper I've ever written, and certainly the one with the most footnotes. Remember - I was a business major!

I've purchased and received most of the books for the new KA's I opened last month: Public Policy and Systems Thinking. I have also received more information on the De Anza and Foothill programs to assist underrepresented minorities from Carolyn Wilkenson-Greene. I plan to send out emails tomorrow to these new contacts.

This has been a very good week for my doctorate - probably going to get 40 hours of work in this week!

KA SID, KA Systems and Dissertation 1/27/08

2008-01-27T19:30:00.000-08:00

Structural Inequality and Diversity:
==========================
This week I downloaded articles on the Achievement Gap. I plan to focus my overview paper from the perspective of "the student" and in the context of "the Achievement Gap" in CA and specifically in Palo Alto. I have downloaded information from the California Dept. of Education website including Jack O'Connell's State of the Education 2008 Address - January 22, 2008 and the programs he announced in that address. The website is very informative and the programs have a lot of definition already. This week I plan to read the rest of the documents and then start writing my outline.

I still have 3 books to read and at least 4 mind-maps, but I think I should start on the writing now.

Systems Thinking and Intervention:
=========================
I watched "Mindwalk" and did a mind-map:

Ullmann, L., Waterston, S., Heard, J., Skye, I., Capra, F., Capra, B., et al. (1992). Mindwalk [videorecording]. Hollywood, Calif.: Paramount Pictures.

Dissertation
=========

Last week I spent a lot of time after the cluster meeting on 1/19/08 on a "draft" of my disseration introduction based on the handout that Gloria Willingham will be using for the RRI. The title of the handout is titled "Elements of a research proposal and report" by David Walonick, PhD.

I also researched and downloaded articles on "the problem":

Arrow, K. J. (1995). Barriers to conflict resolution. New York: W.W. Norton.

Darling-Hammond, L. (2007). The Flat Earth and Education: How America's Commitment to Equity Will Determine Our Future. Educational Researcher, 36(6), 318-334.

Friedman, V. J., & Ariane Berthoin, A. (2005). Negotiating Reality: A Theory of Action Approach to Intercultural Competence. Management Learning, 36(1), 69.

Goodman, B. (2007). The Art of Negotiation. Psychology Today, 40(1), 64-65.

Krivis, J. (2006). Can we call a truce? Ten tips for negotiating workplace conflicts. Employment Relations Today, 33(3), 31-35.

Stamato, L. (2004). The new age of negotiation. Ivey Business Journal Online, 1.

Stein, J. G. (1999). Problem Solving as Metaphor: Negotiation and Identity Conflict. PEACE AND CONFLICT: JOURNAL OF PEACE PSYCHOLOGY, 5(3), 225-235.

Tversky, A., & Kahneman, D. (1986). Rational Choice and the Framing of Decisions. The Journal of Business (1986-1998), 59(4), IIS251.

van Es, R., French, W., & Stellmaszek, F. (2004). Resolving Conflicts Over Ethical Issues: Face-to-face Versus Internet Negotiations. Journal of Business Ethics, 53(1-2), 165.

Wheatley, M. J. (2002). Spirituality in Turbulent Times. School Administrator, 59(8), 42-44,46.

I plan to read these over the next 6 months as I have time.

I also just got some great news at the YMCA that they are working with Dr. Eboo Patel to change the YMCA's diversity programs and they plan to integrate an "international" approach. I will contact Roz Hamby later in the year and see if there is any opportunity to do research with them! That would really be dream come true - to help implement this program at the YMCA in Hawaii as part of my dissertation work or a KA! My uncle is on the board of the Honolulu YMCA so it would be really very wonderful if that happened.

This week I also sent off an email to my Uncle to see if he has any contacts at the East-West Center or the University of Hawaii's Centers for Chinese, Korean and Japanese. I also sent an email to Fariba Enshari who is in my cluster and doing her dissertation on Rumi's teaching and how people react to it (multi-faith issues). I also sent an email to Dr. Brigitte Khoury a professor at the American University in Beirut, Lebenon and asked her for ideas. It will fun to see what comes back.

