Doctor of Philosophy, The Ohio State University, 2019, Arts Administration, Education and Policy

The purpose of this dissertation is to provide an intrinsic case study investigation of The City of Miami Beach and Miami - Dade County Public School's Education Compact. The Education Compact provides a model of how school districts are using innovative educational governance strategies to improve failing and low performing schools. The impetus for the design and instigation of The Education Compact was to address the rapidly growing changes in 21st century demographics of The City of Miami Beach and Miami-Dade County. The underlying goals of this case study are not to build theory, but to provide context-specific knowledge, and provide a detailed example and understanding of the intrinsic value of The City of Miami Beach and Miami-Dade County Public School Education Compact.

Committee: Candace Stout (Committee Chair); Joni Acuff (Committee Member); Wayne Lawson (Committee Member); James Sanders (Committee Member) Subjects: Art Education; Arts Management; Curricula; Curriculum Development; Demographics; Education; Education Policy; Educational Evaluation; Educational Leadership; Minority and Ethnic Groups; Multicultural Education; Organizational Behavior

Doctor of Education, University of Akron, 2010, Educational Leadership

This study examines the system of crisis leadership in higher education. Using case study methods, five crisis leadership participants were interviewed to develop a deep understanding of how they perceive their university crisis leadership system. Two participants were from a private institution, and three were from a public institution. Higher education factors that contribute to and detract from effective crisis leadership were found, as well as training aspects that contribute to and detract from effective crisis leadership processes. The case studies were analyzed using a cross- comparison method, and also according to a framework drawn from the research literature related to leadership, training, and crisis. The findings suggest a new practical model for use in higher education crisis leadership.

Committee: Sharon Kruse Dr. (Advisor); Sandra Coyner EdD (Committee Member); Xin Liang PhD (Committee Member); Megan Moore Gardner PhD (Committee Member); Robert C. Schwartz PhD (Committee Member) Subjects: Education; Education Policy; Educational Evaluation; Educational Leadership; Higher Education; Higher Education Administration; Inservice Training; Occupational Health; Political Science; School Administration

Master of Arts, The Ohio State University, 2024, Educational Studies

INTRODUCTION: Emotional intelligence (EQ) and good leadership are two crucial characteristics of an effective physician. Most leadership experiences during residency training are as a senior resident overseeing interns or during mock code simulations. As a modifiable skill, it is important to assess a trainee's leadership skills and their perspective to help them gain insight to their strengths and weaknesses. As fundamental feature of effective leadership, emotional intelligence is essential for physician practice especially in highly charged situations. Simulation has been proposed as an effective setting to perform EQ evaluation but not yet trialed. Thus, the purpose of this study was to discover the relationship between leadership skills during simulated scenarios and emotional intelligence. METHODS: Pediatric trainees performed a simulated resuscitation scenario. Crisis Resource Management (CRM) skills were scored by the instructor and trainees performed a self-evaluation both using the Resuscitation Team Leader Evaluation (RTLE). A performance gap analysis was performed, comparing the self-assessment to the instructor's. Next trainees completed the Trait Emotional Intelligence Questionnaire (TEIQue) which was then compared to their CRM and performance gap analysis with a canonical correlation analysis. RESULTS: Trainees who led simulations included 58 residents and 20 fellows and 26 of those trainees completed the TEIQue. Trainees inaccurately assessed CRM skills with average gap of 3 points. Resident trainees overestimated their CRM skills while fellows underestimated theirs with mean gaps +4 and -3.5 respectively, with larger gaps in the areas of communication and future needs anticipation. In addition thee were a mix of positive and negative correlations between EQ and the CRM skills & gap analysis. CONCLUSION: Pediatric trainees inaccurately assessed their team leadership skills. Certain areas of trait EQ do correlate with CRM skills. Further stu (open full item for complete abstract)

Committee: John Mahan (Committee Member); David Stein (Advisor) Subjects: Adult Education; Educational Evaluation; Health Care; Higher Education; Medicine

DNP, Otterbein University, 0, Nursing

Within the operating room (OR), identifying deteriorating patient conditions and effectively communicating are essential to delivering safe and efficient care. Although rare, the critical nature of emergent events necessitates early recognition and prompt intervention by an experienced anesthesia provider. The complexity of emergency management is often related to diagnostic ambiguity, individual provider experience, and disruptions of the fast-paced OR environment, requiring appropriate training methods for proficient execution. However, student registered nurse anesthetists (SRNAs) often lack sufficient exposure to emergent clinical scenarios, leading to delayed intervention and diminished confidence during crisis management. An evidence-based simulation education guideline for intraoperative emergency management was developed following a comprehensive literature review. This project aims to implement evidence-based practice guidelines for crisis resource management education using simulation for nurse anesthesia students in central Ohio. The evidence suggests that simulation learning effectively improves recognition of deteriorating patient conditions, critical decision-making, interdisciplinary teamwork, and student confidence.

Committee: Dr. Brian Garrett (Advisor) Subjects: Education; Educational Theory; Health Care; Health Care Management; Health Education; Nursing

Doctor of Education (Ed.D.), Bowling Green State University, 2022, Leadership Studies

Colleges and universities with residence halls on their campuses are home to a myriad of crises that can occur any day and at any time. These crises occur at a much greater frequency and are often the responsibility of entry-level residence life crisis managers that often have the least amount of crisis management experience on campus. The purpose of this study was to utilize a mixed-methods approach to discover the environmental influences, crisis characteristics, and aspects of self that inform how entry-level residence life crisis managers perform their crisis management duties. Eleven entry-level crisis managers from a large public university in the Midwestern United States provided written responses and participated in interviews to share how their response to crises were informed by the crisis itself, the environment, and themselves. The qualitative data were coded into 39 individual codes, which were brought together into four core categories of findings: 1) Characteristics of the Crisis; 2) Characteristics of the Environment; 3) Characteristics of the Crisis Manager; and 4) Coordinating with Others. The qualitative findings were reviewed by a panel of nominated experts in residence life crisis management from the Great Lakes Association of Colleges and University Housing Officers (GLACUHO) through a Delphi study, a multi-round survey where participants rated their level of agreement to the extent that each code does and should inform crisis management. The insights from the qualitative participants along with the points of agreement and disagreement from the expert panel carry implications for practitioners when it comes to training staff and working with crisis stakeholders, as well as for future researchers in terms of how residence life crisis management is discussed and researched moving forward.

Committee: Patrick Pauken J.D., Ph.D. (Advisor); Kefa Otiso Ph.D. (Committee Member); John Buck D.Mgt. (Committee Member); Christy Galletta Horner Ph.D. (Committee Member); Chris Willis Ed.D. (Committee Member) Subjects: Higher Education Administration