Дисертації: "Cognition of leadership"

1

Harris, Joelle Leigh. "Creativity, Cognition, and the Arts." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1333991219.

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2

Lorek, Emily J. "Does Group Leadership affect Stress and Group Decision-Making?" Marietta College Honors Theses / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1398348630.

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3

Tremel, Karen M. "Creating an Instrument to Measure and Develop Global Leadership Competencies and Cognition." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117040.

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Given economic and societal shifts towards globalization, the need to develop effective global leaders is well documented. This thesis explored the development of a prototype instrument for use in global leadership classes or training to assess and/or develop the competencies and decision-making abilities associated with effective global leadership. The format of the instrument was a hybrid of situational judgment tests (SJTs) and culture assimilators and its content was drawn from a real life critical incident as recounted by an expert global leader during an interview using cognitive task analysis techniques. The interview was part of qualitative research that investigated expert cognition displayed by exceptional global leaders.

The thesis included a literature review of global leadership research to identify the general competencies, intercultural competencies, and cognitive proficiency of effective global leaders that would serve as a foundation for the domains to be assessed and developed. SJTs and culture assimilators were discussed as format examples for constructing the instrument. The process of creating and refining the tool was then reviewed, which included developing the questions and answers, conducting pre-tests, gathering feedback from subject matter experts, and conducting a content analysis to ensure global leadership and intercultural competencies were addressed. Data collected during the course of development were presented and discussed.

Step-by-step instructions (that included potential improvements to the process experimented with to date) were included to guide others in future development. An abridged sample of the instrument was provided.

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4

Ezzat, Hicham. "Leader pour la Créativité : Modéliser et Expérimenter un Leadership orienté Défixation." Thesis, Paris Sciences et Lettres (ComUE), 2017. http://www.theses.fr/2017PSLEM056/document.

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Plusieurs travaux ont permis de caractériser le rôle des biais cognitifs dans les situations de créativité. Parmi ces biais, on distingue particulièrement les effets de fixation, c’est à dire les connaissances et solutions habituelles qui viennent spontanément à l’esprit des individus lors d’une situation de créativité (tâche de créativité, de génération d’idées, ou de résolutions de problèmes créatifs), et qui contraignent la génération d’idées et de solutions nouvelles et plus créatives. Ces différentes études ouvrent plusieurs pistes pour enrichir la gestion de ces biais cognitifs dans les processus d’innovation.Le leadership est reconnu pour avoir un rôle fondamental à jouer pour aider une équipe à surmonter ces effets de fixation dans un écosystème en situation de créativité. Le leadership est définit comme étant un processus d’influence social dans lequel un ou plusieurs acteurs (jouant le rôle de leaders) emmènent d’autres acteurs (leurs équipes) à atteindre un objectif commun. Leadership et créativité passent souvent pour antagonistes - soit que les leaders soient « créatifs » à la place de leurs équipes, soit que l'autorité doive disparaître pour libérer leurs créativités.Dans un cadre de recherche multidisciplinaire mixant science de gestion (management de l’innovation), sciences cognitives (biais cognitifs à la créativité) et science de la conception innovante (théorie C-K), les leaders créatifs peuvent jouer des rôles très importants pour aider leurs équipes à surmonter les effets de fixations, et ceci selon des règles expérimentales très précises et contrôlées, consistant d’une part à détecter les phénomènes de blocage (la fixation), et d ‘autres part à entreprendre les modes d’actions appropriés pour les surmonter.De plus, ces règles expérimentales peuvent être contextualisées dans des conditions plus générales en organisation, et ceci via les outils de gestion du leadership organisationnel classique (recrutement, allocations de temps et de ressources, motivation, prise de la décision, évaluation, création de climat, spécification des objectifs, etc..). En effet, les méthodes de recherches utilisés pour cette contextualisation organisationnelle consistent à i) mettre en place des protocoles expérimentaux permettant d’isoler les phénomènes de blocages cognitifs dans des situations de créativité ; ii) à générer des règles expérimentales de défixation cognitive dans des contextes bien contrôlés (laboratoire); et iii) à contextualiser ces règles expérimentales de défixation cognitive en utilisant des études de biographies de grands leaders créatifs de l’histoire tél que : Steve Jobs, Thomas Edison ou Mark Zuckerberg
Several studies have helped to characterize the role of cognitive biases, which appear in situations of creativity. Among these cognitive biases, we can particularly distinguish the fixation effects, that is to say, the obvious knowledge and solutions that comes spontaneously in individuals’ mind during a situation of creativity (creativity task, idea generation, or creative problem-solving), and which consequently constrain the generation of novel and creative ideas and solutions. These different studies open new sights to enrich the management of these cognitive biases in innovation processes.Leadership is recognized as having a fundamental role to play in helping a team overcome these fixation effects in an ecosystem in situation of creativity. Leadership is commonly defined as a process of social influence, in which one or more actors (acting as leaders), lead other actors (their teams) to achieve a common goal. Leadership and creativity are often seen as antagonistic – whether leaders are « creative » in the place of their teams, or that the authority and control must disappear in order for creativity of their teams to flourish.In a multidisciplinary research framework combining management science (innovation management), cognitive science (cognitive biases to creativity) and innovative design science (C-K theory), creative leaders can play very important roles to help their teams overcome fixation effects, and this according to very precise and controlled experimental rules, consisting on the one hand to detect the cognitive biases against creativity (the fixation), and on the other hand to undertake the appropriate modes of actions to overcome them.In addition, these experimental rules can be contextualized in more general conditions, such as organizational contexts, using traditional leadership organizational tools (recruitment, resources and time allocations, motivation, decision-making, evaluation, climate creation, goal-settings, etc..). Indeed, the research methods used for this organizational contextualization of the defixation rules consist of i) building experimental protocols in order to isolate the cognitive effects related to the fixation effects in situations of creativity; ii) generating experimental rules of cognitive defixation in highly and well-controlled contexts (laboratory settings); and iii) contextualizing these experimental rules for cognitive defixation using biographical studies of great creative and innovative leaders in the history, such as for example: Steve Jobs, Thomas Edison or Mark Zuckerberg

