<p> Ascending into the executive level of an organization can be considered a crowning achievement in one&rsquo;s profession. It is usually a position in which those most qualified could ultimately arrive. Yet, some organizations, particularly within the U.S. federal government, claim that coveted executive positions are remaining vacant or are not being filled as readily as has traditionally occurred. Even with programs available for a person to become more qualified for advancement, the positions remain unfilled. The level at which employees traditionally qualify for executive positions is the level at which fewer seem to be applying for those positions. In other words, it appears that potential executive candidates are refusing to advance into executive vacancies, which is often referred to as the progression paradox. An organization unable to promote employee advancement into executive vacancies could potentially inhibit its own progression. </p><p> The ideas of position qualification and position refusal are two concepts that have not been studied collectively nor received the level of scrutiny that is perhaps needed to answer the fundamental question: Why are gaps in executive-level positions not being filled as expected? Therefore, the researcher utilized grounded-theory analysis to develop a theory into whether adequately defined capabilities freely and clearly enable employee advancement into executive leadership levels. This study delved into the literature and reviewed several inquiries made into the personal perspectives of employees at various levels throughout a Department of Defense agency regarding constructs that could affect ascension into executive leadership ranks. The researcher then built on the findings from these inquiries to create a model of alignment with an organization&rsquo;s core purpose. Essentially, this research offers an increased understanding into the mask of ambiguity that inhibits progression and identifies the elements needed to assist qualified employees who are refusing to advance into executive vacancies.</p>

<p>The workplace is in a transition with age demographics (Mann, 2006). The baby boomers, once a large and dominating force in the workplace are now in their initial years of a decade?s move into retirement. And with such a large demographic change, there is a vacuum that is created and then filled. Many industry analysts have deemed this transition as the "Great shift change." In the workplace, vacancies are being created en mass at the managerial and executive levels. Due to the recession of 2008-2012, the baby boomers remained in the marketplace for an extended period of time, some say to rebound with their depleted retirements. As the economy made its way back to normalcy, an intersection of market forces hit. This collision of market forces is the emergence of an economy out of recession and an age demographic beginning an advanced pace of retirements that analysts say will last up to 20 years. Due to a high turnover of the baby boomer generation with the Millennial generation in the market, succession planning is key to maintain productivity and smooth the transition in demographics while providing services to increasing student populations. This dissertation will utilize case studies to analyze this market event and see how private higher education institutions located in Los Angeles, California are handling succession planning in an aggressive employment demographic change.

<p> This study used grounded theory to analyze the influence of leadership behaviors on knowledge-sharing intentions. The main research question for this study was, how do leadership behaviors influence the intentions of organizational members to share knowledge? The data for this study were collected by interviewing four leaders and eight followers in the health care, information technology, and security industries. The findings of the study showed that empathy, empowerment, inclusiveness, and trustworthiness are the categories of behaviors that encourage knowledge sharing. Dishonesty, inconsideration, intimidation, and rigidity are the four major behavioral categories that discourage knowledge-sharing intentions. Each behavioral category had various subcategories of behaviors. Based on the findings of the study, it was theorized that the behaviors of the leaders create impressions on the followers, which in turn influence the intentions of the followers to share knowledge. The impressions of the followers mutually transferred between leadership behaviors and knowledge-sharing intentions. The study also showed some significant differences in the leadership behavioral expectations between leaders and followers. Based on the results of the study, 10 propositions were made about how leadership behaviors influence knowledge-sharing intentions of followers. These propositions were based on the behaviors of the leaders and the impressions created by leadership behaviors. </p>

<p> Doctoral Programs in Educational Organizational Leadership have evolved significantly over time. In the last few decades, some programs have adopted blended or hybrid instructional formats for learning and have begun employing cohorts led by cohort mentors. However, in southern California, a web search identified only four doctoral programs in educational organizational leadership that offer a hybrid model and doctoral cohorts led by cohort mentors. Therefore, the purpose of this ethnographic case study was to examine, understand, and describe the best practices that university cohort mentors employ to support the transformational leadership development of doctoral students at Brandman University. Through methodology that included interviews with cohort mentors, mentee interviews, observations of mentors in cohort meetings, and interviews with university personnel, this study was designed to answer the question: What best practices do cohort mentors in the Brandman University doctoral program employ to support the transformational leadership development of doctoral students? The results of this study identified eight major themes: (a) Builds trust through congruency of character, integrity and transparency; (b) Builds a culture of open and honest two-way communication; (c) Challenges students to be creative, innovative and connect theory with real world application; (d) Demonstrate emotional intelligence and support its development in students; (e) Establishes high expectations for self and others and acts as a role model; (f) Fosters a culture of political intelligence, problem solving and decision-making; (g) Nourishes a safe and supportive climate of collaboration and team building; (h) Supports students to envision, anticipate and plan for the future. These findings have important implications for the effective design of future doctoral programs that integrate the cohort mentor model. The results serve to inform researchers and practitioners of higher education and leadership development programs regarding the cohort mentor best practices identified by doctoral mentors and students.</p>

