Social climate in diverse university departments: the role of internal knowledge sharing

Background:?A good social climate is a precondition for developing a well functioning staff in university departments. However, as universities are becoming increasingly diverse in their staff composition, new problems for the social climate may develop. Organisations where members are open to diversity are known to be better integrated and to perform better. While the relation between a positive social climate and group functioning is well documented, we know much less about antecedents for such a climate.

Purpose:?The aim of this study is to examine the effect of internal learning and knowledge sharing engagement (sharing informal knowledge of a personal nature and the staff's application of each other's knowledge to task relevant problems) on diversity climate (openness to linguistic, visual, value and informational diversity) among university teachers.

Sample:?The study used questionnaire responses from 489 teachers in multicultural Danish university departments.

Design and methods:?To study antecedents for a good diversity climate, statistical analysis including hierarchical multiple regressions was applied.

Conclusions:?Results showed that group members' engagement in: (1) sharing informal knowledge of a personal nature; and (2) their application of each other's knowledge to task relevant problems had strong positive associations with openness to linguistic, visible, value and informational diversity. We conclude that interaction and knowledge sharing among teachers in multicultural departments is likely to have a favourable effect on the social working climate.     

Determinants of organisational climate for academia

Being aware of the factors that develop a positive organisational climate is especially important in universities, where the academic members of staff are, in large measure, self-motivated. To identify the determinants of organisational climate for university academia, the validity and reliability of the first-order constructs of autonomy, cohesion and pressure were examined. These three constructs were found to have inadequate validity in this environment. The remaining five valid constructs indicated a second-order organisational climate construct organisational climate was influenced by support, followed by trust and fairness, and then by recognition and innovation. The findings of our study will assist university managers to identify areas to focus upon when developing their academic staff in the pursuit of improving the organisational climate.     

Quality of Care at School-Aged Child-Care Programs: Regulatable Features, Observed Experiences, Child Perspectives, and Parent Perspectives

This study investigates children's experiences at 30 school-aged child-care (SACC) programs. Regulatable features such as total enrollment, child-staff ratio, and staff education were assessed via director report. Observers recorded positive/neutral and negative staff-child interactions, and rated programs in terms of flexibility and age appropriateness. Negative staff-child interactions were more frequent when child-staff ratios were larger and when staff had less formal education. The presence of a greater number of different types of program activities was associated with staff having more frequent positive interactions with children and with observers rating programs as flexible and age appropriate. These regulatable and observed features were examined in relation to children's ( N = 180) and parents' ( N = 152) perceptions of program psychosocial climate. Children's reports of overall climate, emotional support from staff, and autonomy/privacy provisions were predicted by program features. Children reported poorer program climate when programs had larger enrollments and when observers recorded more frequent negative staff-child interactions. Children had more positive program perceptions when programs offered a greater variety of activities. Children's reports of program climate in addition to observed child-staff ratios were associated with parental perceptions of the programs. Parents had more positive perceptions when child-adult ratios were smaller and when their children reported more positive climates. This study suggests a convergence between observer, child, and parent about factors contributing to quality of after-school programs.     

The Minority Report: The Concerns of Staff Opposed to Schoolwide Positive Behavior Interventions and Supports in their Schools

Low staff support for schoolwide positive behavior interventions and supports (SWPBIS) is a barrier to implementation and sustainability. In this qualitative study, we identify staff opposed to SWPBIS among staff in 36 schools across 9 districts in western Washington. Nonsupportive staff (n = 44) are compared to supportive staff (n = 1,166) on demographic variables. Then, open-ended statements provided by nonsupportive staff are coded and analyzed to identify themes and develop an understanding of concerns about the SWPBIS initiative in their schools. Nonsupportive staff were concerned for the commitment and participation of all stakeholders, including staff, administrators, and students. Some sources of opposition were attributable to misunderstandings of SWPBIS and outright philosophical disagreements. Other sources of staff opposition were attributable not to the SWPBIS framework, but to school-level factors such as negative climate. We provide consultants with suggestions for engaging nonsupportive staff as well as directions for future research.     

