Department: Leadership and Change ![[clear]](close-x.png "Remove this limiter")
46 matches in the database.
These are records: 1 - 30.
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1.
Allen, Scott J.
An Exploration of Theories of Action in Leadership Development: A Case Study.
Degree: Ph.D., Leadership and Change, 2006, Antioch University
► The central purpose of the present study was to examine how academic…
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▼ The central purpose of the present study was to examine how academic notions of leadership development compare and contrast with the theory of action that guides corporate leadership development initiatives. A secondary purpose was to analyze the process and potential extensions of the user-focused theory of action approach. Initial findings suggest that the user-focused theory of action approach is transferable to the case studied. In addition, an analysis of the leadership development literature and the Frontline Leadership Excellence System yielded a thought-provoking comparison of theory and practice. The study also provided an analysis of literature gaps and useful suggestions regarding the user-focused theory of action process and extensions for practice.
Advisors/Committee Members: Wergin, Jon.
Subjects: Business Administration, Management
Keywords: Leadership Development; Evaluation; Leadership; User-Focused Theory of Action
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2.
Ballou, Gary W.
Program Accountability in Teacher Education: A Study of the Perceptions of University and State Government Leaders in the State of Washington.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► This dissertation explored the perceptions of accountability in teacher education programs in…
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▼ This dissertation explored the perceptions of accountability in teacher education programs in the State of Washington across three different stakeholder groups: university deans and/or program directors, legislators, and executive staff members (Governor). This qualitative study involved three (3) rounds of interviews. First, individual open-ended interviews were conducted with 30 individuals (10 Washington state legislators, 5 executive staff members, and 15 university deans/program directors). Second, individual follow-up interviews were conducted with 5 participants from the first round of interviews. Third, a focus group comprised of the same 5 participants from the follow-up interviews were asked for even deeper specifications and insights from the individual interviews. This provided a method of triangulation for validating data obtained from the individual interviews with different stakeholders. It is hoped that this dissertation provided previously unavailable data and new insights about stakeholders' perceptions of accountability in teacher education programs. It provided data of value to both current and future leaders in teacher education programs as well as state government as they attempt to enact accountability policies and programs. It provided valuable information about the perspectives of those individuals directly responsible for developing and implementing the programs within and outside teacher education institutions. This study also provided other stakeholder groups, such as accrediting agencies and educational governing boards, the opportunity to examine the perceptions of Washington state university and government leaders. Hopefully, this dissertation opened the door to recommendations leading to policy improvement and program enhancement. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.
Advisors/Committee Members: Guskin, Alan.
Subjects: Education; Higher education; Public administration; Teacher education; Teaching
Keywords: teacher education; program accountability; perspective; higher education; education administrators; state government; governor; legislators; focus group; qualitative research; teacher preparation; stakeholders
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3.
Barbera, Lucy Elizabeth.
Palpable Pedagogy: Expressive Arts, Leadership, and Change in Social Justice Teacher Education (An Ethnographic/Auto-Ethnographic Study of the Classroom Culture of an Arts-Based Teacher Education Course).
Degree: Ph.D., Leadership and Change, 2009, Antioch University
► Palpable Pedagogy: Expressive Arts, Leadership, and Change in Social Justice Teacher Education…
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▼ Palpable Pedagogy: Expressive Arts, Leadership, and Change in Social Justice Teacher Education is an arts-informed ethnographic study of the pedagogy and culture engendered when the expressive arts are employed in social justice teacher education. Palpable Pedagogy is a qualitative study that examines the power of the expressive arts to identify, explore, and address issues of inequity in the context of a social justice teacher education course that I taught over three consecutive years. The literature in the field outlines the essential components for effective social justice teacher education (identity, reflection, and dialogue) and neatly explores them. However, with the exception of Art teacher education, where national learning standards require that cultural diversity be explored through the arts, little has been written about the utilization and power of the arts as a pedagogical tool in general teacher education for social justice. My objective in Palpable Pedagogy is to reveal the layers of felt meaning, transformational learning, and release of the imagination (Greene, 1995) for leadership and change that my students experienced in my social justice teacher education course, “Expressive Arts, Leadership, and Change.” The arts themselves provide a splendid methodological match for research of this kind. McNiff (1998) proposes that there is no better way to study the effects of the arts than through the arts themselves. Using an aesthetic approach in my ethnographic study, I employ participant observation, field notes, photography, videography, interviews, and student art process, and product as my data, creating a text/context of the phenomenologically understood life worlds of my students. A bricolage results, with the inclusion of my justice educator/artist self-study, situating me both emicly and eticly in the life world of my students and classroom. Readers will aesthetically experience data presented in the forms of student and researcher poetry, performance, painting, mask making, sculpture, and narrative, as a way of understanding and knowing. This study reveals the inherent potential of the expressive arts as a pedagogical tool to reclaim art as a necessary human behavior/ birthright (Dissanayake, 1992) to make meaning, galvanize learning, catalyze leadership, and inspire action—thus, creating a unique and palpable pedagogy for social justice teacher education. This dissertation contains embedded images in jpg format. It also includes nine associated video files in avi format and two associated audio files in mp3 format. The electronic version of this dissertation is available in the open-access OhioLink ETD Center, www.ohiolink.edu/etd .
Advisors/Committee Members: Kenny, Carolyn.
Subjects: Art education; Education; Higher education; Multicultural education; Teacher education; Teaching
Keywords: teacher education; arts-based research; social justice; autoethnography; ethnography; expressive arts; bricolage; human services; social change; teachers; higher education; art education; qualitative; leadership; pedagogy
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4.
Bergeron, Carole H.
Nurses’ Experience of Leadership in Assisted Living: A Situational Analysis.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► This study concentrates on the voice of registered nurses as they describe…
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▼ This study concentrates on the voice of registered nurses as they describe their experiences of leadership within the nontraditional, non-institutional, non-hospital environment of assisted living. It further expounds upon regulatory and corporate information as context for the nurses’ leadership experiences. The desire to hear nurses describe their personal experiences of leadership influenced the decision to use grounded theory as a methodological process. The belief that voice requires context to be most effectively understood influenced, in turn, the addition of a situational analysis approach to the grounded theory methodology. As a result, interviews and scrutiny of contextual elements form the core of this study. The expectation that registered nurses will assume a leaderly presence has increased during the past 20 years as significant changes in the overall climate of health care have taken place. The study identifies many of the factors included in this change, specifically an alteration in the locus of care from hospitals exclusively to more diverse settings. Because of the limited presence of physicians in the extra-hospital world, nurses and administrators now form a leadership dyad in these settings and are charged with managing organizations delivering complex chronic patient care. Assisted living is a creative residential option that has been developed for elders who prefer individual choice in addition to physical care support. This study analyzes the themes and overriding influences explicated in personal interviews with nursing leaders in a variety of assisted living communities in one state. It also describes the contributing elements inherent in the healthcare and assisted living environments for their contextual implications. One important aspect of this study is its separation of nurse and physician leadership elements. It seeks to highlight those factors that emerge as supporting or denigrating nursing leadership experiences in an environment that is not itself mired in the conventional role expectations of the traditional healthcare world. It is anticipated that this study will bring to light the pressure that nurses feel as they are caught between the inherent value of patient advocacy and the corporate and regulatory requirements of assisted living communities. The electronic version of the dissertation is accessible at the Ohiolink ETD center http://www.ohiolink.edu/etd/
Advisors/Committee Members: Holloway, Elizabeth.
