Advancing a Framework for STEM Caring Intelligence for Academic Administrative Leadership to Broaden Participation: Perspectives of HBCU Provosts

Kenny Hendrickson; Karyl Askew

doi:doi:10.11648/j.her.20220703.15

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Advancing a Framework for STEM Caring Intelligence for Academic Administrative Leadership to Broaden Participation: Perspectives of HBCU Provosts

Kenny Hendrickson, Karyl Askew

Published in Higher Education Research (Volume 7, Issue 3)

Received: 8 June 2022 Accepted: 22 June 2022 Published: 30 June 2022

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Abstract

Concerns over student retention and development within science, technology, engineering, and mathematics (STEM) higher education present a need for research that examines educational caring in STEM leadership. This work purports that senior academic administrative leadership's positional influence and caring intelligence are necessary to cultivate and sustain caring STEM environments. Building on cross-disciplinary scholarship on academic caring, the STEM Caring Intelligence Framework for Academic Administrative Leadership is proposed as five interrelated dimensions of caring intelligence: STEM caring, academic caring, administrative caring, leadership caring, and champion-driven caring. The proposed conceptual framework and a thematic analysis were used to examine caring intelligence within the interview transcripts of seven provosts at Historically Black Colleges and Universities (HBCUs), who were identified as STEM supportive. Atlas TI software was used for management of the data, coding, and assistance with thematic analysis. Extending previous scholarship tested with HBCU deans, the findings substantiate the relevance of the framework for understanding characteristics of STEM caring intelligence of provosts serving as chief academic officers. All seven provosts’ reflections on STEM leadership promoted at least one of the five dimensions of caring intelligence that were proposed in the framework. STEM caring and champion-driven caring were found to be the most common dimensions present in the provosts’ reflections on their STEM leadership and efforts to broaden participation. Thus, the reflections of the participating HBCU provosts provided a narrative for the practice and study of caring in STEM leadership. Implications for future research are discussed.

Published in	Higher Education Research (Volume 7, Issue 3)
DOI	10.11648/j.her.20220703.15
Page(s)	91-99
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

STEM Leadership, Broadening Participation, Higher Education Academic Administration, Caring Intelligence, Historically Black Colleges and Universities (HBCUs)

References

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Kenny Hendrickson, Karyl Askew. (2022). Advancing a Framework for STEM Caring Intelligence for Academic Administrative Leadership to Broaden Participation: Perspectives of HBCU Provosts. Higher Education Research, 7(3), 91-99. https://doi.org/10.11648/j.her.20220703.15

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Kenny Hendrickson; Karyl Askew. Advancing a Framework for STEM Caring Intelligence for Academic Administrative Leadership to Broaden Participation: Perspectives of HBCU Provosts. High. Educ. Res. 2022, 7(3), 91-99. doi: 10.11648/j.her.20220703.15

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AMA Style

Kenny Hendrickson, Karyl Askew. Advancing a Framework for STEM Caring Intelligence for Academic Administrative Leadership to Broaden Participation: Perspectives of HBCU Provosts. High Educ Res. 2022;7(3):91-99. doi: 10.11648/j.her.20220703.15

