Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 193-200).

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Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Judith Hughey / Social organizations known as fraternities exist on many college campuses in the United States. Many of these organizations have a residential home either on the campus or off campus for the students known as a fraternity home. One of the values that many fraternities seek to ad-here to is found in the area of leadership (Long, 2012). Leadership has been studied for decades as has the social organizations known as fraternities. The outcomes of both of these areas of studies presented spirited and often complex discussion on how to define a) leadership and b) what is the role of the fraternity on the college campus. This qualitative study of 12 students focused on fraternity members who lived in a residential setting of a fraternity home. The purpose of this study was to understand what factors of the fraternity home experience have on one’s leadership identity and to explain how these factors can help guide college professionals in fostering in positive college student development. The researcher used two primary methods of data collection (a) focus groups and (b) in-depth individual semi-structured interviews. A case study research design was utilized to help understand the experiences that take place in the lives of the participants. The analysis of the data in this study helps explain how a college student living in a fraternity home takes on a leadership identity. Furthermore, this study pointed to six themes that emerged to help inform how a residential living setting of a fraternity home shapes the leadership identity of the students. Multiple support systems allow for students to have values tested and reinforced though a fraternity home experience. Diversity of other viewpoints are present in a fraternity and allow for students to see differing perspectives. Older fraternity brothers have a positive influence on younger members in terms of self-confidence, mentoring, and other areas. Positional leadership roles of the fraternity allow students to engage with managing conflict and interacting with adult advisors and mentors. Brotherhood events provide students the opportunity develop relationships and interpersonal skills. Formal chapter meetings allow a venue for students to engage with each other in a manner that produces improved communication skills and critical thinking. Student affairs professionals and leadership educators working with students including but not limited to Greek organizations can take the findings of the study to assist them in their work. A leadership identity is being formed through a fraternity home setting as evidence of this study. Leadership educators can use this study to help their thoughts on how college students, especially fraternity members, view and exercise leadership. This study also presented areas for future research based on the information that was gained from the participants. Colleges continue to need contemporary studies to help them in working enhance the academic and social experience. The information provided in this study can be a catalyst for helping the understanding of leadership and for student development.

This is a phenomenological study exploring leadership identity development of Chinese generation Z student leaders by referring to Leadership Identity Development (LID) theory. There are two research questions. First, in what ways, if any, is the development of Chinese Generation Z student leader’s leadership identity similar to the Leadership Identity Development (LID) by Komives et al. (2005)? Second, in what ways, if any, is the development of Chinese Generation Z student leader’s leadership identity different from Leadership Identity Development (LID) by Komives et al. The research adopts purposeful sampling and 10 participants were interviewed. Based on the analysis of the interview data, five major themes emerged; five similarities and six differences were found. Five major themes include beliefs and values, influential people, experiences, leadership identity development, changing views. Five similarities are as follows: 1. There are three similar influential factors existing in college student leaders’ development of leadership identity, including people (adults, peers) and experiences (involvement of leadership experiences). 2. There are similar ways for students to build self-confidence, through others, oneself, and involvement in activities. 3. The process that students develop their views and perceptions of organizations is basically the same. 4. There is similar change of understanding of leadership, from positional to non-positional. 5. Chinese college student leaders agree with the six LID stages developed by Komives and her colleagues in American context. Six differences include 1. In developmental influences, school counselors have tremendous influence over Chinese students’ leadership development. 2. Chinese student leaders admit that peer influence has both positive side and negative side. 3. This study didn’t find any race or gender identities problem from Chinese student leaders during their leadership experiences. 4. Academic success is a critical factor for Chinese students to build self-confidence and to obtain leadership roles. 5. Chinese student leaders’ interaction with group members is different from that of American students. 6. Chinese students believe that leadership develops fast under great pressure and difficulties.