- June

KA SID 1/22/08

2008-01-22T07:53:00.000-08:00

Last week was a really good week for my doctorate! I had a wonderful morning at De Anza College on Thursday 1/17/08. It started with the faculty deans meeting where I got to see the deans in action discussing what I call "budgeting and finance" issues the entire time. I was amazed at the complexity of the financing for release time and vocational education both for figuring out how MUCH money you get, and the the ACCOUNTING AND PAPERWORK...you need a high IQ and lots of patience to get these rules they came up with. At least 1/2 hour was just discussing how the release time calculations work, and it was time well spent because it's hard to understand and almost impossible to get right (requires predicting the future).

Then I had wonderful lunch with Carolyn Wilkinson-Greene who is Dean of the Social Sciences Dept. at De Anza. I got her name from President Brian Murphy who told me she was implementing some of the work that Lisa Delpit has done. Carolyn was a wonderful storyteller, and told me how she is good friends with Lee Mahon, and that Lee had hired her to implement an equal opportunity grant in 1979 at Santa Clara, and later after joining the faculty at De Anza, she would be the first Affirmative Action Leadership Change Officer for De Anza from 1990-93. This position covered both hiring faculty and curriculum development. After that period, she went back to teaching and while she was teaching International Studies a Math Teacher (white) came to her saying there were african american students "falling through the cracks". Carolyn asked him to provide her with data and sure enough 50% or more of the pre-algebra and algebra african american and latino students were "failing" (either getting F's or dropping out). That's when she came up with the idea for Math Performance Success. The initial program she came up with was a) a counselor sitting in the classroom 100% of the time with the kids, b) an african american teacher without a math background to sign up for the class - to show them adults have trouble with math also, and c) some tutoring help from a student tutor (peer). It took a long time to convince the faculty of the Math/Sciences dept. , but in the end they decided to run a pilot. Carolyn convinced the counseling dept. to release an african american counselor for the pilot, and convinced an african american english teacher to sign up for the class. She also asked the counselor to recruit a diverse class (25% african american, 25% latino, 25% asian, 25% white). The results were that 95% of the students completed the class with all A's and B's. The following fall the class rolled out as a sequence of 3 classes (algebra, int. algebra, statistics) with the last class, statistics, being a transferable class to a 4 year college. That was in 1997. The program is still there, but Carolyn says it is not serving the same population and we agreed that it is probably because of the lack of recruiting that the african american counselor was doing. They have a new dean, Jerry Rosenberg, who Carolyn says is working with her to revitalize the program. I asked if I should sit in one of the MPS classes, and Carolyn thought that was a great idea. I am in the process of getting Jerry's email now and will send an email later this week.

Then on Sat. 1/19, we had our monthly cluster meeting with Nicola Smith and Lee Mahon. It was a very lively session, and we talked for over an hour about KA's and the relationship to study guides and the quality of the guides. Nicola and Lee took notes and will give that feedback to the faculty meeting. I will also give that feedback to the Equity Council since we are going to cover the same thing next month. Then, after the break, we started working on "Elements of a research proposal and report" by David Walonick, PhD, that Gloria Willingham has sent to us for the RRI on "Demystifying the Research Process". We started with Chapter 1 and everyone in the room had to state their introduction (statement of the problem, purpose of the study, significance of the study, and the research question). It was really useful to hear what everyone else is doing - I taped the whole session on my brand new digital audio recorder that I purchased at Office Max and it was really good quality. I listened to the entire 3 hour meeting again!

I was so inspired that I talked to Nicola after the meeting and asked if I should start writing down my ideas about the dissertation using the format we discussed. Nicola said it would be interesting to keep a "diary" of how my dissertation ideas grow and change over the course of the program. So, I spent a few hours today thinking about it and bouncing ideas off my husband and I've attached my FIRST draft (see below)! It's not very techical and pretty incomplete, but I wanted to get my ideas down now, and then think about it for another 6 months and maybe update it then.

