Journal of Nonprofit Education and Leadership, 2021
Student philanthropy is an active teaching strategy that enables students to lead a
charitable g... more Student philanthropy is an active teaching strategy that enables students to lead a
charitable grantmaking process and, in doing so, engage in the curriculum and learn
about community needs and nonprofit organizations. About 20 years ago, professors
began using the “learning by giving” approach in face-to-face classes. Since that time,
some have expanded and innovated. This study is one of the first to examine electronic student philanthropy, or “e-student philanthropy.” Specifically, it looks at “extreme” e-student philanthropy in classes in which both the instruction and the philanthropy experience are fully online (Waldner et al., 2012). This study applies a conceptual framework that recognizes students as learners, community members, and social activists (Britt, 2012), and it analyzes outcomes of e-student philanthropy in three undergraduate classes and one graduate class at a metropolitan university. Survey results indicate the philanthropy experience had positive outcomes for online students on various measures, including interest in the course, learning and applying course material, awareness of community needs, awareness of nonprofit organizations, responsibility to help others in need, and belief they can make a difference in the world.
Journal of Nonprofit Education and Leadership, 2021
Student philanthropy is an active teaching strategy that enables students to lead a charitable gr... more Student philanthropy is an active teaching strategy that enables students to lead a charitable grantmaking process and, in doing so, engage in the curriculum and learn about community needs and nonprofit organizations. About 20 years ago, professors began using the “learning by giving” approach in face-to-face classes. Since that time, some have expanded and innovated. This study is one of the first to examine electronic student philanthropy, or “e-student philanthropy.” Specifically, it looks at “extreme” e-student philanthropy in classes in which both the instruction and the philanthropy experience are fully online (Waldner et al., 2012). This study applies a conceptual framework that recognizes students as learners, community members, and social activists (Britt, 2012), and it analyzes outcomes of e-student philanthropy in three undergraduate classes and one graduate class at a metropolitan university. Survey results indicate the philanthropy experience had positive outcomes for ...
Journal of College Student Retention: Research, Theory & Practice, 2020
High impact educational practices are active learning strategies that benefit learning outcomes, ... more High impact educational practices are active learning strategies that benefit learning outcomes, increase student engagement, and support student retention. This study examines the retention and persistence impact of student philanthropy, an active learning approach that engages students with the community by incorporating a philanthropy component into college courses. Results from this study demonstrate that students who participated in one or more student philanthropy courses had a substantially higher four-year graduation rate in comparison to students overall. Participants also exhibited a greater number of completed credit hours compared to the general university population and a higher semester-to-semester retention rate. This affirms the value of student philanthropy as a High Impact Teaching Practice (HITP) that actively engages students inside and outside of the classroom, around the university campus, and in the community.
Research has shown the value in both Student Affairs and Academic Affairs approaches to student l... more Research has shown the value in both Student Affairs and Academic Affairs approaches to student leadership education and development, yet many curricular and co-curricular programs continue to operate independently. Institutions that offer both curricular and co-curricular leadership programs are uniquely positioned to leverage the expertise from each university division for the shared goal of providing students with active, experiential learning opportunities in leadership. In this application paper, partnerships that crossed institutional boundaries between Student Affairs, Enrollment Management, and an Academic Affairs organizational leadership undergraduate Bachelor of Arts degree program are discussed. By bridging these institutional divisions, shared expertise was leveraged, student learning outcomes were enriched, and program exposure was increased through experiential learning and relational leadership.
International Journal of Organization Theory & Behavior
PurposeThe impostor phenomenon (IP) is a psychological cycle experienced by individuals who, desp... more PurposeThe impostor phenomenon (IP) is a psychological cycle experienced by individuals who, despite successes, are plagued by self-doubt and a concern of being identified as fraudulent. IP research is typically focused on the psychological well-being of those who experience IP, examining antecedents and outcomes of IP. Research on organizational impact is limited with few studies examining IP’s influence on leadership practices. The purpose of this paper is to discuss IP and explore the value of mitigating IP’s negative effects with a view to developing a conceptual model that illustrates IP in context with leaders.Design/methodology/approachUsing a scoping literature review methodology, this paper draws on identity theory to explore and discuss the relevance of IP to organizations and leadership practice.FindingsFollowing a review of relevant literature, the authors propose a conceptual model that illustrates IP’s impact on organizational leaders’ capacity to practice leadership d...
