University of Maryland University College: UMUC Digital Repository
Not a member yet
6660 research outputs found
Sort by
In Search of Stability: The Effects of Custodial Grandparenthood on the Family
No full textIn modern times, the definition of “family” has morphed into something that is a far cry from the traditional model. A correct definition of family does not truly exist. Rather, there are a multitude of relationships that weave themselves together to form a small community that is unique to every individual. A particular group, referred to as “grandfamilies” (Pilkauskas & Dunifon, 2016) has been under observation since the early 1990s. Research into this growing issue has been conducted to help healthcare professionals, social workers, policymakers, and social scientists better understand the nature of these families in which grandparents have taken on the role of parents to their grandchildren, whether formally (under legal custody) or informally (not under legal custody). Grandfamilies often struggle with financial stability, health problems, isolation, and communication. While the literature on the topic coincides in most areas, it is important to take into consideration how grandfamilies have changed over the years, how grandfamilies differ from the typical family, and what the experts consider to be the path to a better future.Running Head: IN SEARCH OF STABILITY
In Search of Stability: The Effects of Custodial Grandparenthood on the Family
Briana Benson
Major: Social Science
Email: [email protected]
IN SEARCH OF STABILITY 1
Introduction
In modern times, the definition of “family” has morphed into something that is a far cry
from the traditional model. A correct definition of family does not truly exist. Rather, there are a
multitude of relationships that weave themselves together to form a small community that is
unique to every individual. A particular group, referred to as “grandfamilies” (Pilkauskas &
Dunifon, 2016) has been under observation since the early 1990s. Research into this growing
issue has been conducted to help healthcare professionals, social workers, policymakers, and
social scientists better understand the nature of these families in which grandparents have taken
on the role of parents to their grandchildren, whether formally (under legal custody) or
informally (not under legal custody). Grandfamilies often struggle with financial stability, health
problems, isolation, and communication. While the literature on the topic coincides in most
areas, it is important to take into consideration how grandfamilies have changed over the years,
how grandfamilies differ from the typical family, and what the experts consider to be the path to
a better future.
How Have Grandfamilies Changed?
In 1991, an estimated 3.3 million children were reported to be living with their
grandparents in the United States, up 44% from data taken in 1980 (Saluter, as cited in Jendrek,
1993). As of 2014, an estimated 4.5 million grandchildren were living under grandparent care
(Dunifon, Ziol-Guest, & Kopko, as cited in Taylor, 2018). The problem seems to be persistently
on the rise, and it may be due to an increase in the conditions that typically cause children to be
separated from their parents – the most common of all being substance abuse. The most
widespread reasons for parent-absent homes have not changed much over the last 25 years. Other
common reasons listed in Peterson and Starks (2014) included parental death, incarceration,
IN SEARCH OF STABILITY 2
teenage pregnancy, poverty, neglect, and child abuse. Therefore, it does appear that there is a
correlation between the increasing of issues such as these and the need for grandparents to take
on the parenting role. Roe and Minkler (1999), however, provide another possible reason for an
increase in custodial grandparenthood. They cite the Supreme Court case, Youakim v. Miller
(1979): “…which upheld a lower court's decision that federal foster care benefits could not be
denied to kinship caregivers who were otherwise eligible just because they were relatives.” (Roe
& Minkler, 1999, para. 6). Before this case, it seems likely that grandparents would have been
unable to afford to formally care for their grandchildren without at least some of the financial
support and benefits given to foster care families. Although this decision was an important one,
Roe and Minkler (1999) acknowledge that the case cannot solely explain the sizable increase in
informal grandfamilies who would not be receiving this financial support.
Comparative Studies
Sometimes it is helpful when learning about a topic to compare it to another, allowing the
similarities and differences to be clearly visible. When studying custodial grandparenthood,
many researchers have taken the opportunity to compare grandfamilies with other types of
families they have observed. Some researchers benefited from comparing families with formal
custody to those with an informal arrangement. Taylor, Marquis, Coall, and Werner (2018)
found that those with an informal childcare arrangement did not feel as emotionally close to their
grandchildren as those with formal custody did. Similarly, Jendrek (1993) compared families in
which grandparents had either legal custody or an informal arrangement with grandparents who
only provided day-care for their grandchildren. The main difference observed between the
groups was in the heaviness of the caring burden, and each arrangement had its own strengths
and weaknesses (Jendrek, 1993). Pilkauskas and Dunifon (2016) chose to compare grandfamilies
IN SEARCH OF STABILITY 3
to other families with some particular similarities, like “…the average urban mother, the average
urban father, the nonresident parents with whom the children previously resided, and other
disadvantaged urban children” (p. 624). Interestingly, Pilkauskas and Dunifon’s (2016) study
revealed that even though grandfamilies shared many characteristics with other families,
grandfamilies fared better overall in terms of economic and social advantages than the other
observed groups.
What Are the Challenges Grandfamilies Face?
Much of the literature on custodial grandparents focuses on the numerous and often
specialized needs that are faced in the home, at school, and in the community. Grandparents’
needs have remained the major focus, but the specific needs have differed slightly from study to
study. The differences could be partially because of the methods used in the studies, which is
mostly analysis of interviews given by groups of grandparents. For example, Jendrek (1993)
found that the families interviewed experienced a significant amount of role strain. According to
the theoretical framework of Jendrek’s study, most custodial grandparents’ situations occurred
unexpectedly and during a time in which their everyday roles would have normally been much
less stressful. In addition, grandparents’ support systems such as friendship networks may not
remain intact during such complicated transitions (Jendrek, 1993).
To expound on the concept of role strain, Taylor et al. (2017) stated that the problem is
often so severe that caregivers may be forced to reevaluate their previously highly-prioritized
roles, such as their jobs; they may have to reduce their hours or give up a job completely. Taylor
et al.’s participants also stated that despite the strain, they refused to compromise the quality of
care they were giving to their grandchildren. For the children, this is good news. However, so
IN SEARCH OF STABILITY 4
much necessary time and energy spent in one area almost always proves detrimental to the
caregiver’s physical and mental health to some degree.
The primary concerns for grandparent-led families include increasing age, medical
conditions that may have been present before taking on the caregiver role, as well as access to
mental health resources. As noted by Peterson and Starks (2014), these concerns are even more
evident in families living in rural areas. Not only are services less easily accessible physically in
rural areas, families taking advantage of them are sometimes viewed negatively (Peterson &
Starks, 2014). The importance of maintaining one’s physical and mental health is critical for any
person, and this is especially true for those in a caretaker position. Along with mental health
services, respite care (e.g. hiring a babysitter) is a useful option that often goes unconsidered.
Resistance to hiring babysitters usually comes down to affordability, but it is frequently deeper
than that. Interviewees cited reasons such as not wanting to leave a child with a stranger and fear
of reigniting a sense of abandonment in the child (Peterson & Starks, 2014).
Since many children who find themselves in this complicated guardianship scenario are
young and impressionable, certain concerns have been raised for their academic, social,
emotional, and behavioral wellbeing. When given a survey, several areas of concern were
brought up by school personnel (Peterson et al., 2019). Depending on the circumstances, students
often feel rejected by their parents, and whether they will return to a typical family structure
someday may be unclear, although most grandparents expect to raise their grandchildren into
adulthood (Peterson et al., 2019, p. 204). Students’ attention and motivation to learn may be
scarce in the midst of this uncertainty. School guidance counselors pointed out that behavioral
issues may be a result of inconsistent discipline and differing parenting styles between parents
and grandparents. Overall, it appears that the research shows a desire on the part of school staff
IN SEARCH OF STABILITY 5
to help. However, there does seem to be a lack of knowledge about what the best approach is to
offer such help.
What Are the Strengths of Grandfamilies?
Even though a large portion of research on the effects of custodial grandparents’ health
concentrates on the risk factors, there is a surprising amount of literature that counteracts that
notion with a host of both physical and mental benefits to be gained. A mixed-method study by
Taylor, Marquis, Coall, and Werner (2018) revealed that even with all of the hardships
associated with custodial grandparenthood, it is a deeply emotionally fulfilling role. In the
interview portion of the Taylor et al. (2018) study, these are the things grandparents liked the
most about their roles as caregivers: the ability to provide security, mentoring, shared activities,
reciprocal affection, revitalization, maturational growth, and achievement gratification. Aside
from the emotional benefits, Taylor et al. (2019) also noted that previous literature points to
increased physical and mental stamina resulting from having a child in the home. Survey
participants said that their grandchildren kept them feeling young and active in addition to
fostering what researchers call “intergenerational learning” that connects the old and young via a
synergetic relationship (Taylor et al., 2019, p. 99). There is older research to support these claims
as well. A participant in Jendrick’s (1993) study asserts that her new role inspires her to stay
active, saying:
I feel I need to keep myself physically fit and healthy because someone needs to be here
to take care of my grandchild. I think my husband must feel that way too. He's a smoker
and . . . he's trying to quit. (p. 616)
IN SEARCH OF STABILITY 6
Because of responses such as the ones in Jendrick’s (1993) study, it is clear that there are
benefits to be found in performing the custodial grandparent role that include both physical
fitness and mental acuity.
Ways to Reach “Stability”
As the physical and mental health of grandfamilies remains a top concern, many have
focused their work on creating programs that spread awareness and promote self-care. Taylor et
al. (2018) urged healthcare professionals to remind grandparents of the health rewards to be
found in long-term caregiving. Lee and Blitz (2016) developed an awareness project called
“We’re GRAND” with the intention of showing that “…there are emotional and psychosocial
benefits to raising grandchildren that can improve the custodial grandparents’ overall sense of
purpose and well-being” (p. 388). The program utilized role theory to help aid grandparents
develop healthier homes in which grandchildren were supported fully and where grandparents
felt validated and integrated in their local communities.
In a similar project, Cox (2014) developed a program meant to empower and educate
grandparent caregivers about parenting as well as to connect them with others through a series of
classes. These classes covered topics such as behavioral issues, legal issues, and advocacy.
Because program classes were offered at a university, Cox stated that “…being part of the
university is a factor that strengthens self-esteem and a sense of competency” (p. 165). After the
program, grandparents were more confident, which allowed for their improved advocacy and
involvement in local politics (Cox, 2014).
Finally, grandfamilies desperately need the understanding and cooperation of school
personnel to keep students from falling behind during difficult life transitions. The main problem
IN SEARCH OF STABILITY 7
is that there just is not enough training given to teachers and staff about how to help
grandfamilies, so many times they are treated no different than the average family (Peterson et
al., 2019). To help combat this issue and bridge the gap between schools and grandfamilies,
Peterson et al. (2019) suggests the involvement of school social workers would be fitting, as they
are better equipped to suit the needs of unique family structures.
Over the last 20 years or so, the literature on grandfamilies has not changed much in
content. Consistency in research is not necessarily a bad thing – rather, the research has simply
become more deeply conducted with the passage of time. Though there are special things to take
into consideration when looking for ways to improve the lives of grandfamilies, one must be
careful not to contribute to the stigma by thinking of these families as broken or problematic
(Landry-Meyer, 1999). Instead, research asserts that the problems lie more within the system that
often overlooks grandfamilies and does not consider their needs as valid. However, in the face of
hard times, these families typically develop incredibly strong bonds with one another and
provide each other with mutual love and fulfillment. This situation can only improve with more
research, education, and consideration by those with the ability to make a difference on both
macro and micro levels.
IN SEARCH OF STABILITY 8
References
Cox, C. (2014). Personal and community empowerment for grandparent caregivers.
, 17(2), 162–174. https://doi-org.
ezproxy.umuc.edu/10.1080/10522158.2014.880824
Jendrek, M. P. (1993). Grandparents who parent their grandchildren: Effects on lifestyle.