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5

Mohd, Salleh Lailawati. "The relationship among leadership communication competence, emotional intelligence, and cognitive complexity." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1173101143.

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6

Qin, Lei. "A New Trust in Leadership Framework: A Cognition-Based and Affect-Based Process." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1279582054.

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7

Brickner, Mary Ann. "The effects of affect and accountability on information processing of leader behavior /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487264603219216.

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8

Moir, Mark James. "Contextual Leadership: The Social Construction of Leadership in a Comprehensive Healthcare System." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1247843733.

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Thesis (Ph.D.)--Antioch University, 2009.
Title from PDF t.p. (viewed October 7, 2009). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 151-161).

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9

Bisaillon, Beth. "The Followers perspective on the connetions between perceived servant leadership, affect and cognition-based trust and prosocial motivation." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84697.

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This study was initiated for the purpose to further understand the theoretical relationship between followers trust of the closest bound perceived servant leader and the predictability of the followers organizational citizenship behavior (OCB). Specifically, this study looked at the modifying effect of the followers prosocial motivation—the desire to benefit other people (Grant, 2008) on multilevel dimensions of trust (i.e. affect- and cognition-based trust) and how this could possibly predict if at all followers OCB. There is far less research specifically about servant leaders than those implementing transformational leadership theory (Joseph & Winston, 2005; van Dierendonck & Nuijten, 2011). There are numerous studies using transformational leadership based on the well-defined parameters that are proven to be a relatively strong predictive variable in a variety of theoretical fields (N. Eva, Sendjaya, & Prajogo, 2015). Zhu and Akhtars’ (2014) study on transformational leadership behavior and multi-levels of trust is the inspiration to the current research project. The current research project is a close replication of Zhu and Akhtars’ (2014) model with the replacement of transformational leadership with servant leadership. Data were collected from 39 followers and four leaders from seven different facilities in the greater Stockholm area. The results showed that affect-based trust mediated the relationship between servant-based leadership and followers OCB. In addition, affect-based trust mediated the relationship between servant leadership and followers OCB only with those with high prosocial motivation. As for cognition-based trust, there seems to be some interaction between cognition-based trust and the relationship between servant leadership and followers with low prosocial motivation. These results strengthen the conclusions of the original study by Zhu and Akhtar (2014). Finding that servant leadership does not predict follower’s organizational citizenship behaviors alone. To reach a better understanding on followers OCB and their interaction within a servant leadership organization one must look at the individual followers’ level of trust and prosocial motivation variables to further our understanding on how to encourage OCB.

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10

Olsson, Moa. "Does Cognitive Leadership Matter? : An Analysis of Tony Blair’s Decision on the Iraq War." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84677.

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By using a qualitative content analysis and cognitive mapping, the purpose of the thesis is to investigate the decision-making of political leaders in extraordinary situations. The thesis focuses on the case of Tony Blair and his decision to invade Iraq in 2003. The cognitive map of political elites by Robert Axelrod is used to form a cognitive map to illustrate and represent the beliefs of Blair. The research question is what formed Blair’s decision to invade Iraq in 2003? Three time periods are analyzed: before, during and after the war. The results show that intervention should be accepted and no intervention should be rejected. This is with regard to the British utility. The motives for the intervention was Blair’s belief in spreading democratic values and rights. Something which would generate stability and progress for Britain, as well as, for other countries. To end human suffering, WMD trade and terrorism were also among the motives for the intervention. To strengthen the strategic relationship with Russia through intervention was important and the relationship with the U.S. even more. No intervention would increase the ineffective containment and strengthen the regime of Hussein. No intervention would also increase WMD (trade, development and use), terrorism, destruction and people suffering and dying on a mass-scale. Altogether this would negatively impact the British utility.