Journal of Nonprofit Education and Leadership, 2021
Student philanthropy is an active teaching strategy that enables students to lead a charitable gr... more Student philanthropy is an active teaching strategy that enables students to lead a charitable grantmaking process and, in doing so, engage in the curriculum and learn about community needs and nonprofit organizations. About 20 years ago, professors began using the “learning by giving” approach in face-to-face classes. Since that time, some have expanded and innovated. This study is one of the first to examine electronic student philanthropy, or “e-student philanthropy.” Specifically, it looks at “extreme” e-student philanthropy in classes in which both the instruction and the philanthropy experience are fully online (Waldner et al., 2012). This study applies a conceptual framework that recognizes students as learners, community members, and social activists (Britt, 2012), and it analyzes outcomes of e-student philanthropy in three undergraduate classes and one graduate class at a metropolitan university. Survey results indicate the philanthropy experience had positive outcomes for online students on various measures, including interest in the course, learning and applying course material, awareness of community needs, awareness of nonprofit organizations, responsibility to help others in need, and belief they can make a difference in the world.
Journal of College Student Retention: Research, Theory & Practice, 2020
High impact educational practices are active learning strategies that benefit learning outcomes, ... more High impact educational practices are active learning strategies that benefit learning outcomes, increase student engagement, and support student retention. This study examines the retention and persistence impact of student philanthropy, an active learning approach that engages students with the community by incorporating a philanthropy component into college courses. Results from this study demonstrate that students who participated in one or more student philanthropy courses had a substantially higher four-year graduation rate in comparison to students overall. Participants also exhibited a greater number of completed credit hours compared to the general university population and a higher semester-to-semester retention rate. This affirms the value of student philanthropy as a High Impact Teaching Practice (HITP) that actively engages students inside and outside of the classroom, around the university campus, and in the community.
International Journal of Organization Theory & Behavior, 2020
The impostor phenomenon (IP) is a psychological cycle experienced by individuals who, despite suc... more The impostor phenomenon (IP) is a psychological cycle experienced by individuals who, despite successes, are plagued by self-doubt and a concern of being identified as fraudulent. IP research is typically focused on the psychological well-being of those who experience IP, examining antecedents and outcomes of IP. Research on organizational impact is limited with few studies examining IP’s influence on leadership practices. The purpose of this paper is to discuss IP and explore the value of mitigating IP’s negative effects with a view to developing a conceptual model that illustrates IP in context with leaders. Using a scoping literature review methodology, this paper draws on identity theory to explore and discuss the relevance of IP to organizations and leadership practice.
Following a review of relevant literature, the authors propose a conceptual model that illustrates IP’s impact on organizational leaders’ capacity to practice leadership due to conflicting identity standards and diminished self-efficacy. Implications for organizational leadership development as well as leadership practice, theory, and research are discussed. This paper is a theoretical analysis, not an empirical study, however, it presents a conceptual model that provides perspective on IP and its relevance to leadership as well as the organizational value of and suggestions for mitigating IP. A greater understanding of IP and IP’s potential consequences on leadership in the workplace may contribute to organizational interventions that mitigate IP's impact on leaders and the organizations they serve.
Research has shown the value in both Student Affairs and Academic Affairs approaches to student l... more Research has shown the value in both Student Affairs and Academic Affairs approaches to student leadership education and development, yet many curricular and co-curricular programs continue to operate independently. Institutions that offer both curricular and co-curricular leadership programs are uniquely positioned to leverage the expertise from each university division for the shared goal of providing students with active, experiential learning opportunities in leadership. In this application paper, partnerships that crossed institutional boundaries between Student Affairs, Enrollment Management, and an Academic Affairs organizational leadership undergraduate Bachelor of Arts degree program are discussed. By bridging these institutional divisions, shared expertise was leveraged, student learning outcomes were enriched, and program exposure was increased through experiential learning and relational leadership.
We explore key mindsets people apply to thinking about themselves, others, and leadership. These ... more We explore key mindsets people apply to thinking about themselves, others, and leadership. These insights bridge the more abstract concepts of "authenticity" with more specific, practical mindsets people must bring to their journey of seeking authenticity. With support from psychological, leadership, and organizational research, we discuss these mindsets and their implications. The approach to authenticity in these mindsets reflects the realistic nature of humankind in order to embrace our promise and potential.
In a qualitative study assessing students' perceptions of faculty-student interaction in the onli... more In a qualitative study assessing students' perceptions of faculty-student interaction in the online learning environment, findings demonstrated that students make meaning of faculty-student interaction in ways that align with authentic leadership behaviors. Faculty interaction, or lack thereof, shaped students' perceptions of faculty authenticity and commitment to students' learning outcomes. Students indicated satisfaction in their leadership learning experience when instructors were perceived as authentic in their actions.