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@article{10.11648/j.her.20220703.15,
  author = {Kenny Hendrickson and Karyl Askew},
  title = {Advancing a Framework for STEM Caring Intelligence for Academic Administrative Leadership to Broaden Participation: Perspectives of HBCU Provosts},
  journal = {Higher Education Research},
  volume = {7},
  number = {3},
  pages = {91-99},
  doi = {10.11648/j.her.20220703.15},
  url = {https://doi.org/10.11648/j.her.20220703.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20220703.15},
  abstract = {Concerns over student retention and development within science, technology, engineering, and mathematics (STEM) higher education present a need for research that examines educational caring in STEM leadership. This work purports that senior academic administrative leadership's positional influence and caring intelligence are necessary to cultivate and sustain caring STEM environments. Building on cross-disciplinary scholarship on academic caring, the STEM Caring Intelligence Framework for Academic Administrative Leadership is proposed as five interrelated dimensions of caring intelligence: STEM caring, academic caring, administrative caring, leadership caring, and champion-driven caring. The proposed conceptual framework and a thematic analysis were used to examine caring intelligence within the interview transcripts of seven provosts at Historically Black Colleges and Universities (HBCUs), who were identified as STEM supportive. Atlas TI software was used for management of the data, coding, and assistance with thematic analysis. Extending previous scholarship tested with HBCU deans, the findings substantiate the relevance of the framework for understanding characteristics of STEM caring intelligence of provosts serving as chief academic officers. All seven provosts’ reflections on STEM leadership promoted at least one of the five dimensions of caring intelligence that were proposed in the framework. STEM caring and champion-driven caring were found to be the most common dimensions present in the provosts’ reflections on their STEM leadership and efforts to broaden participation. Thus, the reflections of the participating HBCU provosts provided a narrative for the practice and study of caring in STEM leadership. Implications for future research are discussed.},
 year = {2022}
}

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TY  - JOUR
T1  - Advancing a Framework for STEM Caring Intelligence for Academic Administrative Leadership to Broaden Participation: Perspectives of HBCU Provosts
AU  - Kenny Hendrickson
AU  - Karyl Askew
Y1  - 2022/06/30
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DO  - 10.11648/j.her.20220703.15
T2  - Higher Education Research
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JO  - Higher Education Research
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PB  - Science Publishing Group
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AB  - Concerns over student retention and development within science, technology, engineering, and mathematics (STEM) higher education present a need for research that examines educational caring in STEM leadership. This work purports that senior academic administrative leadership's positional influence and caring intelligence are necessary to cultivate and sustain caring STEM environments. Building on cross-disciplinary scholarship on academic caring, the STEM Caring Intelligence Framework for Academic Administrative Leadership is proposed as five interrelated dimensions of caring intelligence: STEM caring, academic caring, administrative caring, leadership caring, and champion-driven caring. The proposed conceptual framework and a thematic analysis were used to examine caring intelligence within the interview transcripts of seven provosts at Historically Black Colleges and Universities (HBCUs), who were identified as STEM supportive. Atlas TI software was used for management of the data, coding, and assistance with thematic analysis. Extending previous scholarship tested with HBCU deans, the findings substantiate the relevance of the framework for understanding characteristics of STEM caring intelligence of provosts serving as chief academic officers. All seven provosts’ reflections on STEM leadership promoted at least one of the five dimensions of caring intelligence that were proposed in the framework. STEM caring and champion-driven caring were found to be the most common dimensions present in the provosts’ reflections on their STEM leadership and efforts to broaden participation. Thus, the reflections of the participating HBCU provosts provided a narrative for the practice and study of caring in STEM leadership. Implications for future research are discussed.
VL  - 7
IS  - 3
ER  -

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Author Information

Kenny Hendrickson

Center for the Advancement of STEM Leadership, University of the Virgin Islands, Saint Thomas, USA
Karyl Askew

Center for the Advancement of STEM Leadership, University of the Virgin Islands, Saint Thomas, USA

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Kenny Hendrickson, Karyl Askew. (2022). Advancing a Framework for STEM Caring Intelligence for Academic Administrative Leadership to Broaden Participation: Perspectives of HBCU Provosts. Higher Education Research, 7(3), 91-99. https://doi.org/10.11648/j.her.20220703.15

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ACS Style

Kenny Hendrickson; Karyl Askew. Advancing a Framework for STEM Caring Intelligence for Academic Administrative Leadership to Broaden Participation: Perspectives of HBCU Provosts. High. Educ. Res. 2022, 7(3), 91-99. doi: 10.11648/j.her.20220703.15

