Education Commons^™

The Relationship Between Social Stigma And Career Decisions Of Individualized And Freelance Male Sex Workers, Luis Miguel Dos Santos, Ho Fai Lo

The Qualitative Report

Switching from a white-collar professional to a sex worker is not an easy step, particularly for individuals with a postgraduate degree in South Korea who may have significant expectations from their parents, peers, and communities. Based on the social stigma theory and social cognitive career and motivation theory, this study aims to understand how stress and pressure impact the motivations, career decisions, and decision-making processes of individualized and freelance male sex workers and their career transition experiences in South Korea. Based on the thematic analysis, ten highly educated male sex workers joined and shared their experiences. The researchers categorized three …

The Impact Of Job Demands And Job Resources On Clery Officers’ Feelings Of Self-Efficacy, Jacqueline Pontius-Hogan

Theses and Dissertations

This applied dissertation was designed to better understand how to support university administrators serving in a compliance role. Safety on university campuses is of utmost importance and many collaborators work toward this endeavor. Generally, on any given college or university campus, there is one administrator tasked with compliance with the Clery Act. Administrators had varying direct experience and interest in serving in this role, though all understood the importance of compliance and the consequences of noncompliance.

The researcher interviewed Clery Officers from multiple campuses. Utilizing semistructured interviews, information was gathered as to how self-efficacious these administrators felt. The intent behind …

Raising The Bar With Professional Development In The Use Of Distance Learning Tools, Victoria Brown, Jillian Powers, Ann Musgrove Dr., Daria Olden

FDLA Journal

Abstract: Strategic plans to increase online student enrollment and distance learning (DL) enrollment are driving professional development centers to change their approach to faculty preparation for designing, developing, and facilitating online courses. As it takes approximately three to five years to achieve change in teaching attitudes toward technology (Hall & Hord, 2014), understanding factors that influence faculty adoption of technology, their self-efficacy, and attitudes toward technology becomes indispensable. This paper describes a study that explored how different professional development (PD) options affect faculty self-efficacy and attitudes toward adopting distance learning tools for online instruction. The authors welcome a discussion on …