Staff responsiveness to transformation initiatives and diversity at a South African university

Abstract

South African organisations and particularly institutions of higher learning have been confronted with workforces that increasingly reflect the diversity of the South African population. This changing workforce composition implies that the multitude of individual and cultural differences and similarities become increasingly apparent among employees. These differences and similarities can be disruptive and may lead to disharmony, but if managed appropriately, they can also result in increased vigour, stimulation and energy. The importance of workforce diversity in especially a university environment cannot be over-emphasised, as these positive consequences are conducive and sustain universities in their role to expand knowledge that benefits the communities within which they operate. Various transformative initiatives to address diversity, have been devised and implemented, but the impact needs to be measured and assessed to enable leaders to manage diverse workforces more effectively. This article therefore aims to firstly, statistically identify the underlying dimensions of diversity within the largest university in Africa, namely the University of South Africa (Unisa). The responsiveness of university staff members who attended transformative diversity-training workshops are secondly investigated by comparing their responses to that of a matched sample of non-participating staff members. These workshops aimed to sensitise academic, administrative and professional staff at middle-management level to the new realities of an increasing diverse workforce. It is evident that the workshops had a positive impact and that they could be described as successful. The importance of noting that diversity interventions not only entail creating awareness of diversity issues, but also applying the principles of diversity management on a continuous basis, is underscored in this article.     

Assessing school climate within a PBIS framework: using multi-informant assessment to identify strengths and needs

A multi-method, multi-informant method was used to collect data from diverse stakeholders about school climate to inform school improvement efforts as part of the Positive Behaviour Intervention Supports (PBIS) framework. Teachers, administrators, school staff and students completed surveys and parents participated in focus groups to gather perspectives about school climate. Respondents identified safety as a strength at the school, staff and student results suggested interpersonal relationships as an area for improvement and staff identified parent involvement as an area for growth. Both positive and negative perceptions of school climate emerged from the parent focus group. While there are limitations to the generalisability of the results, this case study provides a useful approach for schools to assess their school climate and establish goals for improvement.     

Curriculum matters: Creating a positive climate for diversity from the student perspective

The purpose of this paper is to identify the factors that predict students perceptions of their institutions success in achieving a positive climate for diversity. This study examines a sample of 544 students at a large, public, predominantly White Mid-Western institution. Results show that students perceptions of the institutions ability to achieve a positive climate for diversity is a reflection of students precollege interactions with diverse peers and the institutions ability to incorporate diversity-related issues into its curriculum. Results also indicate that these perceptions differ by race and gender. Implications for institutional researchers are discussed.     

Academic Staff Involvement and Openness to Diversity in International Educational Organisations: Is There a Moderating Effect of Shared Language?

Joint work among academic staff is important for solving the ever‐increasing number of complex tasks that are becoming part of everyday activities in higher education. At the same time, diversification and internationalisation may challenge collaboration processes and communication demands. Speaking a shared language consistently could be a way of overcoming problems. Hence, this study focuses on the effect of shared language among academic staff on the relation between academic staff involvement in work processes and openness to diversity. This study draws on data from 489 Danish academic staff members in science departments of three universities. Results show positive associations between academic staff involvement and all openness‐to‐diversity variables (openness to informational, linguistic, value and visible diversity). Shared language had a positive effect on openness to surface level types of diversity (linguistic and visible) but no effect on openness to deep‐level types of diversity (informational and value).     

Classroom management,school staff relations,school climate,and academic achievement: testing a model with urban high schools

Urban learning environments pose distinct instructional challenges for teachers and administrators, and can lead to lower achievement compared to suburban or rural schools. Today’s educational climate increasingly emphasises a need for positive academic outcomes, often measured by standardised tests, on which student educational opportunities, teacher benefits and school funding can be based. By applying an ecological framework to the urban school environment, it could be possible to better understand and ultimately improve the educational context at multiple levels. This study examined how classroom management, staff relations and school climate contribute to academic achievement, as measured by ACT scores. In a large urban American public school system, 208 teachers from 38 high schools were surveyed. A model was tested in which, when academic achievement was accounted for over time, classroom management and staff relations contributed positively to school climate, and climate in turn contributed to academic achievement. Structural equation modeling revealed that the data fitted the proposed model. Results illustrate the roles of school and classroom factors related to academic performance and underline the importance of classroom management strategies and positive learning environments. Results suggest avenues for interventions to increase academic achievement by supporting students through the lens of an ecological framework.     