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11

Zoller, Joseph Y. "Cross-Cultural Effects on the Cognitive Process of Verbal and Numeric Rating Scales." NSUWorks, 2017. http://nsuworks.nova.edu/hsbe_etd/126.

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Cross-cultural factors affect the cognitive processes engaged in by subjects to respond to rating scales. By using a sequential explanatory strategy of mixed-method research design, this study investigates four cultural groups in the software industry (n=92) - Israelis, Latinos, Romanians, and Americans - to investigate cultural effects on the thought processes used by respondents performing selected verbal (ordinal) and numeric (interval) scales. Cluster analysis of the qualitative data identified four main response styles used by subjects – Extremes, Midpoint, Range, and Refiners. While the clusters did not differ in their demographics, when evaluating their cognitive processes against the theory of Tourangeau, Rips, and Rasinski (2000), clusters used different cognitive processes. Specifically, Refiners and Midpoint were more likely to adjust their responses during the Judgment stage before responding. The findings of this research identified that values as acquired through life experience (i.e., leadership position) and demographics (i.e., gender, age, and educational level) rather than basic culture play a key role in the cognitive processes used by subjects to respond to scales. These factors affected scale preference, response style, cognitive processes, and even generated sentiments and emotions. Focusing on cultural values rather than cultural practices is a key need to yield valid survey results. While some of the subjects are oblivious to the cultural effects discussed in this study, those effects have theoretical and practical implications for surveys conducted by multi-national organizations and business leaders. Furthermore, identifying and handling cross-cultural differences described in this study can be used to train leaders in cross-cultural environments.

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12

Anawalt, Max A. "The Relationship of Leadership Styles, Context, and Outcomes." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/215.

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New and experienced leaders sometimes underestimate the importance of the follower and context in their ability to be effective and successful in the long term. During an organization crisis or in a conflict situation, a leaders’ verbal and nonverbal communication behaviors and an awareness of the contextual factors and followers’ feelings involved may contribute more to long-term effectiveness and success more generally than certain characteristics or type of leadership, even if that style is the prevalent model of leadership within the organization. In theory, every leader should benefit from a greater understanding of the evolving study and theory of leadership psychology, but to put the knowledge into practice is a completely different story. This case study depicts some of the new and existing challenges facing leaders today, in hopes that the way in which the information is presented through a story will better help in illustrating the mistakes that all leaders can and do make, so the events and people in the story serve to prevent these mistakes from being made.

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13

Mongereau, Marine. "The decisive role of cognition in developing performing adaptive global leaders : an analysis of top executives' international assignments." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE3079/document.

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L’économie mondiale d’aujourd’hui se révèle pour les entreprises un environnement fluctuant, complexe, incertain et ambigu dans lequel il est difficile de maintenir une croissance internationale rentable. Dans ce contexte, les organisations doivent continuellement développer un portefeuille de cadres dirigeants capables de mener à bien les stratégies de développement assurant une croissance internationale durable. C’est un défi auquel les organisations font encore face même après un long historique dans la dotation en personnel de leurs activités mondiales. Notre recherche a été conçue pour mieux comprendre comment les cadres dirigeants globaux se développent, adaptent leurs compétences aux besoins si imprévisibles initiés par leurs différentes expériences internationales. La méthodologie déployée est particulièrement inductive, interprétative. Notre échantillon se compose de 25 cadres dirigeants expatriés dans des filiales de multinationales, hommes et femmes ayant une longue expérience de l’expatriation complété par une analyse longitudinale d’un cadre dirigeant expatrié sur une durée de deux ans et demi. Les objectifs de cette recherche sont, d’abord de générer une connaissance subjective du développement du cadre dirigeant international, enracinée dans la façon dont l’expérience est perçue par les cadres globaux eux-mêmes, présentée sous forme d’un modèle qualitatif de type « à la Gioia ». Le but sera ensuite de fournir aux praticiens des lignes directrices en vue d’améliorer les décisions de gestion relatives à la conception des programmes de formation et aux suivis des cadres dirigeants expatriés. Notre recherche aura montré le rôle décisif de la cognition (et du moi) pour assurer l’efficacité du processus de développement du cadre dirigeant international, qui, complété par une volonté constante d’apprendre, permet en finalité, de générer une sorte de “know how” dont se serviront les cadres dirigeants à chaque nouvelle expérience. Nous concluons en proposant deux recommandations aux praticiens : d’abord l’intégration de “key behaviours” dans la définition de fonction des personnes en charge du global talent management : les SCSC’s (Strategic, Credible, Supportive, Considerate). Puis, nous proposons la création d’une fiche d’identité du cadre dirigeant expatrié : la « ID expat profile », permettant, un meilleur suivi, recensement et échange d’information au sein d’une même société
Today’s global economy represents a volatile, complex, uncertain and ambiguous environment for firms to sustain a profitable international growth. Organizations must continuously develop a portfolio of leaders ready to push forward growth strategies. Despite this challenge, corporations often fail to offer the right learning organizational framework to their top executives proposing too often standardized models. Many firms are acknowledging the urgent need to transform their learning organizations, strategies and to rethink how to learn to lead. Our research is aiming to develop a deep understanding of how global executives are developing, adjusting competencies to the unpredictable needs initiated by their different expatriations. The methodology used is highly inductive and interpretivist. The qualitative sample is composed of 25 top executives, expatriated in MNC’s subsidiaries, men and women. This sample is complemented by the transversal follow up of one top executive, expatriated, for over a period of 2, 5 years. The research objectives are to generate subjective knowledge grounded in the way global executives experience their development during expatriation, translated into a model “à la Gioia” and to provide guidelines for practitioners. We found out that the concept of cognition and self was decisive for an effective development process abroad, this combined with an ongoing willingness and ability to learn, leading to the generation of a sort of “know how” (practical intelligence). We conclude giving two recommendations to corporations; one on the role of HR corporate in charge, advising four key behaviours to improve efficiency: the SCSC’s (Strategic, Credible, Supportive, Considerate) and the second on the top executives follow-up, more precisely we recommend the creation of an expat ID profile; “the expat ID” that will help enhance the global talent management of such an individual

