<p> This qualitative research study explored student affairs administrators&rsquo; spirituality and leadership. In light of recent research into the spiritual lives of students and faculty in higher education, this study sought to explore if student affairs administrators could articulate any connection between spirituality and their leadership, as well as how they view and support the spiritual concerns of their students. By interviewing 8 participants, 4 themes emerged, (a) I know who I am, (b) different paths to leadership, (c) working with others, and (d) supporting student spiritual concerns. These 4 themes demonstrate how student affairs administrators articulate their spirituality, how that spirituality influences their leadership, and how they support the spiritual concerns of their students. This study adds to the research on spirituality in higher education, and offers recommendations for further exploration into the spirituality of student affairs administrators.</p>

<p> <b>Purpose.</b> The purpose of this qualitative phenomenological study was to understand the lived experiences of student leader employees in relation to retention through the lens of development via engagement at a small, non-profit private university in Southern California. </p><p> <b>Methodology.</b> This study used a phenomenological approach to understand the lived experiences of student employee leaders. The researcher interviewed ten full-time undergraduate student employees who had been working in their leadership role for at least one year. The students interviewed were juniors and seniors. </p><p> <b>Findings.</b> The student employee leaders reported building strong relationships with their supervisors and peers as a result of on-campus employment. Students reported that their place of employment was a safe place for them to be and that they enjoyed the convenience of flexible hours and financial stability. The student employee leaders in this study felt supported and connected due to the people they have encountered throughout their employment at the institution. The student employee leaders also faced challenges and growth through their experiences working on campus. Lastly, students learned skills through various training methods. </p><p> <b>Conclusion.</b> The student employee leaders in this study reported that their relationships with supervisors and students contributed to their decision to remain at the institution. The students interviewed in this study also felt that what they learned in their place of employment could have longer implications in applying what they are learning to their future careers. </p><p> <b>Recommendations.</b> It is essential for student employees on campus to gain valuable experiences while working during college to engage and develop students to prepare for the future. Universities should emphasize for students to work on campus to help them build transferable skills and engage students in meaningful work to make the best of their time while in college.</p><p>

<p> A dietitian must earn the credentials of Registered Dietitian Nutritionist to be employed as a clinical dietitian in the hospital and public health settings (Academy, 2013). According to the Bureau of Labor Statistics, the job outlook for registered dietitians is expected to grow 16% by 2024 (U.S. Bureau of Labor Statistics, 2016). In recent years, it has been increasingly difficult to find Registered Dietitians who are willing to serve as preceptors for dietetic students, leading to a shortage of internship sites (Thompson &amp; Gutschall, 2015). Therefore, dietetic programs are forced to find other means of training, such as simulation for students to achieve dietetics competencies required for their credentialing. Simulation, specifically high-fidelity simulation, offers a real-world setting in which students could learn and achieve competencies. This study explored the use of simulation in dietetics education as it has been used in nursing education and other fields. It also investigated the role of technology acceptance in the successful implementation of simulation as it relates to self-efficacy and student-centered learning. Self-efficacy and student-centered learning were explored for their connection with achievement of clinical competencies in dietetics; particularly, the nutrition focused physical exam. The achievement of dietetics competencies with the use of simulation could implicate the effectiveness of simulation in dietetics education. </p><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> Student academic success and retention are primary concerns for colleges and universities. This researcher used a mixed method study to explore the impact of Supplemental Instruction (SI) on student success and persistence in two introductory, college-level algebra courses, Math 1030 Intermediate Algebra, and, Math 1040 Algebra for College Students, at a minority-serving, private not-for-profit university in Southeastern Florida. In response to greater accountability to increase students&rsquo; achievement and retention, SI, in conjunction with other academic support programs, was developed to assist students to progress successfully through high-risk courses, for example, mathematics. Developed by Deanna Martin at the University of Missouri-Kansas City, SI is an academic support tool that incorporates collaborative learning study sessions to improve student academic success and persistence. </p><p> This study allowed the researcher to understand if students are more successful academically because of participating in SI sessions. More specifically, the researcher&rsquo;s goals were to find out if student achievement and long-term retention is gained when students participate in SI, and, if additional benefits outside of course grades and retention are achieved because of SI participation. Using a convenience sample, the researcher sought to answer five research questions: (a) To what extent are students who participated in SI Mathematics more successful than students who did not participate in SI Mathematics, as measured by final course grades? (b) What is the persistence of students who participated in two or more SI sessions as measured by fall-to-fall semester retention? (c) Does the level of persistence differ by gender? (d) What additional benefits occur with SI student participation outside of course grades and retention as measured by focus groups? (e) To what extent does the quantitative and qualitative data converge? </p><p> This study required the use of archival data of students who participated in SI Math 1030 Intermediate Algebra and SI Math 1040 Algebra for College Students in the 2015&ndash;2016 academic year. In addition, the researcher conducted a focus group and two one-on-one interviews to investigate if additional benefits were gained when students participate in SI Math. Analysis of the quantitative data revealed that student academic success is achieved, based on final course grades, and fall-to-fall retention is statistically significant when students participate in two or more SI sessions. However, a Mann-Whitney U test showed that persistence level did not differ by gender. Results from the qualitative data indicated that additional benefits such as increased student engagement and integration, enhanced learning, and communication is gained by attending SI.</p><p>

