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  • 1. Raei, Mohammed Development and Validation of the Adaptive Leadership with Authority Scale

    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/
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    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

  • 2. McAndrew, Sheryl Engaging the Adaptive Challenge: How Twenty Individual Higher Education Leaders Think About Corporatization in American Higher Education

    Doctor of Philosophy (Ph.D.), University of Dayton, 2018, Educational Leadership

    Contending with powerful economic, political, cultural, and financial pressures, American higher education faces an adaptive challenge of grand proportion. According to adaptive leadership theory (e.g., Heifetz, 1994), an adaptive challenge is one in which the problem is not clear-cut; instead, it is a complex web of interdependent challenges. The solution is also not clear-cut; the human system must resolve the challenge by generating a wholly original adaptation. Corporatization--which refers to the ways higher education is becoming more corporate-like and includes managerialism, privatization, and academic capitalism--has dominated higher education's response to the adaptive challenge. Yet, is corporatization the best possible adaptation? Great benefit could result from higher education leaders collectively examining this question. Adaptive leadership theory and the closely-related complexity leadership theory (e.g., Lichtenstein, 2014) would suggest a nontraditional approach to this examination. In these theories, leaders come from anywhere in an organization and do not plan or direct organizational change. Instead, leaders create conditions that enable the emergence of innovative new order, and three conditions are critical: engagement with the adaptive challenge, divergent thinking, and interaction among individuals. Higher education leaders might use the literature on corporatization to help foster these conditions, but the literature is limited: It describes causes, effects, and views of corporatization but is dominated by conceptual not empirical works and by faculty voices to the near exclusion of others. Therefore, the purposes of this study were two: increase knowledge about views of corporatization held by members of higher education and produce findings leaders could use to foster the three primary conditions for adaptation and emergence. The study used a qualitative approach to the research question: How do higher education leaders think about corpora (open full item for complete abstract)
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    Committee: Carolyn Ridenour Ed.D. (Committee Chair); Molly Schaller Ph.D. (Committee Member); Treavor Bogard Ph.D. (Committee Member); Jill Lindsey Ph.D. (Committee Member) Subjects: Educational Leadership; Higher Education; Higher Education Administration; Organization Theory; Organizational Behavior

  • 3. Quansah, Emmanuel LEADERSHIP AND PRACTICES FOR STRATEGIC ADAPTATION IN SMALL AND MEDIUM-SIZED BUSINESSES

    Doctor of Philosophy, Case Western Reserve University, 2019, Management

    Small and medium-sized businesses (SMEs) are the engines of growth and innovation in many parts of the world, including the United States—yet they face continual challenges to adapt and survive. We designed three sequential explanatory mixed-methods inquiries that consisted of both qualitative and quantitative research projects to explore what adaptive practices, strategies, and decisions are associated with SMEs' successful adaptation. The three phases of research comprised, first, a series of qualitative semi-structured interviews with 32 CEOs and managers; second, a quantitative online survey of 356 entrepreneurs, CEOs, and managers; and finally, a comparative qualitative case study of four SMEs from the U.S. and Canada. The first phase of the study provided five leadership practices that collectively increase a firm's ability to survive difficult periods. The second phase examined the effect of adaptive strategic leadership, adaptive capabilities, and empowerment towards a collective vision on adaptive performance. The results indicate that adaptive capabilities and empowerment have a strong positive effect on adaptive performance. Strategic leadership shows a negative direct effect, but also a positive indirect effect on adaptive performance, mediated by employees' empowerment and adaptive capabilities. The third phase of the dissertation research provided five dimensions of a firm's adaptive practices that operate in combination to produce adaptive change. However, for adaptive success, these practices manifest in various ways in different organizations depending on their particular organizational markets and features. The combination of these three studies provides comprehensive insights into adaptive leadership, adaptive practices, and adaptive strategies associated with SMEs' strategic adaptation. For SMEs, the dissertation provides empirical support for a knowledge-based view of adaptation, and for the theories of dynamic capabilities, emergent s (open full item for complete abstract)
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    Committee: Paul Salipante (Committee Chair); Kalle Lyytinen (Committee Member); Christopher Laszlo (Committee Member); Ted Ladd (Committee Member) Subjects: Entrepreneurship; Management; Sustainability

