Browsing Hood College by Type "dissertation"
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ItemDoctoral Students' Perceptions of Stress, Stressors, and Coping Strategies(2022) Kazemifar Askari, Heidi; Cuddapah, Jennifer; Hood College Graduate; Hood College Organizational LeadershipExecutive doctoral programs in organizational leadership are increasing. These programs are organized in such a way that students can take classes on the weekends or evenings without having to leave their jobs. With the negative impact of stress on doctoral students’ well-being, academic performance, and attrition, little is known about executive doctoral students’ experiences of stress in these programs. This phenomenological case study of stress, informed by 15 doctoral students and three faculty, explored doctoral students’ perceptions and experiences of stress. Analysis of the participants’ interviews revealed that students expected stress to be part of the doctoral program and that the stress they experienced was manageable. Findings from this study showed time, time management, balance of work, life, and study, the dissertation process, and heavy workload as sources of stress similar to other doctoral programs. Two stressors for executive doctoral students, not mentioned in other studies, were Saturday classes and the required statistics course. Challenges related to work and family and the pandemic were students’ stressors outside of the program. Executive doctoral students stress impacted their wellbeing more than the quality/quantity of their research and their decision to leave academia. Coping strategies reported were planning and prioritizing, being mindful, exercising, and taking a break; however, participants stated that there was no universal solution for coping with stress. 12 By gaining an in-depth understanding of the students’ perceptions of stress, as well as students’ and faculties’ perceptions of sources of stress and effective coping strategies, this study informs future doctoral students’ understanding of stress and the program stressors so they would know what to expect when they enter programs. The study can help universities unlock new methods for managing stress or assist universities in improving existing strategies. Effective strategies have the potential to impact students’ well-being, academic performance, and attrition rates. Future research can focus on comparative studies to see how the results compare to the findings in other doctoral programs. Given the different roles and responsibilities of executive doctoral students, universities, program directors and faculty should learn more about students’ stress so they can better assist students in mitigating it. ItemWhom Do We Entrust to Care for Our Students: Organizational Fit to Foster an Ethical Culture of Employee and Student Success(2020-08-03) Lozupone, Ja'Bette; Cuddapah, Jennifer; Organizational LeadershipWith the shift in focus from access to college education to completion of post-secondary degree, community colleges are facing increasing challenges to ensure students succeed after arriving on campus regardless of academic preparation, cognitive ability, or socioeconomic status. In addition, community colleges are managing unprecedented internal competing priorities and are facing growing financial pressures with funding tied to completion rates. With everyone on the college campus playing a role in fostering a culture of student success, it becomes increasingly more important for institutions to discern which faculty, staff, and administrators it attracts, selects, and retains. This qualitative study explores the individual core values prized by faculty, staff, and administrators, the overall optimal values to foster a culture of student success, and how the ethical identity of an institution and person-organization (PO) fit—value congruence and perceived fit—foster a culture of student success. The research site is a large accredited mid-Atlantic community college in the Achieving the Dream network with multiple campuses in a suburban setting. The institution serves more than 20,000 full-and part-time enrollments with over 20% Pell enrollments. Contextual factors impacting the research site include a recent academic restructuring; lawsuit over professorial wages; a physical move with centralization of administration and central services across divisions; and the institution comprises three unions in addition to non-unionized staff. All faculty, staff, and administrators representing every division of the college were invited to participate in this study, of which 298 participants completed an online anonymous cross-sectional survey, 39 participants completed individual interviews, and 24 participants completed focus group activities. The participants of this study represented every division of the college. Analysis of surveys, interviews, and focus groups revealed: a) employee success leads to student success, b) identification and operationalization of participant-identified optimal (PIO) values leads to optimal fit between individual and organization, c) the ethical identity and cultures of student and employee success reflect the values operationalized by the institution, and d) the operationalization of values reflect the ethical identity and cultures of student and employee success. Implications of these findings are critical to understand how colleges can improve selection practices, professional development efforts, and organizational effectiveness by hiring faculty, staff, and administrators with optimal fit to foster a culture of employee and student success. Further, organizations can identify and leverage optimal values to acculturate existing employees to improve fit with the organization. In addition, colleges can operationalize optimal values to target gaps in practices and address inefficiencies. Colleges can also endeavor into transformational cultural change by institutionalizing optimal values.