Community Service in Higher Education: A Look at the Nation's Faculty

Antonio, Anthony Lising; Astin, Helen S.; Cress, Christine M.

doi:10.1353/rhe.2000.0015

Cited by 160 publications

(105 citation statements)

References 28 publications

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“…Faculty of color are reported to be more involved than white faculty in service and volunteer work (Antonio, 2002;Antonio, Astin, & Cress, 2000). Additionally, faculty of color are much more likely than white faculty to view providing services to the community, engaging in outside activities, and influencing social change as "very important" or as a primary role (Alexander-Snow & Johnson, 1998;Antonio, 2002).…”

Section: Building An Integrated Outreach Program 283mentioning

confidence: 99%

A Critical Agency Network Model for Building an Integrated Outreach Program

Kiyama¹,

Lee²,

Rhoades³

2012

The Journal of Higher Education

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Section: Building An Integrated Outreach Program 283mentioning

confidence: 99%

A Critical Agency Network Model for Building an Integrated Outreach Program

Kiyama¹,

Lee²,

Rhoades³

2012

The Journal of Higher Education

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“…Antonio, Astin and Cress (2000) note that women and faculty of color are more likely to value community-engaged scholarship and that while this focus may limit their academic promotions, they are unwilling to engage in anything other than community-engaged scholarship. This is how I am oriented to my work.…”

Section: Perhaps I Am An Example Of Whatmentioning

confidence: 99%

“…Women are more likely to involve their students in community-based learning (Antonio, Astin & Cress, 2000) at the university-level. Faculty of color, on the other hand, are more likely to be involved in outreach and to support university students who undertake outreach (O'Meara, 2002).…”

Section: )mentioning

confidence: 99%

Community-Engaged Faculty: A Must for Preparing Impactful Ed.D. Graduates

Peterson¹,

Perry²,

Dostilio³

et al. 2016

MUJ

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Since its inception nine years ago, CPED members have re-envisioned and implemented a new purpose for the professional practice doctorate in education, or Ed.D. This new purpose is grounded in the goal of preparing doctoral students to serve as scholarly practitioners, those who engage community as stakeholders in the process of improving problems of practice. Forming practitioners to be leaders in their communities under the CPED framework requires faculty who look beyond traditional roles by embEd.D.ing themselves in communities to work alongside practitioners working to transform their communities. Unfortunately, at many institutions, community-engagement is considered counternormative to the traditional interpretation of research, teaching, and service, though it need not be. This paper will discuss the implications of CPED's community-engagement principle for Ed.D. programs, institutional policies, and academic environments in which community-engaged faculty do their work and the importance of these faculty members in the design of the Education Doctorate.

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“…One of the fundamental experience these youths undergo is leadership be it leadership of self, of others, or through others. Universities as instruments for social change have a social responsibility of developing civic leaders and productive citizens (Antonio, Astin, & Cress, 2000). Through involvement in various programs, students develop their awareness of the importance of leadership and how leadership is performed.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Leadership Attributes and Motivation to Lead on Preferred Job Characteristics (Job Attributes): Case Study of Undergraduates in Malaysian Universities

Hamid¹,

Alby²

2014

IJBM

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The objective of this study was to examine the relationship between the leadership attributes and motivation to lead (MTL) of undergraduates in Malaysia with their inclination to choose specific types of job characteristics or job attributes. Many researches has proven that personality is positively related to preferred job characteristics, but no research to the researchers' knowledge has been done on leadership attributes and motivation to lead with selected job characteristics. Data were collected from 711 undergraduates from Malaysian public universities. The results showed that leader attributes contributes a stronger predictive effect than the motivation or keenness to lead in determining the selection of specific job characteristics. This finding supports the research hypothesis that undergraduates who have been exposed to leadership training and development have gained greater emotional and cognitive maturity that enable them to be more open to a broader range of job characteristic types. No significant difference was observed between males and females, nor between Science and Humanity programs of study in the students' selection of specific job characteristics. Findings, implications and directions for research are discussed.

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Community Service in Higher Education: A Look at the Nation's Faculty

Cited by 160 publications

References 28 publications

A Critical Agency Network Model for Building an Integrated Outreach Program

A Critical Agency Network Model for Building an Integrated Outreach Program

Community-Engaged Faculty: A Must for Preparing Impactful Ed.D. Graduates

The Effect of Leadership Attributes and Motivation to Lead on Preferred Job Characteristics (Job Attributes): Case Study of Undergraduates in Malaysian Universities

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