Journal of Nonprofit Education and Leadership, 2021
Student philanthropy is an active teaching strategy that enables students to lead a
charitable g... more Student philanthropy is an active teaching strategy that enables students to lead a
charitable grantmaking process and, in doing so, engage in the curriculum and learn
about community needs and nonprofit organizations. About 20 years ago, professors
began using the “learning by giving” approach in face-to-face classes. Since that time,
some have expanded and innovated. This study is one of the first to examine electronic student philanthropy, or “e-student philanthropy.” Specifically, it looks at “extreme” e-student philanthropy in classes in which both the instruction and the philanthropy experience are fully online (Waldner et al., 2012). This study applies a conceptual framework that recognizes students as learners, community members, and social activists (Britt, 2012), and it analyzes outcomes of e-student philanthropy in three undergraduate classes and one graduate class at a metropolitan university. Survey results indicate the philanthropy experience had positive outcomes for online students on various measures, including interest in the course, learning and applying course material, awareness of community needs, awareness of nonprofit organizations, responsibility to help others in need, and belief they can make a difference in the world.
Journal of Nonprofit Education and Leadership, 2021
Student philanthropy is an active teaching strategy that enables students to lead a charitable gr... more Student philanthropy is an active teaching strategy that enables students to lead a charitable grantmaking process and, in doing so, engage in the curriculum and learn about community needs and nonprofit organizations. About 20 years ago, professors began using the “learning by giving” approach in face-to-face classes. Since that time, some have expanded and innovated. This study is one of the first to examine electronic student philanthropy, or “e-student philanthropy.” Specifically, it looks at “extreme” e-student philanthropy in classes in which both the instruction and the philanthropy experience are fully online (Waldner et al., 2012). This study applies a conceptual framework that recognizes students as learners, community members, and social activists (Britt, 2012), and it analyzes outcomes of e-student philanthropy in three undergraduate classes and one graduate class at a metropolitan university. Survey results indicate the philanthropy experience had positive outcomes for ...
Journal of College Student Retention: Research, Theory & Practice, 2020
High impact educational practices are active learning strategies that benefit learning outcomes, ... more High impact educational practices are active learning strategies that benefit learning outcomes, increase student engagement, and support student retention. This study examines the retention and persistence impact of student philanthropy, an active learning approach that engages students with the community by incorporating a philanthropy component into college courses. Results from this study demonstrate that students who participated in one or more student philanthropy courses had a substantially higher four-year graduation rate in comparison to students overall. Participants also exhibited a greater number of completed credit hours compared to the general university population and a higher semester-to-semester retention rate. This affirms the value of student philanthropy as a High Impact Teaching Practice (HITP) that actively engages students inside and outside of the classroom, around the university campus, and in the community.
Research has shown the value in both Student Affairs and Academic Affairs approaches to student l... more Research has shown the value in both Student Affairs and Academic Affairs approaches to student leadership education and development, yet many curricular and co-curricular programs continue to operate independently. Institutions that offer both curricular and co-curricular leadership programs are uniquely positioned to leverage the expertise from each university division for the shared goal of providing students with active, experiential learning opportunities in leadership. In this application paper, partnerships that crossed institutional boundaries between Student Affairs, Enrollment Management, and an Academic Affairs organizational leadership undergraduate Bachelor of Arts degree program are discussed. By bridging these institutional divisions, shared expertise was leveraged, student learning outcomes were enriched, and program exposure was increased through experiential learning and relational leadership.
International Journal of Organization Theory & Behavior
PurposeThe impostor phenomenon (IP) is a psychological cycle experienced by individuals who, desp... more PurposeThe impostor phenomenon (IP) is a psychological cycle experienced by individuals who, despite successes, are plagued by self-doubt and a concern of being identified as fraudulent. IP research is typically focused on the psychological well-being of those who experience IP, examining antecedents and outcomes of IP. Research on organizational impact is limited with few studies examining IP’s influence on leadership practices. The purpose of this paper is to discuss IP and explore the value of mitigating IP’s negative effects with a view to developing a conceptual model that illustrates IP in context with leaders.Design/methodology/approachUsing a scoping literature review methodology, this paper draws on identity theory to explore and discuss the relevance of IP to organizations and leadership practice.FindingsFollowing a review of relevant literature, the authors propose a conceptual model that illustrates IP’s impact on organizational leaders’ capacity to practice leadership d...
