@article{storberg-walker_2010, title={More Than One Voice: Enhancing Our AHRD Research Conference}, volume={21}, ISSN={["1044-8004"]}, DOI={10.1002/hrdq.20032}, abstractNote={Human Resource Development QuarterlyVolume 21, Issue 1 p. 105-112 Forum More than one voice: Enhancing our AHRD research conference Julia Storberg-Walker, Julia Storberg-Walker Assistant Professor, North Carolina State UniversitySearch for more papers by this author Julia Storberg-Walker, Julia Storberg-Walker Assistant Professor, North Carolina State UniversitySearch for more papers by this author First published: 24 March 2010 https://doi.org/10.1002/hrdq.20032Citations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Citing Literature Volume21, Issue1Spring 2010Pages 105-112 RelatedInformation}, number={1}, journal={HUMAN RESOURCE DEVELOPMENT QUARTERLY}, author={Storberg-Walker, Julia}, year={2010}, pages={105–112} }
 @article{storberg-walker_2007, title={The five components of conceptual development for theory building research in applied disciplines}, volume={18}, number={1}, journal={Human Resource Development Quarterly}, author={Storberg-Walker, J.}, year={2007} }
 @article{storberg-walker_2007, title={Understanding the conceptual development phase of applied theory-building research: A grounded approach}, volume={18}, DOI={10.1002/hrdq.1192}, abstractNote={Abstract}, number={1}, journal={Human Resource Development Quarterly}, author={Storberg-Walker, J.}, year={2007}, pages={63–90} }
 @inproceedings{storberg-walker_2006, title={Exploring the role of communities of practice in judicial continuing education}, booktitle={Paper presented at the Academy of Human Resource Development International Conference (AHRD), Columbus, OH, Feb 22-26, 2006. ED492719}, publisher={ERIC}, author={Storberg-Walker, J.}, year={2006}, pages={548–555} }
 @article{storberg-walker_2006, title={From Imagination to Application: Making the Case for the General Method of Theory-Building Research in Applied Disciplines}, volume={9}, ISSN={["1469-8374"]}, DOI={10.1080/13678860600616420}, abstractNote={Abstract A literature review on theory-building research exemplars was conducted in order to identify relevant theory-building research methods for HRD. The General Method of Theory Building Research in Applied Disciplines (Lynham, 2002a) is offered as one way to organize the myriad exemplars into one comprehensive theory-building research framework that begins with imagination and ends with continual application and refinement. This theory-building research framework encourages the development of multi-paradigm theory-building research and research design, and lays the foundation for an integrated perspective on the complementarity of the post-positive, qualitative and critical paradigms. Further, this framework accommodates realist, critical realist and post-structuralist ontologies and epistemologies. Finally, through this framework, sophisticated theory-building research skills are made explicit and thus can be nurtured and practised by HRD theorists.}, number={2}, journal={HUMAN RESOURCE DEVELOPMENT INTERNATIONAL}, author={Storberg-Walker, Julia}, year={2006}, pages={227–259} }
 @article{how a professional conference creates new learning: preliminary findings of a case study_2006, volume={30}, number={4}, journal={International Journal of Training and Development}, year={2006}, pages={256–271} }
 @article{hatcher_wiessner_storberg-walker_chapman_2006, title={How a research created new learning: A case study}, volume={30}, number={4}, journal={Journal of European Industrial Training}, author={Hatcher, T. and Wiessner, C. A. and Storberg-Walker, J. and Chapman, D.}, year={2006}, pages={256–349} }
 @inproceedings{richardson_storberg-walker_2006, title={Instructional design in job skills training for welfare recipients and displaced workers}, booktitle={Paper presented at the Academy of Human Resource Development International Conference (AHRD), Columbus, OH, Feb 22-26, 2006. ED 492679}, publisher={ERIC}, author={Richardson, A. and Storberg-Walker, J.}, year={2006}, pages={280–287} }
 @inproceedings{chapman_wiessner_storberg-walker_hatcher_2006, title={New learning: The next generation of evaluation?}, booktitle={Proceedings of the 2006 Academy of Human Resource Development International Research Conference, Columbus, OH}, author={Chapman, D. D. and Wiessner, C. A. and Storberg-Walker, J. and Hatcher, T.}, year={2006} }
 @inproceedings{hatcher_wiessner_storberg-walker_chapman_2005, title={How a professional conference created new learning: A case study}, booktitle={Proceedings of the Sixth International Conference on HRD Research and Practice Across Europe Conference, Leeds, UK}, author={Hatcher, T. and Wiessner, C. A. and Storberg-Walker, J. and Chapman, D.}, year={2005} }
 @article{storberg-walker_wiessner_chapman_2005, title={How the AHRD 2005 conference created new learning: Preliminary results of a case study}, volume={16}, number={4}, journal={Human Resource Development Quarterly}, author={Storberg-Walker, J. and Wiessner, C. A. and Chapman, D. D.}, year={2005}, pages={247–255} }
 @inproceedings{storberg-walker_2005, title={Towards a theory of human capital transformation through human resource development}, booktitle={Paper presented at the Academy of Human Resource Development International Conference (AHRD), Estes Park, CO, Feb 24-27, 2005. ED 492359}, publisher={ERIC}, author={Storberg-Walker, J.}, year={2005}, pages={323–330} }
 @inproceedings{storberg-walker_torraco_2004, title={Change and higher education: A multidisciplinary approach}, booktitle={Conference Proceedings}, publisher={ERIC}, author={Storberg-Walker, J. and Torraco, R.}, year={2004}, pages={811–818} }
