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Factors Contributing to Meaningful Work and Intention to Stay in Generation Z Healthcare Workers
Get PDFThe COVID-19 pandemic intensified two growing workforce challenges: (a) the Great Resignation and (b) quiet quitting, characterized by rising turnover and disengagement. Generation Z healthcare workers, now emerging as a significant segment of the workforce, have entered this environment with distinct values, emphasizing meaningful work, flexibility, growth, and organizational integrity. The purpose of this qualitative bounded case study was to explore the factors contributing to meaningful work and intention to stay among Generation Z healthcare workers in a large healthcare system in the United States. Data were collected through focus groups, paired interviews, single interviews, and analysis of anonymous employee satisfaction survey comments. Thematic analysis revealed five key factors influencing both meaningful work and intention to stay: (a) organizational culture, (b) commitment and loyalty, (c) growth and development, (d) job flexibility and adaptability, and (e) compensation and benefits. Findings demonstrated that meaningful work and intention to stay are closely intertwined for Generation Z healthcare workers, with experiences of belonging, alignment with mission, personal growth opportunities, supportive leadership, and perceived fairness significantly shaping their workplace commitment. This research contributes to the evolving understanding of Generation Z in the workforce, providing practical insights for leaders aiming to foster engagement, retention, and organizational performance in a rapidly changing labor landscape
APHANTASIA AND RELIGION: EXPLORING THE IMPACT OF IMAGELESS COGNITION ON SPIRITUAL EXPERIENCE
No full textThis study examines the intersection of aphantasia – the inability to consciously visualize mental images – and religious experience, here Christianity. Taking a phenomenological approach, qualitative interviews were conducted with three self-described aphantasic Christians to examine how they conceptualize, practice, and experience their faith. Thematic analysis revealed that participants employ abstract thinking, propositional thinking, and moral reasoning rather than visual imagery when engaging with religious texts, prayer, and worship. They valued intellectual and moral aspects of Christianity more than imaginative visualization, demonstrating that religion is not necessarily dependent on mental imagery to participate spiritually. While participants did refer to challenges in relating to visually based religious traditions, they also identified special strengths, such as enhanced analytical thinking and greater concentration on theological concepts. Data show that Christian belief is sensitive to a range of cognitive styles, contrary to the expectation that visual imagery is at the core of religious experience and belief. This study adds to the advancement of knowledge of cognitive diversity of religious practice and stresses the sensitivity of spiritual practice to involvement over sensory experience
TEACHER PERSPECTIVES OF IMPLEMENTING POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS WITH FIDELITY
No full textThe aim of this qualitative study was to understand teachers’ experiences and perspectives concerning the task of implementing schoolwide positive intervention support (SWPBIS) with fidelity. For the purpose of this study, positive behavior intervention support was defined as an evidence-based multi-tiered system to promote positive behavior in students. The researcher considered the following questions: What types of administrative support do teachers perceive as most effective for the successful implementation of SWPBIS? What are the teachers’ opinions regarding SWPBIS? What factors impact the implementation of SWPBIS within a school\u27s culture? The data collection consisted of semi-structured interviews from teachers K-8 grade. Two theoretical frameworks were used to support the PBIS framework, which were B.F. Skinners\u27 (1974) operant conditioning theory and Albert Bandura\u27s (1971) operant conditioning theory. The participants shared how critical consistency, collaboration, school leadership, and positive modeling are in making PBIS work. The findings revealed the importance of a visionary leader when implementing PBIS
SERVANT LEADERSHIP IN EMPOWERING MARGINALIZED COMMUNITIES: A QUALITATIVE CASE STUDY OF A NONPROFIT ORGANIZATION WITH A HOLISTIC MISSION
No full textThis qualitative case study examined the impact of servant leadership on organizational culture, service delivery, and long-term sustainability within faith-based nonprofit organizations serving marginalized and racialized populations. The research focused on the City of Refuge (COR) in Atlanta, Georgia, an organization with a holistic mission dedicated to life transformation through supportive services. Employing Greenleaf’s servant leadership theory as the theoretical framework, data were gathered via semistructured interviews with nine staff members and analyzed thematically. The findings revealed three primary themes: cultivating culture, cultivating compassion, and cultivating community. The results indicated that servant leadership positively influenced COR\u27s capacity to foster trust, empower personnel, uphold client dignity, and ensure programming stability. Despite encountering financial constraints and structural obstacles, COR\u27s commitment to service-oriented leadership contributed to a robust, mission-focused culture. This study contributed to the limited body of research on servant leadership within nonprofit contexts and offered a transferable model for other faithbased organizations aiming to serve vulnerable populations. Recommendations for practice included training in servant leadership concepts, stakeholder participation, and strategic sustainability planning