This case study conceptually illustrated how a leadership living-learning community provided an educational context well suited to enhance development of leaders within changing leadership and educational paradigms. Specifically, it highlighted how both leadership and learning have come to be viewed as sociocultural processes, and presented theoretical and applied descriptions of "communities of practice" and the identity formation process of "legitimate peripheral participation" (Lave & Wenger, 1991). The unit of analysis for this case study was a first-year, leadership-themed living-learning community at a four-year, land grant university in the Eastern United States. The purpose of the study was to explore how college students constructed leadership identities as they moved from first year members to second year peer leaders in the living-learning community. Nine sophomore students serving in peer leader roles and four faculty members serving as program instructors were the primary study participants. In-depth qualitative interviews with students and faculty, analysis of key program documents and students' written assignments, and a confirmatory student focus group contributed to the creation of eight primary themes and one overarching theme describing how students constructed leadership identities through community participation. The eight themes included access to experiences of membership, meanings of the first-year experience, beliefs about leadership, peer leader roles and practices, knowing in practice, meanings of multi-membership, and embodiment of the program mission. The overarching theme illustrated how peer leaders embody the mission-oriented program design as they move through—and ultimately out of—the community. Students' representations of their beliefs and practices enacted through community leadership roles emphasized college success strategies, foundational leadership knowledge and skill development, and preparation for future leadership roles. The findings of this study provided insight for educators who desire to design programs that foster college student leadership development. The findings revealed social and cultural implications related to higher education's call to enhance students' leadership capacity. There is a need to further explore leadership identity formation within other contexts, as well as the long-term impact of learning community experience on students' representations of leadership identity. / Ph. D.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-02-20T16:33:35Z No. of bitstreams: 1 Aline da Cunha_.pdf: 1868857 bytes, checksum: 70afa35a648571c6ac4029d7a649c456 (MD5) / Made available in DSpace on 2018-02-20T16:33:35Z (GMT). No. of bitstreams: 1 Aline da Cunha_.pdf: 1868857 bytes, checksum: 70afa35a648571c6ac4029d7a649c456 (MD5) Previous issue date: 2017-08-30 / UNISINOS - Universidade do Vale do Rio dos Sinos / As organizações buscam cada vez mais líderes que se identifiquem com seus princípios e reproduzam os valores da instituição em suas práticas cotidianas. A Rede Marista é uma instituição que estimula o desenvolvimento dos seus líderes e a identificação com o carisma de seu fundador. O objetivo deste estudo foi analisar as principais características que constituem a identidade das lideranças na Rede Marista, nas dimensões pessoal, relacional e institucional, através de uma abordagem qualitativa de natureza exploratória, tendo como estratégia o Estudo de Caso. A coleta de dados se deu por entrevistas semiestruturadas realizadas com lideranças estratégicas que atuam nos empreendimentos da Rede Marista, e pela pesquisa documental sobre a trajetória de liderança do fundador da instituição. Os dados foram tratados pela Análise de Conteúdo com categorias a priori e categorias emergentes. Respondendo aos objetivos da pesquisa, identificou-se os principais desafios e necessidades enfrentadas pelas lideranças maristas; a forma como os princípios do fundador se expressam na identidade de liderança nos dias de hoje e apresentou-se os elementos fundamentais que devem ser considerados em um Programa de Formação de Lideranças Maristas. A construção da identidade de liderança ocorre através do autodesenvolvimento e das influências estabelecidas nas relações com as pessoas, com os grupos e com a instituição. / Organizations seek more and more leaders who identify themselves with their principles and reproduce the institution’s values in their daily practices. The Marist Network is an institution that stimulates the development of its leaders and identification with the charism of its founder. The objective of this study was to analyze the main characteristics that compose the leadership identity in the Marist Network, in the personal, relational and institutional dimensions, through a qualitative approach of exploratory nature, having as strategy the Case Study. The data collection was done through semi-structured interviews conducted with strategic leaders who work in the Marist Network projects, and the documentary research about the leadership trajectory of the founder of the institution.The data were treated by Content Analysis with a priori and emerging categories. Responding to the objectives of the research, it was identified the main challenges and changes faced by Marist leaderships; the way in which the founder's principles express themselves in today's leadership identity and it was presented the fundamental elements that must be considered in a Marist Leadership Training Program. The construction of leadership identity occurs through the self development and the established influences in relations with people, with groups and with the institution.

This study investigates the personal experience of newly appointed chief executives in transitioning into the CEO role. Adopting an exploratory qualitative design, data was obtained from two semi-structured interviews with 19 newly appointed chief executives, for a total of 38 interviews. The main contribution of this thesis to the extant literature is to show the ways in which CEOs go through an identity construction process when transitioning into the role, which is characterized in two ways. First, there exists a bi-directionality of influence between the personal identity of the CEO and the organizational identity. Second, this process comprises strong identity demands (lack of specificity of the role and weak situation) and identity tensions (personal identity intrusion and identity transparency) that dispose new CEOs towards an unbalance that promotes individuality. This disequilibrium might hinder the integration of new chief executives into the organization, since the data suggests that new CEOs are responsible for fostering their own integration by connecting aspects of their personal identity with the identity and culture of the organization. The thesis offers a theoretical model of the CEO identity construction process and concludes with a series of propositions that address the ramifications of these findings to our understanding of CEO succession.

Female managers in the mining industry face unique challenges not experienced by their male counterparts. They need to perform identity work to overcome these barriers successfully so that they can create a leadership identity. Leadership development contexts may foster identity construction. To enhance employment equity in historically male-dominated professions and environments, an understanding of women’s leadership identity construction in leadership development contexts is beneficial. The purpose of this research was to explore the identity work of female managers working in a leadership development context in the mining industry, to determine how they construct a leadership identity. This was an exploratory and descriptive qualitative study conducted within the hermeneutic phenomenological research paradigm. A purposive sample consisting of five women working in a mining company was used. Semi-structured interviews were conducted, and data were analysed using the phenomenological hermeneutical method. The main findings indicate that four main identity bases influence how female managers in a leadership development context create a leadership identity. These include: (i) the impact of life spheres, (ii) integrating personal and professional roles, (iii) the role work facets play and (iv) the changing self. Moreover, four leadership identity work strategies are used to counter the effects of the identity bases. These are: (i) being guided by personal philosophies, (ii) balance and negotiation between personal and professional lives, (iii) building relationships both personally and professionally, and (iv) assuming ownership for careers and lives using career management strategies. Based on these findings, a conceptual framework was developed. The findings may guide organisations in developing and implementing effective and well-informed policies, strategies and initiatives geared at the attraction, retention, development and appropriate support of women who are or who wish to be employed as female managers in the mining industry. This study contributes to the knowledge base concerning female leadership in the mining industry in South Africa. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)