Journal of Nonprofit Education and Leadership, 2021
Student philanthropy is an active teaching strategy that enables students to lead a charitable gr... more Student philanthropy is an active teaching strategy that enables students to lead a charitable grantmaking process and, in doing so, engage in the curriculum and learn about community needs and nonprofit organizations. About 20 years ago, professors began using the “learning by giving” approach in face-to-face classes. Since that time, some have expanded and innovated. This study is one of the first to examine electronic student philanthropy, or “e-student philanthropy.” Specifically, it looks at “extreme” e-student philanthropy in classes in which both the instruction and the philanthropy experience are fully online (Waldner et al., 2012). This study applies a conceptual framework that recognizes students as learners, community members, and social activists (Britt, 2012), and it analyzes outcomes of e-student philanthropy in three undergraduate classes and one graduate class at a metropolitan university. Survey results indicate the philanthropy experience had positive outcomes for online students on various measures, including interest in the course, learning and applying course material, awareness of community needs, awareness of nonprofit organizations, responsibility to help others in need, and belief they can make a difference in the world.
Journal of College Student Retention: Research, Theory & Practice, 2020
High impact educational practices are active learning strategies that benefit learning outcomes, ... more High impact educational practices are active learning strategies that benefit learning outcomes, increase student engagement, and support student retention. This study examines the retention and persistence impact of student philanthropy, an active learning approach that engages students with the community by incorporating a philanthropy component into college courses. Results from this study demonstrate that students who participated in one or more student philanthropy courses had a substantially higher four-year graduation rate in comparison to students overall. Participants also exhibited a greater number of completed credit hours compared to the general university population and a higher semester-to-semester retention rate. This affirms the value of student philanthropy as a High Impact Teaching Practice (HITP) that actively engages students inside and outside of the classroom, around the university campus, and in the community.
International Journal of Organization Theory & Behavior, 2020
The impostor phenomenon (IP) is a psychological cycle experienced by individuals who, despite suc... more The impostor phenomenon (IP) is a psychological cycle experienced by individuals who, despite successes, are plagued by self-doubt and a concern of being identified as fraudulent. IP research is typically focused on the psychological well-being of those who experience IP, examining antecedents and outcomes of IP. Research on organizational impact is limited with few studies examining IP’s influence on leadership practices. The purpose of this paper is to discuss IP and explore the value of mitigating IP’s negative effects with a view to developing a conceptual model that illustrates IP in context with leaders. Using a scoping literature review methodology, this paper draws on identity theory to explore and discuss the relevance of IP to organizations and leadership practice.
Following a review of relevant literature, the authors propose a conceptual model that illustrates IP’s impact on organizational leaders’ capacity to practice leadership due to conflicting identity standards and diminished self-efficacy. Implications for organizational leadership development as well as leadership practice, theory, and research are discussed. This paper is a theoretical analysis, not an empirical study, however, it presents a conceptual model that provides perspective on IP and its relevance to leadership as well as the organizational value of and suggestions for mitigating IP. A greater understanding of IP and IP’s potential consequences on leadership in the workplace may contribute to organizational interventions that mitigate IP's impact on leaders and the organizations they serve.
Research has shown the value in both Student Affairs and Academic Affairs approaches to student l... more Research has shown the value in both Student Affairs and Academic Affairs approaches to student leadership education and development, yet many curricular and co-curricular programs continue to operate independently. Institutions that offer both curricular and co-curricular leadership programs are uniquely positioned to leverage the expertise from each university division for the shared goal of providing students with active, experiential learning opportunities in leadership. In this application paper, partnerships that crossed institutional boundaries between Student Affairs, Enrollment Management, and an Academic Affairs organizational leadership undergraduate Bachelor of Arts degree program are discussed. By bridging these institutional divisions, shared expertise was leveraged, student learning outcomes were enriched, and program exposure was increased through experiential learning and relational leadership.
We explore key mindsets people apply to thinking about themselves, others, and leadership. These ... more We explore key mindsets people apply to thinking about themselves, others, and leadership. These insights bridge the more abstract concepts of "authenticity" with more specific, practical mindsets people must bring to their journey of seeking authenticity. With support from psychological, leadership, and organizational research, we discuss these mindsets and their implications. The approach to authenticity in these mindsets reflects the realistic nature of humankind in order to embrace our promise and potential.