, 55(3), 609. https://doi-org.ezproxy.umuc.edu/10.2307/353342
Landry-Meyer, L. (1999). Research into action: Recommended intervention strategies for
grandparent caregivers. , 48(4), 381. https://doi-org.
ezproxy.umuc.edu/10.2307/585245
Lee, Y., & Blitz, L. V. (2016). We’re GRAND: A qualitative design and development pilot
project addressing the needs and strengths of grandparents raising grandchildren.
, (4), 381. https://doi-org.ezproxy.umuc.edu/10.1111/cfs.12153
Peterson, T. L., & Starks, S. H. (2014). The contextual experiences of rural custodial
grandparents and opportunities for social work. , 17(2),
175. https://doi-org.ezproxy.umuc.edu/10.1080/10522158.2014.881764
Peterson, T. L., Scott, C. B., Ombayo, B., Davis, T., & Sullivan, D. (2019). Biggest concerns of
school personnel about students raised by grandparents.
. https://doi-org.ezproxy.umuc.edu/10.1016/j.childyouth.2019.05.004
Pilkauskas, N. V., & Dunifon, R. E. (2016). Understanding grandfamilies: Characteristics of
grandparents, nonresident parents, and children. , 78(3),
623–633. https://doi-org.ezproxy.umuc.edu/10.1111/jomf.12291
IN SEARCH OF STABILITY 9
Roe, K.M., & Minkler M. (1998). Grandparents raising grandchildren: Challenges and responses.
, 22(4), 25–32. Retrieved from
http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=ccm&AN=10
7182360&site=eds-live&scope=site
Taylor, M. F., Marquis, R., Coall, D. A., Batten, R. & Werner, J. (2017). The physical health
dilemmas facing custodial grandparent caregivers: Policy considerations.
e, (1). https://doi-org.ezproxy.umuc.edu/10.1080/2331205X.2017.1292594
Taylor, M. F., Marquis, R., Coall, D. A., & Werner, J. (2018). The enjoyment rewards of
fulfilling a custodial grandparenting role in the lives of grandchildren removed from their
parents’ care. 24(1), 92–110. Retrieved from
http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=eric&AN=EJ
1161571&site=eds-live&scope=sit
Risk management and the role it plays in reducing threats to the Federal Government
No full textThe purpose of this study is to determine in what way the Federal Government can use risk-management to reduce its overall exposure to cybersecurity threats. This study will utilize a systematic review of literature. The literature review will consist of quantitative, qualitative and mixed studies.Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal Government Risk Management and the Role it Plays in Reducing Threats to Federal GovernmentRisk Management and the Role it Plays in Reducing Threats to Federal Government Alexander Stone, Alexander Stone, Alexander Stone, Alexander Stone, Alexander Stone, Alexander Stone, Alexander Stone, Alexander Stone, Alexander Stone, Alexander Stone, Doctor of Business Administration (DBA)Doctor of Business Administration (DBA) Doctor of Business Administration (DBA)Doctor of Business Administration (DBA) Doctor of Business Administration (DBA) Doctor of Business Administration (DBA)Doctor of Business Administration (DBA) Doctor of Business Administration (DBA) Doctor of Business Administration (DBA)Doctor of Business Administration (DBA)Doctor of Business Administration (DBA) Doctor of Business Administration (DBA) Doctor of Business Administration (DBA)Doctor of Business Administration (DBA) Doctor of Business Administration (DBA) Doctor of Business Administration (DBA) Doctor of Business Administration (DBA) Doctor of Business Administration (DBA) -CandidateCandidate Mentor: James Gelatt, Mentor: James Gelatt, Mentor: James Gelatt, Mentor: James Gelatt, Mentor: James Gelatt, Mentor: James Gelatt, Mentor: James Gelatt, Mentor: James Gelatt, Mentor: James Gelatt, Mentor: James Gelatt, Mentor: James Gelatt, Mentor: James Gelatt, Ph.D. Ph.D.
ProblemProblem ProblemProblem
The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest The Federal Government is not only one of the largest employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of employers within the United States. It is also one of largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct largest targets of exploitation. The research I will conduct will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk will look at how Federal agencies can work on using risk management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within management to reduce the risk of cyberthreats within agencies. agencies. agencies. agencies. agencies. agencies.
Analysis AnalysisAnalysis Analysis
• Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for Data was reviewed and analyzed for reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency. reliability, rigor and transparency.
• Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) Evaluated using Weight of Evidence (WoE) method. method. method. method. method.
• Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) Using a scale of (1) Low, 2) Medium, 3) High for ratingHigh for ratingHigh for rating High for ratingHigh for ratingHigh for rating High for ratingHigh for ratingHigh for rating High for ratingHigh for rating
Research QuestionResearch QuestionResearch Question Research QuestionResearch Question Research QuestionResearch QuestionResearch Question Research QuestionResearch Question Research QuestionResearch Question
Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systematic review, I will look at answering Through a systema
Recruiting the untapped talent pool of hiring a candidate with a criminal record: A systematic review
No full textThe purpose of this Systematic Review is to understand the outcomes of an organization and its
management decision-making when hiring an ex-offender. The fear that hiring a candidate with
a criminal record is too risky compared to hiring a candidate without creates an organizational
misunderstanding. A misunderstanding that effects turnover rates, creates inconsistent
decision-making in hiring and increases the difficulty of recruiting high-performing talent. The
research question: What are the barriers and facilitators to organizations recruiting more
employees with criminal records? was answered by the qualitative systematic review of a 36-
article dataset. The study’s findings suggest that organizations equally consider context matters
(barrier and facilitator), stable employment (facilitator), risk in hiring (major barrier), and
employer perception (barrier) when recruiting ex-offenders. It was found that time since last
offense, type of offense(s), number of offenses, job-relatedness, and certificate of rehabilitation
contributed to the context matters finding. Also, it was determined that stable employment
along with higher wages, led to lower recidivism and an increased employee loyalty but not increased promotion. Additionally, it was found that the there was a high probability of
disparate impact cases as compared to a low probability of negligent hiring lawsuits and violent
offenses as it relates to an organization’s risk in hiring. Finally, stigma, stigmatization, and
labeling contributed to the employer perception finding.HIRING A CANDIDATE WITH A CRIMINAL RECORD i
Abstract
Title of Dissertation: RECRUITING THE UNTAPPED TALENT POOL OF HIRING A
CANDIDATE WITH A CRIMINAL RECORD: A SYSTEMATIC REVIEW
Patrick Kelly Collard,
Doctor of Management, 2021
The purpose of this Systematic Review is to understand the outcomes of an organization and its
management decision-making when hiring an ex-offender. The fear that hiring a candidate with
a criminal record is too risky compared to hiring a candidate without creates an organizational
misunderstanding. A misunderstanding that effects turnover rates, creates inconsistent
decision-making in hiring and increases the difficulty of recruiting high-performing talent. The
research question: What are the barriers and facilitators to organizations recruiting more
employees with criminal records? was answered by the qualitative systematic review of a 36-
article dataset. The study’s findings suggest that organizations equally consider context matters
(barrier and facilitator), stable employment (facilitator), risk in hiring (major barrier), and
employer perception (barrier) when recruiting ex-offenders. It was found that time since last
offense, type of offense(s), number of offenses, job-relatedness, and certificate of rehabilitation
contributed to the context matters finding. Also, it was determined that stable employment
along with higher wages, led to lower recidivism and an increased employee loyalty but not
HIRING A CANDIDATE WITH A CRIMINAL RECORD ii
increased promotion. Additionally, it was found that the there was a high probability of
disparate impact cases as compared to a low probability of negligent hiring lawsuits and violent
offenses as it relates to an organization’s risk in hiring. Finally, stigma, stigmatization, and
labeling contributed to the employer perception finding.
Keywords: ban-the-box, criminal record, disparate impact, employee loyalty, employee
turnover, ex-offender, hiring risks, negligent hiring, recidivism, recruiting
HIRING A CANDIDATE WITH A CRIMINAL RECORD iii
RECRUITNG THE UNTAPPED TALENT POOL OF
HIRING A CANDIDATE WITH A CRIMINAL RECORD: A SYSTEMATIC REVIEW
By
Patrick Kelly Collard
Dissertation submitted to the School of Business,
University of Maryland, Global Campus, in partial fulfillment
of the requirements for the degree of
Doctor of Management
2021
HIRING A CANDIDATE WITH A CRIMINAL RECORD iv
© Copyright by
Patrick Kelly Collard
2021
HIRING A CANDIDATE WITH A CRIMINAL RECORD v
Dedication
To the loving memory of
James E. Collard, USN (Ret.).
HIRING A CANDIDATE WITH A CRIMINAL RECORD vi
Acknowledgments
At the beginning of the program, I was fortunate enough to find myself in the class of
Dr. Leslie Dinauer. Whenever I felt like I was a fish out of water compared to my colleagues, I
reached out to Dr. Dinauer, and she never failed to encourage me. I am sincerely grateful for
her support.
I would like to give a special thanks to Dr. Tacy Holliday for her honesty, kindness, and
genuine sincerity in helping me bridge the knowledge gap between academia and the private
sector. At times the gap was a chasm without an echo, but Dr. Holliday’s advice and guidance
helped me see and hear things from a new perspective. As a result, I am very grateful for her
caring enough to contact me when I struggled with my perspective.
I would also like to thank my retiring doctoral mentor, Dr. John Sherlock, for his
sagacious guidance, bluntness, and innate ability to connect with me where few professors
could. At the intersection of human resources and academic scholarship is where Dr. Sherlock
and I always met to discuss my dissertation. However, to be honest, I mostly listened.
Rarely are any significant achievements in life due to the acts of any one person, and
completing a doctoral degree is no exception. It takes a village. Thank you to my cohorts,
Cynthia Thomes and the UMGC library, and Marina Caminis for your patience and willingness to
help me succeed.
Finally, a very heartfelt thank you to Joelle Garfinkel and Amy Schmidt for your
understanding, support, and sacrifice while I was on this unpredictable and arduous academic
journey. I will never stop learning, asking questions, and thinking of new ways to improve
myself intellectually, but this degree represents the denouement of my academic career.