Subjects: Health care; Nursing
Keywords: nursing; leadership; assisted living; situational analysis; grounded theory
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5.
Birmingham, Beth A.
Value Creation and Value Capture in Non-Profit Partnerships.
Degree: Ph.D., Leadership and Change, 2006, Antioch University
► The purpose of this research is to study how non-profit organizations create…
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▼ The purpose of this research is to study how non-profit organizations create value from partnerships, specifically, partnerships between academic institutions and international non-governmental organizations (NGOs). Apart from the goals of the partnership per se, how do they create long term value for their respective organizations separate from the partnership outcomes? Educational partnerships between academic institutions and other sectors have become common and somewhat necessary in the past decade. The NGOs examined in this study benefited from partnership with an academic institution in the areas of staff development and organizational capacity building. The universities in this study benefited from direct involvement with practitioners in the sectors of their degree programs and research interests. This study is a longitudinal, multiple case study that examines the theoretical concept of value creation as relevant to these NGO and University partnerships. Three different partnerships were analyzed using primarily qualitative data from semi-structured interviewing at two different points in time, field notes and partnership document review. The participants were designers and managers of their organizational partnerships. Qualitative thematic analysis was used as a tool to examine the interview transcripts. The primary themes that emerged across the partnership cases revolve around (a) partnership design; (b) value in partnering - how its created, captured and assessed; and (c) relationship management. The electronic version of the dissertation is accessible at the Ohiolink ETC Center http://www.ohiolink.edu/etd/.
Advisors/Committee Members: Guskin, Alan.
Subjects: Education, Higher
Keywords: Partnership; Non-Governmental Organization; University; Value; Benefits; Case Study
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6.
Blizzard, William D. Jr.
The Building of the Shenyang Jianzhu University 1998-2007: A Case Study of the Role of Professor Fuchang Zhang and His Communist Party Network.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► The purpose of this study was to determine how the building of…
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▼ The purpose of this study was to determine how the building of Shenyang Jianzhu University’s new campus was accomplished under the leadership of Professor Fuchang Zhang, Secretary General of the Chinese Communist Party for the university, using his Communist Party network. This study was conducted in the city of Shenyang, Liaoning Province, Peoples Republic of China, using interviews with Professor Zhang, his peers, government officials, and other university presidents. Archival data is also included. There were limitations in the study that included personal and professional friendships, student recruiting issues, as well as methodological limitations because all interviews had to be translated from Mandarin into English and transcribed. The study surrounds the controversy of a proposed move of Shenyang Jianzhu University from its old campus to its new campus. There were university faculty, government officials, as well as other university presidents who resisted such a move based on government regulation, funding, and peer pressure for the other presidents to do the same. Professor Zhang assumed leadership of the university through a two-tiered system of a president and Communist Party Secretary General of the university upon the retirement of President Chen. This gave Professor Zhang the opportunity to build the new campus for Shenyang Jianzhu University. The study further focuses on Professor Zhang and his powerful role and paradoxical style of leadership. On the one hand, he is a strong, tough leader who is capable of taking full control of the university leadership formally, through his role as the Chinese Communist Party General Secretary (his official role) and informally, through the administrative apparatus. On the other hand, he is a team player, is persuasive, and is a dynamic, entrepreneurial leader who seems to create a great deal of trust in his Party and Liaoning Province peers. Combining these two sides together, this paradoxical leadership led to success in the difficult political environment he faced. His success seems to have been the result of the support of his powerful network of peers, who went through the difficulties of the Red Guard and Cultural Revolution, and their sacrifices together, which has given them a strong bond of trust.
Advisors/Committee Members: Guskin, Alan.
Subjects: Education
Keywords: Case Study; China; Chinese Education; Higher Education; Leadership; Communist Party; Networking; Universities; Red Guard; Cultural Revolution; Communist Youth League
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7.
Byars, Janet L.
Holographic Leadership: Leading as a Way of Being.
Degree: Ph.D., Leadership and Change, 2009, Antioch University
► Holographic Leadership integrates values-based leadership into an understanding of an energetic holographic…
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▼ Holographic Leadership integrates values-based leadership into an understanding of an energetic holographic world. It is a world where the unseen is the primary influencer, where the smaller is more powerful (Bohm, 1994). I will synthesize many diverse ideas into an exploratory theory that will suggest new insights into sustainable leadership. I will propose a new model of practice from which to work. I suggest that it is through an internal state of physiological coherence and psychological balance that a leader can truly learn to “hold steady” (Heifetz, 1994), creating an intentional holding environment, a coherent group dynamic, which draws forth potentials from the unseen world. My hybrid dissertation marries theoretical suppositions with a model of practice, and is based on my own heuristic knowledge from the business world. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.
Advisors/Committee Members: Kenny, Carolyn.
Subjects: Business community; Cognitive therapy; Management; Organization theory; Organizational behavior; Psychobiology; Psychology
Keywords: leadership; intention; integrity; coherence; holding environment; theoretical model of practice; organizational psychology
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8.
Campbell, Bruce.
Age Matters: The Cognitive Strategies and Benefits of Learning Among College-Degreed Older Adults.
Degree: Ph.D., Leadership and Change, 2006, Antioch University
► This study explored learning among college-degreed adults who were 60 to 98…
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▼ This study explored learning among college-degreed adults who were 60 to 98 years of age. Its purpose was three-fold. It sought to describe what participants learned, the cognitive strategies they used, and the perceived benefits they gained from learning. Study participants included 35 adults with a minimum of a Bachelor’s degree. Twenty were men and fifteen were women. All claimed to be active learners at the outset of the study. Descriptive research methodology was used for data collection. It consisted of interviews using both phenomenological and semi-structured questions and a focus group that elaborated upon interview results. Data indicated that: 1) older, educated adults who are actively engaged in learning pursue a wide range of interests through multiple methods; 2) adult cognitive development continues indefinitely among those active learners; 3) learning is the purpose of living for some older adults; 4) college-degreed, older adults who are actively engaged in learning use age-specific learning strategies; 5) gender influences late-life learning; and 6) the benefits of late-life learning appear to antidote aging. This study has numerous implications. These include the need for additional research that analyzes the impact of education early in life on mental acuity in later life; the benefits of learning throughout the lifespan; potential gender differences among aging learners; and the reconceptualization of educated, older adults and their abilities. There are also implications for designing educational programs that accommodate the interests and skills of an aging population.
