Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

College is an opportunity for students to engage in meaningful leadership opportunities. Being a Resident Assistant presents one opportunity for students to engage in leadership. Resident Assistants (RAs) are an essential component of the undergraduate housing experience. Resident Assistants work with students during their best and most challenging collegiate moments. The college student population changes every year, but Resident Assistants are not being trained to meet the needs of a changing population. This qualitative, phenomenological study was designed to explore what influence, if any, a course grounded in emotional intelligence has on an RA’s enactment of leadership. This study was conducted at a highly selective, highly residential higher education institution in the Western United States. The site was chosen because of its highly residential nature and its offering of a course grounded in emotional intelligence offered to first year RAs. Review of literature on emotional intelligence emphasizes the important nature of the construct as well as its importance and promise for utilization by leaders (Mayer & Salovey, 1997; Lam & O”Higgins, 2012; Nelson & Low, 2003). While there is some literature surrounding emotional intelligence and its use and application for RAs, it primarily explores the subject via a quantitative methodology (Jaegar & Caison, 2006; Liptak, 2005; . Through this research, I addressed this gap, utilizing a qualitative methodology, to provide accounts of the lived experiences of participants. This study also expanded the literature by providing an analysis of a course based in emotional intelligence as a possible way of incorporating emotional intelligence skills into RAs’ leadership experiences. Three findings emerged from this study. Those finding are as follows. First, that there is a perceived difference in RAs’ leadership as a result of knowledge gained in an emotional intelligence course. Second, RAs are able to apply emotional intelligence constructs into their role after reflecting and adjusting their personal leadership styles. Finally, RAs perceive certain emotional intelligence constructs as essential to their role. / text

Thesis (M. A.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 77-80).

Dissertation (Ph.D)--The University of North Carolina at Greensboro, 2008. / Advisor: Deborah Taub; submitted to the School of Education. Title from PDF t.p. (viewed May 28, 2009). Includes bibliographical references (p. 67-70).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ed. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2007) Includes bibliographical references.

There is a great deal of literature written on conflict mediation and Resident Assistant (RA) training. This literature not only helps to define what each area is, but it provides readers with the knowledge necessary to become skilled in mediation or to effectively design training programs to educate students employed to work in residence halls. However, there is little literature regarding how RAs are trained in conflict mediation. This study attempts to address this gap. The purpose of this study was to determine how RAs and professional staff at three public institutions perceive conflict mediation training provided to RAs. To answer the research questions posed in this study the researcher used a self-designed questionnaire. The design of this questionnaire specifically asked questions focusing on the conflict mediation training RAs receive, how often these skills are used, and how important these skills are as perceived by professional and student employees as well as by gender. One hundred seventy-nine responses representing a 31 percent response rate were used in this study. Twenty percent of the participants were professional residence life staff members. The other 80 percent were RAs. In addition, 34 percent of the participants were male and 67 percent of the participants were female. This study's findings illustrated five significant differences in perception among professionals and RAs as well as differences among male and female RAs. Professionals responsible for training RAs may wish to consider these differences as they design future training workshops. However, the study's findings also illustrated that there is an overwhelming, positive consensus in perception regarding RA training in conflict mediation. Not only are RAs trained in conflict mediation but they use and value these skills as well. In addition, these findings indicate that paraprofessional staffing models are successful. / Master of Arts

Thesis (M.S.)--University of Tennessee, Knoxville, 2004. / Title from PDF t.p. (viewed Jan. 13, 2005). Thesis advisor: E. Grady Bogue. Vita. Includes bibliographical references (p. 81-85).

Thesis (M.A.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 77-80).