  • 4. Brown, Robyn Lessons From The Arena: Fragments of My Journey Through Leadership, Conflict, and Culture in Higher Education

    Doctor of Education, Miami University, 2025, Educational Leadership

    Higher education is undergoing a profound transformation, shaped by demographic shifts, economic pressures, and evolving workforce demands. As institutions expand online learning and professional education to adapt, deep tensions have emerged between administrators, faculty, and other stakeholders. These tensions – rooted in questions of governance, institutional mission, academic labor, and the role of the university in the 21st century – have created fractures that often impede progress and erode trust. This dissertation interrogates these tensions through the lens of my lived experiences as a leader navigating the complexities of online learning and professional education in higher education. Using a narrative research approach, I employ Curriculum Fragments (Poetter, 2024), Teacher Lore (Schubert & Ayers, 1992), and narrative points-of-entry (Schultz et al., 2010) to examine key moments of leadership, conflict, and institutional change. Through a series of vignettes, I critically reflect on the struggles and challenges inherent in leading systemic change within a complex and often resistant institutional culture. These narratives are analyzed through multiple theoretical lenses – Adaptive Leadership Theory (Heifetz, 1994), Culture-Based Leadership Theory (Quantz, 2007), Conflict Theory (Collins, 1975), and The Abilene Paradox (Harvey, 1988) – to illuminate the power dynamics, structural constraints, and cultural forces that shape decision-making in higher education. Findings from this research emphasize the necessity of approaching institutional change with cultural awareness, shared governance, and a deep understanding of resistance as a signal rather than an obstacle. The analysis reveals that leadership in higher education must move beyond technical solutions and toward adaptive work – work that engages stakeholders as co-creators of change rather than passive recipients of top-down directives. Further, this study highlights the ways in which facu (open full item for complete abstract)
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    Committee: Thomas Poetter (Committee Chair); Brian Schultz (Committee Member); Guy Parmigian (Committee Member) Subjects: Educational Leadership; Higher Education

  • 5. Vance, Ronald Exploring the Leadership Challenges and Opportunities Experienced by Leaders in Undergraduate Nursing Education

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

  • 6. Gick, Lisa Theoretical Modeling for Curious Leadership and Instrument Development and Validation for Measuring Curious Leader Capacity

    Ph.D., Antioch University, 2023, Leadership and Change

    When curious, we admit we do not know. With the contemporary workplace emerging through increased complexity, leaders are compelled to shift mindsets and practices from more traditional methods to those more in service to the uncertainty of the day. The purpose of this mixed-methods study was to generate an integrated theoretical framework for curious leadership, a validated scale for its measurement, and practical methods for engaging differently in the context and practice of leading. Drawing from the literature review of relational leadership, adaptive leadership, complexity leadership, growth mindsets, and curious behavior, and from my practice, 12 sub-constructs were identified as possible scale components of curious leader behavior. A mixed-methods approach was taken with three differently composed focus groups who reviewed the 12 sub-constructs and honed them to four based on their intersections in Phase 1 of the study. In Phase 2, a survey was thereby developed identifying 66 items for further subsequent appraisal. A finalized survey was undertaken with 274 respondents. From principal and confirmatory factor analysis, four sub-scales were eventually identified: Encourage Emergence, Enable Openness, Engage Experiments, and Honor Humanness resulting in the development of the Gick Curious Leader Capacity Scale. The scale's application and future implications for research and practice are discussed. This dissertation is available in open access at AURA, https://aura.antioch.edu/, and OhioLINK ETD Center, https://etd.ohiolink.edu.
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    Committee: A. E. Lize Booysen DBL (Committee Chair); Carol Baron PhD (Committee Member); Donna Chrobot-Mason PhD (Committee Member) Subjects: Management; Organization Theory; Organizational Behavior; Social Research

