Defining HRD Scholar-Practitioners

Short, Darren C.; Shindell, Thomas J.

doi:10.1177/1523422309342225

Cited by 44 publications

(56 citation statements)

References 35 publications

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“…Grounding practice in an understanding of the literature is the essence of scholarly practice, and scholar-practitioners have been given solid advice on how to use theory and research to inform practice (see, for example, Clark, 2005;Ruona and Gilley, 2009;Short and Shindell, 2009). The process of scholarly practice involves seeking out appropriate literature (not necessarily in a systematic review), interpreting that literature for use in practice, translating key principles into relatable language and do-able actions for other practitioners to follow, engaging in reflection to evaluate the practicality and effectiveness of what is happening in practice, and sharing additional recommendations with the practitioner and academic communities.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Benefits of a Coach Development Process ... on the Coach

Leggett¹,

James²

2016

IJHRDPPR

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Section: Introductionmentioning

confidence: 99%

Exploring the Benefits of a Coach Development Process ... on the Coach

Leggett¹,

James²

2016

IJHRDPPR

View full text Add to dashboard Cite

“…For this editorial my second focus is on the constituency interested in the connection between research and practice. To a certain extent, this touches on the topic of the HRD scholar-practitioner, and for those wanting to explore this further I encourage you to read Short and Shindell (2009). As a scholar-practitioner, I place considerable value on the research process, and it is my belief that research must be an important contributor to improving the effectiveness and impact of the HRD profession.…”

mentioning

confidence: 99%

Improving HRD through the creation, publication, and application of research

Short¹

2010

Human Resource Dev Quarterly

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The histories of Human Resource Development Quarterly and the Academy of Human Resource Development (AHRD) are intertwined. As the AHRD President-elect, I therefore consider it an honor to be invited to write this editorial, and I have chosen to focus on a topic of shared interest to both the journal and the professional association: how research can lead the profession of HRD.Professional associations play a critical role in the development and practice of most professions, and many HRD researchers and practitioners are active in one or more associations. I consider AHRD my professional home. It is where I go for growth and networking, and to recharge my energy and passions with those who share a common vision for advancing HRD through research. Through our conferences around the world, journals, Web sites, Web casts, and special interest groups, I find myself continually motivated to push at the boundaries of my understanding and practice. I also find myself continually aspiring to become a role model for those newer to the profession.The AHRD vision of leading HRD through research is one that should appeal to the scholars who write for and read this journal. Like all visions, it is something to which we aspire, and we are challenged to determine how best to attain it. Clearly, there are many voices and multiple perspectivesthose of the faculty member, the student, the scholar-practitioner, the senior scholar, the journal editor, the SIG chair, and the theory builder, to name but a few. It is my belief that each voice must be heard, and that we make best progress by celebrating and exploring differences and acknowledging them as opportunities to expand and improve our understanding.I therefore place considerable emphasis on acknowledging the different voices, and ensuring each is heard. With space limited in this editorial, I would like to focus on two of the voices I believe to be particularly critical at this time in our development as a profession: the experienced scholar and the voice of those exploring the connection between research and practice.

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“…Using evidence-based approaches is a key part of being a scholar-practitioner (Butin, 2010;Short & Shindell, 2009). With this emphasis in mind, Butin (2010) stated, "It means being cognizant of the complexity around you while nevertheless moving forward in your daily practices" (p. 16).…”

Section: Positionality Statementmentioning

confidence: 99%

Getting back to school : understanding adolescents' experience of reentry into school after psychiatric hospitalization

Simone¹

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The purpose of this qualitative study was to explore the experience students have reentering high school following psychiatric hospitalization, and within programming designed to assist with this transition. To accomplish this goal, two research questions were formulated to guide this study:What is the experience of re-entering high school, for adolescents, after a psychiatric hospitalization? and How does the transition programming work with students reentering the high school after hospitalization, considering the bridge for resilient youth in transition model milieu program as a Community of Practice? Participants were chosen from suburban high schools that offer the bridge for resilient youth in transition model programming. Data were collected from eight participants through a series of semi-structured, in-depth interviews. Data were analyzed using general inductive analysis, and was coded using multiple strategies, including open and axial coding. Three conclusions derived from the findings of this research.First, reentering high school after psychiatric hospitalization is an experience that produces academic and social stressors for students as they continue to manage symptoms. Second, BRYT reentry programming helps to support academic recovery, and mental health recovery, through relationship development and connectedness at school. Finally, BRYT reentry programs exist as Communities of Practice, where students' identities and their shared endeavor of reentry after psychiatric hospitalization are improved via meaningful engagement in the milieu.

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Defining HRD Scholar-Practitioners

Cited by 44 publications

References 35 publications

Exploring the Benefits of a Coach Development Process ... on the Coach

Exploring the Benefits of a Coach Development Process ... on the Coach

Improving HRD through the creation, publication, and application of research

Getting back to school : understanding adolescents' experience of reentry into school after psychiatric hospitalization

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