<p> Change in higher education is a topic of growing urgency and national prominence. The study addressed the limited understanding through institutional theory of how a team at one traditional university interpreted its changing environment and justified adoption of an educational innovation prior to other actors in the field. This effort used the dynamics of institutional change model (Hinings, Greenwood, Reay, &amp; Suddaby, 2004), which tracks the process of de- and reinstitutionalization to understand how change happens within the isomorphic context of the institutional theory framework. A qualitative single site case study was conducted at one leading university that had initiated a new massive open online course (MOOC)-enabled degree program, an innovation potentially disruptive to the traditional model of university education. </p><p> The study found that perceptions of an external climate of change (exemplified by the perception of disruption in the university field, technology enablers, and societal pressures) and an internal value of innovation (exemplified by larger organizational support for innovation, the college's specific value and excitement around innovation, and successful experiences with innovative efforts) were significant in the adoption of the new program. The study also found that a long list of justifications and motivations were present, including lowering cost and expanding access to education, increasing internal resources and supporting college values around research, and expanding the opportunity for personal impact and influence. </p><p> Conclusions focused on the relevancy and necessity of jolts to the change process, the unique factors that enabled actor agency in this circumstance, the importance of attaching new practice to preexisting values, and the prominent role of legitimacy as a motivating factor within institutional theory. Based on this example, suggestions for practice included supporting a value of innovation, selecting a new practice that aligns with societal issues, and identifying justifications for various audiences. Refinements in institutional theory were offered, focusing on the dynamics of institutional change model and the approach to isomorphic forces. Lastly, suggestions were offered for research, primarily around the role of the entrepreneurial actor and the pursuit of legitimacy.</p>

Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.

<p> Leaders in higher education are discovering that autocratic leadership is ineffective in meeting the challenges faced by educational institutions. Through leadership styles of managers, organizations in the 21st century must create a balance between interdependence and diversity. Leaders must govern by moral principles in behavior, life, and a personal schema. This popular approach to leading with morals and ethics results in increased job satisfaction and improved job performance. Leadership decision making is most often based on the central tenets of the mission and vision of the organization. </p><p> This survey research study triangulated collected quantitative and qualitative data. A correlational research design was used for the quantitative approach to leadership styles and job satisfaction and a university student survey was used for the qualitative approach. A correlational research design was chosen to examine relationships between the explanatory variables (servant leadership and transformational leadership) and faculty job satisfaction as a response variable. Job performance was measured using quantitative and qualitative data from the University Student Survey. </p><p> Statistical findings indicated a strong positive correlation between servant leadership and transformational leadership and faculty job satisfaction. Participating faculty members demonstrated strong traits and attributes of servant and transformational leadership, correlated with positive student reviews in measuring faculty job performance.</p><p>

<p> This study utilized a qualitative approach to examine academic leaders&rsquo; perceptions of the impact of the changes occurring in the higher education environment on leader development and the faculty governance model. Interviews were conducted with academic leaders in four regionally accredited, 4-year, private, similarly-sized, religiously affiliated institutions in a rural region of a Midwestern state. The interviews explored the perceptions of academic leaders on the impact of changes within the context of the social construct of the higher education environment, the contextual influence on leaders and leadership development, and the faculty governance model. The results suggested that individuals socially reconstruct their environments by revisioning the challenges in the context of the mission of the institution. The results further revealed the philosophies of trust, support, mentoring, followership, and decision making as critical to shared leadership in the higher education environment. Academic leader development, the faculty governance process, and shared governance were influenced by the changes occurring in the environment. These findings have important implications suggesting the need to examine the construct of leadership in the higher education environment and academic leaders&rsquo; influence on faculty governance and shared governance. The findings also raise interesting possibilities for advancing an augmented view of leadership in the higher education environment.</p><p>

<p> This qualitative phenomenological study examines the experiences of six successful educational technology leaders in co-creating value among various district stakeholders to reduce the contradictions encountered in teacher adoption of technology enhanced learning. The primary data collection method was through semi-structured interviews. The data was analyzed using a hybrid approach, first examining the interview data for emergent themes, and then an a priori analysis was conducted based upon a value framework, motivational values, and relative advantage. Contradictions were identified and mapped on activity system diagrams for each participant. The value propositions were also identified that addressed contradictions. The primary stakeholders and their salience characteristics were also identified. This research revealed that although value co-creation was not explicitly mentioned by the study participants, the most successful implementers involved teachers and other stakeholders early and often in their implementation, used flipped, job-embedded, and collaborative professional learning to increase teacher capacity, and worked to establish community partnerships and student showcases that illustrated the modern, relevant, education from which students were benefiting in the educational technology leader&rsquo;s district. The compatibility of the emergent and a priori analysis in this study suggests value co-creation and value propositions are principal factors in the adoption of technology enhanced learning. An important implication of this study is that a more in-depth understanding of value co-creation and value-propositions could work to improve implementation and adoption of technology enhanced learning. The study also revealed that analysis through activity theory is a useful means of examining teacher context and effectively empathizing with teachers, the end-user of most educational initiatives.</p><p>