Advisors/Committee Members: Guskin, Alan.
Keywords: late life learning; cognitive strategies; mental acuity; benefits of learning; lifespan learning; importance of learning
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9.
Chapman, Shelley Ann.
A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory.
Degree: Ph.D., Leadership and Change, 2007, Antioch University
► A hundred years ago, the problem with professional education was that it…
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▼ A hundred years ago, the problem with professional education was that it lacked a sound scientific foundation and opportunities for clinical practice. Throughout the past three decades, discussions on graduate professional education have focused on how to improve the theory/practice continuum, either through new formats or strategies, or by emphasizing one over the other. However, with the new century, new problems have emerged within the professional education arena. This dissertation has focused on two main problems in graduate professional education in the early 21st century: students are focusing too much on technical expertise and not enough on becoming transformed into authentic professionals who serve the public good; and educators are using technical expertise to plan for technical learning without intentionally planning for their students to transform into genuine professionals, or those who profess their expert knowledge for the public good. Both problems stem from deeply held assumptions that the rational, cause/effect linear approach is the best way to plan curriculum and the best way for students to learn. This dissertation demonstrates that both assumptions are flawed. This study proposes in a new theory, one which integrates the learning theory of Jack Mezirow with the deliberative curriculum theory of Joseph Schwab to break the technical/rational grip on curriculum work and professional education. Graduate professional education needs to be transformative, and in order for that to happen, curriculum planning must be done in a deliberative fashion. The new transformative-deliberative approach to curriculum planning can be implemented by using the Curriculum Caucus Guide, a heuristic developed to help educators use this new approach to curriculum work and to begin to effect needed change. The electronic version of the dissertation is accessible at the Ohiolink ETD center http://www.ohiolink.edu/etd/.
Advisors/Committee Members: Wergin, Jon F.
Keywords: transformative learning theory; deliberative curriculum theory; graduate professional education; theory building; higher education
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10.
Clark, Jonathan Tyler.
Developing Collaborative Leadership: A Study Of Organizational Change Toward Greater Collaboration And Shared Leadership.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► Implicit in leadership behavior is the ability to work with others, to…
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▼ Implicit in leadership behavior is the ability to work with others, to be in relationship, and to collaborate. Contemporary theories about leadership have shifted from a focus on the individual “leader” toward the collective act of “leadership.” A concrete understanding of collaborative leadership remains somewhat underdeveloped in the literature and theoretically. This dissertation is a case study of organization's efforts to change from autocratic organizational leadership to a more collaborative working environment. Taking the form of a literary portrait, the study analyzes an example of action learning about collaborative leadership. The portrait will be of the agency's change, with special attention given to the issues facing the leadership team as it wrestles to change from top-down to collaborative leadership practice. The primary research question is: In today's shifting landscape, what practices and conditions will optimize the development of a collaborative working environment? Findings were that the development of a collaborative working environment can be optimized through the careful cultivation of the ten themes that emerged from the study: (1) on-going learning and continuous development, (2) flexibility, (3) trust, (4) respect/esteem/ positive regard, (5) willingness/commitment, (6) facilitative process (establishment of norms, ground rules/agreements, inclusivity, process capability/tacit knowledge of functional group process), (7) realistic optimism/positive personality/resilience/solution/strength/future focus, (8) communication skills, (9) social intelligence (ability to transcend the ego and to self-organize and motivate) and (10) an appropriate level of technical competence. The electronic version of this dissertation is available at the Ohiolink ETD Center http://www.ohiolink.edu/etd.
Advisors/Committee Members: Kenny, Carolyn.
Subjects: Behaviorial sciences; Management; Organization theory; Organizational behavior; Psychology; Sociology
Keywords: Shared Leadership; Collaboration; Collaborative Leadership; Organizational Change; Organization Development; Action Learning; Experiential Learning; Portraiture; Ally based Leadership; Co-Inquiry
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11.
Cole, Elaine J.
A Community-Based Social Marketing Campaign to Green the Offices at Pacific University: Recycling, Paper Reduction, and Environmentally Preferable Purchasing.
Degree: Ph.D., Leadership and Change, 2007, Antioch University
► This study describes a community-based social marketing (CBSM) research project to bring…
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▼ This study describes a community-based social marketing (CBSM) research project to bring awareness and behavior change around paper reduction, recycling, and purchasing of environmentally preferred products (EPP) at a small liberal arts university in the Pacific Northwest. A university-wide green office campaign was designed and implemented over a semester. Components of the multiple methods research study were pre-postsurveys, purchasing reports, a recycling study, and a waste audit. The results provide examples and insights into specific community-based social marketing tools that helped foster environmental behavior change. The paper also presents suggestions for future CBSM sustainability efforts at other universities. The electronic version of the dissertation is accessible at the Ohiolink ETD center http://www.ohiolink.edu/etd/
Advisors/Committee Members: Wergin, Jon.
Keywords: community-based social marketing; recycling; paper reduction; environmentally preferable purchasing; higher education; behavior change; mixed method study; greening
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12.
Cole, Mia.
A Critical Assessment of Professional Skills and Knowledge in Supplier Diversity: A Delphi Study.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► Today, many US corporations have made great strides to embrace supplier diversity…
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▼ Today, many US corporations have made great strides to embrace supplier diversity as a social consideration, and most importantly, as a strategic business enabler. From the earlier years of mandating minority inclusion to the realization that diversifying the supply chain creates value by capitalizing on the diverse background and experiences of minority businesses, supplier diversity has emerged as a major business initiative. It is one of the initiatives that contribute to the welfare of the country by building minority communities and strengthening our society. By developing business coalitions and partnerships with minority suppliers there is tremendous opportunity to impact the economic development of minorities and make significant contributions to the growth and development of our nation. The goal of this research is to apply the Delphi methodology to a research study that identifies the skills and knowledge that marks a professional in supplier diversity in the private sector. Additionally, this study is intended to help shape the future of supplier diversity as a professional entity in the business environment. This research is honoring and advancing the cause and status of supplier diversity professionals who possess the drive and commitment to elevate supplier diversity to a profession. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.
Advisors/Committee Members: Wergin, Jon.
Subjects: African Americans; Business community; Business education; Hispanic Americans; Minority and ethnic groups; Multicultural education; Native Americans
Keywords: Supplier Diversity; Minority Business Development; Minorities; Small Businesses; Suppliers; Vendors; Corporate Supply Chain; Diversity; Professional Skills and Competencies; Delphi Method
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13.