I also found out from another student, Jonathan Brennan, that his wife is running 2 programs at Foothill College called Mfumo and Pass the Torch aimed at the same kind of "at risk" students as MPS. I am trying to connect with either Jonathan or I may go to Judy Miner, President of Foothill College, whom I worked with on our joint undergraduate program in Psychology.

http://www.foothill.edu/services/mfumo.html
http://celebrityforum.net/services/torch/index.php

I also called Marilyn Cook, Asst. Superintendent of the PAUSD, again with no response. I called Burton Cohen, Asst. Superintendent, who called back and said he would call this week. I missed Becki Cohn-Vargas's, Asst. Superintendent, call and she will be out for one week, so I will try again this week to get Marilyn and Burton and next week to get Becki. Having a lot of trouble getting my IRB approved by PAUSD. It was approved by Fielding in December 2007.

Last week Lee Mahon approved my KA contract for Systems Thinking and Intervention as a joint KA with Public Policy with Lenneal Henderson. I have a draft of a contract and hope to finalize it this week. I have purchased $500 worth of books for Systems Thinking and look forward to starting that (after I finish my reading for SID).

My plans for this week and next week include:

1) YMCA leadership conference in Napa this weekend
2) Finish Lisa Delpit's book Other People's Children
3) Finish Gender & Ethnicity in Schools by Peter Woods and Martyn Hammersley
4) Finish The difference: Discover the hidden ways we silence girls by Judy Mann.

I hope to start writing my overview after that.

- June

Introduction

Statement of the Problem

Cultural misunderstandings happen every day in business settings. They also happen in political settings throughout history. Many of these misunderstandings happen because the participants in a discussion are not aware of the need to understand someone else’s culture before they can judge or even understand what the person is saying.

Because global technology has made the world much smaller creating everyday situation at work and at school requiring people of different cultures to interact without leaving their countries, young people who are in college today, aged 18-26, need to learn skills and have tools when entering the workforce that previous generations did not need to have.

Purpose

The purpose of this study is to identify the skill sets and tools that young people need to learn when entering the workforce and how higher education can assist business in developing these skill sets and learning these tools to be more effective in the future workplace environment.

The study will be mixed method research to the following parties:

I. Human Resources Directors at the top 50 Public companies doing business in the State of Hawaii.

a. Hawaii was selected because the population is already very diverse

II. Deans at the top 50 Business Schools in US in the US News and World Report

III. Deans at the top 50 Law Schools in the US in the US News and World Report

Significance of the Study

Flexibility and communication skills with more than just the culture one has grown up in is becoming a requirement for success in the workplace. Employers will want new graduates from universities to have familiarity with communication issues that can arise from multi-cultural or multi-faith issues.

Universities will need to change their curriculum to address this change in the marketplace. This study will recommend changes to curriculum to address this need.

Research Question

I. Human Resources Directors at the top 100 Public companies doing business in the State of Hawaii

a. Do you have a diverse workforce that includes employees who were born and raised outside the US?

b. If so, what % of total employees are born and raised outside the US?

c. Are there any communication or management issues that arise from this diversity within the workforce?

d. If so, what are they?

II. International Studies Dept. heads at the top 50 Business Schools in US in the US News and World Report

III. International Studies Dept. heads at the top 50 Law Schools in the US in the US News and World Report

KA SID 12/3/07

2007-12-03T08:08:00.000-08:00

On Tues. 11/30/07 we finally met with the PAUSD group College Pathways with Donae Gray, Madallena Fittoria, and Ruth Malen. Robert Hughes and Danny Koba were there from the YMCA. The meeting went really well, except for a few political questions that cropped up, and were dealt with later, but other than that it was exactly what we had hoped for for the collaboration. They have scheduled 2 meetings for Robert to attend and present. One meeting with the high school principals, and one meeting with the ELAC/DELAC (don't know what this stands for but it is the parents of the ELD students) at the JLS middle school. Both meetings are in January. For my survey approval, they sent me off to Dr. Marilyn Cook who is in charge of approving such surveys.

