PIPELINE PREDICTIONS

In 2016, NACAC's Transfer Advisory Committee encouraged the association to take a leading role in combating the stigma associated with community college attendance and transfer. According to national data, over 1 million first-time students change institutions within six years--resulting in an overall transfer rate of 38 percent. In an already ever-evolving higher education landscape, the arrival of the coronavirus pandemic has accelerated and amplified change. Overnight, the switch was made to virtual instruction. Campus housing emptied as students returned home. College administrators learned to supervise a staff working remotely. And through it all came increased worries about how best to sustain students' interest in higher education

NACAC COLLEGE FAIRS GO VIRTUAL

For the past 47 years, National Association for College Admission Counseling (NACAC) has brought together students and admission professionals at college fairs around--and out of--the country. Because of the COVID-19 pandemic, in-person events are no longer possible, so for the first time, NACAC will host virtual college fairs. Even though things look quite different this year, high school counselors are eager to help students and their families navigate the college admission process and introduce them to colleges virtually. Each virtual college fair will occur over several days. Students will also be able to interact with college admission officers in small groups, listen to live sessions on various topics, and ask specific questions. Many live sessions will be recorded to enable students to review them at a time when it is convenient for them.

Resilient Leaders: Resilient Determinants When Entering Principalship

The study examines factors that boost principals' sense of resilience in their first year, as well as those that undermine it. 61 interviews were conducted with 21 school principals from five different districts throughout their first year in the role. Analysis revealed five categories of resilience-undermining factors. (1) Work overload that creates a sense of stress;(2) Difficulties in dealing with key players;(3) Lack of administrative knowledge;(4) Acceptance or rejection by the staff;and (5) Coping with the Covid-19 crisis. The analysis also revealed five categories of resilience-boosting factors: (1) Growth resulting from biographical events;(2) Short-term successes;(3) Supportive environment;(4) Drawing strength from the student environment;and (5) Acceptance by the staff. This study proposes ways of coping with the challenges of principalship through the prism of the resilience determinants of principals when entering their role. AD -, Ramat Gan, Israel ;, Ramat Gan, Israel

A Survey of Lessons Learned from COVID-19 by School Administration Interns

A survey of lessons learned from COVID-19 by school administration interns is presented. Two cohorts of school administration interns enrolled in the Graduate Certificate in School Leadership (GCSL) and Master of School Administration (MSA) Degree programs at a university in the southeastern part of the US are surveyed. Successful completion of the certificate or the degree program leads to principal certification. The pandemic disrupted lives, but their duty was to adapt and maintain the integrity of the program and perform their core functions as educators to benefit their students. The interns who participated in the survey for this study were in the last two semesters of a principal preparation program. The responses gave a portrait of the experiences of interns during the pandemic.

Double Disruption

Higher education enrollment managers in the US knew disruption was coming. The looming demographic crisis was pushing them to strategically think ahead and urge their presidents, and boards and faculty, that the model must change, that they must adapt, and that not all colleges and universities could be winners in a hypercompetitive environment. And that was all before the COVID-19 pandemic. COVID-19 has accelerated the reckoning so many enrollment leaders were preparing for, causing to rethink strategies, implement quick tactical changes, and ultimately make our best guess at student and family behavior. On the best days, this has challenged admission professionals to be nimble and creative, pushing many out of their comfort zones and into a new (virtual) world. On the worst days, this has caused efforts to increase access to falter, further threaten higher education, and introduced even more uncertainty into an already uncertain endeavor.

Collateral damage in education: implications for the time of COVID-19

The Coronavirus disease of 2019 (COVID-19) has impacted the world immensely in terms of both global health and economy. It has exacerbated the gap between the economically advantaged and disadvantaged groups in terms of access to various resources and opportunities across the world. This situation has been described as ‘collateral damage', which represents unexpected and unintended negative impacts that deprive the poor of certain opportunities and rights. Interestingly, the differences in capability to respond to the issues caused by COVID-19 are observed in developed and developing countries alike. This paper aims to discuss the potential risk factors that encourage students to drop out as collateral damage due to COVID-19, based on the literature on developing South East Asian countries. This commentary argues that collateral damage caused by COVID-19 has revealed a serious limitation in the nature of formal schooling in South East Asia. Although more socio-economically vulnerable groups can participate in formal schooling, there is still not a sufficiently communal climate in these schools that would prevent them from dropping out.

