Off-Campus Education: Work, Relationships and Reciprocity

International Students’ Career Construction From Hospitality Internship: A Qualitative Approach

“…Some of them think that their adaptability and innovation capacity is deficient. Flora and Hirt (2008) point out that the out-of-campus exposure should focus on the cultivation of the student comprehensive capacity during their internship process, expanding social networks and having a reciprocity impact. Leadership capacity and leader efficacy should also be developed by the off-campus employment and cooperation internship (Dugan et al, 2013).…”

Creating an Effective Educational Environment for Adult Learners: A Qualitative, Multi-Case Study of Off-Campus Center Administrator’s Use of Invitational Leadership

“…Although missions for off-campus centers can be similar, providing a uniformed description is problematic, because each type of institution can approach its off-campus center in a unique format (The Higher Learning Commission, 2011;Manzo, 1997). Creating a learning environment conducive for the off-campus learner can sometimes be difficult as many of the resources are provided through the host institution, which historically has functioned for traditional students (Flora & Hirt, 2008;Giancola, Munz, & Trares, 2008;Morey, 2004). Of foremost concern is the perception by peer faculty who teach on the main campus that courses being taught at off-campus centers are inferior to the quality of instruction delivered at the home institution (Gabor & Heggan, 1995).…”

“…As Shoemaker (2008) noted, "When referring to quality, there is an underlining environment that depicts 'separate but not equal '" (p. 22). Therefore, when faced with these many concerns, leadership of offcampus centers becomes an important component to its success (Flora & Hirt, 2008). Administrators of off-campus centers have the extensive task of proving their value and worth to both its main campuses and the community where the off-campus facility resides (Flora & Hirt, 2008).…”

“…Therefore, when faced with these many concerns, leadership of offcampus centers becomes an important component to its success (Flora & Hirt, 2008). Administrators of off-campus centers have the extensive task of proving their value and worth to both its main campuses and the community where the off-campus facility resides (Flora & Hirt, 2008). As leaders, off-campus center administrators have to be flexible by first creating an atmosphere that mimics the invitation on the main campus, but also be willing to engage community members as part of the educational environment (Gabor & Heggan, 1995).…”

“…However, although off-campus centers have become an important niche within higher education, little research has been conducted on their descriptions, learning environments, quality of instruction, and the leadership style of their administrators (Flora & Hirt, 2008;Gabor & Heggan, 1995). This lack of research presented the basis for studying off-campus centers and their administrators in an attempt to better understand their importance and significance within higher education (Flora & Hirt, 2008) by examining the ambiguity of off-campus centers in their description, environment, and quality of instruction (Aslanian, 2007;Gabor & Heggan, 1995;Pappas & Jerman, 2004;Sperling & Tucker, 1997). Moreover, the examination of leadership for off-campus centers should be approached differently than through the historical educational leadership theory (Flora & Hirt, 2008;Schejbal & Wilson, 2008).…”