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Graduate Theses and Dissertations

Teacher Education and Professional Development

Iowa State University

Leadership

2012

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Full-Text Articles in Education

Mentoring Influence On Socially Responsible Leadership Capacity Based On Institutional Carnegie Classification, Michael Carl Gleason Jan 2012

Mentoring Influence On Socially Responsible Leadership Capacity Based On Institutional Carnegie Classification, Michael Carl Gleason

Graduate Theses and Dissertations

Higher education institutions are being called to provide leaders capable of operating in increasingly complex environments (Astin & Astin, 2000; Daloz Parks, 2005; Longo & Gibson, 2011; Rost & Barker, 2000). As immersion into these complex environments has been found to assist students in developing leadership capacities, mentoring is needed to help support students during these immersion experiences. Researchers have explored how mentoring influences leadership development (Campbell, Smith, Dugan & Komives, in press; Collins-Shapiro, 2006; Gleason, 2009; Jabaji, Slife, Komives, & Dugan, 2008), but it is valuable to study mentoring effects within different institution types based on Carnegie Classification, as different environments have different influences on student effects and outcomes. There currently exists a lack of literature in this area.

This post-positivist, quantitative study utilized a secondary data set, the 2009 Multi-Institutional Study of Leadership (National Center for Leadership Programs, 2011) to understand how mentoring and leadership development compare among institutions of different Carnegie Classifications. Respondents in this data set attended 101 institutions in the United States that had responded to an open call in the summer of 2008. A subsample of 57,713 of the original 115,632 cases contained responses related to mentoring for this study. The Multi-Institutional Study of Leadership utilized the Socially Responsible Leadership Scale as its primary scale, which was developed by Tyree (1998) and measures the core values of the Social Change Model.

Seven research questions provided the foundation of the study, which was operationalized in Astin's (1993) Input-Environment-Output (I-E-O) Model. Variables in the study were analyzed utilizing descriptive statistics; inferential statistics, such as analysis of variance (ANOVA); and multiple sequential hierarchical regression analyses. The findings of this study provide insightful information for researchers, practitioners, and policy makers. Understanding how mentoring influences leadership development in different institution types can help improve practice and provide insight for additional research.


Habits-Of-Mind And Practices Of High-Functioning Public Baccalaureate And Comprehensive Universities, Steven Manchester Carignan Jan 2012

Habits-Of-Mind And Practices Of High-Functioning Public Baccalaureate And Comprehensive Universities, Steven Manchester Carignan

Graduate Theses and Dissertations

Abstract

This study provides better understanding of the practices and habits of thought of two high-functioning public institutions. Both schools, New England College and Midwest State University have received consistently high rankings from commercial ratings publications like U.S. News and World Report, and consistently high and often improving scores on the National Survey of Student Engagement (NSSE). Both schools studied had consistent success despite the economic challenge of their baccalaureate focus and the rapidly changing higher education marketplace.

Both Midwest State University and New England College underwent significant change in mission and culture. Despite the disruption inherent in a ...