This last week was focused on the IRB. On Weds. I submitted my initial draft to the IRB, and asked for permission from Dr. Marilyn Cook. Over the weekend, I revised my submittal to the IRB for additional forms and a flyer that they wanted also. Today is the deadline at 5:00pm, so I hope I have everything turned in!

I also had an amazing meeting with the De Anza team: President Brian Murphy, VP of Instruction John Swensson, and the CFO Jeanine Hawk. We meet to discuss the joint undergraduate program we have in Psychology, and I ended up talking about my doctoral program (Jeanine was at Fielding and is now at Alliant). Turns out that Carolyn Wilkins-Greene
Dean, Social Sciences & Humanities is implementing many of Claude Steele's concepts also (he told me to read "Thin Ice"), and the entire management team read Lisa Delpit's book Other People's Children: Cultural Conflict in the Classroom, Updated Edition (Paperback). I ordered the book and will go onto Fielding now to find the article. Brian has offered De Anza for my research in higher education! Brian invited me to spend a 1/2 day with his staff to "get a feel for the place" and find out what they are doing. I'm so excited about the possibilities. I will try to set something up in January.

KA SID 11/27/07

2007-11-27T04:58:00.000-08:00

I've finished a lot of documents this week:

1) IRB description of Ventura Center Survey (to be used to fill out the IRB application)
2) Ventura Center Survey (to be input into Survey Monkey)
3) Assent Letter (for parents of minors)

I've also done the following:

a) Ordered 3 books on writing dissertations suggested by Mark Scanlon-Greene at the 11/17/07 cluster meeting
b) Ordered "APA-Style Helper 5.0" suggested by Mark Scanlon-Greene at my urging at the cluster meeting and installed it.
c) Finished my first draft at a meta-map for my overview.

I also read 2 articles:

Steele, C. M. (1997). "A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance." American Psychologist 52(6): 613-29.

Duncan, G. A. (2002). "Critical Race Theory and Method: Rendering Race in Urban Ethnographic Research." Qualitative Inquiry 8(1): 85-104.

- June

KA SID, posting 11/19/07

2007-11-19T08:14:00.000-08:00

This week I spent the entire time working on my IRB application and the digital divide survey.

1. IRB information document "Human Protocol for YMCA Ventura Center Survey.doc". There are several areas that I cannot fill in until I speak with the YMCA people to see if I have permission to send out documents to the students in the ELD, and other yet to be named (Focus on Success, AVID (Advancement Via Individual Determination), others?). This is key, because if I don't get their help/permission, I will have a very small population of kids (less than 25 probably).

2. The survey itself in WORD "YMCA Ventura Center Computer Usage Survey.doc".

3. The sample assent letter for the IRB. I will need to get this translated into Spanish. I have someone who did it last year when our Diversity/International Committee translated our membership, scholarship and other forms into spanish and I think she will help me with this. If not, I may need to hire a Spanish translator and may need your help finding one I can hire (Carla if you know anyone, please let me know). Once you have the form approved, I will ask her.

NEXT DEADLINE FOR THE IRB: Dec. 3, 2007, 5:00pm

My meeting with the College Pathway's team has finally been set!! It is going to be at the Ventura Center on Tuesday 11/27/07 at 11am.

KA SID, posting 11/7/07

2007-11-05T22:47:00.000-08:00

It's been a long time since I posted and I'm trying to catch up.

I read a month ago:

Giving kids the business : the commercialization of America's schools by Molnar, Alex

and

Pedagogy of the oppressed by Freire, Paulo

Two weeks ago I read:

Bilingual education : history, politics, theory, and practice, Crawford, James.

