This inquiry sought to answer the question: How can the University of Winnipeg (UW) design a learning and development strategy for its nonacademic leaders that will benefit both the leaders and the university? As higher education institutions experience increased competition and rising demands, senior leaders need to find new ways of developing one of their most important assets, their employees. Using an action research approach, this inquiry sought participants' perspectives through an online survey and a world café. This inquiry puts forward the following three recommendations: develop and communicate a formalized learning and development strategy that is supported by senior leadership, aligned with organizational goals, customized to the unique university environment, and values learner needs; provide diverse professional development opportunities for leaders; and create an environment that improves communication, fosters collaboration, develops competence, and values community. This inquiry adhered to all ethical requirements set by Royal Roads University and UW.

abstract: To sustain world preeminence, 21st century university and college leaders in the United States are redesigning their institutions organizationally and culturally to align with the direction of local and global societies and markets. The New American University enterprise model at Arizona State University has become one of the leading organization and cultural redesigns in United States higher education since its inception in 2002. Yet, sustaining a 21st century model such as this one means every individual in the college or university must understand his or her specific role to further progress the new model forward. Therefore, to advance and sustain a 21st century higher education redesign model at a U.S. college or university, it becomes imperative that every master-level professional who works in the academic/student services field at the institution understand his or her specific role in helping to further progress the new model forward. To this end, there is a need to change the way graduate students in higher education/student affairs masters programs are educated to work in the 21st century institution. This change can prepare new professionals to understand these enterprise models and how to integrate them into their practice in order to meet the needs of the institution, local and global societies and markets. The purpose of this action research study is to highlight one program, the ASU M.Ed. Higher and Postsecondary program, and show how graduates from 2007 - 2011 understand New American University concepts and integrate them into professional practice within higher education. Through use of a quantitative approach, this action research study described how the ASU M.Ed. in Higher and Postsecondary program graduate students' understanding of New American University concepts informs their thinking and practice to lead and respond to changes and challenges facing today's 21st century higher education field. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2011

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Today's global environment poses more and more challenges for higher education institutions to provide learning opportunities that enable students to become globally competent and prepared to face the challenges of an increasingly global society. For many universities, internationalizing their campuses can help students acquire knowledge, skills, and experiences to be able to compete in the global economy and become productive members of a diverse world society. The purpose of the study was to explore the extent to which internationalization had been realized in Florida's public universities by determining (1) whether there was a relationship between articulated commitment and the level of internationalization; (2) whether there was a relationship between curriculum and the level of internationalization; (3) whether there was a relationship between organizational infrastructure and the level of internationalization; (4) whether there was a relationship between funding and the level of internationalization; (5) whether there was a relationship between institutional investment in faculty and the level of internationalization; and (6) whether there was a relationship between international students/student programs and the level of internationalization. Data derived from the internationalization survey were used to analyze the six research questions by employing descriptive statistics, Pearson coefficient of correlation, and Chi-Square tests. There were strong positive correlations between the six categories noted above and the level of internationalization efforts in Florida public universities. Implications for practice include the development of various strategies to help internationalize their campuses and the student learning experience.

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This thesis examines my experience of leading leadership development. During the last three years I have been researching my role as Head of Leadership and Organisational Development at the University of Hertfordshire (UH), with a view to making sense of and rethinking leadership and approaches to leadership development more generally. This thesis considers how my own thinking and practice has changed and developed as a consequence of paying attention to and reflecting on personal experience, whilst at the same time locating my sense-making in the broader academic scholarship. Narrative accounts of the significant incidents and interactions that I have participated in during the past three years have been shared verbally with the participants on the programmes that I lead, and explored more extensively in written form with colleagues in the learning community on the Doctorate in Management (DMan) programme at UH, as a means of intensifying my sense-making and its generalisability to a community of engaged enquirers. My research was prompted by disillusionment with the dominant discourse on leadership and leadership development based as it is on theories, frameworks, tools and techniques that privilege a form of autonomous, instrumental rationality and deceptive certainty that did not reflect the social, non-linear, uncertain day-to-day realities faced by me and the managers with whom I worked. In this thesis, I draw on my experiences as a manager, leader of leadership development, and a student of leadership development, to problematise the mainstream managerialist conceptions of leadership and organisation that are now part of the organisational habitus (Bourdieu, 1977) in the UK. The rise and naturalisation of managerialist ideology across the private, public, and charitable sectors in the UK makes it an inordinately difficult perspective to contest without risking some form of exclusion. I contend that my experience of attempting to encourage radical doubt and enquiry rather than the mindless acceptance and application of conventional wisdom contributes to knowledge in the field of leadership and organisational development by providing insight into and an alternative way of thinking about and practising leadership and leadership development. In contesting dominant conceptions, I proffer a more reality congruent alternative to mainstream thought. I draw on the perspective of complex responsive processes of relating (Stacey et al, 2000, Griffin, 2002, Shaw, 2002), critical management studies (Alvesson and Willmott, 1996), social constructionism (Berger et al, 1966), and other thinkers critical of managerialist conceptions of leadership and leadership education (Khurana, 2007) to explore leadership as a social, relational activity where leaders are co-participants, albeit highly influential ones, in the ongoing patterning of relationships that constitute organisation. However, I argue that it is insufficient for management educationalists to snipe critically at managerialism from the sidelines, problematising one perspective and simply replacing it with another (Ford et al, 2007), leaving their participants ill-equipped to navigate the potentially destructive political landscape of day-to-day organisational life. While the dominant discourse on leadership and organisation is flawed, to avoid exclusion managers must still become fluent in the language and practice of managerialism, the ideology that has come to dominate the vast majority of organisational communities in which they find themselves. In this thesis, I argue that it is crucial for managers and leaders of leadership development to engage with a polyphony of perspectives, and develop the reflective and reflexive capacity to continuously explore and answer for themselves the questions who am I, and what am I doing, who are we, and what are we doing?

