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Leading Change: Components of Successful Transformational Doctoral Programs in Organizational Leadership
No full textInnovation and transformational change are vital to the birth and rebirth of all organizations. This historical study of the Brandman University Doctoral Program in Organizational Leadership utilized the Bolman and Deal (2017) four-frame model to examine the concept and development of the doctoral program with the Alpha Cohort of 2012. Findings from the study reveal five components of successful transformational doctoral programs that grew out of the factors considered and decisions made in the start-up phase of the program. This study contributes to the literature on transformational change and doctoral education by providing detailed analysis of critical factors of the program’s successful concept and development in the words of key leaders of the program
The Superintendent Mindset
No full textPurpose: The purpose of this phenomenological study was to explore and describe how exemplary leaders perceive the practices of Sinek’s (2020) infinite mindset framework are embedded in their organization to inspire the achievement of extraordinary results. A further purpose was to understand organizational supports and barriers exemplary leaders perceive affect the development of an infinite mindset.
Methodology: The thematic team concluded a phenomenological methodology was the most appropriate approach to identify and describe the superintendents’ perceived importance of the practices of Sinek’s (2020) infinite mindset to achieve exemplary results. Identifying and describing the unique lived experiences of superintendents is best captured through a phenomenological methodology.
Findings: The consistent practices exemplary superintendents utilized to achieve extraordinary results were: intentionally keeping the mission, vision, and values at the forefront; developing strategic plans for alignment to the mission; focusing on building trusting teams through open communication and providing resources and supports for success; expecting all team members to engage in professional learning and collaborative structures to improve; continuously gather information through needs assessments to understand the evolving needs of the district; commit to open and transparent communication to move towards the vision; and remain focused on the barriers their staff and organization face and engage in meaningful stakeholder engagement to overcome those barriers.
Conclusions: It was concluded superintendents who engage in the following practices achieve extraordinary results: work is aligned to the vision; strategic plans are developed; trusting teams are built through communication and providing resources; a high value is placed on professional learning and collaboration; frequent needs assessments are conducted to respond to changing needs; foster open and transparent communication; and superintendents who do not engage in meaningful stakeholder engagement will not be prepared to address challenges faced by the district.
Recommendations: Additional research should be conducted to study: other superintendents in California and the United States; cabinet level leaders; the various needs assessments utilized by superintendents; collaboration with other associations to determine strategies superintendents perceive impact their districts post pandemic; and combine the 8 thematic dissertations to identify patterns and trends
A Phenomenological Study: The Perceived Impact of the Intersectional Barriers created by Gender and Race on African American Female\u27s Advancement to a K-12 Central Office Leadership Position
No full textPurpose: This phenomenological study aimed to explore the perceived impact of the intersectional barriers created by gender and race on African American females\u27 advancement to a K-12 central office leadership position. The second purpose of this study was to identify strategies African American females leverage to overcome barriers due to intersectionality while advancing to a K-12 central office leadership position.
Methodology: This qualitative research study employed a phenomenological approach to describe the lived experiences of eight African American women leaders employed in K-12 central office leadership positions in San Bernardino and Riverside counties. Data collection included an interview protocol of 13 semi-structured questions and artifacts submitted by participants. Interviews were recorded and transcribed, and data were analyzed to identify themes.
Findings: The analysis of data revealed the following major findings. The most referenced finding for this study was that racial barriers experienced while serving as an AAF in a K-12 central office position impact confidence and self-esteem. Assumptions that African American females are not qualified for central office positions, AAF females must be overly prepared to be successful in central office leadership, and the importance of mentorship and sponsorship to support African American females as they advance through their careers were revealed.
Conclusions: The results of this study conclude that African American Female central office leaders face systematic barriers that make it difficult to advance in their careers. Although highly qualified, racial barriers prevent African American females from advancing to Central Office leadership positions. African American female leaders must develop strategies that address race and gender inequities.
Recommendations: It is recommended to replicate this study in other counties, states, and nationally. It is further recommended to examine stress factors that manifest as a result of intersectional barriers African American women face in central office leadership positions as they advance through their careers
Stories from the Trenches: An Ethnographic Study on the Culturally Responsive Leadership Strategies of California Community College Financial Aid Leaders
No full textPurpose: The purpose of this ethnographic study was to identify and describe how California community college financial aid leaders are culturally responsive in their leadership strategies, based on Horsford, Grosland, and Gunn’s (2011) Culturally Relevant Leadership Framework.