Cooley, Diana M.
Inner Voice of Women's Self-Leadership.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► My research explores an aspect of leadership that is personal, which is…
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▼ My research explores an aspect of leadership that is personal, which is the inner voice of self-leadership. The inner voice affects all aspects of leadership. The inner voice is highly personal in that one’s private thoughts are unique. The inner voice can increase one’s self-awareness and influence one to move forward and change or to pull one back to stand still. My thesis is that we can more fully understand how women leaders lead themselves and subsequently lead in society if we advance our understanding of their stories and experiences regarding the inner voice. This research improves our understanding of women’s experiences listening to their inner voices and how this listening allows them to become leaders of themselves and move beyond challenges in order to transform their lives and potentially the lives of those around them. For the purpose of this dissertation, I define the inner voice as an awareness of self that comes from the interaction with, and internalization of, the influences of others and the environment. The inner voice is a complex phenomenon that involves one’s internal thought processes that ultimately influence how one sees the world, acts and reacts to events and circumstances outside of the self. My study is composed of five narratives. My participants range in age from 54 to 65 years of age. They are women who were influenced by their mothers, significant others and specific events that created challenges, tested their character and required them to listen to their inner voices in order make tough choices about the direction of their lives and subsequent leadership initiatives. Their stories, along with my autoethnography, provide a portal to understand the importance of the inner voice and its association to self-leadership. The interpretive essay in Chapter 6 takes into consideration my thesis in light of themes which emerged from the literature, the results of my interviews with participants and my autoethnography. This study fills an important gap in the leadership literature. Because current literature focuses primarily on the characteristics and traits of a leader, it does not address the importance of leading the self and how self-leadership is affected by the inner voice. The stories of the participants bring attention to the voices of women, how they lead themselves, and how their self-leadership influences others through the decisions and actions they take. This electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.
Advisors/Committee Members: Kenny, Carolyn.
Subjects: Communication; Psychology; Womens studies
Keywords: inner voice; self leadership; women; midlife; autoethnography; story telling; intrapersonal communication; narratives; leadership
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14.
Creighton, Sean J.
Community Partner Indicators of Engagement: An Action Research Study on Campus-Community Partnership.
Degree: Ph.D., Leadership and Change, 2006, Antioch University
► The central purpose of this research study was to develop common indicators…
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▼ The central purpose of this research study was to develop common indicators of engagement for civic initiatives between institutions of higher education and their community organization partners. The unique aspect of this study was that the indicators were generated by the community organizations participating as stakeholders in campus-community partnerships. Using an action research methodology that involved eleven community organization participants from the health and wellness sector, the study advocated for research that provided a deeper understanding of the perspectives of community organizations. Findings suggested that significant divides existed in core civic areas dealing with service-learning, relevance of academic research, and equitable treatment of community partners. The study produced a formal set of community partner indicators of engagement that were developed by the participants in the study and disseminated to higher education leaders. The indicators illustrated the expectations of community partners that engaged in civic partnerships with higher education. Additionally, the study provided an analysis of the literature on civic engagement, identifying a lack of empirical research concerned with the perspectives of community organization partners. The electronic version of the dissertation is accessible at the OhioLINK ETD center http://www.ohiolink.edu/etd/.
Advisors/Committee Members: Wergin, Jon.
Subjects: Education, Higher
Keywords: service learning; community involvement; civic engagement; partnership; higher education; action research
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15.
Davis Haggerty, Luane Ruth.
Adjusting The Margins: Building Bridges Between Deaf and Hearing Cultures Through Performance Arts.
Degree: Ph.D., Leadership and Change, 2006, Antioch University
► This study addresses a gap in scholarship on leadership styles in the…
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▼ This study addresses a gap in scholarship on leadership styles in the Deaf community. There is an invisible style of leadership differing from the mainstream culture not previously addressed in the literature at any depth. My study is composed of three interlocking parts; the practice of anthropology: fieldwork, analysis, and presentation. The foundation for my fieldwork, is an "archeology of the structure of the perceived world" (Merleau-Ponty), using the holding environment of the rehearsal process and the structural process of an acting technique called Del-Sign. Del-Sign is a fusion acting style created by combining American Sign Language and the Delsarte method. I also employed current qualitative methods described as "performance ethnography" (Norman Denzin and Ron Pelias). The fieldwork of creating discussion groups, or salons, provided the initial material, my analysis process turned that material into a performance script, and audience participation in the form of talk-back sessions after the performance provided documentation for the results of the presentation. I provide data for the fieldwork with journaling and videotaping events in rehearsals and performances, director’s notes, and observations. The participants in this study offered great contributions to the research design and social and cultural contexts were shifted by their action in the research. This participation was analyzed in the context of Action Research (Argyrus, 1985). The resulting findings from the data were compared to anthropological and folkloric theories of performance and style. I was able to create and study a bridge, through performance, between a hearing audience and a marginalized and, therefore, often oppressed Deaf culture. Analysis of the data indicted that this performance bridge was the critical element of potential "cultural sensitivity change" in my study thus addressing the previous gap. The study results also indicate a unique style of leadership by Deaf people that is collaborative in nature yet values the individual. I trust further study into that aspect will indeed adjust the margins of society. Accompanying this dissertation are 52 .mov files of the salons, rehearsals, and performance. The performance/dissertation website is http://www.rit.edu/~lrdnpa/diss/www/home/home.html. The electronic version of the dissertation is accessible at the OhioLINK ETD center http://www.ohiolink.edu/etd/.
Advisors/Committee Members: Kenny, Carolyn B.
Keywords: performance ethnography; drama; Deaf theater; leadership; cultural identity; ethnographic research
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16.
Duffin, Michael Thomas.
PORTRAIT OF AN URBAN ELEMENTARY SCHOOL: PLACE-BASED EDUCATION, SCHOOL CULTURE, AND LEADERSHIP.
Degree: Ph.D., Leadership and Change, 2006, Antioch University
► This study explored the interaction between place-based education, school culture, and leadership…
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▼ This study explored the interaction between place-based education, school culture, and leadership at one elementary school in an inner city section of Boston, MA. The centerpiece is a stand alone research portrait that tells a story about how an external program, a willing and ready school community, and a skillful school leader reinforced each other to achieve a shared vision under challenging conditions. From an under-subscribed school in chaos and lacking focus, the subject school transformed into a vibrant, highly sought school with a pervasive, environmentally-oriented culture and curriculum. Portraiture methods were adapted to a utilization-focused evaluation purpose, drawing on archival and newly collected program evaluation data (interviews, surveys, documents, observations) spanning three years. The electronic version of this dissertation is accessible through the Ohiolink ETD Center at http://www.ohiolink.edu/etd/.
Advisors/Committee Members: Kenny, Carolyn B.
