Abstract
Groundskeeping is a supportive leadership style that combines mentorship, institutional change, and leadership to support individuals at the intersection of their personal aspirations and an organization’s needs. This paper uses a theoretical framework of groundskeeping and applies it to the experiences of Robert, an Emerging Discipline-Based Education Researcher (EDBER) who wanted to do physics education research. In this instrumental case study, we explore how the environmental, human-centered, and anti-deficit philosophical principles of groundskeeping manifest in the interpersonal and structural supports that facilitated Robert’s transition into education research. We highlight how creating a new entry-point into Discipline-Based Education Research, providing professional development, and facilitating collaboration nurtured Robert. The case study shows a need for balance between integrating newcomers into existing education research norms and advocating for systemic changes to foster inclusive and thriving research environments.
Recommended Citation
Solorio, Christian D.; Hass, Christopher A.F.; Franklin, Scott V.; Kustusch, Mary Bridget; and Sayre, Eleanor C.
(2025)
"Groundskeeping as a Theoretical Framework: Understanding the Experiences of an Emerging Discipline-Based Education Researcher,"
The Journal of Values-Based Leadership: Vol. 18
:
Iss.
2
, Article 15.
DOI: https://doi.org/10.22543/1948-0733.1569
Available at:
https://scholar.valpo.edu/jvbl/vol18/iss2/15
