Collaboration between outdoor campus recreation programs and their academic counterparts in college institutions is an important aspect of efficiency and student success. Little is known about how or if these programs collaborate, even though they are well-positioned to benefit from such efforts. This study asked 31 different college campus recreation and academic programs (paired from the same institution) across the United States about the nature of their relationship to better understand how these programs might collaborate. Staff and faculty responses showed that most of the campus recreation/academic relationships were perceived as positive and demonstrated collaborative efforts, however, most of the perceptions of the relationship by staff/faculty were not aligned (both did not view the relationship as positive, neutral, etc.). This study highlights the benefits and barriers of collaboration between campus recreation and their academic counterpart on college campuses, and provides some ideas of how programs might begin collaborative efforts.
This article describes Columbus, Ohio, as a stage of interaction between local consumers and ethnic restaurateurs. We, one of us having completed an MA thesis on Mediterranean food in Columbus, and the other whose dissertation fieldwork examined Mexican food in Columbus, detail how restaurateurs adapt to local conditions and meet the tastes of their diners. We examine how restaurateurs structure their eateries, decide the foods and flavors to serve, and strive for their specific goals alongside the genuineness and authenticity of the food they serve that sell in Columbus. Ethnic restaurants can succeed in the city, but we show their operators must be hyper-aware of these dynamics as they interact with the dining public. Though many of the interventions and decisions by Mediterranean and Mexican restaurateurs overlap, the preconceived notions brought by customers about these distinct cuisines shape how they make decisions about what to serve in their Columbus eateries.
PurposeOrganizations often fail to implement strategies internally when they do not effectively orchestrate their resources and capability. Therefore, this study develops a scale for measuring enterprise architecture (EA) capability and establishes a framework for evaluating its components. Properly assessing EA capability enables alignment between business and information technology (IT).Design/methodology/approachA comprehensive literature review was conducted along with expert interviews to determine which systems comprise EA capability. A questionnaire was developed and distributed to 131 firms and convergent and discriminant validity analyses based on partial least squares structural equation modeling were conducted. The proposed model includes 17 characteristics associated with the strategic attributes, the business model that forms the business construct, and the system and technology models that inform the IT construct.FindingsThe results demonstrate that EA capability can orchestrate business and IT, and that IT resources are crucial to building EA capability. Additionally, it was revealed that when aligned with the firm's objectives and business model EA capability can leverage organizational agility, enabling changes through innovation or operational adjustments.Originality/valueThis study addresses the lack of methods for evaluating EA capability within organizations by providing empirical evidence to assess their effectiveness in orchestrating business and IT resources. This study complements the results of previous research by considering IT's influence on resource orchestration theory to enable business.
In the context of the Title II revision requiring digital accessibility at publicly funded institutions, faculty are expected to design accessible courses but may not have sufficient training about online learning. This article describes a faculty digital accessibility training course and the implementation of course concepts following participation. Intended outcomes were improvement in faculty confidence and inclusion of universal design and digital accessibility in course design. Qualitative data were collected through faculty interviews to evaluate program effectiveness. Changes faculty made include utilizing accessibility checkers, creating accessible recordings of lectures with captions, consulting with technology staff, and changing assignment types and instructions. Barriers to implementing content were perceived lack of knowledge, time, and administrative support. Recommendations for institutions wanting to implement similar programs include considerations about timing, academic discipline, ongoing mentorship and institutional support.