HIRING A CANDIDATE WITH A CRIMINAL RECORD vii
Table of Contents
Abstract .......................................................................................................................................... i
RECRUITNG THE UNTAPPED TALENT POOL OF HIRING A CANDIDATE WITH A CRIMINAL RECORD:
A SYSTEMATIC REVIEW ................................................................................................................. iii
Dedication ..................................................................................................................................... v
Acknowledgments ......................................................................................................................... vi
List of Tables ................................................................................................................................ xi
List of Figures ............................................................................................................................... xii
List of Abbreviations .................................................................................................................... xiii
Chapter 1: Introduction and Overview of the Management Problem ........................................... 1
Background and Overview ......................................................................................................... 1
Problem Statement and Significance of the Problem ................................................................ 3
Purpose of the Study and The Research Question ..................................................................... 3
Rationale for the Study .............................................................................................................. 5
Definitions and Terminology ...................................................................................................... 9
Chapter Summary .................................................................................................................... 10
Organization of the Dissertation .............................................................................................. 10
Chapter 2: Scoping Literature and Theoretical Frame ................................................................. 11
HIRING A CANDIDATE WITH A CRIMINAL RECORD viii
Theoretical Frame .................................................................................................................... 11
Theory of Crime .................................................................................................................... 11
Cognitive Fit Theory ............................................................................................................. 12
Organizational Learning Theory ........................................................................................... 12
Labeling Theory .................................................................................................................... 12
The Scoping Literature ............................................................................................................. 14
History of Background Checks .............................................................................................. 16
History of Incarceration ....................................................................................................... 17
Evolution of Recruiting ......................................................................................................... 19
Attitudes of Senior Leadership ............................................................................................. 20
Workplace Culture ............................................................................................................... 21
Recidivism ............................................................................................................................ 22
Conceptual Framework ............................................................................................................ 23
Chapter Summary .................................................................................................................... 24
Ch. 3 Method ............................................................................................................................... 26
Evidence-Based Management .................................................................................................. 26
Systematic Review Process ...................................................................................................... 27
Stage 1: Review Initiation ..................................................................................................... 29
Stage 2: Review Question and Methodology ....................................................................... 30
Stage 3: Search Strategy ....................................................................................................... 31
Stage 4: Quality and Relevance Assessment ........................................................................ 35
HIRING A CANDIDATE WITH A CRIMINAL RECORD ix
Stage 5: Description of Study Characteristics ....................................................................... 36
Stage 6: Synthesis ................................................................................................................. 36
Chapter Summary .................................................................................................................... 37
Ch. 4 Analysis and Findings .......................................................................................................... 38
Themes .................................................................................................................................... 39
Context Matters ................................................................................................................... 39
Stable Employment .............................................................................................................. 42
Risk in Hiring ......................................................................................................................... 46
Employer Perception ............................................................................................................ 51
CERQual Evidence Profile ......................................................................................................... 55
Chapter Summary .................................................................................................................... 58
Ch. 5 Conclusions and Implications .............................................................................................. 59
Review of the Research ............................................................................................................ 59
Answer to the Research Question ............................................................................................ 59
Management Implications (Recommendations) ...................................................................... 60
Finding 1 from Chapter Four .................................................................................................... 60
Finding 2 from Chapter Four .................................................................................................... 63
Finding 3 from Chapter Four .................................................................................................... 65
Finding 4 from Chapter Four .................................................................................................... 66
HIRING A CANDIDATE WITH A CRIMINAL RECORD x
Limitations of the Study ........................................................................................................... 68
Areas for Future Research ........................................................................................................ 70
Chapter Summary .................................................................................................................... 70
Final Summary and Conclusion ................................................................................................ 71
References .................................................................................................................................. 72
Appendix A .................................................................................................................................. 84
Appendix B .................................................................................................................................. 85
Appendix C .................................................................................................................................. 88
Appendix D .................................................................................................................................. 91
HIRING A CANDIDATE WITH A CRIMINAL RECORD xi
List of Tables
Table 1: Search string keywords, synonyms, and Boolean operators ………………….…………………… 33
Table 2: Theme: Context Matters …………………………………………………………..………….……………….….. 40
Table 3: Theme: Stable Employment ………………………………………………………………….…………………… 44
Table 4: Theme: Risk in Hiring ……………………………………………………………………………..………………..… 47
Table 5: Theme: Employer Perception ………………………………………………………………….………….…….. 52
Table 6: CERQual Summary of Qualitative Findings ………………………………………………..……………..… 57
Table 7: CERQual Definitions of Confidence ………………………………………………………….……………..…. 58
Table 8: Hiring Matrix for a Candidate with a Criminal Record …………………………………………….….. 62
HIRING A CANDIDATE WITH A CRIMINAL RECORD xii
List of Figures
Figure 1: Labeling Theory ………………………………………………………………………………………………..……… 14
Figure 2: Prison System Growth .……………………………………………………………………………………………… 19
Figure 3: Conceptual Framework …………………………………………………………………………………….……… 24
Figure 4: Common Stages in a Systematic Review …………………………………………………………………… 28
HIRING A CANDIDATE WITH A CRIMINAL RECORD xiii
List of Abbreviations
CIMO – Context, Intervention, Mechanism, and Outcome
PRISMA – Preferred Reporting Items for Systematic Review and Meta-Analysis
TAPUPAS – Transparency, Accuracy, Purposivity, Utility, Propriety, Accessibility, Specificity
UMGC – University of Maryland Global Campus
HIRING A CANDIDATE WITH A CRIMINAL RECORD 1
Chapter 1: Introduction and Overview of the Management Problem
The purpose of this research study is to understand the outcomes of an organization
and its management decision-making when hiring an ex-offender (i.e., a candidate with a
criminal record). Chapter One will discuss the background and overview of this research study.
Additionally, Chapter One will identify the problem statement, the significance of the problem,
and several assumptions and recognitions for this research study. Finally, Chapter One will
discuss the rationale for the study, provide a short list of definitions and terminology, along
with a chapter summary, and how the dissertation (i.e., research study) is organized.
Background and Overview
It is a constant refrain of organizations, large and small, that good talent is hard to find.
Before March 2020, the national unemployment rate was about 4%, and finding the right
candidate for a role remained elusive for most organizations. Even after a year of layoffs amid a
global pandemic, national unemployment remains steady at 6.7% as of January 2021 (Statistics,
2021) and is only 2.7% higher since the beginning of the pandemic. For these reasons,
organizations are still struggling to find high potential candidates. Organizations, it can be
posited, are perhaps looking in the wrong place.
According to the most recent U.S. Department of Justice data, there are 2.1 million
people incarcerated and 4.4 million people under community supervision (Maruschak &
Minton, 2020). In 2019, a "total of 608,000 sentenced prisoners were released from state and
federal prisons …" (Carson, 2020, p. 15) and about 75 percent are still unemployed after 1-year
(Press, 2009). According to a 2018 study, over 75% of offenders released from state prisons are
re-arrested within 5-years, and 50% of offenders released from federal prisons are re-arrested
HIRING A CANDIDATE WITH A CRIMINAL RECORD 2
within 10-years. However, recidivism is likely to continue without stable and meaningful
employment post-incarceration (The Council of Economic Advisers Returns on Investments in
Recidivism: Reducing Programs, 2018). A 2016 study confirms that unemployed ex-offenders
were more likely to re-offend than those employed ex-offenders and that job type "remains
significantly related to re-offending" (Ramakers et al., 2017, p. 1811). For example, "those who
work in a higher occupational level are relatively less likely to re-offend" (Ramakers et al., 2017,
p. 1811). However, job prospects are minimal for persons with a criminal record, especially for
persons of color. "At year-end 2019, there were 1,096 sentenced Black prisoners per 100,000
Black residents, 525 sentenced Hispanic prisoners per 100,000 Hispanic residents, and 214
sentenced White prisoners per 100,000 White residents in the U.S." (Carson, 2020, p. 1).
Consequently, Black, and Hispanic prisoners will have a criminal record that is five times and
two times, respectively, more frequent than White prisoners.
While Title VII of the Civil Rights Act of 1964, a federal law, protects candidates,
applicants, and employees who are members of a protected class (race, color, religion, sex, and
national origin) from being discriminated against, it is silent on those with a criminal record.
However, over the last two decades, state "fair chance" laws such as "Ban-the-Box" have
emerged as a way to reduce the barrier to employment for ex-offenders. By eliminating or
banning the question (i.e., the box) that asks if the applicant has a criminal conviction, the
applicant can provide more context during the hiring interview process that would not
otherwise be possible using a paper or online application. As of October 2020, thirty-six states,
the District of Columbia, and 150 cities and counties currently have "Ban-the-Box" laws (Avery
HIRING A CANDIDATE WITH A CRIMINAL RECORD 3
& Lu, 2020) affecting public-sector employment. However, only 14 states and 20 cities of
private-sector employment are affected by "Ban-the-Box" laws (Avery & Lu, 2020).
Regardless of fair chance laws, a criminal record engenders problems for organizations
that buy into the myth that it is dangerous to hire an ex-offender compared to a candidate
without a criminal record. Unfortunately, this explicit bias is all too common in present-day
management decision-making. Consequently, management may be unwittingly obviating their
organization's recruiting from an untapped talent pool of high potential employees.
Problem Statement and Significance of the Problem
For anyone seeking employment, having a criminal record is a stigma that is universally
understood. However, it is also becoming very problematic for organizations that are in fear of
hiring an ex-offender. The fear-based explicit bias that it is too risky to hire an ex-offender
compared to a non-offender (i.e., a candidate without a criminal record) creates an
organizational misunderstanding. A misunderstanding that suggests pernicious effects to an
organization by effecting its turnover rate, engendering inconsistent decision-making in hiring,
and increasing the difficulty of finding and recruiting high-performing talent.
Purpose of the Study and The Research Question
The purpose of this research study is to understand the effects on an organization and
its management decision-making when hiring an ex-offender. Applying the C-I-M-O (Context,
Intervention, Mechanism, and Outcome) framework gives structure to developing a research
question. The Context (C) defines which persons, relationships, organizations, or
Community colleges: Organizationally managing enrollment through quality services
No full textThe business/management problem addressed in this study is that as a result of the lacking organizational approach to service, the community college student experience in pre-learning service are inconsistent, contributing to the decade-long enrollment decline, resulting in fiscal challenges. The purpose of this qualitative systematic review is explore the potential of service quality in community colleges’ organizational culture to ameliorate student enrollment and retention through the identification of which quality practices best support pre-learning services. Despite significant efforts spent on marketing strategies and ensuring quality instruction, a multi-year enrollment decline plagues most community colleges. Students are often not well-versed in the processes needed to navigate enrollment in college, a challenge that is compounded by a critical gap in organization-wide customer service. Further, there is an ongoing debate in academia as to whether students are indeed customers, causing inconsistent perceptions and disjointed cultures amongst community colleges. Through a qualitative systematic review, this dissertation presents an overview of the problem,the literature landscape associated with it, and the details about the systematic review methodology utilized. It also presents the findings of the research, including the synthesis that shows which quality practices, when adopted organizationally, may improve enrollment and retention in the context of community colleges. Based on the thematic findings of this systematic review, the resulting recommendations include: (a) establishing best-fit quality practices for improved quality in pre-learning services, (b) prioritizing resource-function skills alignment, development,and availability, and(c) establishing comprehensive approaches for organization-wide adoption.ABSTRACT
Title of Dissertation:
COMMUNITY COLLEGES: ORGANIZATIONALLY MANAGING ENROLLMENT THROUGH QUALITY SERVICES
Heather A. Currey, Doctor of Business Administration, 2021
The business/management problem addressed in this study is that as a result of the lacking organizational approach to service, the community college student experience in pre-learning service are inconsistent, contributing to the decade-long enrollment decline, resulting in fiscal challenges. The purpose of this qualitative systematic review is explore the potential of service quality in community colleges’ organizational culture to ameliorate student enrollment and retention through the identification of which quality practices best support pre-learning services.
Despite significant efforts spent on marketing strategies and ensuring quality instruction, a multi-year enrollment decline plagues most community colleges. Students are often not well-versed in the processes needed to navigate enrollment in college, a challenge that is compounded by a critical gap in organization-wide customer service. Further, there is an ongoing debate in academia as to whether students are indeed customers, causing inconsistent perceptions and disjointed cultures amongst community colleges. Through a qualitative systematic review, this dissertation presents an overview of the problem, the literature landscape associated with it, and the details about the systematic review methodology utilized. It also presents the findings of the research, including the synthesis that shows which quality practices, when adopted organizationally, may improve enrollment and retention in the context of community colleges. Based on the thematic findings of this systematic review, the resulting recommendations include: (a) establishing best-fit quality practices for improved quality in pre-learning services, (b) prioritizing resource-function skills alignment, development, and availability, and (c) establishing comprehensive approaches for organization-wide adoption.
Keywords: Higher Education, Community Colleges, Quality Service, Service Quality, Customer Service, Enrollment, Retention, Organizational Culture, Management
BREAK
COMMUNITY COLLEGES: ORGANIZATIONALLY MANAGING ENROLLMENT THROUGH QUALITY SERVICES
By
Heather A. Currey
Dissertation submitted to the School of Business,
University of Maryland Global Campus, in partial
Fulfillment of the requirements for the degree of
Doctor of Business Administration
2021
© Copyright by
Heather A. Currey
2021
MANAGING ENROLLMENT THROUGH QUALITY SERVICES
vii
Dedication
This research is dedicated to my family and to all community college students.
