This study examines the Wakonse Conference on Teaching and Learning through an organizational development lens. It explores why the conference was created and why it has continued for 24 years. Using this phenomenological case study provides insight into both the organizational elements involved in this conference, but also how the roles of individuals have contributed to the persistence of this conference. The three founders who have been active with Wakonse from since its inception along with five other participants who have attended the conference for at least four years were interviewed. Through interviews with the conference founders and long-term participants, issues related to leadership, the value of teaching and learning and isolation in academe were explored. This study highlights the importance of place, reflection and community in attending to the holistic need of faculty and staff working in higher education.
Since their inception, student leadership development has been a consistent goal of outdoor recreation programs (ORPs). However, little research has been conducted to better understand how these experiences contribute to leadership development for college students. Using the Komives et al. (2005) model of leadership identity development, this qualitative research study examined leadership identity development in the context of a training trip for student employees of an ORP. By focusing on this particular training program, the study sought to answer the following research question: How does participating in an outdoor recreation training trip impact students' leadership identity development? The study found that the participants were navigating through the final three stages of Komives et al.'s (2005) leadership model: leadership differentiated, generativity, and integration/synthesis stages. Participants understood the role of positional leaders and that there were others who were able to lead without holding titles or positions; participants were able to articulate the role of leaders in helping others and sustaining the program; and participants also articulated how these experiences related to their lives beyond ORP trips, achieving the reflective goals of the integration and synthesis. The results highlight the importance of communication and teamwork in leadership development. The findings provide evidence of the role of ORP in enhancing student leadership identity and make the case for continued or expanded support for these programs. The findings of this study provide insight into how student leadership identity development takes place when students are involved in ORP experiences.
As student veteran populations and visibility have increased on campus, several scholars have explored how higher education works (or fails to work) to serve those who have served their country. In military radio jargon, "Charlie Mike" means, "continue the mission." In this study, the mission was transitioning to, and persisting through college, and the participants were Student-Veterans and Service-Members (SVSM), a term coined by Arminio, Grabosky, and Lang (2015). Thus, "Charlie Mike Victor" focuses on the continuation of the mission for several "victors"-the phonetic "v" in "Victor" here meaning "veterans." In this study, the concept of self-authorship (Baxter Magolda, 2007; Baxter Magolda & King, 2012) was combined with Schlossberg's (1981) transition theory to explore the experiences of SVSM in higher education. This study seeks to build on the existing scholarship and more fully explore the role of various identities in the experience of SVSM.
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