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The Lived Experience of Hmong Women in Leadership Roles
No full textPurpose: The purpose of this qualitative phenomenological study was to explore and understand the lived experiences of Hmong women who have achieved leadership positions.
Methodology: This qualitative phenomenological study explored the lived experience of 12 Hmong women who have ascent to leadership roles through personal, face-to-face, in- depth, open-ended questions. Interviews were recorded, transcribed, and analyzed for emergent themes. Related artifacts from the participants, along with the participant interviews, were collected to triangulate data. Research findings were a result of the correlating themes based on the qualitative data analysis and research question.
Findings: The findings of the study indicated that personal determination, life circumstances, and networking were key factors for participants to achieve top leadership positions.
Conclusion: The conclusions of the study indicated that all participants were impacted by self-efficacy, opportunities, and influence during their journey to top leadership positions.
Recommendations for Action: Recommendations for action are to conduct a long-term study exploring the generational differences and leadership styles to further illuminate the lived experience of Hmong women leaders and their journey to top-leadership positions
We Don’t Have to Do All of It Alone: A Phenomenological Study on How Mid-level Leaders in Community Colleges Flourish Through Collaboration and Advocacy
No full textPurpose: The purpose of this phenomenological study was to identify and describe the formal and informal leadership development experiences of mid-level leaders promoted within Washington State Community Colleges.
Methodology: This phenomenological study identified and described the formal and informal leadership development experiences of 17 mid-level leaders promoted within Washington State Community Colleges. Respondents were purposively chosen based on specific criteria and recommendations of two expert sponsors. The researcher collected data through semi-structured interviews, where the participants provided descriptive data that would aid in answering the study’s research questions.
Findings: Analysis of the qualitative data from 17 mid-level leaders promoted within Washington State Community Colleges produced ten significant findings, organized into three categories: formal learning, informal learning, and unexpected findings. The study’s findings revealed insight into how mid-level leaders in community colleges identify and engage in leadership development opportunities, the significance of relationships in a mid-level leader’s learning, the necessity and limitations of formal learning, and how advocacy increases leadership development opportunities for marginalized populations.
Conclusions: Ten conclusions related to the leadership development experiences of mid-level leaders in community colleges were drawn in this study. These conclusions were based on data and offered further insight into the various leadership development opportunities and challenges faced by mid-level leaders in community colleges.
Recommendations: Further research is recommended to explore the leadership development of community college leaders. Recommendations include studies exploring barriers faced by community college leaders belonging to marginalized groups, leaders’ experiences of developing competencies identified by the American Association of Community Colleges, and the informal learning experiences of mid-level leaders in community colleges
A Delphi Study of Possibilities of Learning by 2035: Identify and Describe the Educational Changes for High Schools in California that are Possible and Probable by 2035 as Perceived by a Panel of Experts
No full textPurpose: The purpose of this Delphi study was to identify and describe the educational changes for high schools in California that are possible and probable by 2035 as perceived by a panel of experts. In addition, the purpose was to determine the level of desirability of educational changes identified as probable by a panel of experts. Finally, the purpose was to describe the actions necessary to promote the desirable educational changes by 2035 as perceived by the expert panel.
Methodology: The Delphi method was used as a mixed methods approach to build consensus among experts. Fifteen experts from diverse secondary education disciplines were purposively chosen based on specific criteria. Educational changes meeting an 85% consensus threshold were investigated further to determine actions needed for probable and desirable changes to occur by 2035.
Findings: This study identified three major findings related to actions necessary to promote these changes as discusses in the conclusions.
Conclusions: This study’s conclusions were based on what the panel members identified as the actions necessary to promote probable and desirable changes. First, school districts need to establish partnerships to ensure a focus on learning for both students and staff, and second, school districts need to consistently implement strategic planning and continual monitoring of learning.
Recommendations: Implications for action were developed to support the recommended changes based on the data findings, conclusions, expert panel members’ ideas, and new learning from this study
A Delphi Study of Possible, Probable, and Desirable Futures at 4-Year U.S. Higher Education Institutions by 2035
No full textPurpose: The purpose of this study was to identify and describe educational changes at 4-year higher education institutions that are possible and probable by 2035 as perceived by a panel of experts. Additionally, the purpose was to determine the level of desirability of educational changes identified as probable by a panel of experts. Finally, the purpose was to describe actions necessary to promote the desirable educational changes by 2035 as perceived by the panel of experts.