 @article{hatcher_storberg-walker_2004, title={Developing ethical adult dducators: A re-examination of the need for a code of ethics}, volume={14}, DOI={10.1177/104515950401400206}, abstractNote={Consider the following fictitious scenarios involving adult educators: * Nancy just found out her literacy student's husband is stealing money from the church where he is employed. Nancy could choose to turn him in, but instead she encourages her student to talk with him and get him to turn himself in. * Under contract Bing is interviewing workers in a small manufacturing firm to identify specific skills and knowledge. The firm's owner requests that he share with her which employees are 'negative' and which are 'positive.' Bing suspects she will use this information during anticipated layoffs. He decides not to share this information because he believes he has a responsibility to the employees to treat their feedback as confidential. * Pat is the only volunteer qualified to teach English to a group of Hispanic women working in the maid service at a local motel. One week before the training is scheduled to begin she finds out the only time they can meet with her is on the weekends. Pat decides she cannot give up her weekends and so tells the volunteer agency she must decline to help. * Professor Big from Reputable University responds to a request for proposals distributed by a company headquartered in Saudi Arabia. The compensation from the contract will help to fund the adult education and human resource development programs. The Saudi company awards the proposal to Professor Big, who begins the long-term process of working for the 'client' and the money flows into Reputable University's program. Both adult education students and human resource development students begin to reap the benefits through graduate assistantships and research opportunities. However, because the company is headquartered in Saudi Arabia, Professor Big is able to send male colleagues and students to work for the company, but is not able to send female colleagues and students. Each of the adult educators in the above scenarios made a decision that impacted learners based on individual morals and ethics. The decisions were not made based on a professional code of ethics, however defined; nor were they necessarily made on the grounds of teaching or program development skills. Each individual was left to navigate the ethical terrain given their own level of ethical competence. We argue here that we can do more to develop shared understandings of ethics in the profession of adult education. As a profession, we need to answer several questions: How did these adult educators come to make these decisions? How do adult educators develop the kinds of moral character and ethical behaviors so that learners benefit from their relationship with them? How do we ensure that adult educators are not doing harm? Are we content to leave the possibility of harm to individuals who have little or no understanding of ethics or what is expected of them as a moral adult educator? This issue of Adult Learning is about best practices: best advising, best facilitation, best planning, best administrative strategies, and best ethical practice. We know what makes a program good or bad, and we know what makes instruction excellent or poor and planning a success or a failure. We know these things because we have learned what excellence in these areas looks like through our experience and through formal or informal education. In other words, as we develop competencies and we have taken on the persona of an adult educator, we possess the skills and knowledge to know what to do and how to do it when faced with problems related to adult learning. But when it comes to ethical dilemmas like those described above, what skills or competencies should we use? Where do we go for help when we are faced with the complexity and perplexing consequences of our moral decisions? How do we even know when to frame a situation in ethical terms? Even if we have a sound character, how can we have the best ethical practice if we don't know what it means to be an ethical adult educator? …}, number={2}, journal={Adult Learning}, author={Hatcher, T. and Storberg-Walker, J.}, year={2004}, pages={21} }
 @article{storberg-walker_2002, title={The evolution of capital theory: A review of a theory of social capital and implications for HRD}, volume={1}, DOI={10.1177/1534484302238437}, abstractNote={The concept of capital has evolved over time. This article describes the change from capital as classically defined to neocapital , a term that more accurately describes the intangible components of capital. One component of neocapital, social capital, is increasingly being viewed as integral to organizational success. However, theories (and their resulting concepts and operational definitions) of social capital remain underdeveloped and fragmented in specific disciplines (e.g., sociology, psychology, social psychology, political economy). Building on the historical foundation of economic, political science, and management literature, this article reviews and critiques a new theory of social capital and explores possible implications for the field of human resource development. Lin’s theory, although appropriately categorized as a middle range theory, offers human resource development scholars and practitioners a new way of organizing and conceptualizing the connections between social relationships and individual and organizational performance.}, number={4}, journal={Human Resource Development Review: HRD Review}, author={Storberg-Walker, J.}, year={2002}, pages={468–499} }