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14

Owens, Cynthia Lorraine. "The influence of cultural perspectives and conflict resolution on employee perceptions of leadership effectiveness." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3385.

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The purpose of this study was to examine how cultural values and conflict resolution influence the perceptions employees form about their managers. The sample for this study included 118 participants representing various organizations from the United States.

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15

Luther, Kurt. "Supporting and transforming leadership in online creative collaboration." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/45822.

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Online creative collaboration is challenging our basic assumptions about how people can create together. Volunteers from around the world who meet and communicate over the Internet have written the world's largest encyclopedia, developed market-leading software products, solved important open problems in mathematics, and produced award-winning films, among many examples. A growing body of research refutes the popular myth that these projects succeed through "self-organization" and instead points to the critical importance of effective leadership. Yet, we know little about what these leaders actually do, the challenges they must manage, and how technology supports or hinders their efforts. In this dissertation, I investigated the role of leadership in online creative collaboration. I first conducted two empirical studies of existing leadership practices, focusing on the domain of online, collaborative animation projects called "collabs." In the first study, I identified the major challenges faced by collab leaders. In the second study, I identified leader traits and behaviors correlated with success. These initial findings suggested that many collab leaders, overburdened and lacking adequate technological support, respond by attempting less ambitious projects and adopting centralized leadership styles. Despite these efforts, leaders frequently become overburdened, and more than 80% of collabs fail. To ease the burden on leaders and encourage more complex, successful projects, I led the development of a web-based, open-source software tool called Pipeline. Pipeline can support leadership by reinforcing a traditional, top-down approach, or transform leadership by redistributing it across many members of a group. This latter approach relies on social processes, rather than technical constraints, to guide behavior. I evaluated Pipeline's ability to effectively support and transform leadership through a detailed case study of Holiday Flood, a six-week collaboration involving nearly 30 artists from around the world. The case study showed that formal leaders remained influential and Pipeline supported their traditional, centralized approach. However, there was also evidence that Pipeline transformed some leadership behaviors, such as clarifying, informing, and monitoring, by redistributing them beyond the project's formal leaders. The result was a significantly more ambitious project which attained its goals and earned high praise from the community. The main contributions of this dissertation include: (1) a rich description of existing leadership practices in online creative collaboration; (2) the development of redistributed leadership as a theoretical framework for analyzing the relationship between leadership and technological support; (3) design implications for supporting and transform leadership; (4) a case study illustrating how technology can support and transform leadership in the real world; and (5) the Pipeline collaboration tool itself, released as open-source software.

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16

Renier, Laetitia. "Meta-Perception at Work: Empirical and Theoretical Evidence for the Inclusion of Meta-Perception and its Accuracy in Organizational Behavior." Doctoral thesis, Universite Libre de Bruxelles, 2019. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/286758.