Methodology: The Delphi method was used to survey 17 higher education experts from diverse disciplines. Four survey rounds gathered qualitative and quantitative data regarding opinions of possible, probable, and desirable changes. Educational changes meeting an 85% consensus for probability and desirability were investigated further to determine necessary actions for changes to occur.
Findings: Data analysis resulted in 3 major findings; higher education institutions must respond to shifts in market demands with more agility, institutions must make cultural shifts to better meet shifting market needs, and institutions must make more efficient use of resources.
Conclusions: This research led to the conclusions that higher education’s curriculum must be outcomes-based to meet the needs of today’s students and industries, revisions of programs and policies are required to align with market demands, and resource allocation and utilization must be improved. Additionally, it was concluded DEI initiatives are not a top priority for higher education leaders.
Recommendations: The U.S. 4-year higher education system has faced several disruptive forces over the past decade. Today’s decision making must be future focused to maintain a system that continues to serve the American public. For the 4-year higher education system to meet society’s needs over the next decade, actions necessary include changing cultures within internal and external systems that accommodate innovative ways of teaching learning and are reviewed for relevancy yearly, including the development of flexible and highly adaptable models such as microcredentials, stackable credentials, and competency-based programs. Developing such models will require community partnerships, prioritizing innovative technology, reducing operating costs, and transparent strategic plans. Additionally, more resources are needed for DEI initiatives if equity is a priority
The Mentoring Experiences of Mid-Level Leaders in Higher Education as they Relate to Leadership Development
No full textPurpose: The purpose of this phenomenological research study was to describe the mentoring experiences of mid-level leaders in private non-profit higher education as it relates to their leadership development.
Methodology: This phenomenological study identified and described the mentoring experiences of 15 mid-level leaders in private non-profit higher education in California as they related to leadership development. Respondents were chosen based on specific criteria, snowball sampling, and finally convenience. The researcher collected data and coded the data for themes based upon frequency counts.
Findings: Examination of the qualitative data from the 15 mid-level leaders in Private, Non-Profit Higher Education yielded 10 findings. These findings included mid-level leaders leveraged mentoring relationships for expertise, advice, having candid conversations, dialoguing through challenges, and answer developmental questions posed by their mentors. Mid-level leaders learn skills from peers, collaborate with those they seek to learn from, and through constructive coaching from their supervisors. Frequency of mentoring sessions varied based upon the mentor-mentee relationship.
Conclusions: Ten conclusions were drawn from the findings of the data. These conclusions pointed to increased access to senior leaders and other leaders within the organization enhance development of mid-level leaders. Mid-level leaders need time to contextualize what they learned through mentoring, work on stretch goals, and dialogue through challenges they experience with their mentors. Organizational cultures high in trust and teams that feel psychologically safe will produce more meaningful mentoring relationships and organizational results. Mentoring programs need guidance on how mentoring relationships are developed to customize support.