Methodology: This study identified and described culturally responsive leadership strategies among 15 financial aid leaders at California community colleges. Participants for the study were selected based on meeting a specific set of criteria. The researcher collected data through semi-structured interviews and artifacts, then analyzed and coded the data to identify themes and findings.
Findings: The findings were divided into four dimensions, professional duty, personal journey, pedagogical approach, and political context. Examination of the qualitative data from the 15 California community college financial aid leaders indicated eight major findings and one unexpected finding.
Conclusions: The study drew eight conclusions to provide deeper insight into the culturally responsive leadership strategies of California community college financial aid leaders. The conclusions included considering the perspectives of marginalized student populations when reviewing financial aid policy; supporting formal and informal learning opportunities for financial aid leaders; ensuring financial aid offices are present in decision making spaces; developing strategic partnerships with student support programs; understanding the needs of marginalized student populations; fostering a diverse and inclusive work environment; making psychological safety a priority in staff meetings; practicing self-reflection.
Recommendations: Further research is recommended to replicate this study in other higher education settings; a meta-analysis of the six groups of California community college leaders associated with this thematic study; replication of this study in financial aid leaders from the California State University and the University of California sectors; research on the leadership development of California community college financial aid leaders; research on the development of cultural agility in financial aid leaders; a comparative study on community colleges in other states; a retrospective study on retired financial aid leaders; a study investigating the impacts of federal financial aid policy on underserved community college populations
Parents’ Expectations of Developmentally Delayed Children With Special Education Needs (SEN) When Transitioning Out of Non-Classroom Based Independent Studies Charter High Schools
No full textPurpose: The purpose of this phenomenological study was to identify and describe the expectations of parents of developmentally delayed special education needs (SEN) high school children regarding their children’s transition out of independent studies charter high schools. In addition, it was the purpose of this study to identify how parents perceived independent studies charter high school schools addressed the needs of their SEN children during the transition process.
Methodology: This study used qualitative methodology to gain insight into the lived experiences and perceptions of parents with SEN high school students in a NCB ISP high school transition program. Data was collected from 10 participants with interviews as the primary data collection method which was compiled with the researcher’s observations during the interview process. This methodology was aligned with the purpose statement and research questions.
Findings: The findings of the research demonstrate that parents of SEN developmentally delayed students who enroll their students in a NCB ISP charter high school do so because they are actively looking for an education model that fits their student’s unique needs. Parental expectation is that the NCB ISP charter high school will provide more choice and opportunities for their students as they go through the special education transition process. Based on the information gathered from the semi-structured interviews, it was concluded that the majority of parents viewed the NCB ISP charter high school transition programs as superior to or on par with conventional public high schools.
Conclusions: Parents of special education (SEN) students who are looking for an effective special education transition services model often choose NCB ISP charter high schools. Successful SEN transition programs at NCB ISP charter high schools emphasize career development and preparedness. Parents require formal training to understand and participate effectively in the special education transition process.
Recommendations: The researcher recommends that all NCB ISP charter high schools have a dedicated special education transition staff and program. Transition programs are to have a parent education component that is relevant. Parents will benefit from having experts guide them through the special education training process
Leading with Cultura y Corazón: Culturally Responsive Leadership and Latina Mid-Level Leaders in the California Community Colleges
No full textPurpose: The purpose of this ethnographic study was to identify and describe how California community college Latina mid-level leaders are culturally responsive in their leadership strategies, based on Horsford, Grosland, and Gunn’s (2011) culturally relevant leadership framework.
Methodology: This ethnographic study identified and described how Latina mid-level leaders within the California community colleges utilize culturally responsive leadership strategies using Horsford et al.’s (2011) culturally relevant leadership framework. The researcher was part of a thematic team of 6 researchers who developed and vetted a semi-structured interview protocol aligned with the theoretical framework. Sixteen participants were identified and selected using purposeful criterion sampling. Data was collected through virtual semi-structured interviews and artifacts. The researcher collected, analyzed, and coded the data using qualitative research software to identify themes and articulate findings.