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Whether you are trying to impress others, communicate efficiently, develop trust with your teammates or followers, or choose key partners to work with, you need to accurately anticipate what others think of you. This process, which is called meta-perception (Laing, Phillipson, & Lee, 1966), is thus crucial for your day-to-day life, and also at work. Still, meta-perception fails to be considered as a key individual process in the field of Organizational Behavior – OB. Therefore, this dissertation aims to gather empirical and theoretical evidence showing that meta-perception is an important process for organizational life. Thus, this dissertation focuses on the process itself (i.e. meta-perception and meta-accuracy), its antecedents and its outcomes, applied to social evaluation situations that are common at work. First, I aim to provide the bases of a consensual and context-specific approach of meta-perception enabling its study in the field of OB by differentiating the manifestations of meta-accuracy and by using statistical methods that consider both components of meta-accuracy, namely meta-perception and other-perception (Edwards, 1995, 2002; Shanock, Baran, Gentry, Pattison, & Heggestad, 2010). Second, I aim to examine whether meta-perception, its bias and its accuracy are affected by specific antecedents (i.e. narcissism and leadership style) that have received growing attention in OB. Third, I aim to study the effect of meta-perception and its accuracy on outcomes usually influenced by person perception, such as performance and hireability, and characterized by social evaluation. To achieve these aims, four research projects were performed (i.e. three empirical projects, gathering eight studies, and one theoretical project). The first project examines the link between narcissistic tendencies and a specific form of meta-perception. The second project tests the effect of leadership style on the accuracy of meta-perception and whether this accuracy has a positive impact on task performance. The third project provides a theoretical framework on the advantages of including meta-perception of performance in Multi-Source Feedback. The fourth project tests whether meta-perception and its accuracy play a role in hireability. These research projects led to key contributions to the literature on meta-perception and its accuracy, narcissism, leadership and the field of OB. First, this research contributes to the literature on meta-perception by proposing a context-specific approach of meta-perception. This dissertation specifically justifies the need to (a) differentiate the aspects on which meta-perception focuses (e.g. emotions, behaviors, skills, traits), (b) study meta-perception as related to self-perception and other-perception to gain knowledge about the bias and accuracy of meta-perception, and (c) examine the role of meta-accuracy in predicting organizational behaviors according to its three dimensions (i.e. size, direction, and favorability). Second, it contributes to the literature on leadership by studying the effect of narcissism and leadership style on meta-perception through the assessment individuals’ egocentrism and flexibility. Third, it contributes to the OB field and meta-accuracy literature by showing that the three dimensions of meta-accuracy (i.e. size, direction and favorability) have specific effects on task performance, professional development and hireability. In fine, this dissertation constitutes a well-documented plea for the integration and recognition of meta-perception as a key process in Organizational Behavior studies.
Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished

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17

Reinisch, Peter, and Sven-Christian Weber. "The Arts: An Experience : What Leaders Can Learn From Artistic Catharsis." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26320.

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Creativity and innovation are attributes that are important in business and leadership today, perhaps more than ever. The recent economic crisis has shown that relying on pre-established business patterns is not enough anymore. Art has always been visionary and creativity is one of its major characteristics. This thesis looks into the possible impact the arts can have on leadership. We ask ourselves what it is that we can learn from the arts, what they can teach us that is relevant for leaders and leadership. We have used the grounded theory and the methods suggested by Corbin and Strauss. We have conducted conversations with 12 leaders coming from different occupations who share at least one characteristic; they are all engaged in the arts. Through their experience, and through secondary data we used from studies concerning the impact the arts have on communities, we have constructed a theory. This shows that through their interaction with art, people are affected in their well-being, their personal development and their cognition. This phenomenon we have identified as the leader's catharsis. We conclude our work by showing a map to show where in leadership research our substantive theory is useful. Further we also discuss how our findings can contribute to future leadership research. Our thesis might contribute to the discussions of aesthetics and leadership, the influence art has on the well-being of followers and how leaders can effectively form frames. Further, we suggest that the arts can be seen as a school for leadership development.

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18

Greer, Warren. "Intrinsic and Extrinsic Motivation: Abraham Lincoln as an Adult Learner." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1264.

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Over the last two decades, research has identified factors that foster versus undermine human motivation and well being with important implications for learning and performance. Much of the research is concerned with intrinsic versus extrinsic motivation and autonomous versus non-autonomous learning environments. The data suggests that learning and performance are often significantly enhanced in autonomy-supportive environments that foster intrinsic motivational perspectives. This study examines the lived experience of Abraham Lincoln in the context of his adult learning motivation, forming a qualitative narrative around his adult educational experiences. It was hypothesized that Abraham Lincoln benefited from learning experiences with high levels of both intrinsic motivation and autonomy-supportive contexts. Results indicate that Abraham Lincoln experienced near total autonomy in his learning activities and that most of his adult learning activities were intrinsically-motivated. A discussion section explores the relevance of the findings to select topics in adult education.