Recommendations: Recommendations for action include assessing executives on organizational culture, mid-level leaders must observe senior leaders make decisions, capturing mid-level leaders mentoring experiences, researching phases of mid-level leaders challenges, creating virtual training simulations, creating a task force to revise the annual review process to include professional development, developing a “New Role for a Day” program, levering software to forge unlikely partnerships, grouping mid-level leaders in teams for collaboration and skill development, performing a SWOT analysis to identify key affinity groups, and strategies for senior leaders to building trust
How Exemplary Female Executive Leaders in Higher Education Use Five Principles of Grit—Courage, Conscientiousness, Long-Term Goals, Resilience, and Excellence Versus Perfection—to Accomplish Extraordinary Results in Their Organizations
No full textPurpose: The purpose of this phenomenological study was to identify and describe how exemplary female leaders who hold executive roles in higher education use five principles associated with grit (courage, conscientiousness, long-term goals, resilience, and excellence versus perfection) to accomplish extraordinary results in their organizations. It challenges the notion that academic credentials and intelligence alone drive leadership success, emphasizing the role of grit in extraordinary leadership. This study delves into the barriers women encounter in reaching executive roles, their strategies for overcoming challenges, and how they leverage gritty qualities to facilitate and sustain transformative change. Methodology: A phenomenological design was used to identify and describe how exemplary women who hold executive leadership roles in public colleges and universities use these five principles associated with grit to accomplish extraordinary results within their organizations. Through in-depth descriptions of their lived experiences, interviews, and the examination of artifacts, the aim of this phenomenological study was to reveal participants’ experiences and use of gritty leadership traits in higher education. Findings: Female executive leaders in higher education use the five principles of associated with grit to produce extraordinary results in their organizations. These principles are described in six major findings; the findings were (a) make ethical/moral vii decisions, (b) push past fear to navigate change, (c) promote equity, (d) plan ahead and remain diligent, (e) adjust goals, and (f) focus on “your why.” Conclusions: Three significant conclusions regarding gritty leadership traits of female executive leaders in higher education emerged. The conclusions were (a) courage is fundamental to gritty leadership; (b) conscientiousness, use of long-term goals, and resilience make a strong contribution toward accomplishing extraordinary results, and (c) excellence versus perfection appears to be a nonmotivator of exemplary leaders. Recommendations: Seven recommendations are detailed under implications for action. One recommendation is to replicate this study with male participants for a comparative analysis of grit leadership across genders. Another recommendation is to research the relationship of grit with interest, practice, purpose, and hope, in addition to the impact of two pervasive influencers that includes passion and perseverance
Homeless Barriers: A Phenomenological Study of Service Providers in Thurston County, Washington State
No full textPurpose: This qualitative phenomenological study aims to describe the perceptions of homeless service providers in Thurston County, Washington State, and describe barriers to the homeless seeking assistance. This study interviewed ten Thurston County service providers about their perception of the barriers preventing the unsheltered homeless from using available services. Identifying barriers and developing strategies to reduce or remove them is expected to reduce or eliminate homelessness.
Methodology: This qualitative phenomenological study describes the homeless service providers\u27 perceptions of the homeless and the barriers to the homeless seeking assistance. The researcher conducted interviews with a sample of ten service providers to explore information on what barriers exist. The research question was, What are the perceptions of the homeless service providers and what barriers exist to the homeless seeking assistance? A purposeful sample of knowledgeable service providers in Washington was asked to answer five questions voluntarily. Written questions and interview participants\u27 answers were used to analyze and determine common themes for homeless barriers.
Findings: Examination of qualitative data from the ten service providers participating in interviews and literature of this study revealed seven themes that identified barriers for the homeless when seeking assistance from existing services.
Conclusion: This study reveals and discusses homeless barriers experienced by the unsheltered homeless and potential ways to improve homeless services. Three of the seven themes identified the greatest impacting barriers for reduction or removal.
Recommendations: The researcher recommends the following to service providers to reduce or remove unsheltered homeless barriers. It is vital to understand the differences and commonalities between service providers and their standard operating procedures. Identifying best practices in the most successful services and disseminating them throughout the counties would also assist in removing barriers. Improving the interaction and quality of the experiences of the homeless could lead to the sharing of those positive interactions among their peers. Standardization and training of service providers and staff will be needed to reduce barriers
How Exemplary California Community Colleges Vice Presidents of Student Services Use Conflict Leadership Strategies to Establish Common Ground and Produce Breakthrough Results: A Phenomenological Study
No full textPurpose: The purpose of this phenomenological conceptual replication study was to discover and describe how exemplary California Community Colleges vice presidents of student services establish common ground and produce breakthrough results by using the six domains of conflict leadership strategies (ethical behavior, shared interests, emotional intelligence, problem-solving, collaboration, and communication).
Methodology: This qualitative phenomenological study explored and described the impact of using conflict leadership strategies to establish common ground and produce breakthrough results as perceived by California Community Colleges vice presidents of student services. I was part of a thematic team of six peer researchers and faculty advisors who developed a semistructured interview protocol. Using both convenience sampling and purposive sampling, eight participants were selected to be interviewed about their lived experiences.