I also read Questions of cultural identity by Hall, Stuart and Du Gay, Paul.

this week I read, Education and inequality : the roots and results of stratification in America's schools by Persell, Caroline Hodges. I think it is a very good explanation of the theories and had very good charts explaining how the theories and ideologies fit together.

I've also read Tsikalas, K., Gross, E. F., & Stock, E. Applying a Youth Psychology Lens to the Digital Divide: How Low-Income, Minority Adolescents Appropriate Home Computers To Meet Their Needs for Autonomy, Belonging, and Competence, and How This Affects Their Academic and Future Prospects.

And I read Timmerman, A. Introduction to the Application of Web-Based Surveys. Access ERIC: FullText. 2002-00-00o. Document Number)

Both were very helpful in understanding what kind of survey I could do.

I also read the "The Art and Science of revising Your Writing" by Mark Scanlon-Green, Ph.D. from my cluster and order 2 books he recommended on writing dissertations.

- June

KA SID, posting 9/18/07

2007-09-18T06:53:00.000-07:00

It's been a very busy two weeks for meetings not related to work or school (directly that is). We had the YMCA Garden Party where they introduce the new board members and the new chair, and also present the Andrew Carpendale International Award, which I was the recipient of this year. The next day we then had our Taiwan Camp celebration where all the kids and their parents and the YMCA board members on the diversity committee came to dinner at the YMCA and we played the 20 minute iMovie I made of the trip. They gave Tiffany and Rolf a beautiful picture signed by the kids and me a generous gift to Stanford Shopping center. Then a few days later we had our first YMCA board meeting of the year and again we showed a shorter version if the iMovie. I also had coffee with 2 people on our board the day before who are on our Human Relations Committee for the city of Palo Alto, to discuss diversity and the committee structure. It was a very interesting chat about their concerns, which I brought up at the end of the YMCA meeting the next day. Then on Sat. we had our first cluster meeting with Lee Mahon and Nickola Smith. A board member, Margarita Rosenthal also attended, along with several people from Southern California that are now working with Lee. It was almost 4 hours long and was a wonderful chance to meet people - several people are doing work in my area or are interested in what I am doing.

And then there were the political campaigns...my friend asked my son to play music at her kickoff for school board and that was a project - renting the electronic keyboard, then setting up 3 hours early and then playing for 2 hours. Plus 2 other events, and another one for the Foundation for a College Education tonight. Meetings should be over this week!!!

I am also reading Molnar, A. (1996). Giving kids the business : the commercialization of America's schools. Boulder, Colo.: Westview Press, and I plan to read Crawford, J. (1995). Bilingual education : history, politics, theory, and practice (3rd ed.). Los Angeles, CA: Bilingual Educational Services.

I also plan to apply to the Human Relations Commission (HRC) for the City of Palo Alto. I will try to get out of other commitments to make room for this.

- June

KA SID, posting 9/2/07

2007-09-02T22:28:00.000-07:00

This week I focused on the digital divide in preparation for my meeting with Dr. Burton Cohen on Tues. 9/4.

11.1 Dowling, Meredith. (2001). Mapping a Future for Digital Connections: a Study of the Digital Divide in San Diego County, San Diego Regional Technology Alliance

11.2 Seung-soo, H. (2002). Summary by President of General Assembly at Concluding Plenary Meeting. Paper presented at the General Assembly Meeting on Information and Communication Technologies.

11.3 Osunkunle, O. O. (2006). Bridging the Digital Divide and the use of Information and Communications Technology (ICT) in South African Universities: a Comparison Study among Selected Historically Black UniversitiesWhite Universities (HWUs). US-China Education Review, 3(3), 6. (HBUs) and Historically

11.4 Spanning the Digital Divide: Understanding and Tackling the Issues, editor Madanmohar Rao, Bridges.org, 2001.

12.1 Johnson, R. B., & Onwuegbuzie, A. J. Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher v33 n7 p14-26 Oct 2004 (13 pages) Additional Info: American Educational Research, Association(1230 17th St. NW), Washington.

