Current Search: Education, Higher--Administration (x)
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(1 - 8 of 8)
- Title
- HIGHER EDUCATION DEPARTMENT CHAIR PERSPECTIVES ON LEADERSHIP EFFECTIVENESS: A QUALITATIVE DESCRIPTIVE STUDY.
- Creator
- Baroody, Ramzy, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
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A relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on...
Show moreA relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on what they believe constitutes their effectiveness as leaders in higher education. Attempting to identify and analyze requisite personality traits, skills and behaviors of department chairs is vital for understanding the nuances that influence and shape their abilities to become accomplished leaders in their field. Surveys containing 12 open-ended questions were electronically distributed to department chairs at a private college in central Florida. Analysis of the data collected resulted in the development of four themes, supported by three styles of leadership. The themes were correlated with their corresponding research questions and the correlation process was used to draw several conclusions. First, department chairs incorporate a variety of skills and a combination of leadership styles that best fit their abilities and personalities, into their work performance. Second, department chairs in higher education require specific skills and tools to help them achieve their strategic vision they set for their departments. Some of these tools are learned and acquired through experience, while others inherent, grounded within instinctive and innate personality traits and values they already possess. Third, personal and interpersonal skills, knowledge, and competencies form the cornerstones of a leaders’ abilities, successes and failures. Building upon the foundation established in this study, future researchers could expand upon the scope of this research to include a larger sample size, more diverse participants, private vs. public educational institutions, gender, race and ethnic specific sampling, national and international sampling, and more in-depth research questions that include personal and environmental influence.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013784
- Subject Headings
- Educational leadership, College department heads, Education, Higher--Administration
- Format
- Document (PDF)
- Title
- APPRECIATIVE ADMINISTRATION: HOW THE APPRECIATIVE EDUCATION THEORY-TO-PRACTICE FRAMEWORK IS BEING INFUSED INTO HIGHER EDUCATION ADMINISTRATIVE PRACTICES.
- Creator
- Elsberry, Meagan, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
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This qualitative grounded theory study updated the framework, including a definition, of Appreciative Administration. Bloom et al. (2013) first introduced the concept of Appreciative Education in a New Directions for Student Services article. Appreciative Education’s framework is harnessed by the power of the organizational development theory of Appreciative Inquiry (Cooperrider & Srivastva, 1987), the relationship-building theory-to-practice framework of Appreciative Advising (Bloom & Martin...
Show moreThis qualitative grounded theory study updated the framework, including a definition, of Appreciative Administration. Bloom et al. (2013) first introduced the concept of Appreciative Education in a New Directions for Student Services article. Appreciative Education’s framework is harnessed by the power of the organizational development theory of Appreciative Inquiry (Cooperrider & Srivastva, 1987), the relationship-building theory-to-practice framework of Appreciative Advising (Bloom & Martin, 2002; Bloom et al., 2008), and an Appreciative Mindset. Bloom and McClellan (2016) coined the phrase Appreciative Administration to describe how higher education administrators could lead their organizations by harnessing the power of Appreciative Education. To date, there is no research on how higher education administrators are using Appreciative Education in their administrative practices. The purpose of this grounded theory study was to examine how higher education administrators infuse the Appreciative Education framework into their daily administrative practices. The study included 21 professionals, who met the following criteria: (1) had at least one full-time person reporting to them; (2) had participated in a formal Appreciative Education training. The experiences of the 21 study participants were captured through semi-structured 60-minute Zoom interviews. Subsequently, eight of the 21 participants participated in a focus group via Zoom to provide feedback on the study’s initial themes and sub-themes. Data was analyzed through three rounds of coding: (1) initial coding, (2) focused coding, and (3) theoretical coding.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014076
- Subject Headings
- Grounded theory, Education, Higher--Management, Education, Higher--Administration
- Format
- Document (PDF)
- Title
- Deans of students as crisis managers: perceptions of roles and leadership competencies in 12 public higher education institutions in Florida.
- Creator
- Benjamin, Deloris, Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This mixed methods study collected data from a sample of Deans of Students in the Florida State University System (SUS). The study sought to determine deans of students’ definitions for crisis and crisis management with an analysis of the institutional chain of command for a more in depth understanding of crisis management response processes. The study also sought to identify development levels of deans of students’ leadership competencies as crisis managers, gauge crisis management training...