POST-TRAUMATIC STRESS DISORDER MITIGATION THROUGH EDUCATION: A BRAIN-BASED LEARNING APPROACH
No full textPrior research has indicated a noteworthy relationship between post-traumatic stress disorder (PTSD), working memory (WM) function, and quality of life (QOL) among individuals who have experienced traumatic events within their lifetime. Despite much prior research focusing primarily on adult combat veterans of war, minimal data exists evaluating the effects of traumatic events in civilians who have yet to pass the age of complete neurological development (25 years or age). The present study aimed to evaluate the differences in trauma perception, perception of WM function, and perception of QOL among college students in Florida. Using descriptive statistics, based on the type of post-secondary institution, it was determined that there was no statistically significant difference between trauma perception and QOL perceptions between participant groups. However, using an analysis of covariance (ANCOVA) and a moderation analysis resulted in a revelation that the psychological domain of QOL and the executive function domain of WM had an overall mediating effect on participants’ perceptions of PTSD. Based on the resulting data, educational pedagogy to effectively synthesize learning and psychological mitigation efforts to improve QOL in individuals diagnosed with PTSD can be significantly impacted by the overlapping of WM cognitive function improvement practices and psychological QOL development. The resulting data indicates that collaboration among the disciplines of education, psychology, and neurology will promote the most effective approach to trauma mitigation in individuals prior to complete brain development
AN EFFECTIVE AND ORGANIZED MENTORSHIP MODEL: DOES IT AFFECT THE EMERGING LEADERS’ CALL TO MINISTRY AND THE LONGEVITY OF THE UNIVERSAL CHURCH?
No full textThe concept of mentorship is undeniably a fundamental tool for personal and professional growth. Statistics show that mentorship has a vital impact on both individuals and organizations. Could having a strategic mentoring plan in ministry make a meaningful difference for individuals and the Universal Church? This dissertation has explored the effects of mentorship and models based on experiences and strategies from those who identify as ministry leaders. For the Apostle Paul, Christ\u27s life serves as a model and example, as he states, “Follow my example, as I follow Christ” (1 Cor 11:1). These words are the exact phrase that Jesus used in various scriptures when calling His disciples, telling them to follow Him, and He will show them how to fish for people (Matt 4:19). There is a clear call for leaders to mentor others, not only as ministers of the gospel but also for spiritual growth and a central focus on the church\u27s sustainability through ongoing mentorship and disciple-making. Moreover, this dissertation applied both qualitative and quantitative research to show the importance of an effective and organized mentorship model in the development and calling of emerging leaders and the Church’s life
Fostering Innovation at Work: Leadership Strategies for Motivating Innovative Work Behavior across Generations Within the Christian Higher Education Environment
No full textProject Type
Organizational Consulting Project, Organizational Design or Change, Seminar or Workshop
Project Overview
This capstone project involved the design, facilitation, and evaluation of a strategic leadership workshop developed for mid to senior-level enrollment leaders at Southeastern University. Grounded in Self-Determination Theory (SDT), Innovative Work Behavior (IWB), and Transformational Leadership, the workshop offered a diagnostic and developmental experience designed to motivate innovation across generational teams within a Christian higher education setting. The workshop was structured to transition from research-based theory to data-informed strategy, helping leaders translate organizational insights into actionable plans.
Project Themes
Core themes included intrinsic and extrinsic motivation, generational leadership, transformational leadership, innovation theory, and faith-aligned innovation. The workshop emphasized contextual relevance by incorporating pre- and post-workshop survey data, including validated motivation and innovation behavior scales drawn from Gen Z employees at Southeastern University.
Contributions to the Field of Leadership
This project contributes to the field of leadership by integrating academic theory with institutional data to present a replicable, faith-informed model for fostering innovation in mission-driven organizations. It demonstrates how leadership behaviors, when grounded in relational, motivational, and generational insights, can measurably impact workplace innovation, culture, and engagement. Additionally, this capstone presents a scalable and replicable model for leadership development that reframes innovation as vocational stewardship, aligning evidence-based strategy with spiritual formation. It contributes a diagnostic framework that can be applied across organizational departments to assess innovation climate and leadership efficacy.