  • 7. Huntereece, Amy Shifting Paradigms: Using Action Research to Redefine Engagement in Faith Formation in Unitarian Universalism

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

    The issues that this research addressed were the changes related to engagement in religious education (RE) in the Unitarian Universalist (UU) church in the past several decades. To address this problem, the purpose of this research was to innovatively problem-solve with other religious professionals and consider how to redefine engagement to support families in their faith formation. The research aims to answer the question: How could UU RE professionals more effectively engage families in faith formation opportunities designed to meet the desired outcomes of RE parents/caregivers? To gather data, interviews with seven Millennial and Generation X parents/caregivers from the Baja 4 UU congregations in Southern Arizona were conducted. The interviews were transcribed, coded, and analyzed. The data from interviews provided insight about Gen X and Millennial parents'/caregivers' needs, desires, and expectations and gaps in their RE program, types of multigenerational offerings, and alternative approaches to engagement. A new RE engagement pilot study was designed by a team of innovators and launched for three weeks. Following the pilot study, a summarizing focus group was facilitated. Parents/caregivers had the opportunity to offer additional thoughts, suggestions, and ideas. Together we made meaning of the data from the interviews and focus groups and synthesized it to redefine engagement and offer pedagogical indications for the future of faith formation in the UU church. This dissertation is accompanied by one MP4 file. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd.
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    Committee: Lize (A. E.) Booysen DBL (Committee Chair); Lemuel Watson EdD (Committee Member); Joseph Wegwert PhD (Committee Member) Subjects: Curriculum Development; Demographics; Families and Family Life; Organizational Behavior; Pedagogy; Religious Congregations; Religious Education; Spirituality

  • 8. Melis, Ellen Understanding the Context and Social Processes that Shape Person- and Family-Centered Culture in Long-Term Care: The Pivotal Role of Personal Support Workers

    Ph.D., Antioch University, 2020, Leadership and Change

    This single, exemplar case study explored the context and social processes that shape person- and family-centered culture in a long-term care (LTC) home, using grounded theory and situational analysis for the data collection and analysis. Findings revealed one core dimension: needing to be heard, valued, and understood, and five key roles: personal support workers (PSWs), executive director (ED), senior leadership, nurse managers, and residents and families, which informed five dimensions, each focused on enhancing care for residents: (a) attending to residents' daily care needs (PSWs), (b) advocating strategically (ED), (c) translating vision into programs and policies (senior leadership), (d) ensuring quality of care on the unit (nurse managers), and (e) seeking social connection and meaningful stimulation (residents and families). These interactions left PSWs with little autonomy, feeling rushed, focused on tasks, and prevented from building relationships with residents. The PSW perspective was often missed in decision-making, as decisions were made for this group rather than with them. A complex theoretical model of the interactions and the systemic blind spot they have unintentionally created is presented in the discussion. The results suggest that empowering PSWs is pivotal to improving quality of care in the LTC sector. Further research is needed to determine which methods of empowerment are most meaningful and effective. Future studies could also explore LTC homes of different sizes and with different types of governance, the competencies required by the different roles to foster a person- and family-centered LTC culture, and the criteria for relational practice and leadership in LTC. 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/, and is accompanied by one supplemental file.
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    Committee: Elizabeth Holloway PhD (Committee Chair); Donna Ladkin PhD (Committee Member); Madelyn Law PhD (Committee Member) Subjects: Gerontology; Health Care; Health Care Management; Organizational Behavior

