Joy E. Beatty

Philosophy Rediscovered Exploring the Connections Between Teaching Philosophies, Educational Philosophies, and Philosophy

Teaching philosophy statements reflect our personal values, connect us to those with shared values in the larger teaching community, and inform our classroom practices. In this article, we explore the often-overlooked foundations of teaching philosophies, specifically philosophy and historical educational philosophies. We review three elements of pure philosophy and five seminal educational philosophies to help readers ground their personal philosophies in both a theoretical and historical context. We illustrate how core elements of ones teaching philosophy can influence course design and the classroom environment. We suggest that teachers can develop greater authenticity in the classroom by deepening their understanding of their own philosophical ideas and beliefs.

For which future? Exploring the implicit futures of service‐learning

Purpose – The purpose of this paper is to offer a review of the history of the service‐learning movement, a description of the contemporary philosophical models of service‐learning, and an interpretation of which futures are implied in each models learning objectives.Design/methodology/approach – A historical and philosophical review of service‐learning is conducted.Findings – Current service‐learning practice has a 40‐year history, evolving from a social movement to a more mainstream pedagogical method. Historical and contemporary versions of service‐learning show three separate models with different assumptions about the purpose of service‐learning. The models are the professional model, which focuses on career training with cognitive learning goals; the civic engagement model, which focuses on developing active and engaged citizens, with affective learning goals; and the social change model, which focuses on empowerment and social justice, also with affective learning goals. While the civic engagement...

Taking Stock of Management Education: A Comparison of Three Management Education Journals

The scholarship of teaching and learning (SoTL) relies on peer review of scholarship. Although definitions of SoTL vary by discipline, publication of SoTL research is considered an especially robust form of peer review. Understanding the similarities and differences in the management pedagogy publication outlets can help researchers develop their work for publication. This study analyzes the focus and format of the core management pedagogy journals: Journal of Management Education , Academy of Management Learning & Education, and Management Learning. Mission, format, author characteristics, topics, and distinct topic concentrations are examined and compared; an analysis of core concentrations for each journal is presented. Results show distinct topic concentrations for the three journals and higher representation of authors from U.S.-based, research-intensive universities. Findings highlight questions for consideration regarding how SoTL is defined in management.

Finding Our Roots An Exercise For Creating a Personal Teaching Philosophy Statement

Teaching philosophy statements clarify why we do what we do in the classroom, and the process of drafting a philosophy offers an opportunity for developmental reflection. Personal teaching philosophies can be grounded in the shared foundation of historical educational philosophies. The authors offer here for facilitators a reflective card-sort exercise that helps surface the philosophical roots of personal teaching philosophies and helps teachers create or renew a teaching philosophy statement. They explain the exercise activities and typical outcomes based on their experiences facilitating the exercise. The authors conclude with insights and considerations for facilitators.Teaching philosophy statements clarify why we do what we do in the classroom, and the process of drafting a philosophy offers an opportunity for developmental reflection. Personal teaching philosophies can be grounded in the shared foundation of historical educational philosophies. The authors offer here for facilitators a reflective card-sort exercise that helps surface the philosophical roots of personal teaching philosophies and helps teachers create or renew a teaching philosophy statement. They explain the exercise activities and typical outcomes based on their experiences facilitating the exercise. The authors conclude with insights and considerations for facilitators.

Self‐Promotion Statements in Video Resumes: Frequency, Intensity, and Gender Effects on Job Applicant Evaluation

Although video resumes have received a substantial amount of media attention and there seems to be a growing awareness among Human Resource professionals of video‐based job applications, little is known about the effect of video resumes on applicant evaluation. This research investigates the effectiveness of self‐promotion within the context of video resumes. Self‐promotion frequency and intensity and applicant gender were manipulated. Ratings by recruiters and college students indicate that high levels of self‐promotion in video resumes are ineffective for male applicants and potentially detrimental for female applicants. Job applicants should use caution when attempting to promote themselves using video resumes. More research is needed on impression management tactics used at the earliest stages of selection and on the mechanisms operating within video resumes that impact applicant evaluation.

