Ph.D., Antioch University, 2018, Leadership and Change

A reliable scale to measure adaptive leadership with authority—leadership from a position of power—does not exist. This was an embedded mixed-methods study–QUAN(qual) with data collected through an online survey instrument that included the proposed scale items and an open-ended question. The quantitative part of the study, using data from 436 respondents (92.7% from Mechanical Turk, 7.3% from snowball sampling), involved the development and validation of a unidimensional scale that measures adaptive leadership with authority using exploratory and confirmatory factor analysis. The 11-item scale had a Cronbach's alpha value of .891 and thus displayed high reliability. In the qualitative part of the study, thematic analysis was used to analyze data from 550 respondents to confirm the presence of adaptive leadership with authority sub-constructs and identify possible adaptive leadership behaviors not included in the adaptive leadership framework. The analysis provided support for the following adaptive leadership with authority sub-constructs: Distinguish Between Adaptive and Technical Challenges; Identify the Stakeholders and Their Losses; Create the Holding Environment; Regulate the Distress to maintain focus on adaptive work; Give the Work Back; and Use of Self as a diagnostic and intervention instrument. The narrative data did not support Protecting Voices of Leadership without Authority. The combination of the narrative data and scale pointed to Give the Work Back, Use of Self, and Create the Holding Environment as the most important elements in adaptive leadership with authority. This dissertation is accompanied by a de-identified data file [xls] and the author's MP4 video introduction. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and Ohiolink ETD Center, https://etd.ohiolink.edu/

Committee: Mitchell Kusy Ph.D. (Committee Chair); Carol Baron Ph.D. (Committee Member); Harriette Thurber Rasmussen Ed.D. (Committee Member) Subjects: Adult Education; Developmental Psychology; Management; Organization Theory; Organizational Behavior

Doctor of Philosophy (PhD), Ohio University, 2024, Educational Administration (Education)

This study explored the leadership challenges and opportunities of leaders in undergraduate schools of nursing. The theory of adaptive leadership is threaded through this study. Using an interpretative qualitative approach this study was guided by two questions: 1) What are the leadership challenges experienced by leaders in undergraduate nursing education programs, 2) How do leaders in undergraduate nursing education programs use adaptive leadership opportunities to overcome challenges. Semi-structured interviews were conducted to collect the data. Using purposeful sampling, nine participants were recruited who were in leadership roles in undergraduate nursing programs in Ohio. Utilizing descriptive coding generated four emergent themes. The first theme, undergraduate nursing education challenges. The second theme, challenges encountered by the program leader. The third theme, opportunities for change and decision making. The final and forth theme, COVID impact and future.

Committee: Michael Hess (Advisor) Subjects: Educational Leadership; Higher Education; Nursing

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

Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data were collected, grouped into emergent themes, and organized into cohesive categories. The data from this project supported the creation of two foundational models for educating for global competence. The first is pedagogical and the other, coaching. Both models are in developing stages and are grounded in key theoretical frameworks and the data shared by the participants. Globally competent and globally responsive pedagogy tasks educators with examining their practice through a global and cultural prism to gain clarity of perspective, build social capital, improve relationships, and meet ever-changing local and global challenges. The approaches honor and respect diversity so as to dismantle systems of oppression and fight policies and social norms rooted in cognitive biases. The model integrates theory and key findings from this study to support educators to integrate and implement global competence. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd.

Committee: Lize Booysen DBL (Committee Chair); Jon Wergin PhD (Committee Member); Emily Schell EdD (Committee Member) Subjects: Adult Education; Bilingual Education; Black Studies; Community College Education; Continuing Education; Curricula; Curriculum Development; Education; Education Philosophy; Education Policy; Educational Leadership; Educational Psychology; Educational Sociology; English As A Second Language; Environmental Education; Ethnic Studies; Families and Family Life; Foreign Language; Gender Studies; Higher Education; Hispanic American Studies; Instructional Design; International Relations; Language; Language Arts; Middle Eastern History; Minority and Ethnic Groups; Modern Language; Multicultural Education; Multilingual Education; Native American Studies; Pedagogy; Psychology; Social Psychology; Social Structure; Social Studies Education; Sustainability; Teacher Education; Teaching

Psy. D., Antioch University, 2021, Antioch Seattle: Clinical Psychology

There are limited tools for professionals who work with individuals with autism to ascertain individuals' strengths and challenges within the various facets of symptomology after diagnosis. Professionals can currently use personal interviews and psychological reports to determine individuals' strengths and challenges to determine the types of services that would benefit them following initial diagnosis. The limitations of this practice are that the levels of understanding, accuracy, and use of these measures vary in the field. Furthermore, the norms of diagnostic measures are the entire population rather than solely individuals on the autistic spectrum/autistics (IOS/A). A new measure is necessary: one that encompasses everyone on the autism spectrum and highlights the variances in strengths and challenges within this population. This dissertation encompasses the creation of such a measure. The output of this measure is data that can showcase individuals' challenges and strengths. These data can provide professionals who work with individuals with autism a better idea of where individuals' needs may lie and help to create individualized treatment goals. This study consists of two data-collection phases: an in-depth measure analysis and one-on-one interviews of professionals in the field. In this study, the researcher assessed for content validity. This dissertation is available in open access at AURA, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu

Committee: Michael Sakuma Ph.D. (Committee Chair); Michael Toohey Ph.D. (Committee Member); Beasley Elizabeth Ed.D. (Committee Member); Christopher Heffner Ph.D., Psy.D. (Advisor) Subjects: Psychological Tests; Psychology