  • 9. Duman, Lloyd Developing a Resilience-Thinking Leadership Mindset Scale

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

    The purpose of this study was to develop a resilience-thinking leadership mindset construct and scale. Although literature exists on developing resilience and relational leadership theories, very little research and literature address a resilience-thinking mindset as a leadership strategy. This study represents an initial step in filling this gap. This research project was the initial phase toward the development of a resilience-thinking leadership mindset (RTLM) scale. I used a mixed-methods approach which was divided into three stages. Stage 1 involved the development of the scale items and assessment of both face and content validity to revise the original scale. Stage 2 comprised conducting a pilot study and employing statistical analysis to assess the construct validity, which included an exploratory factor analysis and a partial confirmatory factor analysis (PCFA). The factor analysis revealed a two-factor solution with inter-item Cronbach's Alphas of .936 for Factor 1 and .906 for Factor 2. The PCFA revealed a CFI of .964. Stage 3 entailed giving the refined RTLM scale to leaders in field of resilience management to further interpret and refine the scale's factors and items. This scale will be useful to practitioners, researchers, and organizations that are interested in advancing resilience-thinking, mindful organizing, and adaptive governance. 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/
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    Committee: Mitchell Kusy Ph.D (Committee Chair); Donna Chrobot-Mason Ph.D (Committee Member); Elizabeth Holloway Ph.D (Committee Member) Subjects: Business Administration; Business Education; Educational Leadership; Higher Education Administration

  • 10. Barkouli, Al Organizational Leaders' Experience with Fear-Related Emotions: A Critical Incident Study

    Ph.D., Antioch University, 2015, Leadership and Change

    This study used the Critical Incident Technique (CIT) to better understand how organizational leaders experienced fear-related emotions. Through semi-structured interviews, fifteen executive leaders, mainly chief executive officers (CEOs), shared their experiences in response to threatening, risky, or dangerous incidents. In addition to a phenomenological understanding of the experience, participants illuminated the role that fear-related emotions play in leader decisions, how these emotions influence leader-follower relationships, the impacts of fear-related emotions on leaders' health and well-being, and the ways leaders managed their experience with fear-related emotions including the role courage played. Leaders often faced threats, risks, or dangers (stimuli) from within the organization itself and from the external organizational environment. The fear of not-knowing enough or not being good enough (self-doubt) and the fear of loss that often accompanies change were experienced the most by these leaders. The participants decided between a fear-focused (maladaptive) strategy and an incident-focused (adaptive) strategy when they were susceptible to a threatening, risky or dangerous stimulus. Leader efficacy was the key to a leader's choice, where strong leader efficacy resulted in adaptive decisions and weak leader efficacy resulted in maladaptive ones. In the follower-leader relationship, the participants often suppressed their fear-related emotions by using surface or deep acting, which at times affected leader authenticity and trust. Leaders experienced serious to mild health and well-being effects as a result of the emotional experience, while leaders who used suppression techniques experienced more serious health impacts. Supportive relationships, practicing mindfulness, and a leader's personal courage, including the courage to be emotionally vulnerable, played an important role in how leaders managed fear-related emotions. This study has important implicati (open full item for complete abstract)
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    Committee: Alan Guskin Ph.D. (Committee Chair); Jon Wergin Ph.D. (Committee Member); Philomena Essed Ph.D. (Committee Member); Michael Bassis Ph.D. (Other) Subjects: Management; Organization Theory; Organizational Behavior; Psychology

  • 11. Davis, G. Exploring the Effects of Ex-Prisoner Reentry on Structural Factors in Disorganized Communities: Implications for Leadership Practice

    Ph.D., Antioch University, 2014, Leadership and Change

    The purpose of this study is to explore the way(s) in which the disproportionate return of ex-prisoners to socially and economically disadvantaged communities impact(s) specific community structural factors identified in the study. After three decades of withstanding the enduring effects of the mass incarceration, communities stand at the edge of a new era. Economic realities, and the failure of policies designed to deter crime through imprisonment are rapidly ushering in an era of mass prisoner reentry. The complexity of the challenges surrounding the successful integration of offenders to communities requires a new leadership paradigm for justice leaders. This study posits that communities are complex adaptive systems and examines the applicability of complexity leadership theory to the interactive impact of prisoner reentry. Existing academic literature is replete with research examining the ability of community institutions to ease the transition of citizens returning home from prison and contributing to their ability to achieve success within the community. Additional studies have identified the negative effects of mass incarceration on elements or structural factors often define the viability of a community. These include, but are not necessarily limited to: employment, crime, poverty, and family relationships. This study builds upon previous academic research in the area of prisoner reentry. It steps in a new direction that focuses on the impact the concentrated return of ex-prisoners exerts on elements that contribute to the collective efficacy of neighborhoods. In order to effectively examine the interactive or reciprocating impact of prisoner reentry, a mixed methodological approach using both qualitative and quantitative research, situated in a case study, is employed. The research design incorporates the constructed realities of those experiencing the interactive impact of reentry and provides a statistical analysis of the attitudes of a broad representa (open full item for complete abstract)
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    Committee: Lize Booysen DBL (Committee Chair); Carol Baron PhD (Committee Member); Edward Rhine PhD (Committee Member); Morris Jenkins PhD (Other) Subjects: Criminology; Families and Family Life; Public Administration; Public Policy; Rehabilitation; Social Research; Urban Planning