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19

Restrepo, Monica. "The Relationship between Job Structure, Burnout, and Coping Methods among Public School county Bus Drivers, Bus Aides, Mechanics, and Clerical Workers." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/898.

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The purpose of this study was to examine the relationship between the structure of jobs and burnout, and to assess to what extent, if any this relationship was moderated by individual coping methods. This study was supported by the Karasek's (1998) Job Demand-Control-Support theory of work stress as well as Maslach and Leiter's (1993) theory of burnout. Coping was examined as a moderator based on the conceptualization of Lazarus and Folkman (1984). Two overall overarching questions framed this study: (a) what is the relationship between job structure, as operationalized by job title, and burnout across different occupations in support services in a large municipal school district? and (b) To what extent do individual differences in coping methods moderate this relationship? This study was a cross-sectional study of county public school bus drivers, bus aides, mechanics, and clerical workers (N = 253) at three bus depot locations within the same district using validated survey instruments for data collection. Hypotheses were tested using simultaneous regression analyses. Findings indicated that there were statistically significant and relevant relationships among the variables of interest; job demands, job control, burnout, and ways of coping. There was a relationship between job title and physical job demands. There was no evidence to support a relationship between job title and psychological demands. Furthermore, there was a relationship between physical demands, emotional exhaustion and personal accomplishment; key indicators of burnout. Results showed significant correlations between individual ways of coping as a moderator between job structure, operationalized by job title, and individual employee burnout adding empirical evidence to the occupational stress literature. Based on the findings, there are implications for theory, research, and practice. For theory and research, the findings suggest the importance of incorporating transactional models in the study of occupational stress. In the area of practice, the findings highlight the importance of enriching jobs, increasing job control, and providing individual-level training related to stress reduction.

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20

Briker, Roman [Verfasser]. "Leadership needs time : the role of temporal cognitions for leadership processes and outcomes / Roman Briker." Gießen : Universitätsbibliothek, 2019. http://d-nb.info/1191094502/34.

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21

Leonard, Arnold Lee. "The foundations of college student leadership: Cognitive and personality correlates of leadership performance." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154116.

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22

Sawyer, Emmett. "The relationship between cognitive styles and instructional leadership /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841359.

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23

Cerni, Tom. "Information-processing and leadership in school principals cognitive-experiential self theory and transformational leadership /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/43294.

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Thesis (Ph.D.)--University of Western Sydney, 2009.
A thesis presented to the University of Western Sydney, College of Arts, School of Psychology in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.

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24

Dobosh, Melissa Ann. "The impact of cognitive complexity and self-monitoring on leadership emergence." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.75Mb , 85 p, 2005. http://wwwlib.umi.com/dissertations/fullcit/1428189.

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25

Skeat, Lizbeth Cara. "Cognitive Development in Student Leaders and Non-leaders." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/32555.

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This study examined cognitive development in student leaders and non-leaders. Participants included 60 students (30 student leaders and 30 non-leaders). Each group contained equal numbers of males and females. The Measure of Epistemological Reflection (MER) (Baxter Magolda & Porterfield, 1985) was administered to participants to measure certain indicators of cognitive development. Cognitive development refers to the increase in cognitive complexity that may occur in students during their college years and includes students' ways of making meaning from what they learn. Students' ways of making meaning refers to changes in students' attitudes towards the nature of knowledge and truth. This development can be measured by examining how students learn, make decisions, relate to their teachers and peers, and perceive knowledge. Analysis of these data revealed that leaders had significantly higher scores than did non-leaders. No gender differences were found, however, and no differences were found when female leaders were compared to female non-leaders or male leaders were compared to male non-leaders. This research has implications for several groups. First, this study might be useful to student affairs professionals who work with clubs and organizations. The results provided staff with baseline data about leaders' and non-leaders' cognitive reasoning skills. Such information may enable staff to develop purposeful interventions to promote growth in cognitive reasoning skills among student leaders. The results of this study may also be useful for other student affairs professionals who try to enhance their students' cognitive development levels. For example, residential life professionals may find the results of this study interesting. The results provided them with information about cognitive development in student leaders and non-leaders, which they may then compare with their own students' levels of cognitive development. Current students may also be interested in the cognitive reasoning levels of student leaders and non-leaders. They may use these findings to understand their own cognitive development and formulate goals for this development.
Master of Arts

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26

Shiner, Michael. "7 Leadership Blind Spots: Adult Development, Emotional Intelligence, and Leadership Effectiveness Among Biotech R&D Leaders." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461059.