<p> College is often considered a time when students grapple with life questions and identity development. Astin, Astin, and Lindholm (2011) define the process of identity development and the search for meaning and purpose as college student spirituality. Research reveals that 80% of college students are seeking purpose and meaning in their lives (Astin et al., 2011; Clydesdale, 2015). One opportunity for students to explore their purpose and define their values is through co-curricular activities, such as leadership development programs (Astin et al., 2011). </p><p> The purpose of this mixed methods study was to investigate and explore the relationship between spirituality and leadership development in undergraduate college students who participated in a regional leadership development program. The following research questions guided this study: </p><p> 1. Is there a relationship between spiritual quest and equanimity and dimensions of social change leadership for students participating in a leadership development program? (QN) </p><p> 2. To what extent is variation in both spirituality measures and social change leadership measures related to gender, class year, institution type, and institutional religious affiliation? (QN) </p><p> 3. How do students participating in a leadership development program describe spirituality and leadership? (QL) Phase I data collection surveyed (<i>N</i>=54) undergraduate students in a leadership development program. Multiple concurrent qualitative phases included Phase I students in dyadic and individual interviews (<i>N</i>=5), key informant interviews with staff members who advise leadership programs (<i>N</i>=2), and reflective student questionnaires (<i>N</i>=4). </p><p> Quantitative analysis yielded a significant positive relationship between various measures of leadership and spirituality. Neither gender, class year, institution type, nor institutional religious affiliation had a significant impact on students&rsquo; leadership or spirituality. Three primary concepts emerged from the qualitative findings: 1) leadership, 2) spirituality, and 3) relationship between leadership and spirituality, supported by detailed sub-concepts. Results of the connected findings between data sources suggested that students participating in a leadership development program identify a positive relationship between leadership and spirituality and seek opportunities to develop both. </p><p> The benefit of this study may be to assist student affairs practitioners in developing an understanding of the role of spirituality in leadership development and in implementing leadership programs that incorporate spirituality.</p><p>