  • 12. Etienne, Leslie A Historical Narrative of the Student Nonviolent Coordinating Committee's Freedom Schools and their Legacy for Contemporary Youth Leadership Development Programming

    Ph.D., Antioch University, 2012, Leadership and Change

    During what became known as the Mississippi Freedom Summer of 1964, the Student Nonviolent Coordinating Committee (SNCC) established alternative temporary summer "Freedom Schools" in communities throughout the state. SNCC was a civil rights organization led by young, mostly African American college students and ex-students that worked against racial discrimination during the Civil Rights Movement. In 1963, they were poised to lead Freedom Summer, a massive effort that aimed to transform the brutal white dominated power structure of Mississippi, a stronghold of extremely violent southern racism. During the planning for Freedom Summer, SNCC field secretary Charles Cobb suggested that the summer project add Freedom Schools as a component for Mississippi's underserved black youth to go along with the mass voter rights and anti-discrimination efforts being planned. The unique aspect of the Freedom Schools would be that the curriculum went beyond the traditional school subjects by utilizing discussion as a way to form critical questions about Mississippi's social, political and economic structure. The questioning attitude would then be utilized to motivate the students to participate in voter registration drives and civil disobedience with the purpose of exposing them to their own importance in the fight for social change. This dissertation focuses on capturing the narrative story of the Freedom School's origins, planning, and daily operations as they relate to servant leadership, group-centered leadership, and leadership while under extreme duress. The narrative story will then be used to identify the Freedom School's legacy as a model for contemporary youth leadership development programming in school-aged out of school (after school) settings. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd
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    Committee: Stewart Burns PhD (Committee Chair); Philomena Essed PhD (Committee Member); Carter J. Savage PhD (Committee Member); Wesley Hogan PhD (Other) Subjects: African American Studies; African Americans; Black History; Black Studies; Education; Pedagogy

  • 13. Milligan, Dorothy Homeless Mothers as Parent Leaders

    Ph.D., Antioch University, 2012, Leadership and Change

    Presents a qualitative study examining the general conditions that lead to single mother homelessness and the impact of being homeless on their ability to parent effectively, based on interviews with mothers who are clients of First Place, a Seattle, Washington, social service agency. The purpose of the study is to identify different paths of life stabilizing strategies and parenting of women who have been in touch with the same agency. The research attempts to determine how the mothers achieved stability amid daily stress through examination of how the stories reflect decisions, initiatives, and commitments that helped them reach a level of stability in their lives and those of their children. In this context, characteristics, traits, and/or themes that make them parent leaders, and how they advocate for their children's education, are explored. The nature of the research question fits the qualitative framework as it allows for the collection of stories to secure details of the experience of each individual. Specifically, biographical and narrative inquiry methods are used to seek the parent's first-person account of her story, or her self-construction, within a current social context. A narrative format with open-ended questions encourages the narrators to speak their story in their own words. The selection of a qualitative framework is based in large part on the fact that such methods are effective in encouraging marginalized voices traditionally silenced or distorted to be heard within a current social and historical context. The electronic version of this dissertation is available through the OhioLink ETD Center at http://ohiolink.edu/etd
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    Committee: Philomena Essed PhD (Committee Chair); Stewart Burns PhD (Committee Member); Janie Victoria Ward EdD (Committee Member); Prudence L. Carter PhD (Other) Subjects: Families and Family Life; Social Psychology; Social Research; Womens Studies

