Ph.D., Antioch University, 2021, Leadership and Change

School districts spend millions of dollars each year to provide training and learning to staff working in direct and indirect service to students (National Council on Teacher Quality, 2021). This financial commitment says nothing about what is even more important: the need for school employees and the systems in which we work to serve students more effectively. Despite vast allocations of time and money and presumably best intentions for better social and academic outcomes for students, very little data exist that reflect regular transfer and application of training/learning into professional practice (Nittler et al., 2015). By and large, schools and school systems look the same today as they did 50+ years ago despite the fact that the world looks very different and so much more is known about the cognitive process and contextual contributors involved in erudition development. Teacher application of critical competencies such as cultural responsiveness, trauma informed practices, social emotional learning and basic neuroscience in the ways they conceptualize and implement instructional practices may not be easily apparent during casual observation, yet they are inextricably linked to positive academic and social outcomes for students, thus imperative to effective professional practice. This study investigates the ways in which professional educators make decisions about the transfer and application of professional learning centered on critical competencies (soft skills) in their daily work. Narrative Inquiry (NI) provided the methodological frame for this exploratory study that through thematic analysis surfaced five key factors influencing learning transfer: Instructor/Presenter/Facilitator; Connection to Lived Experience; Relevance to Job Assignment; Alignment with Self-Identity; and COVID–19. This dissertation is available in open access at AURA (https://aura.antioch.edu ) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Jon Wergin PhD (Committee Chair); J. Beth Mabry PhD (Committee Member); Leann Kaiser PhD (Committee Member) Subjects: Continuing Education; Education; Educational Evaluation; Educational Leadership; Inservice Training; Instructional Design; Organizational Behavior; School Administration; Teacher Education; Teaching

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2014, Higher Education Administration

Literature describing the role of the senior student affairs officer (SSAO) is plentiful, but research studies describing the specific skills needed to successfully fulfill the role are fewer in quantity. Therefore, in order to better understand the skills needed to be a senior-level student affairs administrator, and how to acquire them, this study examined SSAOs' perceptions of the ACPA and NASPA joint competencies. The sample, comprised of SSAOs who hold ACPA membership, shared their perceptions, which were examined according to several variables including gender, ethnicity, professional experience, and institution characteristics. Findings indicated that a doctoral degree was particularly significant for developing the skills necessary to be a successful SSAO. Additionally, there were differences according to several of the variables, indicating the importance of different competencies at different types of institutions, although no clear-cut picture of specific competency importance emerged. The additional competencies suggested by the SSAOs who participated in the survey, although nearly all of them overlapped with the ACPA and NASPA joint competencies, provide reinforcement of skills important to SSAOs in today's higher education landscape. The findings provide a snapshot of the skills necessary for successful SSAOs, as well as implications for graduate preparation programs and future revisions of the ACPA and NASPA join competencies.

Committee: Maureen Wilson Dr. (Advisor); Steven Cady Dr. (Committee Member); Michael Coomes Dr. (Committee Member); Robert DeBard Dr. (Committee Member) Subjects: Higher Education; Higher Education Administration

Ph.D., Antioch University, 2008, Leadership and Change

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.

Committee: Jon Wergin PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Elizabeth Holloway PhD (Committee Member); Melvin Gravely PhD (Committee Member) Subjects: African Americans; Business Community; Business Education; Hispanic Americans; Minority and Ethnic Groups; Multicultural Education; Native Americans