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In this multiple-case study of 6 mid-level leaders working in biotech R&D--an archetype of a complex, uncertain, turbulent, and, multidisciplinary 21st-Century workplace--I explore the importance and interaction of mental complexity (MC), an aspect of adult development, and emotional intelligence (EI) for leadership effectiveness (LE). MC concerns the sophistication of the mindsets we use to construct stories for ourselves about the meaning of things. EI refers to one’s ability to manage one’s own emotions, appraise those of others, and engage emotional matters intelligently. I investigate how MC and EI contribute, separately or together, to LE. To select 6 case-study subjects I administered two psychometric tests: MSCEIT (an EI test) and LDMA (a test of MC) to 11 R&D leaders working at the same biotech company. I selected 2 contrasting groups: 2 people who scored high on MC and moderate on EI and 4 people who scored moderately high on MC and moderate on EI. I then conducted semi-structured 360-degree interviews with case-subjects, 2 of their superiors, and 2 of their subordinates. Interview data analysis included scoring a measure of LE created for this research. Interviewee responses suggested that MC and EI tend to work jointly to enhance LE and that insufficiency of MC and EI are associated with one or more of 7 fault lines of leadership, patterns of behavior that diminish LE. I call these 7 LE-diminishing behavioral patterns 7 Leadership Blind Spots. Each subject exhibited at least one LE blind spot, with significant variability between domains (technical, interpersonal, and organizational), context (team, cross-functional team, and organization), and situation. Using the acronym BLINDSPOT as a mnemonic device, the patterns of behavior in which LE tends to be diminished are: Being too Forceful, Lacking Visibility, Insecure Authority, Need to be Political, Distance and Decenter, Stop Enabling, and Problems On Teams. These results are hypotheses to be explored in future research. Leadership education implications include interventions to help leaders become aware of and begin to address their own blind spots as well as interventions to help leaders improve their MC and EI abilities.
Culture, Communities, and Education

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27

Hasan, Nadia T. "Understanding Women's Leadership Interests and Goals Using Social Cognitive Career Theory." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302706677.

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28

Beauregard, Philippe. "Beyond cold monsters : a cognitive-affective theory of international leadership." Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/36238.

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Анотація:

Le leadership est un processus d’influence sociale à travers lequel un acteur qui préconise une position sur un enjeu international entraîne d’autres acteurs à converger vers cette même position. Cette conception du leadership comme un processus de coopération a été négligée dans l’étude de la politique internationale. De plus en plus de faits empiriques révèlent que les États-Unis ne sont pas le seul État qui puisse produire des leaders internationaux, et que les décideurs d’autres États peuvent aussi s’ériger en meneurs. Pourquoi est-ce qu’une personne est motivée à devenir leader? Pourquoi est-ce que les autres acceptent de suivre ce leader, et non quelqu’un d’autre, ou encore choisissent de refuser la position du meneur? Pour expliquer comment le processus de leadership fonctionne, je développe une théorie cognitive-affective du leadership international. Mon argument est que les meneurs ont la volonté de prendre les devants à cause de leurs fortes convictions, et cherchent à persuader les autres acteurs que leur position est représentative de la communauté dont ils font partie. Ceux et celles qui suivent le meneur se rallient à sa position lorsque leurs croyances émotionnelles sont alignées avec celles du leader, lorsque la position et le comportement du leader sont représentatifs de la communauté, et lorsque des mécanismes de persuasion et de résonance émotionnelle les amènent plus près de la position du meneur. Pour vérifier cette théorie, je me concentre sur le processus de leadership entre les puissances transatlantiques : les États-Unis, l’Allemagne, la France, et le Royaume-Uni. J’étudie la coopération entre les décideurs transatlantiques sur des enjeux cruciaux lors de quatre cas de conflits intraétatiques internationalisés: la reconnaissance de la Slovénie, la Croatie et la Bosnie comme États souverains, la médiation pour la paix lors de la guerre entre la Russie et la Géorgie, les sanctions économiques contre la Russie pendant le conflit en Ukraine, et la construction d’une coalition pour réaliser des frappes aériennes contre l’État islamique en Irak et en Syrie.
Leadership is a process of social inflence through which an actor advocating for a position on an international issue induces followers to converge on the same position. Leadership in this sense, as a process of cooperation, has been neglected in the study of international politics. An accumulating body of evidence reveals that the United States is not the only state that can produce international leaders, and that policymakers from other states can also take the lead. Why is someone willing to take the lead? Why are other actors willing to follow this leader and not someone else, or just refuse to agree with the leader’s stance? To explain how the leadership process works, I develop a Cognitive-Affective Theory of international leadership. My argument is that leaders are willing to take the lead because of their strong convictions, and seek to persuade their followers that their position is representative of the wider community of which they are part. Followers rally behind the leader when their emotional beliefs align with the leader, when the leader’s position and behavior are representative of the community, and when mechanisms of persuasion and emotional resonance bring them closer to the leader’s position. In order to test this theory, I concentrate on the leadership process among transatlantic powers: the United States, Germany, France, and the United Kingdom. I study the cooperation between transatlantic policymakers on crucial issues that emerged during four cases of internationalized intrastate conflicts: recognition of Slovenia, Croatia and Bosnia as new sovereign states, peace mediation in the war between Russia and Georgia, economic sanctions against Russia during the Ukraine conflict, and construction of a broader coalition conducting air strikes against the Islamic State in Iraq and Syria.