Competitive advantage does not depend solely on the creation and storage of existing and new knowledge. Rather, it requires sustained exploitation and production. The challenge becomes driven towards maintaining some mechanisms to help in producing new, and sharing existing knowledge. Harnessing the power of managing and sharing knowledge enabled companies like Apple and IBM to gain competitive advantage over their competitors. While such challenges have been closely examined in the extant literature, the context of knowledge management and sharing in higher education institutions (HEI) has only been lightly considered. However, considering the highly unique features of HEIs context in terms of autonomy, climate, distinct leadership and role of academics as knowledge workers, it can be argued that examining knowledge-sharing in the context of higher education is greatly needed. The literature has shown fragmented nature of examining academics' KS determinants in contemporary research. Thus, the need to comprehensively examine those influencers is essential. This thesis seeks to address the research gaps and contribute to the literature by asking What antecedents influence the process of knowledge-sharing (KS) between academics in HEIs, and how can the process of KS in HEIs be improved? Through the use of a quantitative research methodology, the research has developed eleven hypotheses to investigate the above-mentioned question. The findings in this study revealed to a very great extent that academics themselves can contribute towards influencing knowledge production and management, and determine the levels to which the universities will be able to share knowledge internally. The research reveals that organizational factors (affiliation, innovativeness, fairness represented by organizational climate and HEI leadership) were stronger predictors of academics' knowledge-sharing than individual (perceived loss of knowledge power, knowledge self-efficacy, perceived reciprocal benefits and trust) or technological ones.

This study’s purpose was to glean a comprehensive list of the leadership challenges faced and strategies utilized during campus crisis and tragedy. It also sought to examine the goals of leadership at different phases of a crisis, aspects of leadership focused on, and recommended leadership practices to follow. A typology was created to identify appropriate crises. The typology classified crises as (a) institution as victim, (b) natural disaster, or (c) institution having legal liability. Fourteen interviews were conducted at eight schools. Interview transcripts were segmented into units for analysis. These data units were coded, grouped into categories, and named as themes. Once all themes were identified, overarching themes established the findings. Eight major challenges were identified for campus leaders during crisis: (a) leading in spite of a loss of control, (b) coping with deficient, inadequate, or non-existent technical and human crisis response measures or systems, (c) evaluation of leadership decisions occurring almost simultaneously to leadership actions, (d) altering operations and relationships, (e) managing transitions within the life of the crisis, (f) communicating about the crisis, (g) dealing with multiple constituency groups, and (h) dealing with longterm effects. Ten categories of strategies were identified: (a) making safety the priority, (b) leading planning and policy development, (c) garnering resources, (d) leading intentional communications efforts, (e) clarifying the leadership infrastructure, (f) accepting responsibility for crisis leadership, (g) modifying the leadership approach, (h) framing the crisis for others, (i) leading the healing process, and (j) leading efforts to learn from the crisis. Study findings suggested that it is not the type of crisis but the amount of devastation that determines leadership challenges and approaches. Leadership challenges evolve through predictable stages, invoking a broad range of leadership skills and concepts. During crisis, campus leaders focus on collaborative, symbolic, and logistical leadership. Sharing a common orientation during crisis is facilitative in the decision-making process. Policy development is a powerful means of bringing structure to a chaotic situation and of demonstrating an ethic of care. Findings from this study provided not only an overview of leadership challenges and strategies during campus crisis, but insight into a variety of crisis types, and practical application strategies for university administrators.

This study examines how one college in a large private university sought to benefit its students by implementing a program of faculty-mentored, co-curricular high impact practices (HIPs). This qualitative single case study uses confirmatory and exploratory document analysis to examine how an educational leader translated institutional purpose via unit leaders and program managers into the educational practice of faculty mentors. The researcher found stronger and weaker areas of alignment of institution purpose to educational practice across a systems theory-based purpose-to-practice continuum. Variety in the concentration of themes across the data may be due to how these themes were emphasized in the administrative directives and could indicate a training gap in HIPs. In addition, the researcher found that certain HIPs were used more frequently, first- and second-year undergraduates rarely participated, and themes emerged from the educational practice narrative that were important to participants that did not appear in institutional purpose documents. The study offers recommendations to leaders in higher education to (a) use institutional purpose language clearly in administrative directives; (b) educate faculty to create high-quality HIP opportunities for underserved students; and (c) acknowledge program impacts that fall outside declared institutional purpose.

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