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Kenny Hendrickson, Karyl Askew. Advancing a Framework for STEM Caring Intelligence for Academic Administrative Leadership to Broaden Participation: Perspectives of HBCU Provosts. High Educ Res. 2022;7(3):91-99. doi: 10.11648/j.her.20220703.15

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@article{10.11648/j.her.20220703.15,
  author = {Kenny Hendrickson and Karyl Askew},
  title = {Advancing a Framework for STEM Caring Intelligence for Academic Administrative Leadership to Broaden Participation: Perspectives of HBCU Provosts},
  journal = {Higher Education Research},
  volume = {7},
  number = {3},
  pages = {91-99},
  doi = {10.11648/j.her.20220703.15},
  url = {https://doi.org/10.11648/j.her.20220703.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20220703.15},
  abstract = {Concerns over student retention and development within science, technology, engineering, and mathematics (STEM) higher education present a need for research that examines educational caring in STEM leadership. This work purports that senior academic administrative leadership's positional influence and caring intelligence are necessary to cultivate and sustain caring STEM environments. Building on cross-disciplinary scholarship on academic caring, the STEM Caring Intelligence Framework for Academic Administrative Leadership is proposed as five interrelated dimensions of caring intelligence: STEM caring, academic caring, administrative caring, leadership caring, and champion-driven caring. The proposed conceptual framework and a thematic analysis were used to examine caring intelligence within the interview transcripts of seven provosts at Historically Black Colleges and Universities (HBCUs), who were identified as STEM supportive. Atlas TI software was used for management of the data, coding, and assistance with thematic analysis. Extending previous scholarship tested with HBCU deans, the findings substantiate the relevance of the framework for understanding characteristics of STEM caring intelligence of provosts serving as chief academic officers. All seven provosts’ reflections on STEM leadership promoted at least one of the five dimensions of caring intelligence that were proposed in the framework. STEM caring and champion-driven caring were found to be the most common dimensions present in the provosts’ reflections on their STEM leadership and efforts to broaden participation. Thus, the reflections of the participating HBCU provosts provided a narrative for the practice and study of caring in STEM leadership. Implications for future research are discussed.},
 year = {2022}
}

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TY  - JOUR
T1  - Advancing a Framework for STEM Caring Intelligence for Academic Administrative Leadership to Broaden Participation: Perspectives of HBCU Provosts
AU  - Kenny Hendrickson
AU  - Karyl Askew
Y1  - 2022/06/30
PY  - 2022
N1  - https://doi.org/10.11648/j.her.20220703.15
DO  - 10.11648/j.her.20220703.15
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 91
EP  - 99
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20220703.15
AB  - Concerns over student retention and development within science, technology, engineering, and mathematics (STEM) higher education present a need for research that examines educational caring in STEM leadership. This work purports that senior academic administrative leadership's positional influence and caring intelligence are necessary to cultivate and sustain caring STEM environments. Building on cross-disciplinary scholarship on academic caring, the STEM Caring Intelligence Framework for Academic Administrative Leadership is proposed as five interrelated dimensions of caring intelligence: STEM caring, academic caring, administrative caring, leadership caring, and champion-driven caring. The proposed conceptual framework and a thematic analysis were used to examine caring intelligence within the interview transcripts of seven provosts at Historically Black Colleges and Universities (HBCUs), who were identified as STEM supportive. Atlas TI software was used for management of the data, coding, and assistance with thematic analysis. Extending previous scholarship tested with HBCU deans, the findings substantiate the relevance of the framework for understanding characteristics of STEM caring intelligence of provosts serving as chief academic officers. All seven provosts’ reflections on STEM leadership promoted at least one of the five dimensions of caring intelligence that were proposed in the framework. STEM caring and champion-driven caring were found to be the most common dimensions present in the provosts’ reflections on their STEM leadership and efforts to broaden participation. Thus, the reflections of the participating HBCU provosts provided a narrative for the practice and study of caring in STEM leadership. Implications for future research are discussed.
VL  - 7
IS  - 3
ER  -

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