Keywords: place-based education; school culture; leadership; portraiture; program evaluation; urban elementary; environmental education
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17.
Flaherty, Dee Giffin.
Telling Our Stories: A Phenomenological Study of the Leader’s Gendered Experience of Self-Disclosing.
Degree: Ph.D., Leadership and Change, 2006, Antioch University
► Leadership is a personal process that involves creating communities and influencing change…
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▼ Leadership is a personal process that involves creating communities and influencing change through relationships of influence. This research explores one aspect of leadership, that of self-disclosing. The self-disclosure of leaders affects all aspects of leadership. Self-disclosure is personal in that people’s voices are unique and come from their sense of self. The appropriate use of self-disclosure can facilitate increased self-awareness, and greater mental and physical health. Leaders can influence change by the strategic sharing of their disclosures. Communities are built when people can identify with leaders stories and be guided toward a shared vision. The purpose of this study is to explore the issues of self-disclosure and gender in the context of leadership. What is the leader’s experience of influence relationships? What is the leader’s experience of self-disclosing? Are the leader’s experiences of self-disclosing influenced by gender? This research is grounded in multidisciplinary literature reviews on the topics of sex and gender, gender communication, self-disclosure and leadership. A methodology of hermeneutic phenomenology was used to explore the essence of the experience of self-disclosing. I implemented a pyramid plan for in-depth interviewing in which I began with six participants, and continued to probe at deeper levels of consciousness with three of these. This research fills an important gap in the literature. Current literature on the subject of self-disclosure is primarily quantitative in design. This qualitative approach captures the voices of the leaders and allows for congruency in that their stories become the center of the research about their stories. Amplifying the voices of women leaders and describing the female perspective are important in a culture where women have not always been heard. Current leadership literature refers indirectly to self-disclosure, but does not describe it specifically or directly. The purpose of this research is to move deeply into the leader’s gendered experience of self-disclosing and to describe the essence of that experience. The electronic version of the dissertation is accessible at the Ohiolink ETC Center http://www.ohiolink.edu/etd/.
Advisors/Committee Members: Kenny, Carolyn B.
Keywords: self-disclosure; leaders; hermeneutic phenomenology; self-awareness; communication; gender
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18.
Forest, Heather.
Inside Story: An Arts-Based Exploration of the Creative Process of the Storyteller as Leader.
Degree: Ph.D., Leadership and Change, 2007, Antioch University
► Storytelling is one of humanity's oldest art forms and an enduring educational…
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▼ Storytelling is one of humanity's oldest art forms and an enduring educational method. Stories can spark social change. Although storytelling is tacitly recognized in diverse social science domains as a communication medium used to powerfully transmit leadership vision and ideas, little empirical research has been reported about how a teller constructs and tells a story. Through qualitative, arts-based methods, this heuristic study examines and describes the lived experience of a storyteller composing and performing a tale on issues of peace, justice, and social change. It reflects on the teller as leader and identifies a palette of arts-based skills for change leaders. As a professional storyteller, I phenomenologically explored the essence, or nature, of a storyteller’s creative process by creating a storytelling work. The storytelling work I composed as a research vehicle is based on a travel diary written during a time of war in Israel in July, 2006. Utilizing art making as an inquiry method, I mindfully became an embodied research environment during this study. I gathered emic, or insider, information about the imaginal world of a storyteller. Through a literary, autoethnographic writing process, I observed, described, interpreted, and named the steps in my creative process as I designed, rehearsed, and performed an original storytelling work. The work interweaves personal memoir, history, folklore, and current events. Commonalities between the storyteller (composing and performing a complex tale) and a change leader (designing and communicating a change vision) emerged. Storytelling communication skills and creative thinking ability are core competencies in artfully leading change. Arts-based training in storytelling could provide change leaders with experiential knowledge about innovative thinking and an appreciation for the power of story and metaphor to convey ideas. Storytelling can be an illuminating art medium through which to inspire peace, justice, and positive social change. This document contains embedded graphic files (JPG) and is accompanied by audio files (MP3). The electronic version of the dissertation is accessible at the OhioLINK ETD center http://www.ohiolink.edu/etd/.
Advisors/Committee Members: Kenny, Carolyn.
Keywords: storytelling; leadership training; creative thinking; change leader; arts-based research; autoethnography; communication skills
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19.
Fu, Pi-Jern Caroline.
Energy-Flow – A New Perspective on James MacGregor Burns’ Transforming Leadership: A New Pursuit of Happiness.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► This theoretical dissertation documents a personal transforming leadership experience; during which, I…
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▼ This theoretical dissertation documents a personal transforming leadership experience; during which, I explored my Leadership as Energy-Flow model by having a virtual dialogue with the polymathic works of theorists and thinkers to corroborate and refine it. The model consists of a theory and a conceptual scheme. The energy-flow theory, based on the laws of physics and Chinese philosophy and cosmological science, fashions the energy-flow conceptual scheme. Using the conceptual scheme, I delve into the Premise of the Dialogue, “In what ways and to what extent would using the energy-flow frame of reference describe and stimulate new meanings in Transforming Leadership: A New Pursuit of Happiness?” I venture forth in this exploration, sparked by Bertrand Russell’s (1938) and James MacGregor Burns’ (1979) on leadership power, to discover how one might use energy-flow abstractions to represent leadership phenomena. Energy-flow abstractions are images of events captured in thought, within which one unfolds and enfolds new meanings and deepens understanding of transforming leadership. The dialogue with six different traditions includes the works of: Alfred North Whitehead on philosophy and science, Ilya Prigogine on physics, Abraham H. Maslow on human potentials, need hierarchy, and management, Mihaly Csikszentmihalyi on psychological energy-flow, Richard Gerber on physiological energy-flow and vibrational medicine, and Ralph H.G. Siu on quantum and the Tao of science of leadership. The dialogue then continues into the work of Burns (2003). Many of my epiphanies, using the energy-flow conceptual scheme to fathom transforming leadership theory, induce some propitious ideas for further exploration in viewing leadership as energy-flow and using energy-flow as a basis for deciphering human affairs. The electronic version of this dissertation is available at the Ohiolink ETD Center : http://www.ohiolink.edu/etd/.
Advisors/Committee Members: Vaill, Peter.
Subjects: Energy; Philosophy; Physics; Physiological psychology; Psychology
Keywords: energy-flow; modern physics; Taoist philosophy; Chinese cosmology; transforming leadership; theoretical model; physiology
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20.
Gaines, Kathryn Ann.
A Communicative Theory of Leadership Practice.
