Experiential learning is the practical application of learning to solve real-world problems. For students, it is a way to bring classwork to life. Herein, it is case studies that take a retrospective view of what could happen, by analyzing how companies acted. Hands-on experience used to be provided in the form of an apprenticeship, but this concept has been transformed in the world today into internships and externships. These semester-long programs are offered as core curriculum in various undergraduate/graduate programs throughout the country. Students typically work in teams gaining short, practical, educational experiences in their respective fields of study. In this paradigm, the company also benefits by identifying and recruiting potential employees through such a process. The student teams are directed by educators and corporate staff, and typically present their findings at the conclusion of their program.
Spotlight of Continuing Faculty Scholarship: Dr. Erik Bean
Spotlight of Continuing Faculty Scholarship: Dr. Erik Bean
In addition to the CLSOR newsletter, we would like to feature faculty who have been active in promoting academic and practitioner scholarship. The first installment of this series focuses on the achievements of Dr. Erik Bean.
Highlights for Erik Bean, Ed.D., associate university research chair for the Center of Leadership Studies and Organizational Research (CLSOR) and section editor of Leadership Perspectives, Journal of Leadership Studies, include a recent autoethnography presentation in Jerusalem as well as a paper publication in Issues in Informing Science and Information Technology. He is also co-author of an upcoming rhyming mental health primer fictional children’s book entitled, Changing the tracks: Ethan’s healthy mind express and will be actively presenting this fall and winter 2020 in the areas of leadership development particularly for Millennials and iGens. He also edited two articles published in Leadership Perspectives, CEO archetypes identity drives organizational culture by Melvin Price, James Forr, Jim Wardlaw, and Joseph Plummer and An Explorative Case Study: Barilla Corporation use of diversity sensitivity via transformational leadership to contain a public relations crisis by Eliane Karsaklian.
Bean, E., & Migliore, L.A. (2020). An autoethnography of two scholars who developed a framework on prudent leadership using a quote from President Theodore Roosevelt. The Qualitative Report 11th Annual Conference, Teaching and Learning Qualitative Research, Nova Southeastern University, Ft. Lauderdale, FL, Jan. 15-17, 2020. Accepted.
This study is a reflection on two scholars whose collaborative efforts to explore the prudent leadership decision making process borne from President Theodore Roosevelt’s (TR) famous 100-year-old saying, “Do what you can with what you have and where you are at,” in the fall of 2018 led to the development of a framework and atomic model. This precipitated a book and a process that examined egregious self-leadership and popular corporate mass media examples of it predicated on three primary factors, 1). Values (motivations), 2). Resources (what you have), and 3)/ Beliefs (perceived risks). We reflect deeply on the value of this scholarship as it was shaped and delivered in a variety of regional and international settings. We share our personal demographics and differences in ethnocentric rearing that provided much debate and compromise that led to better scholarship and entrepreneurial usefulness. Our work with one another yielded three key questions: What enables a leader to behave prudently? Can a leader be prudent without having resources and talents (skills and abilities)? Can a leader be prudent if he/she perceives a deficiency in their current state of being? We review our experiences from initial recorded meetings both visual and summative during the past two years under the collaborative autoethnographic lens and in particular what we learned from one another. We briefly address other such insightful studies for developing collaborative autoethnographies including sample size, involvement and how our worked shaped our scholarly identity in the leadership space.
Bottomley, K., Burleigh, C., Migliore, L.A., & Bean, E. (2020). Using the VAE model to develop sustainable leadership in education by passing the torch to Millennials. The Hawaiian International Conference on Education, Jan. 4-7, 2020. Accepted.
Bean, E. (2019). Renewed Energy to effectively lead, Leadership Development Special Interest Group Luncheon Keynote. The International Leadership Association 21st Annual Global Conference, Leadership: Courage Required, Ottawa, CA Oct. 24-27, 2019. Invited.
Erik Bean will discuss several techniques to renew energy that can be used to effectively balance and refortify self-leadership goals for 2020 and beyond.
Ludorf, M., Middlebrooks, A., Jenkins, D., Bean, E., McCaslin, M., & Eylers, H. (2019). Publishing, reviewing, and editing opportunities with the peer reviewed Journal of Leadership Studies. (2019). The International Leadership Association 21st Annual Global Conference, Leadership: Courage Required, Ottawa, CA Oct. 24-27, 2019. Accepted.
The peer-reviewed Journal of Leadership Studies (JLS - Wiley) editors will lead an interactive discussion sharing how the journal is providing publishing, reviewing, and editing opportunities for leadership scholars. Scholars who are interested in serving as reviewers and editors will be recruited. Scholars with questions about publishing in the journal are also invited.
Bean, E. (2019). Autoethnography of the cultural competence exhibited at an African American weekly newspaper organization. InSite 2019 Informing Science International Conference. Jerusalem, Israel, July 1, 2019.
Little is known of the cultural competence or leadership styles of a minority owned newspaper. This autoethnography serves to benchmark one early 1990s example. I focused on a series of flashbacks to observe an African American weekly newspaper editor-in-chief for whom I reported to 25 years ago. In my reflections I sought to answer these questions: How do minorities in entrepreneurial organizations view their own identity, their cultural competence? What degree of this perception is conveyed fairly and equitably in the community they serve?
Rominger, R., & Bean, E. (2019). From rejection to publication: How to use feedback to keep your work relevant and attraction. 2019 Knowledge Without Boundaries (KWB) Annual Summit. June 13, 2019.
Authors striving for publication, whether scholarly or practitioner-oriented, often face receiving critical feedback after submitting the piece for review. The review process often allows reviewers to provide edits, comments, and suggestions, some of which might be quite extensive. At times, those suggestions are provided gently, and other times rather abruptly. In this session Erik and Ryan will discuss review processes and best practices for working with the feedback provided by reviewers. These practices can help turn a stressful, at times mildly traumatizing, process into one ending with a successful publication.