Show moreThis mixed methods study collected data from a sample of Deans of Students in the Florida State University System (SUS). The study sought to determine deans of students’ definitions for crisis and crisis management with an analysis of the institutional chain of command for a more in depth understanding of crisis management response processes. The study also sought to identify development levels of deans of students’ leadership competencies as crisis managers, gauge crisis management training frequencies for each dean of students as it related to 14 crisis scenarios commonly found on higher education campuses, and identify crisis management program foci for the institutions participating in this study.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004267, http://purl.flvc.org/fau/fd/FA00004267
- Subject Headings
- Deans (Education), Education, Higher -- Administration, Educational leadership, Universities and colleges -- Administration
- Format
- Document (PDF)
- Title
- PSYCHOLOGICAL CONTRACT VIOLATION AMONG ADMINISTRATIVE MIDDLE MANAGERS: A PHENOMENOLOGICAL STUDY IN HIGHER EDUCATION.
- Creator
- Mooney, Laura A., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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This qualitative study furthers understanding of psychological contract violation experiences as examined through the lens of administrative middle managers in higher education settings. Psychological contract is defined as unstated expectations in the employment relationship which, when violated, results in negative outcomes for employers and employees. In higher education, middle managers are professional staff with titles such as director, associate director, or assistant director across...
Show moreThis qualitative study furthers understanding of psychological contract violation experiences as examined through the lens of administrative middle managers in higher education settings. Psychological contract is defined as unstated expectations in the employment relationship which, when violated, results in negative outcomes for employers and employees. In higher education, middle managers are professional staff with titles such as director, associate director, or assistant director across academic and student affairs units. The purpose of this phenomenological study was to explore the meaning of violation experiences for administrative middle managers in higher education settings. This study advanced understanding of post-violation outcomes on participants’ work and future career intentions. This study found that participants’ psychological contract violation experiences had a wounding effect, including negative emotional impacts, feelings of isolation, increased vulnerability, and feelings of responsibility for the violation experience. In addition, participants made sense of their violation experience by focusing on their passion for serving students, the importance of work to their identity, and the responsibility they felt as leaders. Study participants remained in their work settings despite the violation experience and negative impacts. This study resulted in implications for practice for three entities: higher education institutions, administrative middle managers, and professional associations.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014254
- Subject Headings
- Educational leadership, Middle managers, Education, Higher--Management, Education, Higher--Administration
- Format
- Document (PDF)
- Title
- Predicting Graduation Rates at Non-Residential Research Universities.
- Creator
- Harrison, Jamonique K., Floyd, Deborah L., Laanan, Frankie Santos, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to develop a prediction model for graduation rate at non-residential research universities. As well, this study investigated, described, and compared the student characteristics of non-residential and residential institutions. Making distinctions between significant predictor variables at non-residential research universities and significant predictor variables at residential institutions was also an aim. The researcher obtained data from the Integrated...
Show moreThe purpose of this study was to develop a prediction model for graduation rate at non-residential research universities. As well, this study investigated, described, and compared the student characteristics of non-residential and residential institutions. Making distinctions between significant predictor variables at non-residential research universities and significant predictor variables at residential institutions was also an aim. The researcher obtained data from the Integrated Postsecondary Data System. Student and institutional variables were analyzed using descriptive statistics, independent samples t-tests, analysis of variance, and regression analyses. Results indicated that student and institutional characteristics can be used to significantly predict graduation rate at nonresidential institutions with student variables yielding greater predictive power than institutional variables. As well, residential status was found to moderate the relationship between undergraduate enrollment and graduation rate.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004603, http://purl.flvc.org/fau/fd/FA00004603
- Subject Headings
- Dropout behavior, Prediction of, College dropouts--Prevention., Education--Research--Philosophy., Education, Higher--Administration.
- Format
- Document (PDF)
- Title
- RESILIENT STRETCHING IN COMMUNITY COLLEGE LEADERS: INSTITUTIONAL FISCAL DECISION-MAKING DURING THE COVID-19 PANDEMIC.
- Creator
- Law, Renée, Floyd, Deborah L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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In this qualitative grounded theory study, I interviewed participants from and analyzed documents associated with three community/state colleges in Florida. Additionally, I have included the perspective of key informants from the state and/or the Florida College System. The purpose of this qualitative grounded theory study was to develop a substantive theory to explain the process by which senior administrative leaders engaged in fiscal decision-making due to shifting funding sources during...