The Effects of Video and Paper Resumes on Assessments of Personality, Applied Social Skills, Mental Capability, and Resume Outcomes

In this laboratory experiment we examined the effect of resume format (paper resume only, video resume only, or both) on applicant evaluation. Differences in applicant personality trait evaluation were found for extraversion and agreeableness when video resumes were reviewed compared to when only paper resumes were reviewed. In addition, social skill and mental capability ratings were lower when only video resumes were reviewed. These findings indicate that video resumes may result in different assessments of applicant personality and harsher evaluations of applicant skills and abilities than paper resumes. Human resource personnel are cautioned in the use of video resumes until more research has been completed.

Team on teams: a collaborative inquiry

Over the course of an academic year, we collaborated to adopt a new instructional design for teams in our classes. We recount the story of our collaboration, outlining our process of inquiry, reflection, and support. Our simple search for better techniques shifted as our colleagues helped us reveal hidden assumptions about our roles as teachers. Our critical reflection allowed us to increase our self-awareness, specifically considering the following: how power influences our classroom interactions, how we contribute to and reinforce elements of the system that are not in our best interest, and the evolving stages of our own development as teachers. We believe our lessons will resonate with other teachers engaged in the challenges and rewards of self-development efforts.

Chronic Illness Stigma and Its Relevance in the Workplace

Many people with chronic illness participate in the workforce and will continue to do so. Thus, they must cope with their illness symptoms and other peoples’ reactions to their illness in the workplace. In recent years, research on the effects of chronic illness in the workplace has highlighted effects such as stress and burnout (McGonagle et al., Stress and Health, 30, 310–321, 2014), and its effects on daily work interactions (Vickers, Employee Responsibilities and Rights Journal, 15(2), 85–98, 2003) and career progression (Beatty, Employee Responsibilities and Rights Journal, 24, 91–110, 2012). Findings underscore that having a chronic illness influences not only workplace performance but also social interactions through stereotyping and stigmatization. This chapter will focus on the processes and outcomes of a specific category of stigma—chronic illness stigma—with the aim of discussing the unique issues experienced by this population.

Chronic Health Conditions and Work Identity from a Lifespan Development Frame

In the workplace, chronic health conditions bring significant challenges to both individuals and organisations. For individuals, chronic health conditions are a ‘biographical disruption’ (Bury in Sociol Health Illn 4:167–182, 1982) that can prompt identity change. In this chapter, we apply concepts from lifespan psychology and identity process theory to explore how individuals respond and adapt their identities to chronic health conditions. The goals of adult development models are growth, resilience, and regulation of loss. We propose processes of identity assimilation, a resilience response in which individuals are able to incorporate their health condition into their existing self-schemata, and identity accommodation, which requires a more significant shift to regulate their loss. We discuss the implications and directions for future research.

Contemporary calendar management: Exploring the intersections of groupware and personal calendars

Individuals create spatial, temporal, and psychological boundaries to maintain personal role preferences. We analyze semi-structured interviews with 22 working professionals to study how employees manage their electronic calendars to achieve their boundary management preferences. We explore the patterns and tensions in calendar practices, including the processes people use to manage their boundaries and the factors that influence how employees use groupware calendars. The results show that in addition to the classic boundary management preferences for segmentation and integration, individuals also have preferences for keeping group calendar information public or private. We also find that personal boundary management preferences are constrained by organizational systems and norms about calendar use. Key factors in individuals’ calendar structures are the technological affordances of visuality, synchronization, and proactivity. Boundary breaches highlight problems with the use of taken-for-granted technologies and spur individuals to develop new processes to work around organizational policies or expectations that do not fit with individual preferences. The study expands boundary management theories by introducing the concept of public and private information.