Browsing by Author "Lyftogt, Kayla"

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    Barriers to Recruitment and Retention of Entry-Level Employees: Perceptions from Employers in Ramsey County
    (Resilient Communities Project (RCP), University of Minnesota, 2019) Lyftogt, Kayla; Malone, Jack; Murray, John; Wang, Yi
    This project was completed as part of the 2018-2019 Resilient Communities Project (rcp.umn.edu) partnership with Ramsey County. The mission of Ramsey County's Workforce Solutions (WFS) program is to strengthen the economic success of the community through personalized and effective workforce development. It serves as a resource for both job seekers and businesses by providing training opportunities and personalized assistance in searching and applying for jobs. Businesses also receive assistance with recruiting, screening, training, and retaining workers. WFS staff know there are many program participants who experience transportation barriers that prevent them from accessing or keeping jobs. Ramsey County project lead Max Holdhusen worked with a team of students in PA 5041: Qualitative Research Methods, taught by Dr. Greta Friedmann-Sanchez, to conduct a needs and barriers assessment of transportation resources and options through interviews with employers in suburban Ramsey County that face challenges in recruiting and maintaining job seekers due to a lack of public transportation options. The students' final report, presentation, and a poster summarizing the project are available.
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    A Multi-Case Study of Understanding Community-Level Ethics at Community-Engaged Research Universities
    (2022-12) Lyftogt, Kayla
    Although the Belmont Report and associated federal regulations were written to protect individual research participants from undue risk and harm, Community-Based Participatory Research teams are concerned about insufficient protection of ethical concerns on a community level. This multi-case study examines the process institutional actors at two community-engaged universities with very high research activity use to understand and respond to community-level ethics. It also examines specific changes that are made to IRB process as a result of this understanding.This study utilizes a conceptual framework based on sensemaking theory to explore these concerns. The key themes that emerged from this study include how environmental cues are a catalyst for IRB sensemaking, how sensemaking forums promote IRB reforms, the ways leaders are gatekeepers or facilitators of sensemaking, the critical role of CBPR experts, and the extent of community-based protections offered through IRB Offices. The final theme is that CPBR ethics ultimately remains in the hands of faculty and staff. These key understandings provide a basis for new insights for theory, practice, and research in an area that has previously received little attention in the field of higher education research.