School and community factors involved in Chilean students’ perception of school safety

Identifying and understanding predictors of school safety perceptions is important due to its consequences for students. However, it is not clear what school‐related factors most contribute to explaining students’ perception of school safety, and how they relate to community‐related factors such as neighborhood safety. The purpose of this study was to understand the factors associated with Chilean elementary and middle school students’ perceptions of school safety. We used a sample of 5,455 students from low socioeconomic status public schools, and analyzed the predictive value of peer physical and verbal victimization; teacher and school staff victimization; teacher's social support; and perception of safety in the students’ neighborhoods on perceptions of school safety. Findings showed that although different forms of school violence, particularly peer physical victimization and physical and sexual victimization from teachers and school staff, contribute to students’ perception of school safety, the highest contribution came from students perceiving their neighborhoods as unsafe. In contrast, teacher social support contributed to increased levels of perceived school safety. We discuss the need for school‐based interventions that address physical victimization and engage teachers in prosocial and less punitive approaches to foster a positive and safe school climate, and in fostering school–community partnerships.     

Campus climate: The role of teacher support and cultural issues

ABSTRACT

The literature on campus climate has mainly focused on diversity and demographic variables within single or multiple university campuses from one country. There is a need to investigate campus climate further with regard to cultural issues and the role of teachers. This study thus proposed to examine perceived teacher support as a mediator of the relation between institutional and psychosocial variables of the campus climate of two universities from two culturally distinct countries. To achieve this goal, 980 Brazilian and Portuguese university students answered the Institutional and Psychosocial Campus Climate Inventory. Findings showed significant differences in how students from two different countries described their campus climate and how both Brazilian and Portuguese students described their institutional climate more accurately than their psychosocial climate. Moreover, results from a mediation analysis revealed that perceived teacher support mediated the relationship between students’ perceptions of the institutional readiness of their university and their sense of well-being, as well as newcomer adjustment. A moderation analysis showed that the country of origin moderated the relationship between students’ perceived teacher support and newcomer adjustment. Implications for developing a positive campus climate are discussed.     

Impact of an inclusive programme on achievement,attendance and perceptions towards the school climate and social-emotional adaptation among students with disabilities

The aim of this paper is to report outcomes of a school-based programme aiming to promote achievement, attendance and positive perceptions towards the school climate and social-emotional adaptation among students with disabilities (SWD). The programme included a series of training and social activities for school staff, parents and children followed by implementation of the knowledge gained through these activities. The programme lasted one school year and data were collected through quantitative and qualitative methods. Results of the study indicated enhanced student attendance and achievement, social-emotional development, and positive perceptions about the school climate. In addition, parents and teachers were mostly content with development of students and the attempts of their schools to prompt student learning. Findings of this research indicate the significance of the holistic approach in educating SWD in mainstream schools and confirm that schools can make progress relying on their internal structures and planned action.     

A Study of Teacher Candidates’ Experiences Investigating Global Climate Change Within an Elementary Science Methods Course

We investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Using complementary research methods, we analyzed findings from 63 teacher candidates’ drawings, questionnaires, and journal entries collected throughout their participation in the module. We highlighted three focal cases to illustrate the diversity of participants’ experiences. Findings suggest potential positive impacts on teacher candidates’ content understanding related to global climate change, confidence to teach, and awareness of resources to support their future science instruction. Recommendations for science teacher education underscore the importance of providing opportunities for teacher candidates to increase their relevant content understanding, helping teacher candidates become familiar with appropriate curricular resources, and engaging in ongoing conversation and evaluation of developing views and understandings related to global climate change.     

ROLE AND PROBLEMS OF HEADS OF DEPARTMENTS IN PERFORMANCE APPRAISAL

The formalisation of reviews of academic performance, whether it be during probation, for promotion, or for feedback to tenured staff, has put a formidable burden on heads of departments who tend to be involved in all review processes concerning staff in their department.

This paper will present and discuss some data from a current study on the role and functions of heads of departments in Australian universities. Information obtained from heads as well as from staff highlight the difficulties of heads who have to make evaluative statements on departmental staff which may further or slow down their career. Regular performance appraisal of tenured staff pose particular problems as heads have few resources at their sole disposal to reward in any tangible way excellent performance, and indeed also command few, if any, measures to ensure adequate performance. Heads may have positional authority, but academic conventions often prevent heads from exercising it. Clearly heads need leadership qualities and the ability to create a positive departmental climate so that performance reviews are experienced as constructive and rewarding.     

Students as global citizens: strategies for mobilizing studies abroad

Universities globally are increasingly seeking to improve the international mobility of their students. There are several latent benefits that accrue to a university whose students and staff actively participate in international exchange programs. Essentially this can lead to an increase in the university's international reputation, opportunities for benchmarking against best practices, capacity to develop international relationships, diversity of student population with all the benefits that accrue from diversity, and access to potential recruitment markets. In this paper we review extant literature to elicit the range of practical factors that play a role in the decision of students to study abroad. We also discuss results from a recent survey among Australian students that revealed their preferences for international work placements.     