In addition to the reading, I have joined the AERA (American Educational Research Association) and my boss has approved my attendance at next year's conference Monday, March 24 - Friday, March 28. I am very excited about this opportunity.

I also had a conf. call with our reference librarian, Scott Hines, who teaches a class in EndNotes to make sure I was doing my setup correctly. Turns out, because of my background in application systems design and implementation, I have setup Endnotes and my excel spreadsheet in exactly the way he teaches in the class. The only thing I did not know how to do was setup the link to the libraries so I can download the references easily instead of typing them, and also how to download the references from ERIC, etc. We setup the templates in EndNotes for these 3 databases (ERIC, Stanford and UC). He also gave me the password to the PGSP libraries incase we have something at work that isn't on the Fielding website. He told me to always use ERIC from the Fielding website because it will have the "formatting" setup for Endnotes and it will be easier. I learned a lot!

that's it for this week.

KA SID, posting 8/27/07

2007-08-27T21:15:00.000-07:00

This week I read Spaces of Identity: Global Media, Electronic landscapes and Cultural Boundaries by David Morley and Kevin Robins. I did a concept map but I think it is too big to upload (it's not letting me do this after many tries and rebooting). So instead, here is my outline and I will show you the map on the conf. call.

What is Global and What is Local?

I. Globalism as Identity Crisis

A. Broadcasting

1. In the past

a. Served the nation

b. Provided Cultural identification

2. Now

a. respond to consumer demand

b. Maximize consumer choice

c. 'driven more by market opportunity than by national identity', Steven Ross.

(1) controlled by small number of global players

(a) Time Warner, Sony, Matsushita, News Corporation, Walt Disney

(b) BSkyB, CNN, MTV, Cartoon Network

(2) New services, new delivery systems, new forms of payment

(3) Vertical integration

(a) programming

(b) distribution

d. Characterized by America Domination

(1) Fordism

(a) regime of accumulation, Billaudo and Gauron, Boyer, Lipietz

i) mass production

ii) mass consumption

e. global markets

f. world assembly line

g. 'war of images' and 'image superpowers' Freches

(1) 'television without frontiers' Commission of the European Communities, 1984

h. New media technologies are creating 'seeming face-to-face relationship' D. Horton and R. Wohl

(1) armchair imperialists

(2) generalised elsewhere and non-local people

(3) media images become the totality of our knowledge

(4) create a sense of reality of events

(a) creation of a Frankenstein monster in Iraq

(b) watching violence while remaining safe

i. New supra-national regulatory environment meant to eliminate barriers to the buying and selling of programmes and their transmission and reception in the european community

B. Globalisation

1. organisation of production and the exploitation of markets on a world scale

C. Cultural Differences, Localisation

1. What is a community?

a. Electronic global village

(1) cultural tribalism

(2) flexible specialisation

(3) cultural industrial districts

b. to connect family and the nation

c. 'development of national broadcasting systems which provided the people of different regions and provinces with a first daily experience of the nation' Martin-barbero

2. Disorienting experience of global image space

a. 'obscene delirium of communication' and ' ecstasy of communication' Baudrillard

3. Difference as identity

a. Language

(1) 'identity is as much about exclusion as it is about inclusion' Schlesinger

b. Fear

(1) nationalism, racism, superiority of one group over another

(2) unity against an alien culture

(a) 'Islamic threat'

(3)

c. Natives

(1) homogeneous, authentic, indigenous culture

d. Can a community acknowledge difference (and simply diversity)?

4. Politics

a. objective of politicians and bureaucrats

(1) project public service broadcasting onto a European level to project an integrated, homogenizing force

b. a new global system of authority where transnational communications companies now bypass traditional forms of national political authority

c. transnational corporate culture becomes a central force - who has control of the sources of information?

5. Europe

a. How has Europe changed over time?

b. Europe vs. others

(1) Cultural paranoia: Japan and the orient

(2) Post modernism could be defined as a 'set of responses to the decentring of Europe - of living in a world that no longer rests upon European hegemony which began in 1492' Cornell West.