Degree: Ph.D., Leadership and Change, 2007, Antioch University
► Addressing three problems in the field of leadership studies - fragmentation across…
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▼ Addressing three problems in the field of leadership studies - fragmentation across disciplines; emphasis on individual leaders in titled positions; failure to identify a coherent set of actions for performing leadership - this study develops a framework of core communicative leadership practices. It is premised on a philosophical analysis of leadership as a social strategy for securing action in service of interests claimed by or for a community - an action performed intentionally via symbolic behavior accessible to any and all members of a community. This definition serves as a heuristic for the development of a systematic theory of leadership practice. The primary guiding question is: How do we participate in leadership? Eight core practices that are fundamental to initiating and participating in leadership are identified and analyzed. The core practices include: reporting and inquiring - to build dialogue and facilitation; directing and pledging - to build commitment and obligation; envisioning and advocating - to inspire and motivate; and declaring and constituting - to create or change social reality. Practices are derived from four functional categories abstracted from the leadership literature, analyzed pragmatically using speech act theory, integrated with multi-disciplinary research, including communication, rhetoric, social psychology, and philosophy, and illustrated through practice-based scenarios. Ultimately, a thoroughly analyzed theory of leadership practice - grounded solidly in the field and integrated with scholarship from other disciplines - is provided with a set of implications and suggestions for the practice, development, and empirical study of leadership.
Advisors/Committee Members: Wergin, Jon F.
Keywords: leadership; theory; communicative practices; speech acts; philosophical analysis; pragmatic analysis
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21.
Gilliam, Karen Lynn.
We Take From It What We Need: A Portraiture Approach To Understanding A Social Movement Through The Power Of Story And Storytelling Leadership.
Degree: Ph.D., Leadership and Change, 2006, Antioch University
► This study examined a social movement through the power of story and…
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▼ This study examined a social movement through the power of story and storytelling and its influence on behavior from a purposeful sampling of individuals who heard the story of Joan Southgate’s journey. Ms. Southgate, a 73-year-old African-American, walked the 519 miles of the underground-railroad across Ohio, Pennsylvania, New York and into Canada. The grand narrative of the underground-railroad is a never-ending story, subject to change with each re-telling and/or unveiling of polyphonic microstories. Stories have the ability to capture emotion and reason, hearts and minds. While storytelling is thought to be a most powerful means of communicating, very little scholarly work has been written about its use as a tool for leadership and leaders. The purpose of this study was to look at what meaning could be derived from understanding the connection between storytelling and leadership. Stories were collected and interpreted using a social science portraiture approach, which emphasizes and respects the voice of the people being studied. Their narratives evolved into written portraits that reflected and validated their experience and were placed in a social and cultural context. The foreshadowed question asked: What is the impact of story on the listeners and why do they react the way they do? From a knowledge application perspective, the researcher hoped to uncover how business/community leaders could better connect with those they’d like to influence in some way and how storytelling could be used for a social movement. Where leadership is concerned with meaning-making processes, the findings from this study suggest that the most important process may be that of developing a sense of self and/or unique purpose and then being able to see one’s self as part of the larger whole. It was further revealed that finding one’s voice and enabling others to do the same is of primary importance to storytelling leadership, a concept which takes the power of storytelling combined with voice, knowledge, intelligence, and experience of the storytelling leader to unite a group of people who try together to achieve certain shared universal goals. The electronic version of the dissertation is accessible at the Ohiolink ETD center http://www.ohiolink.edu/etd/.
Advisors/Committee Members: Wergin, Jon F.
Keywords: narratives; portraiture; storytelling; charismatic leadership; underground railroad; voice and leadership
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22.
Grace-Rowland, Miriam.
Dimensions of Mentoring Relationships in the Workplace: A Holistic Perspective.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► This was an exploratory study to understand the lived experience of those…
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▼ This was an exploratory study to understand the lived experience of those involved in mentoring relationships within a formal mentoring program in a corporate context. The researcher looked for rich detail about the nature of the relationship from the perspective of the mentor and mentee. To achieve a holistic perspective, the experience of organizational managers was deliberately included in the research. Exploration of this triadic relationship of mentor, mentee, and organizational manager has been neglected in the empirical literature. An exploration of where meaning intersected and diverged among the triad relationship members gave depth to the dimensional frame. Findings suggested that the lack of a holistic approach to mentoring in the workplace may be creating counterproductive mentoring participant behaviors. Values misalignment may be creating cultural miscues that potentially misdirect mentoring program design and policies. Findings pointed to the need for increased integration of mentoring, leadership development, cultural transformation, and organizational learning initiatives in order to better serve the aims of the corporation and increase the capacity of the workforce. The qualitative paradigm was followed for this research. Grounded theory dimensional analysis was employed to discover the dimensions of mentoring important to participants. Open-ended interview techniques allowed the participants to express their experiences in their own words. A research team experienced in the tools and techniques of this research approach collaboratively analyzed the data. As theoretical propositions emerged they were explored via a theoretical sampling method. The basic social process of mentoring among the three members of the mentoring triad and other human and non-human actors was illustrated. Metaphorical and theoretical models were developed that illustrated the participants' perspectives on the interrelated and interdependent parts of the ancient human activity system we call mentoring. The electronic version of this dissertation is accessible at the Ohiolink ETD Center: http://ohiolink/edu/etd/
Advisors/Committee Members: Holloway, Elizabeth.
Subjects: Education; Management; Organizational behavior; Personal relationships; Social psychology
Keywords: Mentoring Relationships; Systems Approach; Managers; Grounded Theory; Dimensional Analysis; Corporate Mentoring Programs; Learning; Workplace
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23.
Gutierrez, Raquel Dolores.
Life-Affirming Leadership: An Inquiry into the Culture of Social Justice.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► A new paradigm for leading social change is emerging; a worldview acknowledging…
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▼ A new paradigm for leading social change is emerging; a worldview acknowledging the importance of leadership that is life-affirming and lasts over time. The current inquiry explored the ways in which the social reality of Life-Affirming Leadership is created and the implications those realities have for the current and future generations of social justice workers, their organizations, and the communities in which they work. The dominant paradigm for social justice work needs to be radically renovated (see Horwitz, 2002; James, 2005; Ohlson, 2006; Polansky, 2005; Utne, 2006; Wheatley, 2005; Williamson, 1997; Yáhzí, 2005); as such, a re-evolution is in progress, born from the yearning for revitalization, and through the act of a conscious decision for transformation. The current study was an inquiry into the experience of social justice leaders who embody Life-Affirming Leadership in their personal and professional lives. In a general sense, this study is influenced and shaped by the inquiry approaches of Mindful Inquiry (Bentz & Shapiro, 1998), Decolonizing Inquiry (Tuhiwai Smith, 1999), and the bricolage method via Kincheloe (2001, 2005). Using the qualitative approach of hermeneutic phenomenology, a deeper understanding was gained about the experience of social justice leaders transforming the culture of social justice work. In interviews, social justice workers described the essence of Life-Affirming Leadership through their lived experiences. The interviews, in a video format, are directly accessible while reading this document and require Adobe Reader 9.0. Additional methodological expressions included an autoethnography of my own experience as an advocate and supporter of social justice workers. For those interested in learning more about Life-Affirming Leadership and the cultural transformation of social justice leadership, a blog describing my inspiration for this inquiry and insights gained are available at http://22ndcenturyleadership.blogspot.com/ This blog site includes links to video recordings of the interviewees. My hope is that this inquiry adds value to the practical and spiritual discourse of social change work and the field of leadership and organization development. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.