Show moreIn this qualitative grounded theory study, I interviewed participants from and analyzed documents associated with three community/state colleges in Florida. Additionally, I have included the perspective of key informants from the state and/or the Florida College System. The purpose of this qualitative grounded theory study was to develop a substantive theory to explain the process by which senior administrative leaders engaged in fiscal decision-making due to shifting funding sources during the COVID-19 pandemic. Although prior decision-making theories exist, such as rational choice theory and garbage can theory, these theories do not address how fiscal decisions are made in higher education institutions during times of extended crisis exemplified by the COVID-19 pandemic. This research study found that during the COVID-19 pandemic leaders sought to establish resilience as part of their fiscal decision-making process to ensure their ability to lead and maintain viable institutions of higher education. Moreover, through the fiscal decision-making process, the leaders in this study did not permit themselves or their institutions to accept the status quo, rather they extended themselves and their organizations to stretch beyond prior capabilities to respond to ever changing needs of students as well as external stakeholders brought about from the COVID-19 pandemic. The collective experiences of these leaders during the COVID-19 pandemic resulted in the resilient stretching theory of community college fiscal decision-making, which will be further expounded upon throughout this research study.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014351
- Subject Headings
- Community college administrators, Education--Finance, Decision making, Education, Higher--Administration, COVID-19
- Format
- Document (PDF)
- Title
- THE IMPACT OF COVID-19 ON DUAL ENROLLMENT INCLUDING ACCESS, EQUITY, AND LEARNING ENVIRONMENT: LESSONS LEARNED FROM THE SECONDARY AND POST-SECONDARY SCHOOL STAFF AND ADMINISTRATORS WHO FACILITATE THESE PROGRAMS.
- Creator
- DeRosa, Adam, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
While students are the center of dual enrollment programs, high school counseling professionals, often called guidance counselors, and college/university administrators are vital to the success of these programs. High school guidance counselors coordinate schedules and ensure student awareness, registration, and participation in the program. College/University administrators facilitate dual enrollment partnerships between the school district and the post-secondary institution, guided by...
Show moreWhile students are the center of dual enrollment programs, high school counseling professionals, often called guidance counselors, and college/university administrators are vital to the success of these programs. High school guidance counselors coordinate schedules and ensure student awareness, registration, and participation in the program. College/University administrators facilitate dual enrollment partnerships between the school district and the post-secondary institution, guided by formal articulation agreements. COVID-19 has impacted both secondary and post-secondary school systems. Since dual enrollment is a formal bridge program between these systems, the pandemic may have long-term effects on access, equity, and the learning environment associated with dual enrollment. This case study focused on high school guidance counselors and school district administrators in Broward County, Florida schools as well as the college/university staff and administrators who oversee dual enrollment programs at three post-secondary institutions that offer classes for Broward County students. By collecting the participants’ perceptions of the impact of COVID-19 on dual enrollment programs, this study found out what worked, what did not work, and the lessons learned.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014302
- Subject Headings
- Dual enrollment, COVID-19, School management and organization, Education, Higher--Administration
- Format
- Document (PDF)
- Title
- Was I Ready? The Perceptions of Preparedness of New Student Affairs Professionals Who Served as Graduate Assistants.
- Creator
- Byard, Lisa A Samuda, Laanan, Frankie Santos, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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According to higher education preparation standards, students who complete master’s preparation programs in student affairs should not only be acquiring skills and knowledge, they should be socialized into the field of student affairs Master’s level preparation programs in college student personnel or higher education leadership are often coupled with a graduate assistantship so that students are able to obtain valuable theory-to-practice experience This additional experience becomes...
Show moreAccording to higher education preparation standards, students who complete master’s preparation programs in student affairs should not only be acquiring skills and knowledge, they should be socialized into the field of student affairs Master’s level preparation programs in college student personnel or higher education leadership are often coupled with a graduate assistantship so that students are able to obtain valuable theory-to-practice experience This additional experience becomes complementary to the work the graduate student is doing in the classroom and thus becomes a practical learning opportunity After completing a preparation program, a former master’s student will most likely move into an entry-level position in student affairs, such as residence hall director, student activities coordinator, judicial affairs coordinator, or a fraternity/sorority coordinator However, despite this common career pathway, there has been limited research regarding the role a student affairs graduate assistantship plays in assisting students in their socialization and transition into the field and how this prepares these new student affairs professionals for their first position post-master’s degree Thirteen new professionals in student affairs who graduated from two preparation programs in the southeastern region of the United States participated in this basic interpretive qualitative study The purpose of this basic interpretive qualitative study was to examine and describe the experience of new student affairs professionals who held a graduate assistantship in student affairs during their graduate preparation program and the role, if any, the graduate assistantship played in their perceptions of preparedness Based on the findings of this study, the graduate assistantship in student affairs indeed plays a role in the perceptions of preparedness of these new professionals The overarching themes that emerged using Schlossberg’s (1984) transition theory as the analytical lens were mentorship, hands-on experience, peer interactions, and financial enticement The findings from this study align with and expand upon the existing student affairs literature, and provide awareness to student affairs practitioners and higher education leadership faculty on how to best support new professionals as they transition into the field of student affairs
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004743
- Subject Headings
- Student affairs administrators--In-service training--United States, Student affairs administrators--Supervision of--United States, Student affairs administrators--Professional relationships--United States, Educational leadership, Mentoring in education, Education, Higher--Administration, Student counselors--Training of
- Format
- Document (PDF)