Findings: The literature and findings from this study demonstrated how exemplary vice presidents of student services used the six domains of leadership strategies to establish common ground and produce breakthrough results. The semistructured interview responses and artifacts resulted in 17 themes, 209 references, six major key findings, and two unexpected findings.
Conclusions: The literature and findings support that exemplary vice presidents of student services showed their ability to use the six domains of leadership strategies to transform conflict and reach common ground. Vice presidents of student services used one leadership strategy or a combination of leadership strategies to establish common ground and produce breakthrough results.
Recommendations: It is recommended that California Community Colleges develop a training and mentoring program for leaders to integrate the six domains of leadership strategies. To maintain current knowledge on conflict leadership, colleges should implement an annual professional development curriculum. College administrators should be encouraged to learn effective leadership strategies for adequate application and practice
Overcoming the Impostor Phenomenon: Exploring the Strategies Special Education Charter School Leaders Used to Cope During the COVID-19 Pandemic
No full textPurpose: The purpose of this descriptive mixed method study was to explore and describe the coping skills used to overcome the nine behavioral characteristics by special education charter school leaders who identified as experiencing impostor phenomenon (IP) by the Clance Impostor Phenomenon Scale (Clance,1985), while leading the transition to distance learning in response to the COVID-19 pandemic. Methodology: This descriptive mixed-methods research design used quantitative and qualitative data to identify special education leaders with IP and explore the coping skills they used during distance learning. The first phase of the study was a quantitative 20-question survey, the CIPS, used to identify leaders with IP. The second phase of the study was qualitative and included 12 semi structured interview questions meant to obtain rich, descriptive data about the coping skills used to overcome the nine behavioral characteristics associated with IP. Findings: The findings from this research study indicates that 70% of special education charter school leaders experienced moderate to frequent feelings of impostor syndrome during the pandemic. The analysis of the semi structured interview questions revealed 1-3 coping strategies for each of the characteristics. 18 major themes emerged and 3 unexpected findings. Themes included: allowing room for grace, engaging in physical activity, and asking for advice from a mentor.
Conclusions: These findings led the researcher to conclude that individuals experiencing IP characteristics can cope by working in collaborative teams, setting boundaries, prioritizing tasks, engaging in physical activity or movement, and giving themselves grace by asking for assistance from a colleague or supervisor. Recommendations: Educational organizations should invest in the development of their administrators\u27 leadership skills and provide opportunities for leaders to work collaboratively in teams. Leaders require validation and reassurance from supervisors, therefore, creating a space for ongoing feedback is vital for individuals experiencing behaviors associated with IP. Lastly, raising awareness of IP in educational settings and organizations can create a work environment that avoids increasing individual impostor feelings
Growth and Impact: The Dual Purpose of Leadership Development for Professionals in Middle Management Roles
No full textAbstract
Growth and Impact: The Dual Purpose of Leadership Development for
Professionals in Middle Management Roles
Emerging leaders are aware of the skills needed for executive leadership but may not possess the knowledge of how to develop those skills, meaning they often enter higher levels of leadership with awareness of what is needed to lead but without the actual skills to do so. More than any time in history, it is critical that those placed in leadership positions develop skills prior to being elevated. On the job leadership development is no longer a reliable option and intentionality to developmental time and experience ensures leaders have skills to guide successful organizations in a variable, uncertain, complex, and ambiguous (VUCA) world.
Fortunately, organizations need not wait for succession opportunities before reaping the benefits of their leadership development investment. Study results find that developmental leadership experiences provide the added benefit of strengthening mid-level leader impact in their current positions. While in the process of gaining skills needed for higher level roles, middle-level leaders can immediately put developed skills into practice in current positions. Research shows that leadership skills are developed through observation and practice, and a broad relationship network provides varied leadership experiences for developmental growth. New leadership skills in negotiating, team building, and communication are put into practice, enhancing middle management impact and influence across organizational levels.
As confirmed in this study, leadership is built on relationships. Given the importance of relationships to building leadership, the need for strong professional networks among middle management professionals cannot be overlooked. Engagement with a large and diverse network of professionals creates leadership development for mid-level leaders that serves a dual purpose of growth for future leadership roles and enhanced impact and influence in current roles, providing a win for the individual and a win for the organizatio