Developing Change Agent Leadership Attributes in First-Year Resident Assistants in a VUCA Environment

Autor/in	Coulter, Alexis A.
Titel	Developing Change Agent Leadership Attributes in First-Year Resident Assistants in a VUCA Environment
Quelle	(2022), (275 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Cabrini University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-0989-5
Schlagwörter	Hochschulschrift; Dissertation; Change Agents; Leadership Qualities; College Students; Resident Advisers; College Environment; Leadership Styles; Leadership Training; Organizational Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Führungseigenschaft; Collegestudent; Hochschulumwelt; Führungsstil; Führungslehre; Organisationsentwicklung
Abstract	Resident assistants (RA) receive training in multiple areas through curricular and/or co-curricular programs. Although co-curricular programs support leadership education, research has shown that student leaders better understand leadership theories and practices through an academic course (Sessa et al., 2014). The need for first-year RAs to learn about their leadership attributes is even more important now that the COVID-19 pandemic has impacted higher education. This research examined whether organizational development and change principles embedded within an academic course aid first-year RAs in discovering their individual leadership attributes in a volatile, uncertain, complex, and ambiguous (VUCA) world (Berinato, 2014; LeBlanc, 2018). The study distributed a survey to resident assistant students (N = 32) who were enrolled in a leadership education course specifically for first-year resident assistants at a state university in the northeast of the US. The survey used an existing instrument designed for student leaders and qualitative questionnaires to determine if students could identify leadership attributes from an existing organizational development model. Independent t-tests, ANOVAs, and a theoretical analysis were used as statistical tests to analyze the survey data. The quantitative data results conveyed that gender, class rank, and experience level did not show significant differences. However, the qualitative data revealed an understanding that experienced resident assistants who were enrolled in the course understood organizational development principles better than the first-year RAs who were currently enrolled in the course. This study provided an opportunity to create a shared understanding of what it means to lead as first-year RAs during the post-COVID-19 era. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01