(3) Identity crisis

(a) failed to develop an adequate political culture for 'european citizenship'

(b) geography

i) new global network and matrix of unevenly developed regions, cities and localities across space and time

ii) international restructuring of capitalist economies

iii) emergence of a new global-local nexus

(1) 'placeless' geography of image and simulation

(2) world of instantaneity and depthlessness

(3) space of lows, an electronic space with permeable boundaries

(4) flexible specialisation

i) Differences

(1) disavowed?

(2) repressed?

(3) accepted?

(d) religion

(e) Change is seen as problematic

i) cultural erosion and even extinction

ii) state of "homelessness"

iii) struggle for place

(f) Diversity of climate, countryside, architecture, language, beliefs, artistic style

i) must be protected not diluted

(g) Culture is being transformed

i) Mass immigration

ii) Displaced persons, refugees

iii) migrant and immigrant workers

(4) imagined communities of nationalism

(a) a common market

(b) citizens Europe

c. BBC vs. Dallas

(1) American products

(a) streamlined

(b) plastic

(d) fake

(2) BBC was forced to look at its marketplace and adapt

d. The end of history

(1) was a community of nations characterized by inherited civilisation

(a) Judaeo-Christion relgion

(b) Hellenistic ideas o givernment, philosopy, arts and science

(2) incoherence of the contemporary world

(a) the past is the fiction of the present, Certeau

i) Same questions about cultural imperialism

ii) who has the right or the power to tell the story of contemporary events?

6. Japan Fear

a. Exotic culture

(1) Zen, kabuki, tea-ceremonies, geishas

(2) dehumanised martial culture

(a) kamikaze, ninjutsu, samurai

b. Technological superiority

(1) technology has become "japanised"

(2) cold, impersonal, and machine-like

c. the "future"

d. Seen as ethnic purity and homogeneity

(1) consensus and conformist

e. Takeover of Hollywood

f. Occidentalism, R. Robertson

(1) racial purity

g. Fear

(1) american resent the ambiguous nature of Japanese culture

(2) Japan is the "other" to the American "us"

I also listened to an audiobook entitled: Communist Manifesto and Social Contract (Knowledge Products) (Unabridged) by Ralph Raico. Communist Manifesto examines the theory and goals expounded by Karl Marx. Marx argues that history flows inevitably toward a social revolution, which will result in a society without economic classes. The influence on Marx of Hegel, Feuerbach, and other philosophers is examined, as is his friendship and collaboration with Engels. Social Contract, by Rousseau, argues that people secure their liberty by entering into an implied contract with government. Rather than being protected by natural rights, their liberty is secured by the "general will", one of the most famous and troublesome ideas in political theory. This presentation explores Rousseau's concept of social order and its implications for individual freedom and the good of society.

May 5, 1818 – March 14, 1883

I did not realize that Karl Marx was Jewish (his grandfather was a Rabbi) and then converted to Lutheranism. He got his PhD in philosophy in Berlin, and then went to Paris to be with the french revolution philosophers. His greatest work is Das Kapital but the Communist manifesto has been printed more times than Das Kapital. Marx's theories said that capitalism created a wealthy class and a poor class, and thus was not ideal. He also believed that capitalism lead to alienation of human work and a commodity fetish. He did not like the cycles of growth and collapse and he believed that if the proletariat were to seize the means of production, they would encourage a system that would benefit everyone equally, and a system of production less vulnerable to periodic crises.

Jean-Jacques Rousseau, (June 28, 1712 – July 2, 1778)

Rousseau believed that a government can only be legitimate if it has been sanctioned by the people, controlled by the "general will" of its populace. Without this input from the people, there can be no legitimate government.

KA SID, posting 8/17/07

2007-08-17T17:11:00.001-07:00

Well, I'm finally over jet lag. Since I returned from vacation, I've finished reading two books and put them into Inspiration. I've exported the concept maps and outlines and added the notes to Endnotes.