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-04-25T12:16:19Z No. of bitstreams: 1 Maurício Benício Valadão.pdf: 2159963 bytes, checksum: 96fceeca59c54565d45f3f4e84a06396 (MD5) / Made available in DSpace on 2017-04-25T12:16:19Z (GMT). No. of bitstreams: 1 Maurício Benício Valadão.pdf: 2159963 bytes, checksum: 96fceeca59c54565d45f3f4e84a06396 (MD5) Previous issue date: 2016-12-16 / This dissertation sought to understand the stress, personality and coping used by teachers of a higher education institution in the city of Goiânia - Goiás. It is organized into three articles, being the first one is a systematic literature review, and the others, empirical research studies. The objective of the review was to present an overview of national and international productions on stress, leadership style, confrontation and instructors, based on articles published and indexed between the years 2005 and 2014. In 94 selected articles, it was observed that, despite the huge amount of papers about stress, leadership styles and coping, only a few dealt with the relationship between the influence of leadership styles and the stress generation in employees, especially those in higher education. Furthermore, there is a lack of papers that evaluates the strategies of psychological coping used by the employees who suffer stress due to the management style. Articles written in English were the closest studies to the scope of this research. Publications in Brazil are still incipient. Regarding the first empirical study, the objective was to identify the level of occupational stress, the stressors and the psychological coping strategies of 64 higher education teachers. The results presented low and medium levels of occupational stress, and the most frequent stressors were: insufficient time to achieve the workload; few prospects for career growth; anger with the deficiency in the trainings; and irritation with the little information about organizational decisions. The most used coping were: problem solving; social support; escape-avoidance; positive reassessment; and acceptance of responsibility. There was also a positive correlation between withdrawal and stress and escape-avoidance and stress. It was concluded that teachers have low and moderate levels of occupational stress. Regarding to coping, it was observed that the cognitive and behavioral efforts adopted manage the way teachers perceive what is happening around them. The second empirical research aimed to identify the level of occupational stress, personality factors also the correlation between occupational stress, personality and sociodemographic variables of 64 higher education teachers. The results pointed low and moderate levels of occupational stress. As a personality factor, neuroticism was the most found among teachers. In addition, there were no correlations between stress and ordinal sociodemographic data. Regarding the correlation between nominal sociodemographic data and personality factors, only the correlation between marital status and personality factors was observed, and neuroticism was the only factor that has not reached significance. Moreover, there was a positive correlation between the neuroticism factor and the stress. It was concluded that teachers are in low and moderate levels of stress, and that the study of personality factors is of extreme importance in order to create a quality of life program in a way directed to these professionals. / Esta dissertação buscou compreender o estresse, a personalidade e as estratégias de enfrentamento utilizadas pelos docentes de uma instituição de ensino superior na cidade de Goiânia – Goiás. Está organizada em três artigos, sendo o primeiro uma revisão sistemática da literatura, e os demais, pesquisas empíricas. O objetivo da revisão foi apresentar um panorama das produções nacional e internacional sobre estresse, estilo de liderança, enfrentamento e docentes, com base em artigos publicados e indexados entre os anos de 2005 e 2014. Em 94 artigos selecionados, constatou-se que, apesar da extensa produção sobre estresse, estilos de liderança e enfrentamento, poucos versam sobre a relação entre a influência dos estilos de liderança e a geração do estresse em colaboradores, especialmente os do ensino superior. Além disso, existe escassez de trabalhos que avaliam as estratégias de enfrentamento psicológico utilizadas pelos colaboradores que sofrem estresse em virtude do estilo gerencial. Os estudos em língua inglesa foram os que mais se aproximaram do escopo desta pesquisa. As publicações no Brasil ainda são incipientes. Com relação ao primeiro estudo empírico, objetivou-se identificar o nível de estresse ocupacional, os estressores e as estratégias de enfrentamento psicológico de 64 docentes do ensino superior. Os resultados apresentaram níveis baixo e médio de estresse ocupacional, e os estressores mais frequentes foram: tempo insuficiente para realizar o volume de trabalho; poucas perspectivas de crescimento na carreira; incômodo com a deficiência nos treinamentos; e irritação com as poucas informações sobre decisões organizacionais. As estratégias de enfrentamento mais utilizadas foram: resolução de problemas; suporte social; fugaesquiva; reavaliação positiva; e aceitação de responsabilidade. Verificou-se também uma correlação positiva entre afastamento e estresse e fuga-esquiva e estresse. Concluiu-se que os docentes apresentam níveis baixo e moderado de estresse ocupacional. Já com relação às estratégias de enfrentamento, constatou-se que os esforços cognitivos e comportamentais adotados gerenciam o modo como os docentes percebem o que ocorrem ao seu redor. A segunda pesquisa empírica teve como objetivo identificar o nível de estresse ocupacional, os fatores de personalidade bem como a correlação entre estresse ocupacional, personalidade e variáveis sociodemográficas de 64 docentes do ensino superior. Os resultados apontaram para níveis baixo e moderado de estresse ocupacional. Como fator de personalidade, o neuroticismo foi o mais encontrado entre os professores. Além disso, não houve correlações entre o estresse e os dados sociodemográficos. Acerca da correlação entre os dados sociodemográficos e os fatores de personalidade, foi observada apenas a correlação entre o estado civil e os fatores de personalidade, sendo que o neuroticismo foi o único fator que não obteve significância. Ademais, houve correlação positiva entre o fator neuroticismo e o estresse. Concluiu-se que o estudo dos fatores de personalidade é de extrema importância para que se crie um programa de qualidade de vida de forma direcionada a esses profissionais.