Real-world Implications
The workshop generated immediate and measurable outcomes, with post-workshop evaluation data indicating high participant satisfaction, strong confidence in applying concepts, and early implementation of learned strategies. Leaders reported using the workshop frameworks to enhance feedback culture, refine motivation assessments, improve onboarding protocols, and foster interdepartmental collaboration. Several participants indicated plans to adapt the model further for emerging leader development and departmental diagnostics, underscoring the project’s scalability and long-term institutional potential. The initiative helped shift innovation from an individual responsibility to a shared organizational priority, emphasizing adaptive leadership, psychologically safe environments, and structured mentorship, particularly for Gen Z employees navigating challenges related to visibility and advancement. The integration of organization-specific data reinforced the relevance of applied theory, enabling leaders to design context-specific interventions tailored to their unique needs and circumstances. The personal action planning component catalyzed behavioral change, supporting the translation of insights into measurable leadership outcomes
The Influence of Millennial Women in Leadership: Examining Emotional Intelligence and Motivations of Millennial Women
No full textThis quantitative study explored the relationship between emotional intelligence (EI) and motivation to lead (MTL) among millennial women in leadership roles. Using the Wong and Law Emotional Intelligence Scale (WLEIS) and the Motivation to Lead (MTL) framework, the research examined how four EI dimensions, self-emotion appraisal (SEA), others’ emotion appraisal (OEA), use of emotion (UOE), and regulation of emotion (ROE), relate to three MTL dimensions: affective-identity (AIMTL), social-normative (SNMTL), and non-calculative (NCMTL). Data were collected from 117 millennial women leaders across various industries in the United States. Results revealed a significant negative correlation between SEA and NCMTL, suggesting that those more in touch with their emotions may weigh the personal costs of leadership more heavily. OEA showed positive correlations with both SNMTL and NCMTL, indicating that social awareness may enhance duty-driven and cost-aware leadership motivation. UOE was positively related to SNMTL, while ROE showed no significant relationship with any MTL dimension. These findings highlight that self- and other-awareness, more than emotional regulation, may influence why millennial women choose to lead. The results offer implications for leadership development opportunities and contribute to research on emotionally intelligent, purpose-driven leadership among emerging female leaders
Supporting College Students’ Mental Health Through Occupational Therapy
No full textThe mental health of college students has emerged as a significant concern, particularly because of the pressures of academic, social, and personal demands intensify. This study investigates the role of Occupational Therapy (OT) in supporting the mental health of college students, exploring the potential need for integrating OT services into campus programs. By assessing the current mental health resources available to students and evaluating their effectiveness, this research aims to identify gaps in support and determine whether OT could serve as a valuable addition to existing services. Through a combination of surveys, interviews, and literature reviews, the study examines students\u27 mental health needs and their perceptions of OT\u27s effectiveness in addressing these challenges. The findings suggest that while students report a variety of mental health concerns, there is limited access to targeted interventions that address these issues in the way that OT does. The study concludes that there is a significant opportunity to incorporate OT strategies on campus. The research calls for further exploration into the integration of OT practices within college mental health services and advocates for future collaboration between OT professionals and academic institutions to better support students\u27 overall well-being
THE INFLUENCE OF ACADEMIC OUTCOMES ON ACADEMIC ACHIEVEMENT: A QUANTITATIVE STUDY IN GRADES 3-12
No full textThe purpose of this predictive study was to examine the relationship between social and emotional learning (SEL) subskills and academic performance among students in grades 3–12. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, the study sought to identify which specific subskills were most strongly associated with student grade point average (GPA). A quantitative predictive correlational design was employed with a sample of 737 students representing diverse grade levels and backgrounds. Data were collected through the Satchel Pulse SEL assessment platform, and hierarchical multiple regression analysis was conducted to determine the predictive value of SEL subskills while controlling for demographic factors. Findings revealed that organizational skills, relationship skills, and responsible decision-making were significant positive predictors of GPA, underscoring their importance in supporting academic achievement. Self-awareness demonstrated a paradoxical effect, with certain subskills showing positive associations while the overall competency related negatively to GPA. Social awareness and appreciating diversity were not significant predictors. These results contribute to the growing body of research on SEL by identifying the specific subskills most closely tied to academic performance. Implications highlight the value of targeted SEL instruction and interventions, while limitations suggest the need for longitudinal and mixed-methods research to further investigate these relationships