The purpose of this study was to examine the impact Jesuit tenets have on the attitudes of survivors of workforce reduction who were employed at Jesuit institutions of higher education during the early years of the COVID-19. The researcher interviewed seven current employees from five different Jesuit institutions to ascertain their feelings toward the tenets of magis (to do more), cura personalis (care for the whole person), and cura apostolica (care for the institution) and understand how each influenced their beliefs about workforce reduction. The research revealed that during the workforce reduction, cura personalis received greater privilege over cura apostolica because reduction in force was viewed as the elimination of people rather than the elimination of positions; employees of Jesuit institutions felt they were exploited in the name of cura apostolica and magis; and Jesuit tenets do not create heightened employment expectations associated with a psychological contract. Understanding Jesuit employees’ attitudes toward workforce reduction can shed light on the ability of buzzwords/tenets/credos within a corporate/educational/business culture to either strengthen or weaken said culture, especially during times of crisis such as one that is financial.
The demands placed on principals to meet the wide range of needs present within the learning community continue to expand within the context of school reform. While there is some research on the ideals of successful turnaround school reform strategies, there is a lack of research on
the essential key levers it takes to reform a school and district effectively, efficiently, and sustainably. This sequential-method critical theory case study examined the relationship between school and district accountability designation; the key levers, systems, and structures used to exit accountability status and turn around failing schools; and the sustainability of the key levers in promoting successful schools and districts in good standing with the state education department. The data collected in this study clearly highlights the positive impacts of authentic and focused Teaching and Learning, Safe, Supportive and Equitable Environments, and well-developed Student Support Services has on exiting accountability status and sustaining positive results, year over year. The knowledge derived from this study has implications for K-12 institutions, aspiring education leaders, and higher education and colleges of education.
Researchers and policymakers have shown significant concern over urban communities' sociological and criminological disparities. Yet, research has not focused on the direct correlation between life’s hardships and stressors for minority students raised in urban communities and their resiliency to pursue higher education. This study explores the perspectives of 7 students enrolled at a small, private, 4-year higher education institution in Northern New Jersey. The findings illustrate the importance of collegiate programs that directly impact the lives of urban minority students exposed to trauma-related incidents within their communities that create life stressors and hardships.