To my family: Thank you for believing in me. For putting up with the gaps in memories this research has created for our family; unmade memories we will never have another chance to make. Thank you to my best friend and husband, Adam. I could never find a truer friend, a stronger rock, a calmer source of peace in the midst of my crazy. I love you. To my children, Olivia and Alexander, I love you more than you can possibly imagine. I hope you are at least half as proud of momma as I will always be of you. To an unnamed family member: I started this journey because of you. Because you showed me how intimidating and confusing enrolling in college as an adult can be and that there was an opportunity to make it better. I’ve always been proud of you, and always will be.
To community college students: I also dedicate this research to you, those past, present and future, for wanting more and taking the first step. Speaking as a community college administrator, we are proud of you. Don’t give up. MANAGING ENROLLMENT THROUGH QUALITY SERVICES
viii
Acknowledgements
To my dissertation mentor: You have been amazing during this process and I could not have done it without you. Many times I found myself at wits end and with your support I was able to recalibrate and get back on track. Thank you.
To my lifelong mentors: Everyone has people in their professional life without whom their professional track likely would have derailed. I am fortunate to have many. Dr. Matthew Lang, my mentor, my leader, and my friend for 15 years, you have pushed me to be professionally more than I thought I could be. Thank you for always believing in my ability to go further and reminding me not to be so hard on myself when I didn’t do something ‘perfectly’ the first time around. Mrs. Judy Spuria, my first supervisor at my first job at a community college, taught me what it meant to take pride in yourself as a professional, regardless of what your job entailed. Thank you for teaching me that a bit of grit and elbow grease goes a long way, to laugh at myself as a professional, and to not take myself too seriously. I’ll always chuckle when I think of chocolate bars. Thank you to my wonderful editor, Cherie Miller, for ensuring this dissertation is grammatically sound and complies APA guidelines. Your assistance, skill, and attention to detail is so much appreciated. Last, but certainly not least, Ms. Jessica Benedict, my colleague and friend. You have been an incredible support through this journey. Thank you for listening, for feedback, for insight, and for your friendship.
In addition, I acknowledge my family, friends, colleagues, and leadership for continuous support throughout this process. I would not have been nearly as successful in this journey without your collective support and patience.
MANAGING ENROLLMENT THROUGH QUALITY SERVICES
ix
Table of Contents
Dedication .................................................................................................................................... vii
Acknowledgements ...................................................................................................................... viii
List of Tables ............................................................................................................................... xiii
List of Figures .............................................................................................................................. xiv
List of Abbreviations .................................................................................................................... xv
Chapter 1: Introduction and Overview of the Management Problem ............................................. 1
Background and Overview ......................................................................................................... 3
Principles of Management ...................................................................................................... 3
Community College Students: Who Are They? ..................................................................... 4
Problem Statement and Significance of the Problem ................................................................. 6
Fiscal Impact ........................................................................................................................... 8
Reputation Impact ................................................................................................................... 9
Organizational Impact ............................................................................................................. 9
Rationale for the Study ............................................................................................................. 10
The Research Question ............................................................................................................. 11
Organization of the Dissertation ............................................................................................... 11
Chapter 2: Scoping Literature Review and Theoretical Frame .................................................... 13
Community College Background ............................................................................................. 13
The Role of the Community College .................................................................................... 14
Community College Structure .............................................................................................. 15
Community College Students ............................................................................................... 16
Defining Quality Services through Quality Assurance & Service Quality ............................... 18
An Illustrative Example ............................................................................................................ 19 MANAGING ENROLLMENT THROUGH QUALITY SERVICES
x
Quality Service in Higher Education: Literature Landscape .................................................... 22
Quality in Services: A Higher Education Context ................................................................ 23
How Service Quality Can Enhance Enrollment and Retention ............................................ 24
Customer Service in Higher Education................................................................................. 25
Organizational Culture .............................................................................................................. 27
Theoretical Framework ............................................................................................................. 28
Conceptual Framework ............................................................................................................. 31
Alternate Theory Considerations .............................................................................................. 34
Assumptions .............................................................................................................................. 34
Chapter Summary ..................................................................................................................... 35
Chapter 3: Methodology ............................................................................................................... 36
Systematic Review and Evidence-Based Management ............................................................ 36
Evidence-Based Research Framework ..................................................................................... 37
Role of SR in Evidence-Based Management ............................................................................ 40
The Role of Subject Matter Experts.......................................................................................... 41
The Stages of the Systematic Review ....................................................................................... 45
Step 1: Clarifying the Problem & Establishing the RQ ........................................................ 46
Step 2: Identify and Describe Relevant Research ................................................................. 46
Step 3: Critical Appraisal of the Current Research ............................................................... 50
Step 5: Reporting & Utilization of Findings ......................................................................... 55
Chapter 4: Analysis and Findings ................................................................................................. 57
Review of the RQ...................................................................................................................... 57 Description of the Data Set ....................................................................................................... 57 MANAGING ENROLLMENT THROUGH QUALITY SERVICES
xi
Results of the Quality Appraisal of the Data Set ...................................................................... 60
Selected Source Characteristics ................................................................................................ 62
Service Categorization .......................................................................................................... 65
Source Detail ............................................................................................................................. 66
Higher Education Service Management ............................................................................... 66
Managing Service ................................................................................................................. 69
Results of the Synthesis of the Sources in the Data Set ............................................................ 70
First Cycle Coding ................................................................................................................ 70
Second Cycle Coding ............................................................................................................ 74
Coding Groups ...................................................................................................................... 75
Thematic Synthesis ............................................................................................................... 79
Theme 1: Establishing Quality Practices for Best Use. ........................................................ 80
Theme 2: Paying Attention to Resource Management ......................................................... 84
Theme 3: Establishing Appropriate Comprehensive Approaches ........................................ 85 Subject Matter Expertise ........................................................................................................... 87 Chapter Summary ..................................................................................................................... 87
Chapter 5: Conclusions and Implications ..................................................................................... 88
Review of the Research ............................................................................................................ 88 Management Implications ......................................................................................................... 89 Management Recommendations ............................................................................................... 89 Recommendation 1: Identify and Adopt Best-Fit Quality Practices for Improved Quality in Pre-Learning Services. .......................................................................................................... 90 Recommendation 2: Prioritize Resource-Function Skills Alignment and Development. .... 94 MANAGING ENROLLMENT THROUGH QUALITY SERVICES
xii
Recommendation 3: Determine Comprehensive Approaches That Fit the community college.............................................................................................................................................. 96 Limitations ............................................................................................................................... 99 Future Research ...................................................................................................................... 100 Summary and Conclusion ....................................................................................................... 100
References .................................................................................................................................. 102
Appendix A ................................................................................................................................ 117
Appendix B ................................................................................................................................ 119
Appendix C ................................................................................................................................ 120
Appendix D ................................................................................................................................ 121
Appendix E ................................................................................................................................ 137
MANAGING ENROLLMENT THROUGH QUALITY SERVICES
xiii
List of Tables
Table 1 ......................................................................................................................................... 39
Table 2 ......................................................................................................................................... 42
Table 3 ......................................................................................................................................... 44
Table 4 ......................................................................................................................................... 49
Table 5 ......................................................................................................................................... 60
Table 6 ......................................................................................................................................... 63
Table 7 ......................................................................................................................................... 65
Table 8 ......................................................................................................................................... 66
Table 9 ......................................................................................................................................... 70
Table 10 ....................................................................................................................................... 75
Table 11 ....................................................................................................................................... 76
Table 12 ....................................................................................................................................... 90
Table 13 ....................................................................................................................................... 95 MANAGING ENROLLMENT THROUGH QUALITY SERVICES
xiv
List of Figures
Figure 1 ........................................................................................................................................ 31
Figure 2 ........................................................................................................................................ 33
Figure 3 ........................................................................................................................................ 45
Figure 4 ........................................................................................................................................ 51
Figure 5 ........................................................................................................................................ 51
Figure 6 ........................................................................................................................................ 59
Figure 7 ........................................................................................................................................ 62
Figure 8 ........................................................................................................................................ 72
Figure 9 ........................................................................................................................................ 79 MANAGING ENROLLMENT THROUGH QUALITY SERVICES
xv
List of Abbreviations
AACC
American Association of Community Colleges
CATWOE
customers, actors, transformation, world view, owners, environmental constraint
CCESSE
Community College Survey of Student Engagement
CLV
Customer Lifetime Value
COQ
Cost of Quality
CRM
Customer Relationship Management
EBMgt
Evidence-Based Management
ECSI
European Customer Satisfaction Index
EPI
Educational Policy Institute
FASFA
Free Application for Federal Student Aid
HE
Higher Education
HEdPERF
Higher Education Performance
HEI
Higher Edu
Effective leadership styles in healthcare for improving employee outcomes
No full textProblem Statement:The business problem addressed in this study is that healthcare professionals may not have the evidence-based knowledge regarding the specific leadership styles that are effective in a leadership role. This research examined the various leadership styles adopted by healthcare professional leaders to improve employee outcomes. Research Question:What type of leadership styles are most effective in improving employee outcomes for healthcare professional leaders?Theory:The Path-Goal Theory formulated by Robert House was utilized as the theoretical lens for this study. Method:The systematic literature review was conducted by utilizing electronic databases. Scholarly, peer-reviewed articles that were written in English and were published between 2015 to 2020 were utilized. The Mixed Methods Appraisal Tool (MMAT) was utilized to appraise the quality of the articles. The NVivo data analysis software was utilized to perform thematic coding.Findings:The transformational leadership style improved job satisfaction, retention, organizational outcomes, psychological outcomes, and performance. The transactional and passive-avoidant leadership styles had mixed and negative employee outcomes, respectively. Limitations:There could be a possibility of selection bias
EFFECTIVE LEADERSHIP STYLES IN HEALTHCAREiiwith one researcher. Most articles focused on the nursing population, which may cause it to be difficult to generalize the recommendations to the other healthcare professionals.Conclusion:The transformational leadership style had positive employee outcomes.Recommendations:Healthcare professionals should utilize the transformational leadership style to be effective healthcare leaders and improve employee outcomes.Running Head: EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE i
ABSTRACT
Title of Dissertation: EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE FOR IMPROVING EMPLOYEE OUTCOMES
Jessica Susan Perez
Doctor of Business Administration, 2021
Problem Statement: The business problem addressed in this study is that healthcare professionals may not have the evidence-based knowledge regarding the specific leadership styles that are effective in a leadership role. This research examined the various leadership styles adopted by healthcare professional leaders to improve employee outcomes. Research Question: What type of leadership styles are most effective in improving employee outcomes for healthcare professional leaders? Theory: The Path-Goal Theory formulated by Robert House was utilized as the theoretical lens for this study. Method: The systematic literature review was conducted by utilizing electronic databases. Scholarly, peer-reviewed articles that were written in English and were published between 2015 to 2020 were utilized. The Mixed Methods Appraisal Tool (MMAT) was utilized to appraise the quality of the articles. The NVivo data analysis software was utilized to perform thematic coding. Findings: The transformational leadership style improved job satisfaction, retention, organizational outcomes, psychological outcomes, and performance. The transactional and passive-avoidant leadership styles had mixed and negative employee outcomes, respectively. Limitations: There could be a possibility of selection bias EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE ii
with one researcher. Most articles focused on the nursing population, which may cause it to be difficult to generalize the recommendations to the other healthcare professionals. Conclusion: The transformational leadership style had positive employee outcomes. Recommendations: Healthcare professionals should utilize the transformational leadership style to be effective healthcare leaders and improve employee outcomes. Keywords: healthcare, leadership, transformational, transactional, passive-avoidant, physician, physician assistant, nurse practitioner, nurse midwife, nurse, employee outcomes, job satisfaction, retention, commitment, psychological, performance
EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE iii
EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE FOR IMPROVING EMPLOYEE OUTCOMES
By
Jessica Susan Perez
Dissertation submitted to the School of Business,
University of Maryland Global Campus, in partial fulfillment
of the requirements for the degree of
Doctor of Business Administration
2021
EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE iv
© Copyright by
Jessica Susan Perez
2021
EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE v
Dedication
This dissertation is dedicated to my husband, Yamir, and my daughters, Lena and Maya. All the hard work I have done was because of you and for you.
EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE vi
Acknowledgements
I want to acknowledge the support and encouragement that I have received from my family and friends during this entire dissertation process. I want to especially thank my wonderful husband, Yamir Perez, who has supported me through all my academic, professional, and personal endeavors. I would also like to thank my daughters, Lena and Maya, for providing me with the motivation to continually improve myself and finish this degree.
In addition, I would like to thank my parents for all of their hard work and sacrifice. I am very grateful for the strong work ethic that you have instilled in me. I would also like to thank my extended family, especially my late grandmother, Soi Fong Ng, and late uncle, Kin Wee Chong. You have both taught me how to be selfless and have provided me with the life skills and tools that I needed to succeed.
I would also like to thank my primary dissertation advisor, Dr. Mary Jo Anderson. You have provided me with consistent and sympathetic support that helped me to complete this dissertation successfully. Also, I would like to thank my secondary dissertation advisor, Dr. Lisa Pearo. You and Dr. Anderson have provided a great deal of insightful feedback and guidance that helped me to improve my dissertation. I would like to also give a special thanks to the UMGC librarian, Cynthia Thomes, who has thoughtfully and meticulously helped me gather the essential information I needed to write this dissertation.
This dissertation has also improved due to the feedback I received from my Subject Matter Experts (SMEs): Dr. Sacared Bodison, Tina Thorburn, and Karin Russ. Thank you so much for taking the time to read my work and providing me with insights from a practitioner's point-of-view. Your expertise and time were especially appreciated because I know that you all EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE vii
had enormous workloads and responsibilities while working in the healthcare field during the COVID-19 pandemic.
I would also like to thank my classmates, colleagues, and friends… aka "The Force". You have all been so supportive and inspirational throughout this entire program, especially this final dissertation year. We have grown these past few years with all the individual assignments and group projects. We have also learned from each other and learned to "trust the process" together. Thank you for being the best cohort!
Finally, I would like to give another special thanks to Dr. Mark Livingston. I would not have enrolled in this program if you did not encourage me to apply. I am very grateful that you saw my potential in your class and pushed me to pursue one of my lifelong goals – a doctoral degree. Thank you! EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE viii
Table of Contents
ABSTRACT .................................................................................................................................... i
EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE FOR IMPROVING EMPLOYEE OUTCOMES................................................................................................................................. iii
Dedication ...................................................................................................................................... v
Acknowledgements ........................................................................................................................ vi
Table of Contents ......................................................................................................................... viii
List of Tables ................................................................................................................................ xi
List of Figures .............................................................................................................................. xiii
Chapter 1: Introduction and Overview of the Management Problem ..................................... 1
Background and Overview ......................................................................................................... 1
Educational and Professional Training ................................................................................... 2
Merit-Based Promotion ........................................................................................................... 3
Healthcare Industry: Medical and Non-Medical Leaders ....................................................... 4
Problem Statement and Significance of the Problem ................................................................. 6
Propose of the Study and The Research Question ...................................................................... 7
Rationale for the Study ............................................................................................................... 8
Discussion of Concepts and Themes ........................................................................................ 10
Chapter Summary ..................................................................................................................... 10
Organization of the Dissertation ............................................................................................... 11
Chapter 2: Scoping Literature Review and Theoretical Frame ............................................. 12
Theoretical Framework ............................................................................................................. 12
Development of the Path-Goal Theory ................................................................................. 12
House’s Path-Goal Theory (1971) ........................................................................................ 14
Evolution of the Path-Goal Theory ....................................................................................... 17
Scoping Literature Review ....................................................................................................... 22
Leadership Styles .................................................................................................................. 27
Employee Outcomes ............................................................................................................. 41
Conceptual Framework ............................................................................................................. 56
Chapter Summary ..................................................................................................................... 59
EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE ix
Chapter 3: Method ...................................................................................................................... 60
Review Design and Methodology ............................................................................................. 60
The Evidence-Based Research Framework .......................................................................... 60
Systematic Literature Reviews ............................................................................................. 62
Systematic Literature Review Process .................................................................................. 63
Subject Matter Experts .............................................................................................................. 73
Chapter Summary ..................................................................................................................... 74
Chapter 4: Analysis and Findings ............................................................................................. 75
Review of the Research Question ............................................................................................. 75
Description of the Data Set ....................................................................................................... 75
Types of Studies .................................................................................................................... 76
Sectors/Populations ............................................................................................................... 76
Geographical Locations ........................................................................................................ 77
Leadership Styles .................................................................................................................. 78
Employee Outcomes ............................................................................................................. 79
Results of the Quality Appraisal of the Data Set ...................................................................... 80
Findings and Discussion ........................................................................................................... 81
Leadership Styles .................................................................................................................. 83
Leadership Groups ................................................................................................................ 97
Implementation of Leadership Styles ................................................................................. 108
Summary of Findings .............................................................................................................. 109
Revised Conceptual Model/Framework ................................................................................. 110
Chapter Summary ................................................................................................................... 112
Chapter 5: Conclusions and Implications............................................................................... 114
Review of the Research .......................................................................................................... 114
Review of the Management Problem .................................................................................. 114
Review of the Research Question ....................................................................................... 115
Review of the Theoretical Framework ............................................................................... 116
Review of the Methodology................................................................................................ 117
Answer to the Research Question ........................................................................................... 118
Transformational Leadership .............................................................................................. 118 EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE x
Transactional Leadership .................................................................................................... 123
Passive-Avoidant ................................................................................................................ 124
Management Implications (Recommendations) ..................................................................... 126
Limitations of the Study and Areas for Future Research ........................................................ 128
Limitations of the Study...................................................................................................... 128
Areas for Future Research .................................................................................................. 128
Final Summary and Conclusions ............................................................................................ 130
References ................................................................................................................................. 132
Appendix A ............................................................................................................................... 160
Appendix B ............................................................................................................................... 161
Appendix C ............................................................................................................................... 162
Appendix D ............................................................................................................................... 163
Appendix E ............................................................................................................................... 170
Appendix F ............................................................................................................................... 186
Appendix G ............................................................................................................................... 187
Appendix H ............................................................................................................................... 188
Appendix I ................................................................................................................................ 189
Appendix J ................................................................................................................................ 190
Appendix K ............................................................................................................................... 192
EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE xi
List of Tables
Table 1: CIMO Framework............................................................................................................ 8
Table 2: House and Mitchell's Path-Goal Theory Leader Behaviors (1974) ............................... 19
Table 3: Training of Healthcare Professionals in the United States ............................................ 27
Table 4: The Standard Stages of a Systematic Literature Review (Harden & Thomas, 2005) ... 63
Table 5: Quantity of Articles from the Electronic Databases and Search Strings ....................... 65
Table 6: Dissertation Search Terms and Phrases ......................................................................... 66
Table 7: Research Databases Proximity Operators ...................................................................... 67
Table 8: Inclusion and Exclusion Criteria.................................................................................... 68
Table 9: MMAT Quality Score Ranges ....................................................................................... 71
Table 10: Research Method of the Study and Number of Articles in Dissertation ..................... 76
Table 11: Sector/Population and the Number of Articles in Dissertation.................................... 77
Table 12: Geographical Locations and the Number of Articles in Dissertation .......................... 78
Table 13: Leadership Styles and Number of Articles in Dissertation.......................................... 78
Table 14: Employee Outcomes and Number of Articles in Dissertation ..................................... 79
Table 15: Results of the Quality Appraisal of the Dissertation Data Set ..................................... 81
Table 16: The Relationship Between the Transformational Leadership Style and Employee Outcomes with the Quality Appraisal Level of each Article in the Dissertation Data Set ........... 83
Table 17: The Relationship Between the Transactional Leadership Style and Employee Outcomes with the Quality Appraisal Level of each Article in the Dissertation Data Set ........... 89
Table 18: The Relationship Between the Passive-Avoidant Leadership Style and Employee Outcomes with the Quality Appraisal Level of each Article in the Dissertation Data Set ........... 94
Table 19: The Relationship Between the Relationship-Oriented Leadership Styles and Employee Outcomes with the Quality Appraisal Level of each Article in the Dissertation Data Set ........... 98
Table 20: The Relationship Between the Task-Oriented Leadership Styles and Employee Outcomes with the Quality Appraisal Level of each Article in the Dissertation Data Set ......... 103
Table 21: Leadership Implementation in Organizations and the Studies that Support these Plans.................................................................................................................................................... 109
Table A1: Databases Included in UMGC OneSearch (UMGC, 2020) ...................................... 160
Table C1: MMAT Checklist (Pluye et al., 2011) ...................................................................... 162
Table D1: Descriptive Statistics of Articles Included in Data Extraction ................................. 163
Table E1: SME Comments and Author Response to the Comments ........................................ 181
Table F1: Data Extraction Results Coded by Context ............................................................... 186
Table G1: Data Extraction Results Coded by Geographic Location ......................................... 187
Table H1: Data Extraction Results Coded by Intervention ....................................................... 188 EFFECTIVE LEADERSHIP STYLES IN HEALTHCARE xii
Table I1: Data Extraction Results Coded by Outcome .............................................................. 189
Table J1: Quality Assessment of Included Studies with MMAT Criteria Tool .....................
Psychology: Understanding Teenage Suicide
No full textPsychology, simply put, is the study of behavior as well as the mind (McLeod, 2019). Psychology focuses on numerous perspectives; behaviorism, psychodynamic approach, humanistic approach, cognitive psychology, as well as the biological approach (McLeod, 2019). The four main goals of psychology are to describe, explain, predict, and to change (McLeod, 2019). Suicide is the third-leading cause of death for 15-19 year olds, and the tenth leading cause of death in the United States alone (World Health Organization, 2019). There are many complex reasons behind teenage suicide or suicide attempts, such as stressors, health issues and even experiences of hopelessness and despair. (World Health Organization, 2019).Suicide is defined as “the intentional taking of one’s own life” and “a self to die” well as exposure to another’s suicide suicidal state while in a session to test the patient’s ability to implement the skills and resource
The relationship between college curricula and the expectations of those who hire college graduates
No full textThe purpose of this systematic review was to identify whether a relationship exists between college curricula and the expectations of those who hire college graduates. Forty-three studies published from 2010-2020in international peer-reviewed journals were reviewed using a systematic review methodology. A literature reviewregarding the relationship between college curricula, college graduates, and hirers of college graduates is summarized as it relates to each group of stakeholders. The systematically collected studies were analyzed and synthesized based onresearch methods, issues, and recommendations to help answer this dissertation’s research question. Two theories were used to underpin this dissertation, the human capital theory and the competence-based theory of the firm. It was found that there is a gap in the perceptions and expectations of stakeholders. This dissertation provides the stakeholders a guide to management recommendations regarding the gap found between the expectationsof key stakeholders.This research is valuable for all three stakeholders involved to enhance and improve college curricula, the employability of college graduates, and the relationship of college level educators and industry leaders. This research is unique in that it does not specify one industry but is comprehensive in its effort to analyze the data found.THE RELATIONSHIP BETWEEN COLLEGE CURRICULA
Title of Dissertation:
THE RELATIONSHIP BETWEEN COLLEGE CURRICULA AND THE EXPECTATIONS OF THOSE WHO HIRE COLLEGE GRADUATES
Aerian Heath Tatum,
Doctor of Business Administration, 2021
ii
ABSTRACT
The purpose of this systematic review was to identify whether a relationship exists between college curricula and the expectations of those who hire college graduates. Forty-three studies published from 2010-2020 in international peer-reviewed journals were reviewed using a systematic review methodology. A literature review regarding the relationship between college curricula, college graduates, and hirers of college graduates is summarized as it relates to each group of stakeholders. The systematically collected studies were analyzed and synthesized based on research methods, issues, and recommendations to help answer this dissertation’s research question. Two theories were used to underpin this dissertation, the human capital theory and the competence-based theory of the firm. It was found that there is a gap in the perceptions and expectations of stakeholders. This dissertation provides the stakeholders a guide to management recommendations regarding the gap found between the expectations of key stakeholders. This research is valuable for all three stakeholders involved to enhance and improve college curricula, the employability of college graduates, and the relationship of college level educators and industry leaders. This research is unique in that it does not specify one industry but is comprehensive in its effort to analyze the data found.