Bean, E., & Holland, C. (2019). Professional engagement to publication (PEP) workshop. 2019 Knowledge Without Boundaries (KWB) Annual Summit. June 13, 2019.
Looking to get professionally published in your field aside from your doctorate? Partake in the Professional Engagement to Publication (PEP) workshop. Learn how to find and best communicate with reputable trade and mass media opportunities for your writing. Discover how trades and mass media differ from peer reviewed academic journals and how they can benefit your career. Center for Leadership Studies and Organizational Research (CLSOR) Chair Erik Bean, Ed.D. and Dr. Carol A. Holland, CLSOR publication fellow will guide you along the journey and assign you ways to match your Subject Matter Expertise (SME) with potential markets as well as network with other webinar participants.
Migliore, L.A., & Bean, E. (2019). Leadership style of Teddy Roosevelt: A conversation on current egregious corporate behavior and how you might react. 2019 Knowledge Without Boundaries (KWB) Annual Summit. June 12, 2019.
Join this presentation to actively engage in a conversation regarding several of today’s egregious self-leadership and corporate behaviors. Share anonymously which portions of President Theodore Roosevelt’s (TR) famous 100-year-old saying, “Do what you can with what you have and where you are at,” may be most at play. Discover the decision making process embodied in one’s ability to apply practicability and common sense to life situations of which Theodore Roosevelt (TR) “is known for his appreciation of life’s struggles and for a bedrock belief that people can create major change with sufficient motivation and hard work” (Camargo & Roosevelt, 2015, p. 696) and thus, promote authentic leadership for progress, peace, and prosperity.
Bean, E., & Luster, R. (2019). Phoenix Scholar. 2019 Knowledge Without Boundaries (KWB) Annual Summit. June 11, 2019.
Historical since the Fall 2017 quarterly edition premiered including purpose, author guidelines, and future themes and editions.
Kebritchi, M., Rominger, R., D’Urso, P., McCaslin, M., Luster, R., Johnston, E., & Bean, E. (2019). Introduction to Research Support Group. 2019 Knowledge Without Boundaries (KWB) Annual Summit. June 11, 2019.
The purpose of this workshop session is to introduce the Research Support Group, discuss the group programs, and explain how to get involved in the group. The audience will be engaged with lively interactive discussions and will have the opportunity to ask questions from group management team.
Bean, E., & Proudfoot, D. (2019). Integrating a Virtual Road Rally and Interactive Crossword Puzzles to Bolster Online Conference Attendance. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2290-2293). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/208021/
As increasing numbers of institutions contemplate virtual conferences and summits to save on travel expenses as they also try to incorporate more sophisticated interactive platforms ⧿ attracting presenters and attendees can be a challenging and daunting task. Little is known on how to best recruit, schedule, and keep attendees attentive and build a sense of camaraderie in these virtual summits (Gichora, et. al., 2010). Based on this problem and gap in the literature, providing incentives and prizes has been shown to influence the number of attendees as demonstrated in this empirical example. Using this best practice case your institute can help achieve higher levels of on-going attendance and engagement within virtual plenaries, presentations, and workshops by incorporating a virtual rally scavenger hunt and readily available HTML interactive crossword puzzles. Join the presenters as we discuss bolstering attendance techniques used at one of the largest virtual higher education conferences ever held over a four-day span. Using a variety of visuals and samples, we will demonstrate how to best incorporate such a rally as well as best integrate the strategic use of prizes and incentives, the rules and objectives, the types of electronic forms and documentation needed to ascertain attendee personas, attract, register, document overall visibility, and increase memorable customer experiences, so you can implement a virtual conference successfully at your institution.
Bean, E. (2019). Autoethnography of the cultural competence exhibited at an African American weekly newspaper organization. Issues in Informing Science and Information Technology, 16, 153-164.
Little is known of the cultural competence or leadership styles of a minority owned newspaper. This autoethnography serves to benchmark one early 1990s example. I focused on a series of flashbacks to observe an African American weekly newspaper editor-in-chief for whom I reported to 25 years ago. In my reflections I sought to answer these questions: How do minorities in entrepreneurial organizations view their own identity, their cultural competence? What degree of this perception is conveyed fairly and equitably in the community they serve? Autoethnography using both flashbacks and article artifacts applied to the leadership of an early 1990s African American weekly newspaper. Since a literature gap of minority newspaper cultural competence examples is apparent, this observation can serve as a benchmark to springboard off older studies like that of Barbarin (1978) and that by examining the leadership styles and editorial authenticity as noted by The Chicago School of Media Theory (2018), these results can be used for comparison to other such minority owned publications. By bringing people together, mixing them up, and conducting business any other way than routine helped the Afro-American Gazette, Grand Rapids, proudly display a confidence sense of cultural competence. The result was a potentiating leadership style, and this style positively changed the perception of culture, a social theory change example.
Recommendations for Practitioners: For the minority leaders of such publications, this example demonstrates effective use of potentiating leadership to positively change the perception of the quality of such minority owned newspapers.
Recommendations for Researchers: Such an autoethnography could be used by others to help document other examples of cultural competence in other minority owned newspapers.
Impact on Society: The overall impact shows that leadership at such minority owned publications can influence the community into a positive social change example.
Future Research: Research in the areas of culture competence, leadership, within minority owned newspapers as well as other minority alternative publications and websites can be observed with a focus on what works right as well as examples that might show little social change model influence. The suggestion is to conduct the research while employed if possible, instead of relying on flashbacks.