  • 14. Light, Mark Finding George Bailey: Wonderful leaders, wonderful lives

    Ph.D., Antioch University, 2007, Leadership and Change

    He is underpaid and overworked, his organization lives from payroll to payroll with an overtaxed and underpowered staff and a contentious board of directors. He sacrifices for the mission, but is frustrated about forgone personal dreams. He is George Bailey, the central character in Frank Capra's film It's a Wonderful Life and he practices Leadership for Good by being a mission centered, visionary, results driven, and adaptive difference maker. Through a construct-building non-generalizable mixed methods study with two concurrent, but independent phases—instrumental case study and Delphi—this study searched for real-life Baileys, to test whether or not Leadership for Good extends beyond the silver screen, to see whether or not life imitates art. The results supported all five propositions, although certain elements within the propositions were refuted and new elements substantiated. In addition to gaining a deeper understanding of the Leadership for Good construct, enriching the literature about nonprofit leadership, and reinforcing the usefulness of mixed methods research including Delphi technique, the study suggested that there were two primary types of leaders—those with a bias for growth and those with a bias for execution—who delivered equally superior financial results to the bottom line. As part of this finding, it appeared that these leaders practiced situational leadership in the here-and-now, but used contingency leadership over the long run to gravitate to preferred contexts—growth or execution—that corresponded roughly to periods of evolution and revolution. Other implications of the study were the reinforcement of the centrality of mission at the personal and organization levels, a more comprehensive understanding about what causes stress for those who practice Leadership for Good, and the ways in which leaders think about change. The electronic version of the dissertation is accessible at the OhioLINK ETD center http://www.ohiolink.edu/etd/.
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    Committee: Jon Wergin (Advisor) Subjects:

  • 15. Krantz, Mindy Practical Strategies for ERP Success: Analyzing Lived Experiences of Leaders at Two-Year Community and Technical Colleges in the Upper Midwest

    Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

    The enterprise resource planning (ERP) industry is a billion-dollar software industry with two prominent higher education ERP companies bringing in a combined $14.27 billion the third quarter of their 2024 fiscal years (Oracle, 2023; Workday, 2023). ERP systems stemmed from materials resource planning (MRP) systems in the manufacturing industry (Jacobs & Weston, 2006; Lowson, 2002; Nowak, 2021) and were designed to mitigate risk, centralize data, and create consistency (Albarghouthi et al., 2020; Alhazmi et al., 2022; Kumar et al., 2022; Liu et al., 2023; Rubel et al., 2023). Multiple sources indicate that the failure rate of ERP systems within higher education institutions (HEIs) surpasses that of other sectors, which is why it is essential to examine critical success factors of ERP implementations (Albarghouthi et al., 2020; Alhazmi et al., 2022; Kajbaje & Kamatchi, 2022; Skoumpopolou et al., 2022; Soliman & Noorliza, 2020). This study aimed to explore the practical strategies for ERP success by analyzing lived experiences of leaders at two-year community and technical colleges in the upper Midwest. The exploration was achieved by conducting a qualitative phenomenological study that consisted of semi-structured interviews with 12 leaders at three sites. There were eight interview questions; two were introductory demographic questions. There were six detailed interview questions, with two specifically addressing the research question, and four designed to lead participants into a more in-depth analysis of factors related to leadership approaches and ERP project success factors. Interviews were conducted via Zoom and in-person, based on the participants' preferences. The interview transcriptions were analyzed via Atlas.ti using a thematic coding approach resulting in four themes: (1) project and change management, (2) strategic guidance, (3) resource alignment and allocation, (4) vendor and software. Theme one is comprised of eight sub-themes covering specifics abou (open full item for complete abstract)
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    Committee: Patrick Bennett (Committee Chair); Yuerong Sweetland (Committee Member); Tarae Terry (Committee Member) Subjects: Educational Leadership; Educational Software; Educational Technology; Higher Education