Keywords: college graduate, competence-based theory of the firm, curricula, curriculum,
employer, expectations, human capital theory
iii
BREAK
iv
THE RELATIONSHIP BETWEEN COLLEGE CURRICULA AND EXPECTATIONS OF THOSE WHO HIRE COLLEGE GRADUATES
By
Aerian Heath Tatum
Dissertation submitted to the School of Business,
University of Maryland Global Campus, in partial fulfillment
of the requirements for the degree of
Doctor of Business Administration
2021
v
© Copyright by
[Aerian Heath Tatum]
2021 vi
vii
Dedication
I have changed so much during this doctoral journey. I wrote this dissertation with the support, guidance, and encouragement of many. I have learned a great deal regarding that of which I am capable. I thank God and His plan for my life. I thank Him for keeping me through this challenging yet exciting journey.
This dissertation is dedicated to many important people. First, I dedicate this to my husband and son. Thank you for your support, understanding, encouragement, and empathy. You have been my inspiration and my biggest cheerleaders. Next, I dedicate this body of work to my sisters and brother. I would not have made it through without your encouragement, words of wisdom, mini celebrations, and prayers.
To my oldest sister, Tonia Brown, you taught me to work hard and celebrate even harder. You were my cheerleader, my one call away, my prayer warrior, my voice when I had none, and the most selfless person in my life. I can feel the brightness of your smile as I conclude this journey. I am grateful for the time we had together. I love you.
To my late parents, thank you for instilling in me the courage to dream big and reminding me to remember that the sky is not even the limit.
To my friends and colleagues, thank you for taking up the slack and encouraging my research and writing. Thank you for checking on me and praying for me for every text, call, and impromptu visit.
Thank you to my chair and faculty of Coppin State University for your understanding, encouragement, texts, calls, and emails. viii
Acknowledgments
To my husband, Tyron, I thank you for always believing in me, even when I did not. You have been my biggest cheerleader and pushed me to continue when I was ready to give up. You understood when I did not. I thank you for your patience and your love.
To Brandon, you are absolutely amazing, smart beyond your years. Thank you for celebrating every win with me and understanding when I could not play with you or do other activities. I promise to make it up to you.
To Tonia, Whanda, Lenora, and Frank, I can never say thank you enough for lifting your little sister up when I felt lower than low. I am forever grateful for the love and support that you all give to me daily.
To my advisory “Dream Team,” Drs. Kathleen Edwards and Wanda Wagner, I thank you both for quietly challenging me to be better. Dr. Edwards, you have impacted my life in more ways than I will ever be able to express using words. You are an expert at encouraging doctoral candidates and the utmost professional in your careful communication. However, you can also tell a great story to bring home a point or make me laugh when I was frustrated. I appreciate your active teaching style, allowing me to walk into the lesson rather than fostering passive learning.
Dr. Wagner, thank you for always smiling. You are full of knowledge and have shared a wealth of it with me. You are a whiz with technology! Thank you for your help with my journey. I am forever grateful.
ix
Table of Contents
ABSTRACT ................................................................................................................................... ii
THE RELATIONSHIP BETWEEN COLLEGE CURRICULA AND EXPECTATIONS OF THOSE WHO HIRE COLLEGE GRADUATES ......................................................................... iv
Dedication .................................................................................................................................... vii
Acknowledgments....................................................................................................................... viii
Table of Contents ........................................................................................................................... ix
List of Tables ............................................................................................................................... xiv
List of Figures ............................................................................................................................... xv
List of Abbreviations ................................................................................................................... xvi
Chapter 1: Introduction and Overview of the Management Problem ........................................... 17 Introduction to Chapter 1 .......................................................................................................... 17 Overview of the Management Problem .................................................................................... 17 Background and Overview ........................................................................................................ 18 What a College Education Can Mean ....................................................................................... 18 Exceptional Educational Circumstance ..................................................................................... 20 History of Online Learning ....................................................................................................... 21 Why Go to College? .................................................................................................................. 22 What is a College Curriculum? ................................................................................................. 24 Academic Programs .................................................................................................................. 25 Perception Gaps between Higher Educators and Hiring Managers .......................................... 26 x
Problem Statement .................................................................................................................... 29 Purpose of the Study ................................................................................................................. 30 The Research Question (RQ) ................................................................................................. 30 Themes of the Research Question ............................................................................................. 32 Definitions ................................................................................................................................ 33 Rationale for the Study .............................................................................................................. 34 Chapter Summary ...................................................................................................................... 35 Organization of the Dissertation................................................................................................ 36
Chapter 2: Theoretical Frame and Scoping Literature Review .................................................... 37 Introduction to Chapter 2 .......................................................................................................... 37 Theoretical Framework ............................................................................................................. 37 Human Capital Theory .......................................................................................................... 38 Competence-based view of the firm theory ........................................................................... 41 Scoping Literature Review ........................................................................................................ 43 College Graduates .................................................................................................................. 43 College Curricula ................................................................................................................... 45 Hirers of College Graduates .................................................................................................. 46 The Relationship Between College Curricula and Those That Hire College Graduates ....... 48 Conceptual Framework ............................................................................................................. 50 Chapter Summary ...................................................................................................................... 52
Chapter 3: Method ........................................................................................................................ 54 Introduction to Chapter 3 .......................................................................................................... 54 The Evidence-Based Research Framework ............................................................................... 54 xi
Review Design and Methodology ............................................................................................. 58 Systematic Review Defined ................................................................................................... 58 This Dissertation’s Systematic Review Process .................................................................... 60 Research Question and Methodology ....................................................................................... 60 Search Strings ........................................................................................................................ 61 Method of Quality Appraisal of the Included Studies ........................................................... 66 Analysis and Synthesis .............................................................................................................. 70 Qualitative Analysis .............................................................................................................. 72 Method of Synthesis .............................................................................................................. 73 Coding Process ...................................................................................................................... 73 Chapter Summary .................................................................................................................. 75
Chapter 4: Analysis and Findings ................................................................................................. 76 Introduction to Chapter 4 .......................................................................................................... 76 Review of the Research Question ............................................................................................. 77 Description of the Data Set ....................................................................................................... 77 Identification ............................................................................................................................. 79 Eligibility .................................................................................................................................. 79 Included .................................................................................................................................... 79 Screening .................................................................................................................................. 79 Results of the Quality Appraisal of the Data Set ...................................................................... 81 Results of Coding .................................................................................................................. 81 Findings and Discussion ............................................................................................................ 83 Analytical Theme 1: College Graduates Are Not Being Hired ............................................ 85 xii
Analytical Theme 2: College graduates are viable candidates for the workforce. ............... 92 Analytical Theme 3: Stakeholder Collaboration Increases Curricula Outcomes ................. 96 Summary of Findings .............................................................................................................. 113 Revised Conceptual Framework ............................................................................................. 114 Chapter Summary .................................................................................................................... 115
Chapter 5: Conclusions and Implications ................................................................................... 117 Introduction to Chapter 5 ........................................................................................................ 117 Review of the Research ........................................................................................................... 117 Review of Theoretical Frameworks .................................................................................... 118 Review of the Data Set ........................................................................................................ 119 Review of the Methodology and Coding Process ............................................................... 120 Findings ............................................................................................................................... 121 Answer to the Research Question ........................................................................................... 122 Management Implications ....................................................................................................... 122 Recommendations ................................................................................................................... 122 Recommendation 1: HEI’s communicate with college graduates and hirers to specifically determine what aspects are causing hirers not to hire college graduates ............................ 123 Recommendation 2: Hone the facilitators that are currently available and valuable for hiring college graduates. ................................................................................................................ 124 Recommendation 3: HEIs and hirers of college graduates work together to incorporate into college curricula insights from industry, specific competencies, and employability skills 126 Limitations of the Study and Areas for Future Research ........................................................ 129 Areas for Future Research ....................................................................................................... 130 xiii
Final Summary and Conclusion .............................................................................................. 130
References .................................................................................................................................. 132
Appendix A ................................................................................................................................ 154
Appendix B ................................................................................................................................ 157
Appendix C ................................................................................................................................ 164
Appendix D ................................................................................................................................ 165
Appendix E ................................................................................................................................ 166
Appendix F................................................................................................................................. 167
Appendix G ................................................................................................................................ 170
Appendix H ................................................................................................................................ 181
xiv
List of Tables
Table 1 CIMO for Development of Research Question ................................................................ 32
Table 2 Eleven Skill Gaps and Critical Growth Areas ................................................................ 47
Table 3 Six Steps in Using Evidence-based Principles ................................................................. 57
Table 4 Scholar-Practitioner Authors and Their Discipline ........................................................ 58
Table 5 Steps to Conduct a Systematic Review ............................................................................. 60
Table 6 Initial Dissertation Search Strings .................................................................................. 62
Table 7 OneSearch Content Providers ......................................................................................... 63
Table 8 Inclusion and Exclusion Search Criteria ......................................................................... 64
Table 9 TAPUPAS Quality Rating Scale ...................................................................................... 68
Table 9.1 The PRISMA Table ....................................................................................................... 79
Table 10 Study Methodology Represented in this Systematic Review .......................................... 80
Table 11 Collaboration Methods ................................................................................................ 102
Table 12 Four Types of Work-based Learning ........................................................................... 106
xv
List of Figures
Figure 1 APLU Skills Gap Survey Faculty and Employer Results ............................................... 28
Figure 2 Conceptual Framework .................................................................................................. 52
Figure 3 Five Stages of Evidence-based Practice......................................................................... 55
Figure 3.1 Articles Written From the Stakeholder Perspective .................................................... 84
Figure 4 Analytical Theme 1 ......................................................................................................... 85
Figure 5 Analytical Theme 2 ......................................................................................................... 93
Figure 6 Analytical Theme 3 ..................................................................................
