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Descriptors:
College Faculty; Publicity; Faculty Development; College Presidents; Department Heads; Deans; College Governing Councils; Trustees; Governing Boards; Outcomes of Education; Educational Administration; School Business Officials

Abstract:
Typically viewed as an academic issue, faculty development discussions too often take place between academic interests. The vice president for academics encourages deans or department heads to make their plans for enhancing the abilities in their areas. Funds are made available, and committees composed of representative faculty members decide who will be able to make what trip, what scholarly presentation will be supported, and what research will need to wait for new budgetary sources. Likewise, the arena for the publicity and professional adulation of successful accomplishments tends to be equally fixated on academic settings: (1) the faculty senate; (2) the faculty assembly; and (3) the faculty meeting. It is no wonder that those with only a casual appreciation of higher education "argo" would opine that the academy consists of "scholars writing for scholars." Beyond the dean and the faculty senate president, who is responsible for professional development of the faculty? In this article, three educational practitioners present a "hands-on" approach from outside the traditional academic circle and present their views as trustee, president, and financial officer regarding creating a campus-wide environment that promotes and achieves faculty development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Publicity; Bullying; Foreign Countries; Effect Size; Computer Mediated Communication; Victims; Internet; Feedback (Response); Grade 7; Grade 8; Vignettes; Student Attitudes; Role; Prevention; Intervention

Abstract:
Cyberbullying, a modern form of bullying performed using electronic forms of contact (e.g., SMS, MMS, Facebook, YouTube), has been considered as being worse than traditional bullying in its consequences for the victim. This difference was mainly attributed to some specific aspect that are believed to distinguish cyberbullying from traditional bullying: an increased potential for a large audience, an increased potential for anonymous bullying, lower levels of direct feedback, decreased time and space limits, and lower levels of supervision. The present studies investigated the relative importance of medium (traditional vs. cyber), publicity (public vs. private), and bully's anonymity (anonymous vs. not anonymous) for the perceived severity of hypothetical bullying scenarios among a sample of Swiss seventh- and eight-graders (study 1: 49% female, mean age = 13.7; study 2: 49% female, mean age = 14.2). Participants ranked a set of hypothetical bullying scenarios from the most severe one to the least severe one. The scenarios were experimentally manipulated based on the aspect of medium and publicity (study 1), and medium and anonymity (study 2). Results showed that public scenarios were perceived as worse than private ones, and that anonymous scenarios were perceived as worse than not anonymous ones. Cyber scenarios generally were perceived as worse than traditional ones, although effect sizes were found to be small. These results suggest that the role of medium is secondary to the role of publicity and anonymity when it comes to evaluating bullying severity. Therefore, cyberbullying is not a priori perceived as worse than traditional bullying. Implications of the results for cyberbullying prevention and intervention are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Publicity; Mass Media; Information Dissemination; Marijuana; Health Promotion; Information Processing; Fear; Mass Media Effects; Motivation; Health Behavior; Physiology; Measures (Individuals); Metabolism; Feedback (Response); Research Methodology

Abstract:
In the theoretical framework of dynamic motivational activation, this study reveals the dynamics of antimarijuana public service announcement (PSA) processing, especially the processing of co-occurring positive and negative content. It specifies the important role of endogenous feedback dynamics of the information processing system and teases them apart from exogenous message effects. As suggested by real-time psychophysiological responses (heart rate, skin conductance level, and facial electromyography), the copresence of positive and negative content is most attention eliciting and is not moderated by individuals' marijuana experience. Marijuana experience, however, increases attention to arousing content in the PSAs, increases smiling responses to positive content, and escalates arousal to the PSAs in general. Implications for designing and evaluating PSAs and health campaigns are discussed. (Contains 3 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Failure; Stress Management; School Administration; Publicity; Physical Health; Fear; Relaxation Training; Principals; Educational Change; Coping; Stress Variables; Mental Health; Productivity; Interpersonal Relationship; Crisis Management; Budgets; Mass Media Effects; Exercise; Behavior Modification; Interviews; Nutrition; Leadership Effectiveness; Leadership Training; Humor; Sleep; High Schools

Abstract:
With the need for rapid school reform amid changes in socioeconomic and political situations, evidence abounds that today's school principals operate in a stress-strained environment. Participants of this study identified at least a form of stress on the job. More than 96% claimed to have experienced work-related stress at a level they believed was affecting their mental and physical health, work habits, and productivity. With continuous frustrations and challenges, many principals are thinking of quitting or seeking early retirement. The seven major stress factors identified were unpleasant relationships and people conflicts, time constraints and related issues, crises in the school, challenging policy demands and overwhelming mandates, budgetary constraints and related issues, fear of failure, and negative publicity and dealing with media. Coping tips were explicated from the perspectives of behavioral modification cues, physical exercises, relaxation techniques, professional help, and medical care. Through interviews with 52 principals in Connecticut for about 2.5 years, this article brings to the fore various causes of stress in school administration as well as some coping techniques for principals. Implications for school districts, enhanced leadership preparation practices, and further research are also discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Publicity; College Athletics; Alumni; Achievement Gains; Athletes; Higher Education; Donors; Team Sports; Fund Raising; Institutional Advancement

