Digital Commons Network^™

Discovering The Self-Interest Of Servant Leadership: A Grounded Theory, R. Jeffery Maxfield

R. Jeffery Maxfield

Epistemology And Ontology: The Lived Experience Of Non-Traditional Adult Students In Online And Study-Abroad Learning Environments, R. Jeffery Maxfield

R. Jeffery Maxfield

Emergency Leadership: The Lived Experience, R. Jeffery Maxfield, Eric Russell

R. Jeffery Maxfield

The Leadership Leap: A Leadership Model, R. Jeffery Maxfield, Gary B. Noll, Rodger Broome

R. Jeffery Maxfield

The Leadership Leap: A New Approach For Homeland Security, R. Jeffery Maxfield, Rodger Broome, John R. Fisher

R. Jeffery Maxfield

The world is in chaos, and unfortunately, this most likely will continue. Recent news reports are replete with stories of crises. These events demonstrate the implicit and explicit need for leadership. We believe these crises and their accompanying uncertainty are the reasons people have sought strong leaders – to bring order and sanity to an otherwise uncontrollable world. This is particularly true in homeland security and the emergency services.

The Leap Model: Perceptions Of Emergency Service Leaders Of Legitimacy, R. Jeffery Maxfield

R. Jeffery Maxfield

This study adds to the qualitative data showing how leaders in the emergency services perceive legitimacy and the bases of power. The study examines the perception of leaders and their perspective on why subordinates view their leader as legitimate and/or authentic. Two definitions of legitimacy are presented: the traditional viewpoint of French and Raven (1959) associating legitimate power “with having status or formal job authority” and the other proposed by Maxfield (2012) in the LEAP leadership model basing legitimacy or authenticity more on the characteristics and skills leaders bring to their positions. Emergency service students interviewed leaders in their career …

Emergency Service Leader Perceptions Of Legitimacy, R. Jeffery Maxfield, John R. Fisher

R. Jeffery Maxfield

This study adds to the qualitative data showing how leaders in the emergency services perceive legitimacy and the bases of power. The study examines leader perception of the reasons their subordinates view their leadership as legitimate. Two definitions of legitimacy are presented: the traditional viewpoint of French and Raven (1959) associating legitimate power “with having status or formal job authority” and the other proposed by Maxfield (2012) in the LEAP leadership model basing legitimacy more on the characteristics leaders bring to their positions. Emergency service students interviewed leaders in their career fields, determining their view of legitimacy. They found that …

Employing Critical Reflection In An Online Emergency Services Course, R. Jeffery Maxfield, John D. Fisher

R. Jeffery Maxfield

Changing Paradigms In Online Education: Perceptions And Experiences Of Nontraditional Adult Learners In The Emergency Services, R. Jeffery Maxfield

R. Jeffery Maxfield

Planning for the unknown incident or emergency event makes the task of college and university educators not only interesting, but also extremely challenging. Max van Manen (1990) argued that the prescribed method for human science, in contrast to natural science involved description, interpretations, and self-reflective or critical analysis. In other words, we explain nature, but we must understand human life. This assertion seems to suggest learning strategies that expand beyond traditional pedagogies. The experience of nontraditional, emergency services students, in an asynchronous online environment appeared to be filled with comparison and contrast. While using prior experience and learning schemas, the …

Using Critical Reflection As An Applied Learning Technique Among Online Emergency Services Students, R. Jeffery Maxfield, John Fisher

R. Jeffery Maxfield

Non-traditional students in an online introductory course in Homeland Security used the DEAL model of critical reflection to describe (a) what they learned, (b) how they learned it, (c)why it matters, and (d) what they will do with what they learned. Online discussion of readings proved to be the most effective learning technique used in the course because it incorporated reflective practices and allowed application of real-life experiences.

Employing Critical Reflection In An Online Emergency Services Course, R. Jeffery Maxfield, John Fisher

R. Jeffery Maxfield

Non-traditional students in an online introductory course in Homeland Security used the DEAL model of critical reflection to describe (a) what they learned, (b) how they learned it, (c)why it matters, and (d) what they will do with what they learned. Online discussion of readings proved to be the most effective learning technique used in the course because it incorporated reflective practices and allowed application of real-life experiences.

Reflective Practices In Online Education For Non-Traditional Students, Dr. R. Jeffery Maxfield

R. Jeffery Maxfield

The goal of this research was to better understand the lived experiences and perceptions of nontraditional, adult college students in an asynchronous online environment. Contemporary researchers have investigated the differences between online education and the traditional, in-class learning. Most of the work has been done in quantitative methodologies, focusing on the similarities and differences in cognitive achievement. The extant literature is replete with studies and positions claiming little or no difference between the two delivery methods. However, most research is not presented in a theoretical construct; therefore, it is difficult to create a nexus between one study and the next. …

Asynchronous Online Learning: Perceptions And Experiences Of Nontraditional Adult Emergency Services Students, Dr. R. Jeffery Maxfield

R. Jeffery Maxfield

This study used hermeneutic phenomenology, a qualitative methodology, to explore and interpret the lived experience of nontraditional emergency services students in an asynchronous online learning environment. This understanding was achieved through rigorous analysis of in-depth, semistructured interviews and journal entries of four nontraditional adult students enrolled in an online baccalaureate degree program. The research question for this study was: How do nontraditional adult undergraduate students experience asynchronous online instruction? Results revealed that student experiences fell into two overarching themes, each with related subthemes. The two identified themes and subthemes are: (a) Flexible Learning, with the subthemes of convenience, self-directedness/self-discipline, and …

Online Education For Nontraditional Adult Students: Perceptions And Attitudes Of Emergency Services Workers In Asynchronous Learning Environments, Dr. R. Jeffery Maxfield

R. Jeffery Maxfield

The goal of this research was to better understand the lived experiences and perceptions of nontraditional, adult college students in an asynchronous online environment. Contemporary researchers have investigated the differences between online education and the traditional, in-class learning. Most of the work has been done in quantitative methodologies, focusing on the similarities and differences in cognitive achievement. The extant literature is replete with studies and positions claiming little or no difference between the two delivery methods. However, most research is not presented in a theoretical construct; therefore, it is difficult to create a nexus between one study and the next. …

Reflective Practices In Technology-Based Deliveries For Non-Traditional Students, Dr. R. Jeffery Maxfield

R. Jeffery Maxfield

Adult students seem to have a different learning style requiring a careful approach when using modern technology. They have an expectation for immediate response and effect. The use of learning-at-distance models in higher education, due to the fact that work schedules may interfere with attendance in the traditional manner, could be a major factor in motivating an adult student to return to school. However, traditional pedagogies may not be effective with this adult population. In fact, andragogy or “adult learning,” as a means of educational delivery may be a necessity rather than an optional approach with online instruction. Because online …