  • 16. Schramm, Dorothy Factors that Contribute to a Successful Implementation of a Comprehensive Institutional Effectiveness Plan in a Higher Education Institution

    Doctor of Business Administration (D.B.A.), Franklin University, 2023, Business Administration

    This research deployed a predictive model to determine the influence of the factors of communication, culture, leadership, assessment, and innovation on successful implementation of an integrated institutional effective (IE) plan. Increasingly, accrediting agencies are requiring higher education institutions (HEIs) to implement integrated IE plans; however, this tends to be the greatest area of failure in accreditation reviews. The research relied on literature to establish the five characteristics of administration in HEIs that aid in creating a successful IE plan. The study examined HEIs as complex adaptive systems (CAS) that integrate the independent variables toward achieving an integrated IE plan. Using multivariate logistic regression, the study examined the relationship between and among communication, culture, leadership, assessment, and innovation and their combined effect on implementing IE plans. This survey-based quantitative research created a predictive model for the successful implementation of an integrated IE plan in higher education. The study demonstrated that there is a statistically significant relationship between the combined independent variables of communication, culture, leadership, assessment, and innovation and a positive outcome on an IE plan implementation. The analysis also revealed that not all variables contributed equally with the variables of leadership and assessment not statistically significant within the model.
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    Committee: Gary Stroud (Committee Chair); John Nadalin (Committee Member); Charles Fenner (Committee Member) Subjects: Business Administration; Higher Education; Higher Education Administration

  • 17. Johnson, Matthew Systems Informed Missional Experimentation: Finding Love at the Laundromat

    Doctor of Ministry, Methodist Theological School in Ohio, 2023, Practical Studies

    This thesis explores the question, "How can an established congregation engage with Bowen Family Systems Theory to reveal hidden emotional processes that impact missional adaptive change?" The research took place in the context of a mid-sized Presbyterian Church (USA) congregation founded in 1851.The project utilized a Participatory Action Research (PAR) model with elders from the congregation serving as a research team along with the congregation's pastor as lead researcher. Four rounds of PAR research identified 1) a missional adaptive challenge for the congregation, 2) features of the congregation's emotional system in times of change, 3) features of the elders' nuclear family emotional systems in times of change, and 4) a systems informed missional experiment called "Laundry Love Day." This experiment incorporated what was learned about the emotional systems of the congregation and elders in order to more successfully address the missional adaptive challenge. Research was adapted midway to accommodate the COVID-19 pandemic. The project successfully demonstrated the potential benefits and difficulties of incorporating Bowen Family Systems Theory in missional adaptive change efforts. This research opens the door to further studies exploring the confluence of Bowen theory and missiology.
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    Committee: Dr. Emlyn Ott (Advisor); Dr. Paul Kim (Advisor) Subjects: Organizational Behavior; Religion; Religious Congregations; Theology

  • 18. Feinberg, Jane Being and Becoming Across Difference: A Grounded Theory Study of Exemplary White Teachers in Racially Diverse Classrooms

    Ph.D., Antioch University, 2023, Leadership and Change

    Of the roughly 3.5 million public school teachers in the United States, approximately 80% are White. In contrast, about 51.7% of the nation's students are African American, Hispanic, Asian, and American Indian. This mismatch is expected to grow as the number of BIPOC students in our nation's public schools continues to increase. Studies have shown that strong positive relationships are essential for learning, but often, the relationships between White teachers and BIPOC students are strained at best, leading to poorer learning outcomes. The purpose of this Constructivist Grounded Theory study was to explore an understudied question: How do White teachers who have been deemed exemplary by educators and parents of Color perceive their relationships and experiences with BIPOC students in an educational system and a society that often marginalizes them? Open-ended interviews were conducted with 19 middle and high school teachers in Massachusetts. Dimensional analysis revealed Being-and-Becoming Across Difference as the core dimension. Five primary dimensions were identified: Reflecting, Relating, Embodying Humility, Affirming Culture, and Holding Hope. Results of this study suggest that significant changes are needed in the recruitment and hiring of White teachers and that pre-service and in-service professional development must support White teachers in far more robust and sustaining ways than currently exist. This dissertation is available in open access at AURA, https://aura.antioch.edu/, and OhioLINK ETD Center, https://etd.ohiolink.edu.
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    Committee: Elizabeth Holloway PhD (Committee Chair); Harriet Schwartz PhD (Committee Member); Maureen Walker PhD (Committee Member); Christine Sleeter PhD (Committee Member) Subjects: Curriculum Development; Education; Education History; Education Policy; Educational Leadership; Educational Psychology; Educational Theory; Ethnic Studies; Inservice Training; Middle School Education; Minority and Ethnic Groups; Multicultural Education; Pedagogy; Personal Relationships; Psychology; Secondary Education; Social Psychology; Social Research; Sociology; Teacher Education; Teaching