Fracturing the ceiling: Exploring the organizational factors in the advancement of women of color to senior leadership
No full textThe purpose of this dissertation is to examine the factors that affect women of color as they aspire to advance to senior leadership roles within organizations and its significance to diversity management within the organization.Fracturing the Ceiling: Exploring Organizational Factors in Fracturing the Ceiling: Exploring Organizational Factors in Fracturing the Ceiling: Exploring Organizational Factors in Fracturing the Ceiling: Exploring Organizational Factors in Fracturing the Ceiling: Exploring Organizational Factors in Fracturing the Ceiling: Exploring Organizational Factors in Fracturing the Ceiling: Exploring Organizational Factors in Fracturing the Ceiling: Exploring Organizational Factors in theFracturing the Ceiling: Exploring Organizational Factors in Fracturing the Ceiling: Exploring Organizational Factors in theFracturing the Ceiling: Exploring Organizational Factors in Fracturing the Ceiling: Exploring Organizational Factors in Fracturing the Ceiling: Exploring Organizational Factors in theFracturing the Ceiling: Exploring Organizational Factors in Fracturing the Ceiling: Exploring Organizational Factors in Fracturing the Ceiling: Exploring Organizational Factors in Fracturing the Ceiling: Exploring Organizational Factors in Advancement of Women Color to Senior Leadership Advancement of Women Color to Senior Leadership Advancement of Women Color to Senior Leadership Advancement of Women Color to Senior Leadership Advancement of Women Color to Senior Leadership Advancement of Women Color to Senior Leadership Advancement of Women Color to Senior Leadership Advancement of Women Color to Senior Leadership Advancement of Women Color to Senior Leadership Advancement of Women Color to Senior Leadership Advancement of Women Color to Senior Leadership
Sharron Graves, DBA Candidate | [email protected] Sharron Graves, DBA Candidate | [email protected] Sharron Graves, DBA Candidate | [email protected] Sharron Graves, DBA Candidate | [email protected] Sharron Graves, DBA Candidate | [email protected] Graves, DBA Candidate | [email protected] Graves, DBA Candidate | [email protected] Sharron Graves, DBA Candidate | [email protected] Sharron Graves, DBA Candidate | [email protected] Sharron Graves, DBA Candidate | [email protected] Sharron Graves, DBA Candidate | [email protected] Graves, DBA Candidate | [email protected] Sharron Graves, DBA Candidate | [email protected] Sharron Graves, DBA Candidate | [email protected] Sharron Graves, DBA Candidate | [email protected] Sharron Graves, DBA Candidate | [email protected] Sharron Graves, DBA Candidate | [email protected]
DBA880 DBA880 DBA880 – Fall 2021Fall 2021 Fall 2021 Fall 2021
Dissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph DrasinDissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph DrasinDissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph DrasinDissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph Drasin Dissertation Mentors: Dr. Deborah Wharff & Joseph Drasin
EvidenceEvidence Evidence Gathering Gathering
Search string strategy: UMGC Search string strategy: UMGC Search string strategy: UMGC Search string strategy: UMGC Search string strategy: UMGC Search string strategy: UMGC Search string strategy: UMGC Search string strategy: UMGC Search string strategy: UMGC library (UMGC OneSearch, library (UMGC OneSearch, library (UMGC OneSearch, library (UMGC OneSearch, library (UMGC OneSearch, library (UMGC OneSearch, library (UMGC OneSearch, ABI/INFORM Collection, & Scopus ABI/INFORM Collection, & Scopus ABI/INFORM Collection, & Scopus ABI/INFORM Collection, & Scopus ABI/INFORM Collection, & Scopus ABI/INFORM Collection, & Scopus ABI/INFORM Collection, & Scopus ABI/INFORM Collection, & Scopus ABI/INFORM Collection, & Scopus
Included: Peer Included: Peer Included: Peer Included: Peer Included: Peer-reviewed; academic reviewed; academic reviewed; academic reviewed; academic reviewed; academic reviewed; academic reviewed; academic reviewed; academic reviewed; academic journals; published 2014 journals; published 2014 journals; published 2014 journals; published 2014 -2021; 2021; English language; advancement English language; advancement English language; advancement English language; advancement English language; advancement English language; advancement /development/ promotion; /development/ promotion; /development/ promotion; /development/ promotion; /development/ promotion; /development/ promotion; /development/ promotion; /development/ promotion; leadership/management; race, leadership/management; race, leadership/management; race, leadership/management; race, leadership/management; race, leadership/management; race, leadership/management; race, leadership/management; race, leadership/management; race, gender and/or ethnicity leadershipgender and/or ethnicity leadership gender and/or ethnicity leadership gender and/or ethnicity leadership gender and/or ethnicity leadership gender and/or ethnicity leadership gender and/or ethnicity leadership gender and/or ethnicity leadership gender and/or ethnicity leadership gender and/or ethnicity leadership
Excluded: Prior to 2014; grey Excluded: Prior to 2014; grey Excluded: Prior to 2014; grey Excluded: Prior to 2014; grey Excluded: Prior to 2014; grey Excluded: Prior to 2014; grey Excluded: Prior to 2014; grey Excluded: Prior to 2014; grey Excluded: Prior to 2014; grey Excluded: Prior to 2014; grey literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; literature; Not related to diversity; not gender or ethnicity related; not gender or ethnicity related; not gender or ethnicity related; not gender or ethnicity related; not gender or ethnicity related; not gender or ethnicity related; not gender or ethnicity related; not gender or ethnicity related; not gender or ethnicity related; not gender or ethnicity related; not gender or ethnicity related; not gender or ethnicity related; not gender or ethnicity related; health disparities; politics; religion health disparities; politics; religion health disparities; politics; religion health disparities; politics; religion health disparities; politics; religion health disparities; politics; religion health disparities; politics; religion
Intersectionality Theory Intersectionality Theory Intersectionality Theory Intersectionality Theory Intersectionality Theory Intersectionality Theory Intersectionality Theory Intersectionality Theory Intersectionality Theory Intersectionality Theory
(Crenshaw, 1989) (Crenshaw, 1989) (Crenshaw, 1989) (Crenshaw, 1989) (Crenshaw, 1989) (Crenshaw, 1989) -People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group People belong to more than one category or social group and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups and may experience the benefits drawbacks of those various social groups at the same time.at the same time. at the same time. at the same time. at the same time.
Institutional Theory of Diversity Management Institutional Theory of Diversity Management Institutional Theory of Diversity Management Institutional Theory of Diversity Management Institutional Theory of Diversity Management Institutional Theory of Diversity Management Institutional Theory of Diversity Management Institutional Theory of Diversity Management Institutional Theory of Diversity Management Institutional Theory of Diversity Management Institutional Theory of Diversity Management
Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting Organizations demonstrate their conformance to social norms by adopting structures that comply to institutional standards (Yang & Conrad, 2011).structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011).structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011).structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011).structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011). structures that comply to institutional standards (Yang & Conrad, 2011).
ResourceResource Resource -Based Theory of Diversity Based Theory of Diversity Based Theory of Diversity Based Theory of Diversity Based Theory of Diversity Based Theory of Diversity Based Theory of Diversity
Organizations can prosper by using knowledge Organizations can prosper by using knowledgeOrganizations can prosper by using knowledge Organizations can prosper by using knowledgeOrganizations can prosper by using knowledge Organizations can prosper by using knowledge Organizations can prosper by using knowledge Organizations can prosper by using knowledge Organizations can prosper by using knowledgeOrganizations can prosper by using knowledge Organizations can prosper by using knowledge Organizations can prosper by using knowledge-based resources like cultural based resources like cultural based resources like cultural based resources like cultural based resources like cultural based resources like cultural based resources like cultural diversity and the value derived by diversity and the value derived by diversity and the value derived by diversity and the value derived by diversity and the value derived by diversity and the value derived by diversity and the value derived by diversity and the value derived by diversity and the value derived by diversity and the value derived by diversity and the value derived by diversity and the value derived by a large number of a large number of a large number ofa large number of a large number of a large number of a large number of diverse persons working diverse persons working diverse persons working diverse persons working diverse persons working diverse persons working diverse persons working diverse persons working diverse persons working together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a together is quite significant, making it difficult for competitors to reproduce a specific organization’s mix (Richard, 2000). specific organization’s mix (Richard, 2000). specific organization’s mix (Richard, 2000). specific organization’s mix (Richard, 2000). specific organization’s mix (Richard, 2000). specific organization’s mix (Richard, 2000). specific organization’s mix (Richard, 2000). specific organization’s mix (Richard, 2000). specific organization’s mix (Richard, 2000). specific organization’s mix (Richard, 2000). specific organization’s mix (Richard, 2000). specific organization’s mix (Richard, 2000). specific organization’s mix (Richard, 2000).
Methodology Methodology
Systematic Review ProcessSystematic Review ProcessSystematic Review ProcessSystematic Review ProcessSystematic Review Process Systematic Review Process Systematic Review ProcessSystematic Review ProcessSystematic Review Process Systematic Review Process Systematic Review Process Systematic Review Process
UMGC Library Database UMGC Library Database UMGC Library Database UMGC Library Database UMGC Library Database UMGC Library Database UMGC Library Database UMGC Library Database search search
Quality Assessment Quality Assessment Quality Assessment -Weight Weight Weight Weight of Evidence of Evidence of Evidence of Evidence
Coding Coding – In vivo (Atlas.ti) In vivo (Atlas.ti)In vivo (Atlas.ti) In vivo (Atlas.ti) In vivo (Atlas.ti) In vivo (Atlas.ti)
Thematic Synthesis Thematic Synthesis Thematic SynthesisThematic Synthesis Thematic Synthesis Thematic Synthesis
Theoretical Lenses Theoretical LensesTheoretical Lenses Theoretical Lenses Theoretical Lenses
Management Management Management Management Implications ImplicationsImplications
Developing plans Developing plans Developing plans Developing plans Developing plans Developing plans to increase to increase to increase to increase to increase presence of presence of presence of presence of women of color in women of color in women of color in senior leadership senior leadership senior leadership senior leadership senior leadership rolesroles roles
Assessing the Assessing the efficacy of diversity efficacy of diversity efficacy of diversity efficacy of diversity efficacy of diversity efficacy of diversity efficacy of diversity efficacy of diversity efficacy of diversity initiatives in terms initiatives in terms initiatives in terms initiatives in terms initiatives in terms initiatives in terms initiatives in terms initiatives in terms initiatives in terms of leadership of leadership of leadership of leadership opportunity equity opportunity equity opportunity equity opportunity equity opportunity equity for women of colorfor women of color for women of color for women of color for women of color
Establish pipeline Establish pipeline Establish pipeline Establish pipeline Establish pipeline Establish pipeline Establish pipeline Establish pipeline programs for programs for programs for programs for programs for women of colorwomen of color women of color
Create Create Create Create Executive Executive Executive Executive Diversity Program Diversity Program Diversity Program Diversity Program Diversity Program Diversity Program
Problem Statement Problem Statement Problem Statement Problem StatementProblem StatementProblem Statement Problem StatementProblem Statement
According to McKinsey & Company, a According to McKinsey & Company, a According to McKinsey & Company, a According to McKinsey & Company, a According to McKinsey & Company, a According to McKinsey & Company, a According to McKinsey & Company, a According to McKinsey & Company, a According to McKinsey & Company, a Acc
Bringing Accounting Education Into the 21st Century: A Systematic Review
No full textMillennials and Generation Zers make up the majority of the undergraduate population in
universities and colleges. These generation cohorts are better educated and more technologically inclined
compared to prior generations. Even with these characteristics, undergraduate accounting enrollment has
declined. Moreover, employers have seen a skill gap among recent graduates. To find a probable solution
to this problem a systematic review was utilized. The research question was, “What pedagogical strategies
can higher education instructors develop to improve the next generation of accounting practitioners?” A
literature review related to accounting, pedagogy, and instructing millennials and Generation Zers
supported the analysis in finding common themes among the evidence. Using the theory of andragogy as
the theoretical lens, three themes were identified that support the development of pedagogical strategies
for higher education instructors to improve future accounting practitioners: issues in accounting,
information distribution, and pedagogy. The results of this review revealed three recommendations for
implications by higher education instructors: utilize technology as a supplemental pedagogical strategy,
transition to a student-centered classroom, and employ the active learning pedagogical strategy.Running Head: BRINGING ACCOUNTING EDUCATION i
ABSTRACT
Title of Dissertation: BRINGING ACCOUNTING EDUCATION INTO
THE 21st CENTURY: A SYSTEMATIC REVIEW
Kiersten Paige Bradley,
Doctor of Business Administration, 2021
Millennials and Generation Zers make up the majority of the undergraduate population in
universities and colleges. These generation cohorts are better educated and more technologically inclined
compared to prior generations. Even with these characteristics, undergraduate accounting enrollment has
declined. Moreover, employers have seen a skill gap among recent graduates. To find a probable solution
to this problem a systematic review was utilized. The research question was, “What pedagogical strategies
can higher education instructors develop to improve the next generation of accounting practitioners?” A
literature review related to accounting, pedagogy, and instructing millennials and Generation Zers
supported the analysis in finding common themes among the evidence. Using the theory of andragogy as
the theoretical lens, three themes were identified that support the development of pedagogical strategies
for higher education instructors to improve future accounting practitioners: issues in accounting,
information distribution, and pedagogy. The results of this review revealed three recommendations for
implications by higher education instructors: utilize technology as a supplemental pedagogical strategy,
transition to a student-centered classroom, and employ the active learning pedagogical strategy.