Findings: The findings of this study illustrate that mid-level California community college Latina leaders utilize culturally responsive leadership strategies within all four dimensions of Horsford et al.’s (2011) culturally relevant leadership framework. The study found that the Latina mid-level leaders’ personal journeys and identities were deeply enmeshed with their leadership practices and professional sense of duty to lead for equity. Further, the study found that Latina mid-level leaders cultivated alliances, engaged in mentoring, and leaned on data when navigating the political context of the community college. Lastly, the leaders in this study led with authenticity and intention while fostering workplace cultures that promoted growth and accountability for diversity, equity, and inclusion. Analysis of semi-structured interviews and artifacts yielded 14 major themes, 10 major findings, and 1 unexpected finding.
Conclusions: Supported by the literature and based on the findings of this study, the researcher drew 9 conclusions that created a deeper understanding of the intersection of identity and culturally responsive leadership practices within community colleges.
Recommendations: Further research is recommended to replicate this study with different affinity groups; a meta-analysis of the thematic group’s studies of culturally relevant leadership of California community college leaders; replication of this study with Latinx faculty leaders; and a meta-analysis of graduate-level educational leadership programs to identify how culturally responsive leadership behaviors are embedded in the curriculum
Leading is Key: A Phenomenological Study on the Impact of Adaptive Leadership During Times of Great Change and Opportunity for On-Site Multifamily Property Managers
No full textPurpose: The purpose of this exploratory phenomenological study was to identify and describe the strategies used by on-site multifamily property managers in Southern California to build an adaptive capacity based on the five key characteristics of adaptive leadership identified by Heifetz et al. (2009b). Methodology: In this phenomenological study, in-depth interviews and artifacts were used to gather data from on-site multifamily rental property managers in Southern California to identify and describe the strategies they used to build adaptive capacity within their organizations. Findings: On-site multifamily rental property managers in Southern California who were interviewed for this study described the importance of trust-building, creating a psychologically safe environment, promoting employee involvement in decision-making, offering growth opportunities, and holding time for ongoing development within daily operations. Conclusions: By identifying and describing the strategies used by on-site multifamily rental property managers in Southern California, it can be concluded that the intentional use of various strategies can build their team’s adaptive capacity. Recommendations: Further research is recommended, including replication across a broader sample that specifically addresses possible study limitations, exploration of the quantitative impact of the identified strategies on teams, and a Delphi study to determine the future of the industry and needed leadership skills
COVID-19 Pandemic: Lived Experiences of Teachers Supporting Students’ SocialEmotional Learning Needs Upon Returning to Face-To-Face Instruction
No full textPurpose: The purpose of this qualitative phenomenological study was to explore the lived experiences of San Bernardino County elementary school teachers in supporting students\u27 social-emotional learning needs upon returning to face-to-face instruction after the COVID-19 pandemic.
Methodology: This phenomenological study identified and described San Bernardino County elementary school teachers\u27 experiences supporting students\u27 social-emotional needs upon returning to face-to-face instruction after the COVID-19 pandemic. Participants were purposively chosen based on specific criteria of working in a public kindergarten through sixth grade setting within San Bernardino County. The participants answered 15 semi-structured questions. The transcribed data collected by the researcher during the 12 interviews and artifact collection were then uploaded to the software program NVIVO where patterns and themes were developed to answer the research questions.
Findings: The shared experiences of participants and the supports given socially and emotionally were: (a) behaviors dominated by the inability to regulate emotions, (b) provided access to a variety of coping strategies, (c) built relationships with students and parents/guardians, (d) emotional support was given through curriculum, district resources, and school support staff, (e) low self-management skills that led to undesired vii behaviors, (f) collaborated and built supports by reaching out to home and support staff, (g) positive communication and strategies to manage one’s behavior, (h) adverse social interactions that led to playground and classroom disruptions, (i) empathy-focused lessons and discussions, (j) lacked verbal and nonverbal interpersonal skills, (k) encouraged and guided students to strengthen their interpersonal communication skills, (l) inadequacy in making caring, productive, and responsible decisions and (m) nurtured responsible decision-making through modeling and reflecting.