The regime of ‘post-truth': COVID-19 and the politics of knowledge

The emergence of ‘post-truth' is often associated with the rise of conspiracy theories and the lack of trust in scientific knowledge. This article attempts to theorise the complex division of labour in this regime of ‘post-truth', with reference to the COVID-19 pandemic/infodemic. First, we argue that the ‘post-truth' condition mirrors what Foucault called the ‘will to truth', and that this challenges the procedures and systems by which truth and knowledge are ordered. Second, through Basil Bernstein's extension of Foucault's work, we argue that the era of post-truth has two features regarding the condition of knowledge: (1) that conflicts in the field of knowledge recontextualisation, that is, the pedagogisation of knowledge, are becoming more intense and visible, and (2) that greater exposure to high-stakes, uncertain scientific knowledge, which grows at exponential rate, increases social anxieties and leads to biopoliticisation of neoliberal responsibilisation.

Collaboration in Times of Crisis: Leading UK Schools in the Early Stages of a Pandemic

This paper examines the political and relational dimensions of leading and managing schools in the early stages of pandemic-induced school closure in the four nations of the United Kingdom. It draws on in-depth interviews with 12 headteachers from primary, secondary and special schools. Headteachers used adaptive leadership strategies, including bridging, brokering and buffering, to recalibrate provision at pace. School closures demanded enhanced levels of coordination and communication around what mattered most. However, despite exercising creative agency, headteachers spoke of "clipped wings”, with some feeling "vulnerable” or "alone” in attempting to mitigate often unknown risks amid constantly shifting guidance.

Applying the principles of triage to support the rapid transition to online learning during the pandemic

In the higher education sector, military academies operate in environments that differ from university campuses. Like other institutions, military academies had to manage changes to learning and teaching in response to the COVID-19 pandemic. This required an approach, a model, that acknowledges and aligns with the needs of a military academy. Using a case study approach, the changes at one faculty at an Australian military academy undergoing a rapid transition to online learning are outlined and evaluated using both survey and unobtrusive data. The changes were framed by a new 3S triage model of see, solve and share, specifically designed for the context of the military academy. Distributed leadership approach and its 6E theoretical tenets are used to detail the model’s application, the role of policy, and positive outcomes, including an increase in student satisfaction.

A Case Study of Teachers' Implementation of Online Teaching Under the COVID-19-Take a Primary School in Pingtung County as an Example

The global new crown pneumonia epidemic (COVID-19) is raging all over the world, causing a great impact on people's livelihood, economy and education. Taiwan has implemented a level 3 alert in mid-2021, and schools and educational institutions have to stop physical teaching and replace it with online digital teaching, which challenges many educators who are used to traditional physical teaching. Therefore, this study mainly discusses the difficulties and solutions encountered in the implementation of online digital teaching, taking a primary school in Pingtung County as a case study. This study adopted interviews method, supplemented by document analysis. The research sample was in-service teachers of various grades of the primary school. The following results were obtained after the interviews: (1) The school stipulates that teachers use specific software for online teaching. (2) The difficulties in online teaching are mainly due to software and hardware equipment and individual factors of students. (3) Most teachers believe that online teaching affects learning motivation and learning performance. (4) Students are prone to health and interpersonal problems during online teaching. This study proposes recommendations for schools to implement online teaching as a reference.

DEVELOPING A NEW GENERATION OF SCHOLAR-PRACTITIONER ACTIVISTS

In this article, we discuss the role of scholarly practice in activism and advocacy for student affairs professionals. We provide an overview and history of scholarly practice in student affairs, highlight the challenges and barriers to scholarly practice, and provide a needed connection between scholarly practice and activism in student affairs. We then provide four practical suggestions for how student affairs professionals can use scholarly practice as a form of activism: (a) research local, (b) grasp the big picture, (c) tell students' stories, and (d) put it in writing.

THE GREAT DESIGNATION: AN EDITORIAL ESSAY ON THE NECESSITY OF SCHOLAR-PRACTITIONERS

In this editorial essay, the author explores literature on scholarship in practice for student affairs from 2001 to 2022. Her review reveals previously held assumptions that there are low levels of engagement in scholarships by practitioners may be misguided. She highlights literature that reveals the potential cost that practitioners might encounter in engaging scholarship that may lead them away from being scholar-practitioners or potentially push them out of the field altogether. She concludes with suggestions for improving conditions to foster practitioners' engagement with scholarship including better socialization practices, collaborative interdisciplinary efforts, and improved working conditions.

Inflection Point: Is Test-Optional the Future?

As the pandemic was grinding through nearly every facet of higher education, it also was forcing higher education institutions to find the answer to a key question that had been rattling around among colleges and universities for decades. What would college admission be like without the requirement that students submit scores on big national standardized tests? Out of necessity, institutions quickly found some answers to that multifaceted concern amid the height of the COVID-19 crisis. This fall, as normalcy further returns, many in higher education are now sifting through the data and anecdotal information from that period as they decide how to finetune new testing policies or, in some cases, reinstate previous policies requiring testing. That's all taking place while admission professionals counsel students who may be pleased by the new policies and feel more fairly assessed and free to apply at schools more broadly, but also may feel confused--and perhaps even suspicious.