<p> White administrators of nonprofit organizations are tasked with the challenge of making the right decisions when their nonprofit seeks to work in predominantly Black and Brown neighborhoods. They utilize their personal worldviews and instincts to carry out the mission of their organization. The problem is that White administrators use their own cultural beliefs as their guide, which typically is counterintuitive to the cultural beliefs of Black and Brown people in the neighborhoods they wish to serve. This disparity raises issues, barriers, and sometimes conflict between both groups, which further divides efforts of collaboration. This study investigates the assumptions, disparities, and paradoxes that exist and arise between administrators in a Whiteled nonprofit organization and residents in Communities of Color as they negotiate issues of trust, decision-making, and transformative practices through the context of a nonprofit agency&rsquo;s mission and the neighborhood. By using portraiture, the assumptions, disparities, and paradoxes were examined utilizing the factors whereby groups engaged in relationship-building efforts. Employing one-to-one interviews, focus groups, observations, and documents allowed the researcher to answer the research questions through the portraits. These questions were centered on the understanding of the roles that White administrators and Black and Brown residents carry out in collaborative process efforts. Based on their understanding of these roles, the research sought to find a collaborative process that works. The findings revealed through the data that the Black and Brown residents and White-led administrators in nonprofits can achieve true collaborative practices through a more democratic approach. By understanding Black and Brown residents&rsquo; Community Cultural Wealth, both groups can engage in this democratic approach which benefits the mission of the nonprofit and empowers the Black and Brown residents.</p><p>

<p> This study&rsquo;s purpose is to explore grit attributes California urban school superintendents demonstrated. The literature review revealed 5 grit attributes: courage, conscientiousness, endurance toward long-term goals, optimism and resilience, and excellence over perfection. There is scant scholarly research connecting urban school superintendents to the 5 grit attributes and understanding grit&rsquo;s 5 attributes school district leaders reflected is valuable to the industry and the profession. </p><p> This research implemented a qualitative methodology. Following an extensive review of the literature, a panel of experts developed and reviewed research questions to establish validity. The data collected were gathered from publicly available and accessible published texts regarding superintendents from 7 California urban school districts. Corresponding text from the data sources were reviewed and compared with the grit attributes in the theoretical framework in order to code for themes. The themes were reviewed for alignment to the 5 attributes of grit theory that formed this study&rsquo;s conceptual framework. Limitations included that there was no interaction with superintendents in this study as only publicly available information served as data, and urban school districts in only 1 state were represented in this study. </p><p> Findings based on publicly accessed information revealed 15 practices of demonstrating grit in 5 categories: 2 practices demonstrating the attribute of courage; 3 practices demonstrating the attribute of conscientiousness; 5 practices demonstrating the attribute of endurance toward long-term goals; 3 practices demonstrating the attribute of optimism and resilience; and 2 practices demonstrating the attribute of excellence over perfection. In addition to correlating practices with the 5 attributes of grit theory, more than 70 authors supported the 4 theoretical components. </p><p> The results of the study provide information that can assist leaders, persons providing professional development, and policymakers in education. The data in this study support the relationship of the grit attributes as school superintendents in California urban settings demonstrated. This research adds to the literature regarding the disciplines of educational leadership, organizational leadership, and positive psychology in organizations, including topics related to persistence and resiliency studies. Additionally, the results of this study add to the existing body of literature specifically related to grit theories.</p><p>

