Major Decisions

Grobman, Laurie; Ramsey, E. Michele

doi:10.9783/9780812296945

Cited by 4 publications

(1 citation statement)

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“…However, both scholars (e.g., Grobman & Ramsey, 2020; Mahmoud, Reisel, Fuxman & Mohr, 2021; Tortorella, Miorando, Meiriño & Sawhney, 2019) and practitioners (Drinkwater, 2021) have highlighted variations in attitudes about the workplace driven by generational differences, while others implicitly have acknowledged the differences by reporting results based on samples drawn from a specific generation (e.g., García, Gonzales‐Miranda, Gallo & Roman‐Calderon, 2019). We refer to different generational cohorts in our research.…”

Section: Literature Review and Hypothetical Frameworkmentioning

confidence: 99%

Examining generational differences as a moderator of extreme‐context perception and its impact on work alienation organizational outcomes: Implications for the workplace and remote work transformation

Mahmoud,

Berman,

Reisel

et al. 2023

Scandinavian J Psychology

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There is no doubt that extreme contexts (e.g., war zones and pandemics) represent substantial disruptions that force many companies to rethink the way they do business. With so much of the workforce now working remotely and concerns about resulting work alienation, we must ask this question: How can this be translated into the generational divide in workplaces based in extreme contexts? Using COVID‐19 as an example trigger of extreme‐context experience, therefore, we investigate generation as a moderator of the effects of extreme‐context perception upon anxiety leading to alienation with subsequent behavioral outcomes on job insecurity, job satisfaction, and organizational citizenship behavior (OCB). A time‐lagged survey procedure yielded 219 valid responses from a three‐generation sample of employees working in multiple service organizations. The data were analyzed using partial least squares structural equation modeling (PLS‐SEM). Our analysis suggested that intense extreme‐context perception led to elevated anxiety and alienation, which, in turn, heightened job insecurity and worsened job satisfaction and OCB outcomes. Finally, during the experience of extreme‐context times, generation was found to moderate our model, such that both Generation Y and Generation Z experienced higher anxiety due to extreme‐context perception and hence higher job insecurity due to alienation compared with Generation X respondents. Our results endorse the criticality of implementing agile and generationally non‐sectarian management for effectively functioning generationally diverse workforces in pandemic times.

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Section: Literature Review and Hypothetical Frameworkmentioning

confidence: 99%

Examining generational differences as a moderator of extreme‐context perception and its impact on work alienation organizational outcomes: Implications for the workplace and remote work transformation

Mahmoud,

Berman,

Reisel

et al. 2023

Scandinavian J Psychology

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Advising and the Consumption Metaphor in Higher Education

Ramsey

2022

NACADA Review

Self Cite

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This essay discusses the rhetorical impacts of the consumption metaphor on how advisors think about their work using student responses to the COVID-19 pandemic to highlight the problematic nature of the consumption metaphor for higher education. Academic advisors should reconsider how they think about their work and their messages to students, as they are paramount to the process of student identification with academic institutions. Considerations of language choice can build certain student identities and encourage student (dis)engagement with their education in particular ways. Strategies for discussing skills learned, framing higher education for students, and discussing majors based on the realities of the economy, not the rhetoric of “crisis” in one area or another, are also discussed.

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Group projects as spaces for leadership development in the liberal arts classroom: a case of American undergraduate students

Almazovaite,

Cohn,

Kumar

2024

Front. Educ.

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Institutions of higher education almost universally promise to produce society’s future leaders and changemakers. However, collegiate leadership programs are often more attractive and accessible to students from dominant backgrounds, resulting in a lack of diversity. Further, students participating in formal collegiate leadership programming, whether curricular or co-curricular, are frequently taught a one-size-fits-all style of leadership that focuses on individual traits and skills and fails to teach students how to facilitate change with real groups of complex and diverse human beings. This study explores the ways in which undergraduate students gain powerful collaborative leadership skills and begin to redefine leadership via an alternate route in their college experience: applied group projects embedded in disciplinary liberal arts courses. Such projects give students a chance to redefine leadership for themselves, and practice a style of leadership that is more adaptable, contextually embedded, power-aware, and non-hierarchical. We term this “small-l” leadership. In this case study, we explore the role of collaborative group projects in the development of “small-l” leadership through a qualitative study driven by grounded -theory methodology followed by a thematic analysis. Through a series of individual and oral interviews with 18 undergraduate students enrolled in 10 distinct courses at a small liberal arts college, we find that long-term collaborations in classrooms help students: (1) develop heightened sensitivity and skill in navigating group dynamics, (2) gain consciousness of how to navigate their own agency in relation to that of the group, and (3) begin to adopt a more expansive definition of leadership. We determine that with a handful of small interventions, instructors can significantly enhance “small-l” leadership learning through group work. Altogether, our findings illustrate how collaborative learning in liberal arts classrooms can meaningfully contribute to the development of leaders who impact the world around them by co-creating with others across disciplines and differences.

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Major Decisions

Cited by 4 publications

References 0 publications

Examining generational differences as a moderator of extreme‐context perception and its impact on work alienation organizational outcomes: Implications for the workplace and remote work transformation

Examining generational differences as a moderator of extreme‐context perception and its impact on work alienation organizational outcomes: Implications for the workplace and remote work transformation

Advising and the Consumption Metaphor in Higher Education

Group projects as spaces for leadership development in the liberal arts classroom: a case of American undergraduate students

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