INCREASED COMPETITION: HOW THE PANDEMIC HAS AFFECTED STUDENT-ATHLETES

Student-athletes have always had additional steps in the college admission process, but the COVID-19 pandemic has brought increased competition and new NCAA rules that impact admission. Here is what counselors and admission professionals working with student-athletes need to know.

NACAC Report Analyzes Standardized Testing

NACAC has long been interested in the issue of testing and undertook a study of its effect on international students in 2019, appointing a task force of experts to examine the issue. Then COVID-19 hit, which changed how officials at many colleges and universities thought about the entire topic. The task force working on the project delayed its report so that it could respond to changes brought on by the COVID-19 pandemic, while still addressing the need for fairness for students from other countries and the need for diversity in admission policies. NACAC CEO Angel B. Pérez called the report a "much-needed call on colleges and universities to examine their ACT and SAT policies and practices."

Dominant Leadership Styles: A Multi-Flex leadership styles blend towards the Educational Effectiveness

The purpose of this study was to explore the dominant leadership styles among the four traditional leadership styles: 1) Autocratic, 2) Bureaucratic, 3) Democratic and 4) Laissez –Faire/Free rein/Abdicratic. Within these four traditional leadership styles, this study attempts to explore the dominant leadership styles using the theory of multi-flex leadership styles blends. A conceptual theoretical construction amongst the leadership styles was correlated to categories associated with multi-flex leadership styles. This approach allowed for the four traditional leadership styles to be investigated more thoroughly. These findings that resulted from this exploration highlight how the six multi-flex leadership styles blend with traditional leadership styles. Moreover, blending three or more leadership styles produces lesser multi-flex leadership styles that can be associated with more dominant approaches to leadership styles. Dominant leadership styles were predetermined by the context, followership domain and the leader. Any two leadership styles can generate multi-flex leadership styles (higher applicability of one styles and lesser to another or vice versa). Thus, the leadership applicability of these styles generate twelve sets of multi-flex leadership styles. Not all of these leadership multiflex blends can produce reliable information about contextual settings or the followership domain. Therefore, the appropriateness of leadership blend is a pivotal area that a leader must be aware of in order to understand both the demand from the context, the followership needs and the capability to integrate one dominant style with another. Multi-flex style blend can even be more essential during a crisis. For example, during the COVID-19 pandemic, which instigated the need for change, there was a need for a change in leadership styles. The higher applicability of any one leadership style with one that is less applicable can be considered a dominant leadership style. Thus, a higher applicability of any one leadership style using the multi-flex blend approach may be considered a dominant leadership style.

A Study on the Use Intention of Elementary School Students in Adaptive Learning Platform Based on Technology Acceptance Model

School organizations face a lot of changes and challenges under the COVID-19 outbreak. Online digital learning has become the mainstream learning channel during the epidemic. The Ministry of Education actively promotes the digital learning resources of the Adaptive Learning platform. It is necessary to explore the current situation and use intentions of the Adaptive Learning platform for students. Based on the technology acceptance model, this study integrates external variables of learning motivation and computer self-efficacy, as well as perceived usefulness and perceived ease of use, to explore the relationship between the relevant variables and use intention of the Adaptive Learning platform. This study employs the questionnaire survey method, and the research objects are middle and senior students in a primary school in Pingtung County. The results indicate that learning motivation and computer self-efficacy have significantly positive influences on perceived usefulness and perceived ease of use. Perceived ease of use has a significantly positive influence on perceived usefulness. Perceived usefulness has a significantly positive influence on use intention of the Adaptive Learning platform. This study provides suggestions for educational organizations and future research.

A New VUCA: Principal's Leadership in Pandemic

The World Health Organization has declared Covid-19 as a pandemic that has severe threat to humanity. VUCA is an accurate description of today's workplace and in the world. VUCA contain the four elements - volatility, uncertainty, complexity, and ambiguity. The pandemic forced schools to close their doors and pivot to remote learning. It caused a possible paradigm shift in education, especially in education delivery for teacher role and learning institutions. This pandemic led to a strong reaction among students who experiences anxiety. To this end, effective leadership within the pandemic should look important. In this new pandemic VUCA world order, school leader must implement instructional leadership, agile leadership and positive leadership. Firstly, put forward the preface;secondly, analyze the significances of new pandemic VUCA world;Thirdly, discuss the pandemic VUCA impact of the principal's leadership ;Fourthly, put forward the discussion of the principal's leadership aesthetics actual action;Fifthly, discuss the principal's leadership action in pandemic VUCA world;Finally, it is the conclusion.