Keywords: pedagogy, andragogy, accounting, information technology, active learning, systematic review
BRINGING ACCOUNTING EDUCATION
ii
BRINGING ACCOUNTING EDUCATION INTO THE 21st CENTURY: A SYSTEMATIC
REVIEW
By
Kiersten Paige Bradley
Dissertation submitted to the School of Business,
University of Maryland Global Campus, in partial fulfillment
of the requirements for the degree of
Doctor of Business Administration
2021
BRINGING ACCOUNTING EDUCATION
iii
© Copyright by
[Kiersten Paige Bradley]
2021
BRINGING ACCOUNTING EDUCATION
iv
Dedication
I would like to dedicate this dissertation to my husband, Montana, and children, Briar and
Collins. Thank you for your unconditional love and support.
BRINGING ACCOUNTING EDUCATION
v
Acknowledgements
First and foremost, I would like to thank my family, most importantly my husband,
Montana, and daughters, Briar and Collins. You all are the reason for my hard work, time, and
effort to finish this dissertation and earn the doctorate degree.
I would also like to thank my parents, Doug and Sheila, and in-laws, Clinton and Deena.
Thank you all for your unconditional support and help with Briar and Collins during this time.
Your love and support have meant the world to me.
I wish to extend my special thanks to my dissertation advisor, Dr. James Gelatt. Thank
you for all of your guidance and support. This dissertation would not be what it is without you.
You made this extensive process enjoyable even when it seemed like I was never going to make
it to the end.
BRINGING ACCOUNTING EDUCATION
vi
Table of Contents
ABSTRACT .................................................................................................................................... i
BRINGING ACCOUNTING EDUCATION INTO THE 21st CENTURY: A SYSTEMATIC
REVIEW ........................................................................................................................................ ii
Dedication ..................................................................................................................................... iv
Acknowledgements ......................................................................................................................... v
Table of Contents ........................................................................................................................... vi
List of Tables ............................................................................................................................... viii
List of Figures ............................................................................................................................... ix
Chapter 1: Introduction and Overview of the Management Problem ............................................. 1
Background and Overview .......................................................................................................... 1
Problem Statement and Significance of the Problem .................................................................. 2
Purpose of the Study and The Research Question ...................................................................... 4
Rationale for the Study or Significance of the Study .................................................................. 5
Definitions and Terminology ...................................................................................................... 7
Chapter Summary ........................................................................................................................ 8
Organization of the Dissertation ................................................................................................. 8
Chapter 2: Scoping Literature Review and Theoretical Frame ...................................................... 9
Theoretical Framework ............................................................................................................... 9
Theory of Andragogy .............................................................................................................. 9
Transformative Learning Theory ........................................................................................... 11
Self-directed Learning Theory ............................................................................................... 12
Project-based Learning Theory ............................................................................................. 13
Experiential Learning Theory ................................................................................................ 14
Cognitive Learning Theory ................................................................................................... 15
Behaviorism Learning Theory ............................................................................................... 16
Constructivism Learning Theory ........................................................................................... 17
Humanistic Learning Theory ................................................................................................. 17
Connectivism Learning Theory ............................................................................................. 18
Positive Accounting Theory and Normative Accounting Theory ......................................... 19
The Literature Landscape or Scoping Literature Review ......................................................... 20
Accounting ............................................................................................................................. 20
Pedagogy ............................................................................................................................... 22
Instructing Millennials and Generation Zers ......................................................................... 25
Seminal Authors ........................................................................................................................ 27
Chapter Summary ...................................................................................................................... 29
Chapter 3: Method ........................................................................................................................ 31
Review Design and Methodology ............................................................................................. 31
The Evidence-Based Research Framework ........................................................................... 31
Systematic Reviews ............................................................................................................... 33
BRINGING ACCOUNTING EDUCATION
vii
Systematic Review Process ................................................................................................... 34
Search Strategy ...................................................................................................................... 34
PRISMA diagram .................................................................................................................. 37
Quality Appraisal ...................................................................................................................... 37
Analysis and Synthesis Methodology ....................................................................................... 42
Coding .................................................................................................................................. 42
Subject Matter Experts .............................................................................................................. 48
Chapter Summary ...................................................................................................................... 49
Chapter 4: Analysis and Findings ................................................................................................. 50
Review of the Research Question ............................................................................................. 50
Description of the Data Set ....................................................................................................... 51
Results of the Quality Appraisal of the Data Set ...................................................................... 52
Results of Coding ...................................................................................................................... 53
Results of the Synthesis of the Articles ..................................................................................... 60
Issues in Accounting .............................................................................................................. 60
Information Distribution ........................................................................................................ 66
Pedagogy ............................................................................................................................... 74
Chapter Summary ...................................................................................................................... 84
Chapter 5: Conclusions and Implications ..................................................................................... 85
Review of the Research ............................................................................................................. 85
Answer to the Research Question ............................................................................................. 85
Management Implications and Recommendations ................................................................... 86
Recommendation #1: Utilize technology as a supplemental pedagogical strategy ............... 86
Recommendation #2: Transition to a student-centered classroom ........................................ 87
Recommendation #3: Employ the active learning pedagogical strategy ............................... 89
Limitations of the Study and Areas for Future Research .......................................................... 91
Limitations of the Study ........................................................................................................ 91
Areas for Future Research ..................................................................................................... 92
Final Summary and Conclusion ................................................................................................ 94
References .................................................................................................................................... 95
Appendix A ................................................................................................................................ 110
Appendix B ................................................................................................................................ 125
BRINGING ACCOUNTING EDUCATION
viii
List of Tables
Table 1 ........................................................................................................................................................ 36
Table 2 ........................................................................................................................................................ 39
Table 3 ........................................................................................................................................................ 40
Table 4 ........................................................................................................................................................ 43
Table 5 ........................................................................................................................................................ 43
Table 6 ........................................................................................................................................................ 44
Table 7 ........................................................................................................................................................ 44
Table 8 ........................................................................................................................................................ 44
Table 9 ........................................................................................................................................................ 45
Table 10 ...................................................................................................................................................... 51
Table 11 ...................................................................................................................................................... 55
Table 12 ...................................................................................................................................................... 56
Table 13 ...................................................................................................................................................... 58
BRINGING ACCOUNTING EDUCATION
ix
List of Figures
Figure 1 ...................................................................................................................................................... 37
Figure 2 ...................................................................................................................................................... 46
Figure 3 ...................................................................................................................................................... 52
Figure 4 ...................................................................................................................................................... 53
Figure 5 ...................................................................................................................................................... 54
BRINGING ACCOUNTING EDUCATION
1
Chapter 1: Introduction and Overview of the Management Problem
Background and Overview
The intent of every higher education program is to successfully graduate their students
and propel them into their careers. Now more than ever, adults are seeking a baccalaureate
degree. According to the National Center for Education Statistics (2020), undergraduate
enrollment increased by 26%, from 13.2 million to 16.6 million students, between 2000 and
2018. For undergraduate students, the field of business is among the most popular degrees
(National, 2020). As enrollment in higher education have risen, accounting programs have seen a
contrasting effect. At James Madison University’s School of Accounting enrollment in the
intermediate accounting courses has decreased by 34% from 2015 to 2019 (Gabbin, 2019).
James Madison University represents one of thousands of accounting programs across the United
States, but their statistics are important considering the program was ranked in the top ten best
undergraduate accounting programs in 2019 by the U.S. News and World Report (Gabbin, 2019).
The accounting degree will never come to a demise. However, if these trends continue it does
raise a cause for concern on the future supply and demand of accounting graduates.
This dissertation utilizes a systematic review to answer a research question: “What
pedagogical strategies can higher education instructors develop to improve the next generation of
accounting practitioners?” As used here, the concept “improve” entails: (1) improvement in
attracting and retaining high-quality students and (2) improvement in students exhibiting
employee sought competencies upon graduation. This dissertation proposes that these
improvements should come to fruition through the adaptation of appropriate pedagogical
strategies.
BRINGING ACCOUNTING EDUCATION
2
The essence of a systematic review is to summarize the primary findings of relevant data
based on a research question (Booth, 2006). A systematic review is the procedure of; developing
a research question based on a current problem, executing a search for evidence, abstracting the
evidence, critically appraising the evidence for quality and accuracy, and synthesizing the results
for common themes from which to draw conclusions and recommendations. The systematic
review process in this dissertation is intended to provide increased knowledge and awareness
based on relevant information to allow higher education instructors to alter teaching strategies to
improve next generation accounting practitioners. This dissertation seeks to provide pedagogical
strategies for higher education instructors to implement in undergraduate courses for next
generation accounting practitioners. It is proposed that addressing this issue will help increase
high-quality accounting students and better prepare the next generation of accounting
practitioners.
Problem Statement and Significance of the Problem
Within the last ten years, higher education professionals have seen an expansion in the
academic and demographic diversity of the undergraduate population (Parker & Igielnik, 2020).
This is evident among millennials and Generation Zers whom represent the majority of students
to complete a college education within the past ten years. A millennial is a person who was born
between the years of 1981 and 1996. A Generation Zer is a person who was born between the
years of 1997 and 2012. According to Pew Research Center, compared to previous generations,
millennials and Generation Zers are more racially and ethnically diverse, better educated, and
more technologically inclined (Parker & Igielnik, 2020). Even comparing millennials to
Generation Zers, 57% of Generation Zers were enrolled in college compared to 52% of
millennials at a comparable age (Parker & Igielnik, 2020). Also, Generation Zers are more likely
BRINGING ACCOUNTING EDUCATION
3
to have a college-educated parent than millennials (Parker & Igielnik, 2020). One might expect
that the increase in the amount of generational college enrollments would result in a direct
reciprocal effect in the amount of college graduates. But for accounting undergraduates this
phenomenon does not hold true.
Every two years the American Institute of Certified Public Accountants (AICPA)
publishes a trends report detailing the supply and demand of accountants. In the most recent
report, published in 2019, total projected accounting enrollments decreased by 4%, projected
accounting graduates for both bachelor’s and master’s declined by 4%, and over the last two
reports new accounting graduate hiring dropped by 30% while non-accounting hires increased by
11% (AICPA, 2019). Also, the amount of CPA examination candidates decreased by 7% with
candidates who passed the fourth section, which covers regulations, decreasing by 6% (AICPA,
2019). Hence, the advancements of millennials and Generation Zers paired with recent
accounting trends generally do not align.
Even as millennials and Generation Zers have entered college, accounting program
graduates have decreased. This misalign