Advisors/Committee Members: Kenny, Carolyn.
Subjects: Adult education; American studies; Behaviorial sciences; Business community; Cultural anthropology; Health; Hispanic Americans; Management; Mental health; Native Americans; Native studies; Occupational psychology; Organization theory; Organizational behavior; Social re
Keywords: leadership; social justice; phenomenology; bricolage; appreciative inquiry; values-based; seven generations; social change; nonprofit; activism
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24.
Hertneky, Robbie Palmer.
The Leadership Self-Identity of Women College Presidents.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► The purpose of this research study was to explore the concept of…
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▼ The purpose of this research study was to explore the concept of leadership self-identity in a particular population of formal leaders—women college presidents. Using narrative inquiry, the research examined the following: how these women describe and define themselves as leaders, what personal attributes they believe allow them to be leaders, their past and future career intentions, how their relationships with others influence their leadership self-identity, and the stories they tell about themselves and leadership. Participants were asked questions designed to reflect their core identity and personal narrative, and to describe their career and relationships. Common themes that emerge include: how they work with others, themselves as leaders, professional intentions and planning, presidential longevity, mentors and mentoring, their networks of support and the importance of communication and language. A clear picture of the leadership self-identity of this group of women college presidents emerges from the study and their understanding of themselves as leaders reveals the complexity of leadership. Leadership self-identity develops as a holistic concept that integrates five critical components: authenticity, leading through relationships, composing a life, balance, and learning. Only the self-understanding inherent in character and authenticity can enable a potential leader to integrate the components of leadership self-identity. As such, it presents significant implications for how leaders are identified, selected, educated, and trained. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.
Advisors/Committee Members: Guskin, Alan E.
Subjects: Higher education; Womens studies
Keywords: leadership; self identity; college presidents; higher education; women; human females; narrative
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25.
Hormann, Shana D. Lynn.
Organizational Trauma: A Phenomenological Study of Leaders in Traumatized Organizations.
Degree: Ph.D., Leadership and Change, 2007, Antioch University
► While some organizations die when trauma erupts, others do not succumb. They…
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▼ While some organizations die when trauma erupts, others do not succumb. They live and even thrive. The purpose of this study was two-fold: 1. To learn from leaders their perspectives about key conditions that allow organizations to withstand and heal from organizational trauma; and, 2. To inform practice about building and strengthening these conditions in organizations. Participants were leaders who led their organizations during an organizational trauma or who came into programs after the trauma occurred to facilitate recovery. Nine executive directors for sexual assault programs participated in this hermeneutic phenomenological study, sharing their experiences and reflections. Two composite depictions were created that share the richness of the leaders’ lifeworlds, including rural and urban differences, the distinctions in the traumas they experienced, and their responses. Each composite was analyzed and interpreted using current conceptualizations of organizational trauma. Three themes emerged from the experiences shared by the leaders: spirituality, commitment to anti-sexual violence work, and community. Spirituality was named by participants as foundational, one of their strongest relationships and a core belief. Commitment to the work included feeling called to work with victims, a personal history of violence, and being part of the larger anti-sexual violence movement. Both internal and external communities were identified as important for support and for service delivery. A review of the literature revealed a gap between clinical research on secondary trauma that focuses on individuals and does not consider organizational trauma or a systemic approach to addressing trauma, and organizational development research, which is systemic in nature but does not address trauma, individual or organizational. Leaders in this study shared their experiences of secondary trauma and organizational trauma and expressed that at times the two were intertwined, affirming the need for interventions that bridge individuals and organizations. The author argues for a coherent theory of organizational trauma and suggests an approach for practitioners who work with traumatized systems. She also offers a model to assist practitioners visually represent and understand entry points for trauma and entry points for healing within a system.
Advisors/Committee Members: Kenny, Carolyn.
Keywords: organizational trauma; phenomenology; sexual assault; non-profit leadership; organization development; spirituality; secondary trauma
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26.
Jeffcoat, Sandra Yvonne.
Mentoring Women of Color for Leadership: Do Barriers Exist?.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► The number of women in the workforce is increasing, but they continue…
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▼ The number of women in the workforce is increasing, but they continue to hold few corporate leadership positions. Women are running into the glass ceiling, a ceiling that is thicker for Women of Color. The under-representation of women and minorities in leadership positions and the recognition of the business value of Diversity in this global economy have driven organizations to launch diversity programs and use mentoring as support for aspiring women leaders. Ragins and Cotton's 1991 research found that there were barriers for women who were looking to use mentoring as a tool for leadership development, but her participants were mainly White. In this age of diversity awareness, the question of whether similar barriers exist for Women of Color needs answering. Using factor analysis and hierarchical multiple regression analysis, this research built on Ragins and Cotton's original study to explore whether Women of Color perceive barriers in obtaining mentoring relationships for career development. It was found that Women of Color perceive three of the same barriers as those found in the Ragins and Cotton study, however, these women tended to disagree with many of the items found for these barriers. The electronic version of this dissertation is at Ohiolink ETD Center, www.ohiolink.edu/etd.
Advisors/Committee Members: Holloway, Elizabeth.
Subjects: African Americans; Business community; Hispanic Americans; Management; Minority and ethnic groups; Native Americans; Organizational behavior; Psychology; Womens studies
Keywords: working women; women of color; mentoring; leadership; minorities; African Americans; Hispanic Americans; Native Americans; Asian Americans; factor analysis; multiple regression analysis; barriers
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27.
Kasten-Daryanani, R. Amrit.
Poetic Leadership, A Territory of Aesthetic Consciousness and Change.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► Poetic leadership is a new theoretical construct that views leadership as an…
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▼ Poetic leadership is a new theoretical construct that views leadership as an activity that unites a lyrical intellect with keenly felt emotion for the purpose of producing changes in the consciousness of self and others. This change begins within the interiority of self, moving surely to broader realms of one's surroundings and society, provoking movement that impacts the developing potential of the individual and the cultural milieu in which they exist. Emotion is the primary trace into consciousness used in this dissertation, which serves to unite experiences of the heart with experiences of the mind. The unification of these disparate parts of self provides the foundation for the aesthetic experience, which transcends temporal and cultural boundaries, and, when consciously produced within the self, produces a poetic consciousness which in turn allows for the experience of poetic leadership. As activity that is situated within the experience of individual consciousness, yet is directed to external concerns, poetic leadership moves deeply into the territory of the group. Group consciousness thus becomes a concern, and so is defined as a scholarly construct unique to the field of leadership and change. Influence, ethical conduct, and cultural responsibility are all examined as key considerations impacting group processes, and are situated as primary concerns of poetic leadership processes. The electronic version of this dissertation is at OhioLink ETD Center, http://www.ohiolink.edu/etd
Advisors/Committee Members: Kenny, Carolyn.