Despite decades of research and billions of dollars spent per annum to promote at-promise student—that is, low-income, first-generation, and/or racially/ethnically minoritized students—college success, at-promise students continue to be retained and graduate at lower rates than their traditionally college-going peers. The purpose of this study is to investigate how faculty coordinators in the Thompson Scholars Learning Community (TSLC) facilitate and integrate instructors into the program’s ecological validation which has been found to promote at-promise student success. This study is framed by the ecological validation model of student success in conjunction with a systems theory perspective of faculty roles to investigate how TSLC’s faculty coordinators support instructors to engage in high-quality interactions with at-promise students. This qualitative multiple-case study utilizes 56 semi-structured interviews with faculty coordinators, TSLC program directors, and TSLC instructors, as well as observations and documents, from three University of Nebraska campuses to triangulate its findings. Results indicate the importance of the mesolevel role faculty coordinators play in both students and instructors’ ecologies. Three primary ideas emerged. First, faculty coordinators helped bridge instructors to campus and program resources which promoted attentiveness to student needs, the adoption of validating teaching practices, and grew instructor affinity with the program. Moreover, faculty coordinators helped departments understand the program and its students which empowered them to assign good instructors. Second, faculty coordinators helped align instructors’ personal, practitioner, and professional goals with their teaching in the program by working with instructors and departmental leadership to contextualize instructors’ work within TSLC as promoting student success, professionally developing, and beneficially for the department. Third, faculty coordinators influenced instructor pedagogy by encouraging validating teaching practices, demonstrating validating approaches, and serving as single points of contact for instructors. As single points of contacts for instructors, faculty coordinators were able to promote attentiveness to student issues by distributing the responsibility for supporting students across the students’ mesolevel—that is, throughout the program, their other instructors, and campus resources. Results also indicate potential avenues for how institutions can structure supports for instructors to scale TSLC’s ecological validation, including the creation of single points of contacts for instructors, the creation of validating incubators, and the importance of linking trainings with mesolevel supports.

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