Abstract:
In this article, the author explores how athletic success translates into advancement gains. He shares the Cinderella story of the Butler University's Butler Bulldogs which became the prototypical college sports Cinderella during its star turn in the 2010 tournament. Many institutions say that their athletic accomplishments have brought them success in other areas. University officials say that basketball success has garnered a number of benefits, including an 82 percent increase in the number of donations since 1998 and a 160 percent jump in donors to athletics over the same time, notes Joe Poss, Washington's Gonzaga University's acting vice president for university relations. Its alumni are more engaged, as evidenced by the 30 alumni chapters that have sprung up across the country; before 1999 there were none. Total enrollment has grown from 4,400 students in fall 1998 to nearly 8,000 in fall 2011. Many university officials say they may have seen an increase in donations and applications even without their Cinderella story, but sports certainly stoked the fire. College and university officials know it's unrealistic to expect surges in admissions and donations to last forever. Institutions that waste vital resources chasing sports triumphs might never regain the spotlight. But schools can benefit from their enhanced visibility and name recognition, particularly if they peg the free publicity to their academics. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; Student Motivation; Persuasive Discourse; Cooperative Learning; Public Service; Advertising; Information Dissemination; Publicity; Video Technology; Service Learning; Attitude Change; Change Agents; Sociology; Education Courses; Environmental Education; Psychology

Abstract:
Educators often focus on enhancing student motivation and engagement. This article describes an activity with these aims, in which undergraduates (a) learn about theories and research on means of persuasion and (b) in small groups design and record a public service announcement (PSA) video, write a brief paper that outlines the theories used to design the video, and share their results with the class. PSAs are advertisements designed to serve community interests by raising awareness of and modifying public attitudes about significant public issues. Creating the PSA videos enables students to apply discipline-specific knowledge and persuasion strategies, work collaboratively, think creatively, and gain technical skills. Viewing the completed videos in class can enhance motivation and promote learning through class discussions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Publicity; Story Telling; Action Research; Social Sciences; Politics of Education; Higher Education; Participatory Research; Research Methodology; Research Design; Research Reports; Educational Research; Experimenter Characteristics; Research Problems

Abstract:
In the social sciences, inquiry into the relationship between storytelling and politics is based on a notion of historical continuity. One problem is the possible trap of inevitability inherent in this notion--that something which happened "had to happen". Hannah Arendt's conception of political theory as storytelling overcomes this trap, recognizing a form of storytelling that does not look for consensus or assent but seeks to engage its audience in critical thinking about an issue while "visiting" different perspectives. My story in this paper aligns with Arendt's approach to storytelling and with her claim that "publicity"--making public--is its validation. Here I argue that (participatory) action research [(P)AR] practitioners as storytellers of political life need to unfold its layers, coming to terms with their own experience of the projects in which they are involved. This paper invites readers to explore a phenomenological route, which can enable (P)AR practitioners to identify and engage critically with discontinuities in "the political" that are enmeshed in the socially unjust situations the practitioners are committed to addressing. I illustrate how this works through what I explain as unfolding the political of a (P)AR programme in a Colombian university. (Contains 13 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Fund Raising; Publicity; Leadership; Administrative Change; Organizational Change; Leadership Effectiveness; Program Administration; Performance Factors; Barriers; Critical Path Method; Educational Finance

Abstract:
Capital campaigns are intense efforts to build the financial assets of an institution in a specified amount of time. This study provides an empirical view of how changes in leadership affected concomitant capital campaigns at ten colleges and universities. The transitions during these 10 campaigns influenced morale on campus, altered timing of the campaigns, created negative publicity, and caused lost momentum; however, all capital campaigns persisted to meet financial goals despite disruptive transitions. One area of note is the lack of fundraising training and development for provosts, many of whom assume interim or full-time leadership posts after a presidential departure. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Proprietary Schools; Publicity; Educational Trends; Marketing; Virtual Universities; Federal Regulation; Internet; Computer Uses in Education; Influence of Technology; Information Technology; College Instruction; Student Recruitment

Abstract:
The for-profit sector of higher education has generated some disturbing headlines recently. Widely publicized charges of predatory recruiting practices have prompted new regulations and provided fuel for scorching criticism of the entire business model. But while the spotlight is focused on what for-profits are doing wrong, are people overlooking what they're doing "right"? Can nonprofit colleges and universities learn something from their beleaguered brethren? Notwithstanding the recent enrollment dip reported by the larger for-profits (a likely result of bad publicity and congressional scrutiny), this market sector has grown significantly over the past three decades. The US Department of Education says for-profit schools now account for about 12 percent of all higher education students. While many factors have contributed to the extraordinary growth of the for-profit sector, it's clear that technology has played a key role in allowing these schools to pursue a business model built largely around flexibility. Traditional colleges may think they have nothing to learn from for-profits, but if one looks at their use of technology, one thing is clear--for-profit schools: they get IT. (Contains 1 online resource.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Structural Equation Models; Self Efficacy; Adolescents; Path Analysis; Sexuality; Mass Media Role; Models; Correlation; Content Analysis; Adolescent Attitudes; Intention; Health Education; Publicity; Information Dissemination; Health Behavior

Abstract:
Published research demonstrates an association between exposure to media sexual content and a variety of sex-related outcomes for adolescents. What is not known is the mechanism through which sexual content produces this "media effect" on adolescent beliefs, attitudes, and behavior. Using the Integrative Model of Behavioral Prediction, this article uses data from a longitudinal study of adolescents ages 16 to 18 (N = 460) to determine how exposure to sexual media content influences sexual behavior. Path analysis and structural equation modeling demonstrated that intention to engage in sexual intercourse is determined by a combination of attitudes, normative pressure, and self-efficacy but that exposure to sexual media content only affects normative pressure beliefs. By applying the Integrative Model, we are able to identify which beliefs are influenced by exposure to media sex and improve the ability of health educators, researchers, and others to design effective messages for health communication campaigns and messages pertaining to adolescents' engaging in sexual intercourse. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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