Subjects: Behaviorial sciences; Management; Neurology; Organization theory; Organizational behavior; Philosophy; Psychobiology; Psychology
Keywords: Consciousness; leadership; poetry; aesthetics; emotion; group consciousness; poetic consciousness; theory
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28.
Kea, Howard Eric.
How Are NASA Engineers Motivated? An Analysis of Factors that Influence NASA Goddard Engineers’ Level of Motivation.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► NASA is an organization known for pushing the envelope of engineering and…
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▼ NASA is an organization known for pushing the envelope of engineering and scientific achievement. It can be argued that engineers working for NASA are intrinsically highly motivated due to the nature of the work and the mission of NASA. This study explores how supervisor behaviors, both intrinsic and extrinsic and demographic factors influence motivation of NASA Goddard engineers in their current environment. Recent Congressional and Office of Management and Budget (OMB) policies, such as full cost accounting, levy strict oversight of project spending. As a result of these policies, NASA engineers must now focus their attention on getting assigned work on funded projects in addition to pursuing technical innovation and creativity. The literature is replete with previous studies on motivation of engineers and scientists. These studies investigated Maslow (1970), Vroom (1964), Herzberg (1971), and Deci’s (1975) theories of motivation. Today, the workplace is much more diverse with regard to race, gender, and age. A web-based survey was used to collect data from a sample of engineers at NASA Goddard Space Flight Center. 260 out of 583 engineers responded to the survey. 238 cases provided useable data for analysis. A hierarchical regression analysis revealed the demographic categories of females and non-whites did not significantly predict the level of motivation of engineers. Age was a significant factor influencing motivation. The age group of 39 and under had less of an influence on motivation and the age group of 40 and over had more of an influence. The over 60 age group had a very significant positive influence on motivation. Other significant factors influencing motivation were: supervisor behaviors, intrinsic factors such as feedback and competence, and extrinsic factors such as benefits, rewards and promotions. The results support the argument that NASA engineers are motivated by getting feedback from their immediate project supervisor, that they feel competent in their jobs, and that the benefits, rewards, and promotions fairly reflect their contribution and loyalty to the mission of NASA.
Advisors/Committee Members: Wergin, Jon.
Subjects: African Americans; Behaviorial sciences; Engineering; Gender; Management; Organizational behavior
Keywords: engineers; NASA; intrinsic motivation; extrinsic motivation; work motivation; multiple regression; factor analysis; workplace; engineering profession; Hygiene Factors; 2 Factor Theory; scientists; government employees; African-Americans; women engineers
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29.
Kreeger, Lisa Dell.
Inside outsourcing: A grounded theory of relationship formation within a nascent service system.
Degree: Ph.D., Leadership and Change, 2007, Antioch University
► The theory of relationship formation developed in this study tells a coherent…
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▼ The theory of relationship formation developed in this study tells a coherent story about the relational work of service initiation in technology outsourcing. The study is focused on the contractually defined period of time at the beginning of outsourcing service delivery. As with a play-within-a-play, this work goes on primarily behind the scenes, away from the concurrent task of launching the inter-firm relationship between the client and the provider that will extend for the term of the full contract. This grounded theory study was completed over an eight-month period. The findings are grounded in interviews with 25 individuals who were actively involved in the work of service initiation. Additionally, data sources included extensive observation and access to documents and other artifacts. Data analysis was completed with the analytic processes of dimensional and situational analysis. The situational analysis describes five continuously shifting aspects of the situation that create the context, or supporting structure, for relationship formation. The dimensional analysis builds from the situational analysis to describe four deeply interrelated dimensions: (1) Helping, (2) Veiling / unVeiling, (3) Having Expectation, and (4) Responding to Turbulence. The study then presents a conceptual model of a grounded theory of relationship. It is through the enactment of this total model that relationship formation can be recognized as a vehicle for accomplishing work. An understanding that relationship formation depends on a way of recognizing and honoring the power of relationships and the role they play in supporting the everyday tasks of service initiation emerged from this work. As a result, this study does not strive to define relationship as one thing or even a group of things. Instead, it proposes a conceptual model through which relationships are formed and can be recognized as such.
Advisors/Committee Members: Holloway, Elizabeth.
Keywords: outsourcing; service provider; grounded theory; dimensional analysis; situational analysis; relationship formation
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30.
Langer, Lynn Johnson.
How Scientist/Founders Lead Successful Biopharmaceutical Organizations: A Study of Three Companies.
Degree: Ph.D., Leadership and Change, 2008, Antioch University
► The purpose of this study was to determine how the leadership of…
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▼ The purpose of this study was to determine how the leadership of scientist/founders of biopharmaceutical companies affects the success of their organization. Over half of all biotechnology firms are founded by scientists, yet for every start-up biotech firm that succeeds, 15-20 fail and eight out of 10 drugs fail in clinical trials (Federal Reserve Bank of Dallas, 2007; Stanford Graduate School of Business, n.d.; Zhang and Patel, 2005). To bring a biopharmaceutical product from the research bench to the consumer costs more than $800 million (Tufts, 2007). This dissertation research explored the leadership practices of three successful scientist/founders and how their practices form the organizational context that leads to success. Based on the results of this study, there are a number of important factors that lead to success. The most important factor is that the leader must be adaptable and able to lead effectively in a highly dynamic environment. The leader needs to consistently articulate his or her vision throughout the organization. The leader needs to be a strategic decision-maker and be flexible enough to allow the strategic vision to adjust to the culture and the environment. The leader needs to be able to communicate effectively and create an organization where communication flows efficiently at all levels. The leader needs to recognize that clear cultural differences exist between functional groups. The leader must not give in to the common temptation among both scientists and business people to downplay the importance of these differences. Finally, organizational leaders need to empower their employees at all levels to make strategic decisions; but at the same time, the leader needs to know which decisions must be retained as his or her sole responsibility. The paradoxical nature of leading biopharmaceutical organizations in the 21st century requires leaders who are able to adapt their style and create learning organizations. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.
Advisors/Committee Members: Guskin, Alan.
Subjects: Management; Organization theory; Organizational behavior; Pharmaceuticals
Keywords: biotechnology; biopharmaceutical; leadership; founder; success; management; case study
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