<p> Single mothers are commonly characterized as low-income welfare recipients. In 2010, close to 30% of single mother households were below the poverty line (U.S. Census Bureau, 2010a) conversely leaving 70% of single mothers above the poverty line. Being a married working mother is challenging and comes with the need of several supports. With the growing divorce rate and the introduction of women choosing to become single mothers, the numbers of single working mothers are growing rapidly. In order to be a successful single mother certain factors need to be accounted for. This study focused on single mothers who are in high profile professional positions and looked at what supports it took; both internally and externally, to sustain their situations. Some highly regarded, prestigious positions that fell into this category include, but are not limited to, school administrators, writers/authors, successful entrepreneurs, attorneys, doctors, professors, upper level managers/supervisors, and executive directors. Also, this study looked at character traits of the identified mothers to see if there was an inner predisposition that positions them to be able to thrive in difficult situations. The findings suggest that in order for single mothers to succeed they need to establish a strong support network, have a flexible career and demonstrate strong leadership skills ranging from a Lazier Fair approach to a transformative one with a strong mentoring influence and affinity.</p><p> The results from this study indicate that this population identified as resilient, passionate, and focused about their professional and personal lives. These single mothers are motivated by a high level of passion for both their work, and parenting their children, including providing a comfortable lifestyle and rich involvement in their children&rsquo;s lives. Their use of support varied and formed a naturally occurring continuum spanning from &ldquo;no support&rdquo;, to &ldquo;support is essential&rdquo;. This population reported their relational style either increased or decreased in their willingness to seek out and accept assistance from others. In leadership style, this group of single mother professionals scored extremely high in having tendencies towards Transformational leadership and surprisingly, even higher in having tendencies towards Laissez-faire leadership.</p>

<p> Given the significant projected percentages of retirements of community college senior officers, forecasted workforce shortages, and the difficulty of attracting employees to rural community colleges, a qualitative study was undertaken to understand the learning experiences of seven senior officers in developing the competencies to lead at a rural community college. Through the interviews, the senior officers redirected the conversations to describe how they develop the next generation of rural community college leaders. Findings included the descriptive concepts of (a) rural legacies, (b) developing pragmatic competence, and (c) reciprocal development. A grounded theory model provided guidance on preparing the next generation of leaders at rural community colleges.</p>

<p> The purpose of this study is to provide managers in both educational institutions and student organizations with empirically-based recommendations for how to best manage student organization workforces to achieve engagement and retention. The research questions ask (a) how educational institutions and student organizations strategically manage advisor talent to attract, engage, and retain advisors in their roles and (b) what talent management strategies can be applied to sustain a competent, satisfied, and engaged student organization advisor workforce. Through a systematic review methodology with an evidence-based management perspective to configure the best available evidence for synthesis, this dissertation incorporates organizational citizenship theory, the functional theory of volunteerism, and strategic talent management theory to reach the conclusions. Study findings confirm that student organization advisor service is linked to all elements of the functional theory of volunteerism but is primarily motivated by the values function first and then the career functions. Furthermore, student organization advisor service is a form of organizational citizenship behavior, and the values function of volunteerism is the antecedent to service as an advisor. Finally, it was determined that strategic talent management practices can be applied to student organization advisors, but such practices are not being implemented by key stakeholders. A theoretical model of advisor involvement and suggestions for implementation are presented to address this gap in practice. As a result of these findings, a model for practice that incorporates key strategic talent management practices to address fundamental advisor needs has been developed with an evidence-based blueprint for implementation.</p><p>

<p> The purpose of this quantitative descriptive correlation research study was to determine if relationship existed between faculty conflict management, emotional intelligence, leadership, and quality in higher education. The conception of service quality in higher education is complex, multifaceted, and disputable. As a result there is no best way to measure service quality in higher education. The research study identified a combination of quality indicators used in analyzing quality in higher education and attempted to explain how these factors affected student satisfaction. Faculty conflict management style, emotional intelligence competencies, and leadership styles were measured against five service quality dimensions, and eight student evaluation of educational quality dimensions. The research instruments included the Rahim Organizational Conflict Inventory, the Emotional Competence Inventory, and the Leadership Style Survey for the faculty. The Service Quality (SERQUAL), and the Student Evaluation of Educational Quality (SEEQ) surveys for the students. The findings included a high correlation between academic and nonacademic service quality dimensions with faculty conflict management styles, emotional intelligence competencies, and leadership styles. The findings supported conclusions that appropriate faculty conflict managing styles, adequate emotional intelligence competencies, and appropriate leadership styles contributed to quality and service quality in higher education. Consensus defining service quality would clearly include student satisfaction constructs. Recommendations for future research included attempting to evaluate the level of service quality and understand how different factors impact overall service quality is crucial so that higher education institutions can plan and design their service in the upmost possible manner. </p>