Conclusions: The three conclusions are: (a) continued supports in self-management and social awareness are essential in developing appropriate behaviors, (b) COVID-19 has dramatically impacted students’ abilities to make caring and productive decisions, and (c) education needs to continue to build emotional support systems that are adequately staffed and trained properly.
Recommendations: Three recommendations are: (a) a replication study with a larger sample size, (b) a study identifying emotional support programs and resources aligned to current classroom needs, and (c) a study zeroed in on mental diagnosis after COVID-19 pandemic in students
How Exemplary Chief Nurse Executives Utilize the Six Domains of Conflict Transformational Strategies to Establish Common Ground and Produce Breakthrough Results
No full textPurpose: The purpose of this phenomenological method study was to identify and describe strategies that exemplary chief nurse executive leaders use to identify and establish common grounds to produce breakthrough results in healthcare by using the six domains of transformational conflict strategies: collaboration, communication, emotional intelligence, ethical behaviors, problem solving, and shared interest.
Methodology: As a part of the thematic phenomenological study, the research identified and described the lived experiences of eight exemplary chief nurse executive leaders in health care who used conflict transformational strategies to find common ground to produce breakthrough results. The target population for the study included chief nurse executives from 195 general acute hospitals in Southern California. Data were collected through in-depth, one-to-one interviews that were conducted as a primary method for data collection. A thematic team of eight researchers and two faculty advisors developed the semistructured interview questions.
Findings: The literature and findings from this study demonstrated how exemplary chief nurse executives used the six domains of conflict transformational strategies to establish common ground and produce breakthrough results. The semistructured interviews and artifacts resulted in 19 major themes, 376 references, six key findings, and two unexpected findings.
Conclusions: The literature and findings support that exemplary chief nurse executives showed their ability to use the six domains of conflict transformation strategies independently or in combination to establish common ground and produce breakthrough results.
Recommendations: It is recommended that acute care hospitals develop and integrate training on the six domains of conflict transformational strategies in establishing common ground and producing breakthrough results for their nurse leaders, particularly for new nurse leaders. Additionally, it is recommended that organizations develop formal leadership training to develop staff and nurse leaders on transformational leadership and skills to ensure consistency in application and practice by the nurse leaders, including the chief nurse executive
Authentic and Unapologetic: Culturally Responsive Leadership Strategies Used by California Community College Senior-Level Leaders of Color
No full textPurpose: The purpose of this qualitative study was to identify and describe how California Community College senior-level leaders of color are culturally responsive in their leadership strategies, based on Horsford, Grosland, and Gunn’s (2011) culturally relevant leadership framework.
Methodology: This qualitative ethnographic study identified and described the culturally responsive leadership practices utilized by 15 senior-level leaders of color within California Community Colleges and explored how their lived experiences and identities influence their ability to lead their institutions using the four dimensions of Horsford et al.’s (2011) culturally relevant leadership framework: political context, personal journey, pedagogical approach, and professional duty. Participants were purposefully selected based on specific criteria. Data was collected through semi-structured interviews, observations, and artifacts.
Findings: Data analysis led to 10 major findings. These findings revealed that culturally responsive senior-level leaders of color: (a) engender self-authenticity amidst disparate expectations, (b) leverage situations to advance equity, (c) embed equity within college structures, (d) build community and collaboration, (e) engage diverse voices in critical conversations, (f) ensure the learning environment meets student needs, (g) draw upon their identity and lived experience to create an inclusive campus environment, (h) practice reflexive leadership, (i) manifest self-actualization in their professional life, and (j) challenge structural injustices.
Conclusions: Supported by and based on the research findings of this study and connected to the literature, 11 conclusions were drawn that offered deeper insight into the culturally responsive leadership strategies used by senior-level leaders of color. These conclusions have significant implications for district governing boards, college presidents, faculty senates, and participatory governance groups to center equity in policy and decision-making, embed anti-racist practices in curriculum and pedagogy, and recognize the cultural wealth and unique competencies that leaders of color bring to the institution.
Recommendations: Further research is needed to explore the unique experiences of women and/or first-year senior-level leaders of color, examine higher education leadership programs that include aspects of lived experience and identity in leadership practice and its impact on cultural responsiveness, and investigate the extent to which a leader’s culturally responsive leadership approach improves the learning environment for students of color