<p> The purpose of this study was to develop and test a Conceptual Framework for an evaluation model for compliance and regulatory programs in specialty academic medicine. The Framework was built on three research questions to determine the following items within a specialty academic medical institution: (i) the Program Elements for effective and sustainable compliance and regulatory programs, (ii) the required knowledge and skills for stakeholder groups, and (iii) the motivation and organizational influences which improve stakeholder efficacy and program sustainability. There was a total of 21 Program Elements derived from both professional and theoretical literature. Those elements were then matched against the gap analysis model for assessing organizational performance based on knowledge and skills, motivational, and organizational influences as developed by Clark and Estes (2008). Finally, 15 recommendations were developed, along with each of the required elements for evaluation and implementation using the New World Model developed by James D. Kirkpatrick and Wendy Kayser Kirkpatrick (2016). Items such as leading indicators, critical behaviors, required drivers, and several other components provide content and context for immediate and long-term summative assessment, to address the program sustainability, aim of the study.</p><p>

<p> The United States of America is a country of immigrants, where people and groups representing different nationalities have immigrated in search of a better life and opportunities. Among those immigrants are the Armenian people, who immigrated to the United States fleeing wars and Genocide. This study explores the first-generation foreign-born leaders of Armenian descent who came to the United States in search of opportunities, education, happiness, and success. The study examines the success strategies employed by first-generation, foreign-born leaders. This phenomenological study concentrates on the common experiences of the selected 15 participants. To answer the four research questions, 15 foreign-born, first-generation Armenian leaders were interviewed and asked 10 interview question. Additionally, themes were formed to describe the common experiences of the interviewees. Through the interview process, it was discovered that the heritage and the strong cultural presence had shaped the leaders and determined their path to success, affected their decisions and prepared them for the challenges. It was also discovered that (a) hard work, (b) perseverance, (c) discipline, and (d) honesty were the main determinant factors for their success. The notable challenges described by the participants were (a) difficulty to assimilate, (b) the language barrier, and (c) discrimination. In addition, the participants made recommendations for the future generations of foreign-born leaders who are yet to move to the United States in search of new opportunities and success.</p><p>

<p> Postsecondary education is constantly changing and the role of the chief student affairs officer must evolve to meet the demands of the shifting social, political, and administrative needs of their student population and institution. The intent of this study was to identify the knowledge, skills, and competencies required of chief student affairs officers to be effective and successful in contemporary and future higher education contexts. To provide clarity to the obligations of the executive-level role, the study offers an understanding the complexity of chief student affairs officers&rsquo; responsibilities in a rapidly shifting postsecondary environment. Participants of the study were current chief student affairs officers who engaged in organized groups based on location, institutional type, athletic conference, or state higher education system. Through a qualitative methodology, with semi-structured, group interviews, the study allowed for data gathering from multiple chief student affairs officers at varied institutional types and locations. Data were collected from 13 focus groups with a total of 68 participants during either during established meetings or via online video conferencing. </p><p> Findings of the study contribute to the knowledge base of effective practice and preparation for successful and effective chief student affairs officers and provide evidence-based data from which to build continuing education and ongoing professional development. Recommendations are offered for individuals currently in the chief student affairs officer position, those aspiring to the role, graduate programs in doctoral education, search firms, and professional associations that provide ongoing educational offerings for executive leaders in postsecondary education.</p><p>

<p> The California Community College (CCC) system is the largest system of higher education in the United States, with 72 districts and 113 colleges. The CCC system exhibits statistics demonstrating success; however, as with any organization, trust, communication, and leadership play an essential role in creating stable and productive organizations. Institutions that struggle with trust within the system are often plagued with rotating administration, a breakdown in communication, and accreditation issues. Unique to CCCs is the required participation of its staff in the decision-making process, which is known as shared or participatory governance. Along with participatory governance, the stringent accreditation standards and retiring work force create a delicate situation where trust and leadership are in a state of consistent transition. The purpose of this qualitative study was to explore the critical components of rebuilding trust within a CCC after trust has been broken. Specifically, this study focused on the practices a CCC administrator can engage in to rebuild trust within his/her institution after trust is broken. </p><p> Based on in-depth interviews with eight CCC presidents, findings revealed that a president&rsquo;s personal character, ethics, and morals are determining factors in developing and reestablishing trust within a CCC. The importance of relationship building, using multiple communication styles, and catering communication channels to target audiences played a critical role in these presidents&rsquo; ability to develop trust. Most importantly, strategic, authentic, and consistent leadership were some one of the most significant factors related to rebuilding trust within a CCC after trust has been broken. It is recommended that CCC presidents and administrators become familiar with the complex layers of CCCs, specifically with building and rebuilding trust within an institution. Additional research on the CCC presidential leadership style; the relationship among adult learning, emotional healing, and storytelling; as well as supplemental quantitative research to strengthen the external validity of this study are needed.</p><p>

<p>ABSTRACT Researchers have noted gender and racial differences regarding hazing practices within Greek-letter organizations (Parks et al., 2014). Black Greek-letter organizations focus on physical hazing practices, while their white counterparts focus on alcohol abuse and consumption (Kimbrough, 2003; Parks et al., 2014). As it pertains to gender, black Greek fraternities are more likely to participate in hazing activities, than black Greek sororities. This research has explored the perceptions of black Greek fraternity members and higher education administrators regarding anti-hazing statues and policies, hazing within black Greek-letter organizations (BGLOs), and its culture. It has been guided by the overarching research question: What are higher education administrators and black Greek fraternity members? knowledge levels and perceptions regarding anti-hazing laws and BGLO traditions and their effects on the BGF members? participation?