A Comparison of Tutor and Student Conceptions of Undergraduate Research Project Work

Tutor and student conceptions of undergraduate research project work were evaluated following the distribution of questionnaires to 85 members of academic staff and 136 final‐year (honours) students in the Schools of Biology and Biochemistry and Biomedical Sciences, Queen's University of Belfast (QUB). The percentage of individuals submitting a return was 52% for staff and 38% for students. The issues considered included: (1) types and purpose of honours projects, (2) roles and responsibilities of supervisors (staff) and students, and (3) assessment and feedback. The results revealed a diversity of opinion among both staff and students about the various issues surrounding this complex learning exercise. To remedy this situation and to enhance student learning it is essential to establish a climate of open dialogue between staff and students, to share learning conceptions and to ensure that the assessment of any learning task is commensurate with the aims, objectives and learning outcomes.     

Promising or Potentially Harmful? Suburban School Responses to Racial Change

Over the last several decades, suburban schools have become increasingly more diverse and now must respond to racial change, so that they can successfully educate an increasingly more diverse and multiracial student body. This article analyzes interview responses of administrators, teachers, and staff at 19 schools in six diversifying suburban school districts across the United States to explore how they adapt their policies and practices in response to racial change. Findings indicate that school responses are mixed, with each school adapting some policies that demonstrate promise for creating inclusive, enriching, and academically rigorous environments and other responses that are potentially harmful. Promising responses include facilitating diverse student groupings, modifying curriculum and instruction, developing an inclusive school climate, and implementing diversity efforts with teachers and staff. Potentially harmful responses include isolating English Language Learners, narrowing curriculum to focus on test preparation, developing an exclusionary school climate, and failing to respond at all. Schools with the greatest degree of racial change, strong school leadership, and district support often adopt the most promising responses.     

Student victimization by peers in elementary schools: individual, teacher-class, and school-level predictors

Objectives

This study examined individual and contextual factors that explain students’ victimization by peers among 4th- through 6th-grade Jewish and Arab students.

Method

A total of 120 homeroom teachers and 3,375 students from 47 schools participated. The study explored how students’ reports of violence are influenced by individual factors (gender, age, perception of school climate, victimization by teachers, and fear) teacher-class factors (school climate, homeroom teachers’ characteristics such as self-efficacy, and education) and cultural affiliation as a school level factor.

Results

The results showed that levels of victimization vary significantly between classes and between schools. However, the vast majority of variation in students’ victimization lay at the individual level. Factors such as fear, physical and emotional victimization by teachers, and gender affected levels of students’ victimization by peers.

Conclusions

Students victimized by peers are more likely to be victimized by their teachers and to miss school because of their fear of violence. Further research should be conducted to investigate additional teacher, class and school factors that can predict levels of students’ victimization.

Practice implication

Based on the study's results, efforts to deal with school violence should be targeted to students and school staff. It is essential to design and implement a “whole school” approach that includes participation of the entire school community. Furthermore, intensive individual treatment should be given to victimized students to improve their sense of safety and protection on school property. In addition, the findings emphasized the need to design and implement school intervention programs in a sensitive way that takes into consideration children's developmental stages and other factors that affect their levels of victimization. The results showed that younger children do not take advantage of the many positive effects that can be achieved from positive school policy and good relationships with staff. It might be that more efforts should be made to raise victimized students’ awareness by emphasizing that schools have rules that are there to protect them.     

Making a Change: The Effects of the Leadership Role on School Climate

School is a very important element of society. Students and teachers learn many lessons, academic and otherwise, that influence their personal well-being and academic success. Often, however, school does not provide the positive learning or working environment that is most beneficial for our students and teachers. As a first year principal, Pepper realized that a more positive school climate was the key to confronting many of the challenges in the school where she worked. Through an autoethnographical approach supported by her personal journals, Pepper's experiences are described as she witnessed the negative effects that an authoritarian leadership style had on school climate and, subsequently, the morale and success of students and teachers within the school setting. As she made the change to a transformational leader, she came to realize that this leadership style had a more positive effect on the learning and working environment. Her change in leadership style and guidance, with input from teachers, staff, students, parents, and community members, resulted in the school becoming a more positive, caring place to learn and work for everyone involved. This revised version was published online in August 2006 with corrections to the Cover Date.