Introduction: The Constraints and Opportunities of Practicing Conflict Resolution from Academic Settings

Avruch, Kevin; Nan, Susan Allen

doi:10.1111/nejo.12018

Cited by 6 publications

(9 citation statements)

References 4 publications

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“…Difficulties in learning these skills in an academic setting are noted (see Avruch and Nan, 2013) and although many students in this programme did make reference to how they practiced and developed the behaviours of social intelligence, influencing others and conflict resolution in their unit, their lower mean scores do suggest the ways in which they are taught, practiced and assessed could still be improved. Industry input -through the provisions of case studies or real exposure to professional contexts -to provide authenticity to learning and assessment is invaluable in these areas.…”

Section: Discussionmentioning

confidence: 99%

Undergraduate perceptions of the development of team-working skills

Jackson

Sibson

Riebe

2014

Education + Training

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Purpose -The ability to working effectively with others (WEWO) is critical yet industry continues to lament deficiencies in new graduates. Progress in developing this highly valued skill in undergraduates is impeded by a lack of conceptual clarity and evidence of how best to measure it, and a tendency to adopt an outcomes-focused, rather than process-oriented, approach. This paper aims to investigate undergraduate perceptions of how well a stand-alone employability skill development programme, operating in an Australian Business Faculty, is fostering the WEWO skill set and which pedagogical practices are considered to add most value. Design/methodology/approach -The study examines undergraduate perceptions using data gathered from a skills audit of 799 business undergraduates from all four sequential units within the skills programme. Undergraduates rated and described their development against an established framework of WEWO behaviours. Findings -Findings indicate that, overall, skill development is rated highly among the undergraduates although the behaviours of conflict resolution, social intelligence and influencing others were rated less highly than others within the skill set. The importance of class activities and assessment items, including the use of virtual learning tools were identified by students as critical to the development of WEWO behaviours. Originality/value -The study highlights the important role of constructive alignment, sequential skill development, consistency of delivery and ensuring student "buy-in" to education practitioners in their efforts to meet industry expectations of graduates who can WEWO.

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Section: Discussionmentioning

confidence: 99%

Undergraduate perceptions of the development of team-working skills

Jackson

Sibson

Riebe

2014

Education + Training

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“…Pracademics in the literature can be found in a variety of fields: conflict resolution, negotiation and mediation (Avruch and Nan, 2013; Susskind, 2013; Volpe and Chandler, 2001; Vuković, 2017; Wilson, 2019), law (Schneider, 2013), nursing (Andrew and Wilkie, 2007), policing (Braga, 2016; Willis, 2016), political science (Posner, 2009; McDonald and Mooney, 2011), project management (Walker, 2010), public administration and non-profit management (Powell et al , 2018; Vrentas et al , 2018), organisational studies (Panda, 2014), environmental health and protection (LaPorte and Opp, 2016; Runkle, 2014), and public and foreign policy (Brans and Pattyn, 2017; Murphy and Fulda, 2011). In the field of education, the term pracademic has mainly been restricted to popular educational forums, such as twitter and the blogosphere.…”

Section: Literature: the Complexity Of Pracademiamentioning

confidence: 99%

“…Most often, pracademics in the literature tend to occupy full-time academic posts and manage to remain active in their relevant field of practice (Wilson, 2019). For those self-identified pracademics, they note that their practice work is often devalued as “a lesser endeavor, an ‘outreach’ or a ‘service’” (Avruch and Nan, 2013, p. 207) and does not always count for academic tenure or promotion (Susskind, 2013). It is important to note, however, that for these pracademics, their status within a university context comes with many benefits: access to journals; professional networks; the expectation and funding of scholarly contributions and committee work.…”

Section: Literature: the Complexity Of Pracademiamentioning

confidence: 99%

Defining and exploring pracademia: identity, community, and engagement

Hollweck

Netolicky

Campbell

2021

JPCC

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PurposeThe aim of this paper is to define pracademia and conceptualise it in relation to educational contexts. This paper contributes to and stimulates a continuing and evolving conversation around pracademia and its relevance, role and possibilities.Design/methodology/approachThis paper is a conceptual exploration. It draws upon existing and emerging pieces of literature, the use of metaphor as a meaning-making tool, and the positionalities of the authors, to develop the concept of pracademia.FindingsThe authors posit that pracademics who simultaneously straddle the worlds of practice, policy, and academia embody new possibilities as boundary spanners in the field of education for knowledge mobilization, networks, community membership, and responding to systemic challenges. However, being a pracademic requires the constant reconciling of the demands of multi-membership and ultimately, pracademics must establish sufficient legitimacy to be respected in two or more currently distinct worlds.Practical implicationsThis paper has implications for knowledge mobilization, networks, boundary spanners, leadership, professional learning, and connecting practice, policy, and research. While the authors are in the field of education, this exploration of pracademia is relevant not only to the field of education but also to other fields in which there is a clear need to connect practice/policy with scholarship.Originality/valueThis paper provides a new definition of pracademia and argues that pracademia identifies an important yet relatively unknown space with many possibilities in the field of education.

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“…Collectively, these definitions describe how collaborative governance differs from more general types of collaboration in the public policy sector. This decade‐plus of defining and refining is also helping to formalize, explore, and put into context over four decades of facilitation, mediation, and conflict resolution by collaborative governance practitioners from private, nongovernmental, governmental, and academic settings (Avruch & Nan, 2013; G. Bingham, 1986; Cormick et al, 1996; Hall & Kern, 2017; O'Leary & Raines, 2001; Podziba, 2012; Purdy, 2000; Wondolleck & Yaffee, 2000).…”

Section: Collaborative Governancementioning

confidence: 99%

“…Third, government agencies, nonprofit organizations, and private firms increasingly employ collaborative processes in public policy decision-making. For example, the National Center for Environmental Conflict Resolution reported a 61% increase in the number of environmental collaboration and conflict resolution (ECCR) cases among federal government agencies between 2007and 2013(NCECR, 2019. Since then, the number of federal cases has ranged between 361 and 512 each year.…”

Section: Looking Ahead: What's Next For University-based Collaborative Governance?mentioning

confidence: 99%

Collaborative governance: The role of university centers, institutes, and programs

Kern

2021

Conflict Resolution Qtrly

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For almost four decades, universities have played a significant role in developing the field of collaborative governance in the United States, including the establishment of centers that contribute to teaching and training, research and scholarship, and practice. In this article, we describe the evolution of university‐based collaborative governance in the United States, summarize results and key findings from a survey of centers, identify a typology of centers, describe how these centers have adapted to fit the states and regions where they operate, present two centers as examples, and make observations about the future of collaborative governance at universities.

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Introduction: The Constraints and Opportunities of Practicing Conflict Resolution from Academic Settings

Cited by 6 publications

References 4 publications

Undergraduate perceptions of the development of team-working skills

Undergraduate perceptions of the development of team-working skills

Defining and exploring pracademia: identity, community, and engagement

Collaborative governance: The role of university centers, institutes, and programs

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