The first concept map is for Carol Gilligan's, "In a different voice".

The second concept map is for Erving Goffman's "Stigma: notes on the management of spoiled identity".

What I did on my vacation (July 21 - August 4)

2007-08-06T07:47:00.000-07:00

On my vacation, I spoke with various people I met about their experience with Chinese Universities and how they can help me.

Tristan Yuan (english name), Nephew of a friend, just graduated from a university in china, and works for the TV channel #4 (couldn't understand the chinese name) in Beijing. He was hired based on his blog, "sinablog" (search for YuanLenshui, www.onyoyo.com) where he posted his novel. The TV station liked his style of writing and called him up. He said that is a very typical way of getting a job in China - create a blog or website and post your vita. He is going to school next year in Japan to get a master's in Mass Communication. His friend Sarah (english name) is going also to work at a Chinese startup located in Tokyo. She is a programmer in ARM. I told Tristan about my interest in doing research in China and he said he would help and we would keep in touch.

Dr. Peter Yang, Ed.D., is a board member of the Taichung YMCA and the Director, Continuing Education Center, and Associate Professor, School of Recreational Sport Management at the National Taiwan College of Physical Education in Taichung, Taiwan. He hosted 2 of our young campers. His kids in middle school have attended school in the US while he got his Ed.D in Southern California. He was at Stanford recently and they wanted to send one of their students as an intern to his school. That student is there now. I asked him if he could assist me with my research and he said he would be happy to help. He may come over next year to host some students from Taiwan in Palo Alto. If so, I will have a chance to play host to him and his family and also to discuss my research more.

Before I left, I had a great training session with Marcy Bowen, Librarian, Virtual Reference Assistant, Fielding Graduate University. She trained me on exactly how to search for articles, how to see if they are available in the discounted University of Michigan library (Michigan Information Transfer Source). She sent me an email with instructions and showed me the FAQ page which is the most helpful - has a step by step set of instructions for finding articles. It was very helpful and I now feel I can find all the articles and books I need.

That's it! Too tired to read much on the trip. Kids are a lot of work so I tried to sleep on the plane. Also finished listening to Harry Potter #7. Very well done.

KA SID, posting 7/16/07

2007-07-16T07:15:00.000-07:00

This week I did the following:

- Set up Reading List and sources tracking system
- Researched all items and having a hard time finding articles in the Fielding library
- Will set up a conf. call with the Librarian to learn how to find a few specific articles on the KA list from Fielding
- Set up End Notes as a database using KA and dissertation as structure.
- Scanned in my notes (PDF) for first reference, "In a Different Voice" by Carol Gilligan
- Ordered 5 books from Amazon to arrive this week.

- June

2007-07-09T08:00:00.000-07:00

Today we learned how to use Skype conferencing and WebEx tools. Next week I will load EndNotes, SPSS, and Inspiration and also continue to read the Gilligan book.

- June

KA SID, posting 7/9/07

2007-07-08T19:33:00.001-07:00

July 9, 2007

I already have 2 books that I bought but have not read and are on my KA contract (the second one I forgot to add - I can add this to the contract later):

Gilligan, C. (1982). In a different voice. Cambridge, MA: Harvard University Press.

Gardner, H. (1991) The unschooled mind: How children think and how schools should teach. New York: Basic.

I have started the Gilligan book and I am about 1/2 way through it. I have not started taking notes yet as I do not have the software I want to use loaded.

This week I plan to load EndNotes and SPSS software on my computer, and I have ordered Inspiration.

I have also been thinking about how to setup my paper and note/references filing system with some help from Jenny Edwards and Yolanda. I'll let you know later what I end up with after I learn EndNotes.

- June

First Posting

2007-07-01T06:18:00.000-07:00

Hi Carla and Yolanda!

This blog is my first blog ever...for the dissertation and should contain learning gains and concept maps on weekly basis.

- June