Erin Mclaughlin | Cabrini College (original) (raw)

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Papers by Erin Mclaughlin

Campus-community partnerships are increasingly recognized as important parts of curricula and hav... more Campus-community partnerships are increasingly recognized as important parts of curricula and have become central to the missions of many colleges. Yet while the notion of service is becoming more prominent at the institutional level, the number of faculty who are actually teaching community-engaged courses is alarmingly low. This paper addresses the problem of inadequate faculty participation in campus-community partnerships through the case study analysis of the pathways that brought six faculty members from different backgrounds and disciplines into the world of the engaged classroom. From the stories of individual faculty members, a model of involvement emerged that illustrates a common process by which faculty came to participate. The analysis revealed the important role that institutional practices, culture, and structure played in the faculty members' decision to teach community-engaged courses. The paper concludes with a discussion of these important institutional factors.

Corruption has been the cause of the failure of many countries. Part of any international busines... more Corruption has been the cause of the failure of many countries. Part of any international business strategy is understanding the levels of corruption that exist within a country. This paper examines the issues of corruption in some of the least corrupt countries in the world and in some of the most corrupt countries in the world. The paper looks at the role of culture in determining how much corruption a country is expected to have. This paper will show that cultural variables like power distance and masculinity play a role in determining the level of corruption and how these cultural variables can help shape a country. Part of any international business strategy is having an understanding of the corruption levels that exist within a country. Scandinavia (Denmark, Iceland, Finland, Sweden, and Norway) have some of the lowest perceived corruption levels in the world while East, West, and Southern Africa have the highest. Why is this? What is it that makes these two regions so differe...

Campus-community partnerships are increasingly recognized as important parts of curricula and hav... more Campus-community partnerships are increasingly recognized as important parts of curricula and have become central to the missions of many colleges. Yet while the notion of service is becoming more prominent at the institutional level, the number of faculty who are actually teaching community-engaged courses is alarmingly low. This paper addresses the problem of inadequate faculty participation in campus-community partnerships through the case study analysis of the pathways that brought six faculty members from different backgrounds and disciplines into the world of the engaged classroom. From the stories of individual faculty members, a model of involvement emerged that illustrates a common process by which faculty came to participate. The analysis revealed the important role that institutional practices, culture, and structure played in the faculty members' decision to teach community-engaged courses. The paper concludes with a discussion of these important institutional factors.

Campus-community partnerships are increasingly recognized as important parts of curricula and hav... more Campus-community partnerships are increasingly recognized as important parts of curricula and have become central to the missions of many colleges. Yet while the notion of service is becoming more prominent at the institutional level, the number of faculty who are actually teaching community-engaged courses is alarmingly low. This paper addresses the problem of inadequate faculty participation in campus-community partnerships through the case study analysis of the pathways that brought six faculty members from different backgrounds and disciplines into the world of the engaged classroom. From the stories of individual faculty members, a model of involvement emerged that illustrates a common process by which faculty came to participate. The analysis revealed the important role that institutional practices, culture, and structure played in the faculty members' decision to teach community-engaged courses. The paper concludes with a discussion of these important institutional factors.

Corruption has been the cause of the failure of many countries. Part of any international busines... more Corruption has been the cause of the failure of many countries. Part of any international business strategy is understanding the levels of corruption that exist within a country. This paper examines the issues of corruption in some of the least corrupt countries in the world and in some of the most corrupt countries in the world. The paper looks at the role of culture in determining how much corruption a country is expected to have. This paper will show that cultural variables like power distance and masculinity play a role in determining the level of corruption and how these cultural variables can help shape a country. Part of any international business strategy is having an understanding of the corruption levels that exist within a country. Scandinavia (Denmark, Iceland, Finland, Sweden, and Norway) have some of the lowest perceived corruption levels in the world while East, West, and Southern Africa have the highest. Why is this? What is it that makes these two regions so differe...

Campus-community partnerships are increasingly recognized as important parts of curricula and hav... more Campus-community partnerships are increasingly recognized as important parts of curricula and have become central to the missions of many colleges. Yet while the notion of service is becoming more prominent at the institutional level, the number of faculty who are actually teaching community-engaged courses is alarmingly low. This paper addresses the problem of inadequate faculty participation in campus-community partnerships through the case study analysis of the pathways that brought six faculty members from different backgrounds and disciplines into the world of the engaged classroom. From the stories of individual faculty members, a model of involvement emerged that illustrates a common process by which faculty came to participate. The analysis revealed the important role that institutional practices, culture, and structure played in the faculty members' decision to teach community-engaged courses. The paper concludes with a discussion of these important institutional factors.

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