  • 19. Bowler, John Organizational Resiliency: How A Midwest Community College Managed Student Success During the Covid-19 Pandemic

    Doctor of Business Administration (D.B.A.), Franklin University, 2022, Business Administration

    The COVID-19 pandemic has challenged student success and the ability of colleges to deliver the education students need for the workplace. The purpose of this qualitative dissertation case study was to investigate how the organizational resiliency of a Midwest community college impacted student success during the COVID-19 pandemic by examining the contributions of static and dynamic resiliency characteristics and dimensions. Exploration and analysis of the resilient characteristics and dimensions of student success focus on the key factors of instructional modality, instructor-student engagement, and socioeconomic influences. Conclusions are based on thematic analysis of semi-structured interviews with the college's senior leaders triangulated with information from public documents and a student survey. The researcher concludes that the college's static resiliency components of solid planning and infrastructural preparation for probable events, a longstanding collaborative commitment to achieving key elements of student success, and effective internal communication processes produced the robust capacity for flexibility and innovation that distinguishes dynamic resiliency. Innovations that accelerated decision processes, faculty and staff encouraged to experiment based on regular feedback, and energetic action on non-academic stresses had positive effects on student success during the COVID-19 pandemic. One result was that for the fiscal year 2021-2022, the college awarded the highest number of degrees in its history to all students and to African American males, with 99 percent of students rating the quality of their education as good to excellent.
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    Committee: Charles Fenner (Committee Chair); John Nadalin (Committee Member); Gary White (Committee Member) Subjects: Business Administration

  • 20. Jefferson-McDonald, La'Shelle What Factors in the Life Experience of African Americans Cause Them to Comply with or Confront Law Enforcement Officers?

    Ph.D., Antioch University, 2022, Leadership and Change

    Widespread availability of cell phones has given most Americans the ability to record events as they happen. This has included recordings of increasing instances of police brutality directed at African Americans by White officers, including the shooting and killing of unarmed People of Color, particularly males. With such encounters being recorded and widely viewed by the general population, there is an increased need to focus on stopping this serious social problem. This study gives historical context on how this came about, what common stereotypes are associated with African Americans, and examples of several cases where unarmed African Americans were killed by White police officers. This study examines two theories which could offer possible solutions as to how society can begin to correct this social problem: first, differential association theory, “the view that people commit crime when their social learning leads them to perceive more definitions favoring crime and deviance than favoring conventional behavior” (Siegel, 2015, p. 174). The second explanatory and normative theory is adaptive leadership. To be adaptive, an individual's behaviors must adjust specifically to each situation. Different interactions usually require a different pattern of leadership behavior (Yukl & Mahsud, 2010). African Americans need to learn to adapt their behavior during police encounters in order to defuse the situation. This study used a mixed methods methodology. The instrument for the study was an online questionnaire completed by 121 respondents. Results showed considerable promise for improving the relationship between People of Color and police officers through training for both parties using adaptive leadership and compliance as a guide. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center, (https://etd.ohiolink.edu).
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    Committee: Lize A.E. Booysen DBL (Committee Chair); Carol Baron PhD (Committee Member); Denise Huggins PhD (Committee Member) Subjects: African Americans; Black Studies; Criminology; Social Structure