In a qualitative study assessing students' perceptions of faculty-student interaction in the onli... more In a qualitative study assessing students' perceptions of faculty-student interaction in the online learning environment, findings demonstrated that students make meaning of faculty-student interaction in ways that align with authentic leadership behaviors. Faculty interaction, or lack thereof, shaped students' perceptions of faculty authenticity and commitment to students' learning outcomes. Students indicated satisfaction in their leadership learning experience when instructors were perceived as authentic in their actions.
Online learning has developed a significant presence in higher education, and the demand for onli... more Online learning has developed a significant presence in higher education, and the demand for online and hybrid-delivered courses continues to grow. With this sustained growth, attention to teaching practices that foster successful online learning is necessary. Instructor social presence, as established through instructor-student interaction, is a key component of a meaningful online learning experience. An understanding of online students’ perceptions of instructor-student interaction can help educators develop strategies to support and motivate online learners. This paper discusses student perceptions of faculty-student interaction and provides information for practical approaches that form authentic faculty behaviors and resonate among students’ perceptions of faculty-interaction, fostering a successful teaching and learning experience.
A lack of privacy standards across US state lines and among countries around the globe complicate... more A lack of privacy standards across US state lines and among countries around the globe complicate the obtaining and maintaining consumer confidence. Privacy legislation cannot keep up with technology advances and often creates unintended burdens on both consumers and businesses. This paper will provide basic background information on current privacy legislation, support the value of building and maintaining consumer trust, and suggest methods for building consumer trust in global e-commerce.
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Papers by Megan Downing
charitable grantmaking process and, in doing so, engage in the curriculum and learn
about community needs and nonprofit organizations. About 20 years ago, professors
began using the “learning by giving” approach in face-to-face classes. Since that time,
some have expanded and innovated. This study is one of the first to examine electronic student philanthropy, or “e-student philanthropy.” Specifically, it looks at “extreme” e-student philanthropy in classes in which both the instruction and the philanthropy experience are fully online (Waldner et al., 2012). This study applies a conceptual framework that recognizes students as learners, community members, and social activists (Britt, 2012), and it analyzes outcomes of e-student philanthropy in three undergraduate classes and one graduate class at a metropolitan university. Survey results indicate the philanthropy experience had positive outcomes for online students on various measures, including interest in the course, learning and applying course material, awareness of community needs, awareness of nonprofit organizations, responsibility to help others in need, and belief they can make a difference in the world.
Using a scoping literature review methodology, this paper draws on identity theory to explore and discuss the relevance of IP to organizations and leadership practice.
Following a review of relevant literature, the authors propose a conceptual model that illustrates IP’s impact on organizational leaders’ capacity to practice leadership due to conflicting identity standards and diminished self-efficacy. Implications for organizational leadership development as well as leadership practice, theory, and research are discussed. This paper is a theoretical analysis, not an empirical study, however, it presents a conceptual model that provides perspective on IP and its relevance to leadership as well as the organizational value of and suggestions for mitigating IP. A greater understanding of IP and IP’s potential consequences on leadership in the workplace may contribute to organizational interventions that mitigate IP's impact on leaders and the organizations they serve.
charitable grantmaking process and, in doing so, engage in the curriculum and learn
about community needs and nonprofit organizations. About 20 years ago, professors
began using the “learning by giving” approach in face-to-face classes. Since that time,
some have expanded and innovated. This study is one of the first to examine electronic student philanthropy, or “e-student philanthropy.” Specifically, it looks at “extreme” e-student philanthropy in classes in which both the instruction and the philanthropy experience are fully online (Waldner et al., 2012). This study applies a conceptual framework that recognizes students as learners, community members, and social activists (Britt, 2012), and it analyzes outcomes of e-student philanthropy in three undergraduate classes and one graduate class at a metropolitan university. Survey results indicate the philanthropy experience had positive outcomes for online students on various measures, including interest in the course, learning and applying course material, awareness of community needs, awareness of nonprofit organizations, responsibility to help others in need, and belief they can make a difference in the world.
Using a scoping literature review methodology, this paper draws on identity theory to explore and discuss the relevance of IP to organizations and leadership practice.
Following a review of relevant literature, the authors propose a conceptual model that illustrates IP’s impact on organizational leaders’ capacity to practice leadership due to conflicting identity standards and diminished self-efficacy. Implications for organizational leadership development as well as leadership practice, theory, and research are discussed. This paper is a theoretical analysis, not an empirical study, however, it presents a conceptual model that provides perspective on IP and its relevance to leadership as well as the organizational value of and suggestions for mitigating IP. A greater understanding of IP and IP’s potential consequences on leadership in the workplace may contribute to organizational interventions that mitigate IP's impact on leaders and the organizations they serve.