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Whitmore, Corrie Baird. "Development of trust in leadership: Exploring a cognitive process model." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/32513.

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This thesis explored the cognitive, character-inference process that Dirks & Skarlicki (2004) assert contributes to trust development. Self-reported transformational leadership, leader integrity, organizational justice, and leader prototypicality correlated positively with cognitive trust in this sample of 81 student employees (63% female, mean age 20.5) of a large southeastern university. Leader prototypicality, a cognitive evaluation process, partially mediated the relationship between leader integrity and trust. This studyâ s prime contribution was the longitudinal, empirical test of a model of trust development in interdependent leader-follower dyads. Future research may explore other antecedents of trust, assess how the cognitive process of trust development occurs, or investigate the relationship-based social exchange mechanism Dirks and Skarlicki (2004) suggest contributes to the development of affective trust.
Master of Science

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30

Hoch, Julia E., and Jürgen Wegge. "Shared leadership in virtual teams: the impact of Cognitive, affective and behavioural team leadership on team performance." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141229.

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The present investigation is concerned with shared leadership and team performance in a sample of 20 organizational virtual teams. We examine shared team leadership in terms of cognitive processes (team learning), affective processes (perceived team support), and behavioural processes (team member exchange quality). Our findings document internal validity of the shared leadership model, and high external validity in predicting team performance. Findings are discussed with regard to management of virtual teams in organizations.

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31

Hoch, Julia E., and Jürgen Wegge. "Shared leadership in virtual teams: the impact of Cognitive, affective and behavioural team leadership on team performance." Technische Universität Dresden, 2008. https://tud.qucosa.de/id/qucosa%3A27942.

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Анотація:

The present investigation is concerned with shared leadership and team performance in a sample of 20 organizational virtual teams. We examine shared team leadership in terms of cognitive processes (team learning), affective processes (perceived team support), and behavioural processes (team member exchange quality). Our findings document internal validity of the shared leadership model, and high external validity in predicting team performance. Findings are discussed with regard to management of virtual teams in organizations.

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32

Ramirez, Andrea R. "Acculturation, Cultural Intelligence, and Implicit Leadership Theories." Thesis, Regent University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583446.

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The Global Leadership and Organizational Behavior Effectiveness (GLOBE) study contributed a wealth of knowledge regarding the differences across national/societal cultures. However, it did not attempt to measure the potential variations in implicit leadership theories (ILTs; leadership prototypes) that could occur due to individuals being influenced by more than one national culture within countries, such as bicultural individuals. Variations found within a country can be described by their extent of acculturation or adoption of one or more cultural influences. The extent of a person’s acculturation may predict individual ILTs, which are the patterns of attributes that bicultural persons associate with good leaders. In addition, the extent of a person’s cultural intelligence (CQ) may interact with acculturation in impacting ILTs because CQ influences a person’s ability to understand and adjust mental modes to cultural norm. This study explored the relationships among acculturation, CQ, and ILTs in a sample of respondents from Mexican descent living in the United States. The results of the study provide a better understanding of how variations in national culture impact ILTs. In addition, the findings suggest interpretation of cultural dimensions is complex. Significant findings include (a) differences across acculturation levels regarding expectation for a leader to be characterized by the ILT dimensions of sensitivity and tyranny; (b) very Mexican-oriented individuals (acculturation Level 1) showing more expectation for a leader to be characterized as well-dressed, well-groomed, compassionate, understanding, sympathetic, and sensitive and less expectation for a leader to be domineering and demanding than Anglo-oriented individuals (acculturation Level 3), acculturation serving as a predictor of metacognitive CQ; (c) acculturation and metacogntive CQ clearly interacting thus complicating the picture of cultural effects occurring during adjustments to a new cultural setting; and (d) metacognitive CQ serving as a partial mediator between acculturation level and the ILT dimension of sensitivity.

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33

Grochocki, Jeannie. "National Board Certification and Cognitive Coaching." Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751373.

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The National Board Certification is a process for educators who desire to pursue a deeper level of professional development and enhance their teaching practice. This certification process coupled with cognitive coaching involved high levels of reflective practices and deepened self-efficacy evident in this study. This study determined that with the use of cognitive coaching an educator self-efficacy would increase depending on what stage they were on in the process. The researcher provided three groups of participants (National Board Certified Teachers, Candidates in the process of National Board Certification and Did Not Achieve) an opportunity to elaborate on their experience moving through the process using a cognitive coach.

An analysis of qualitative and quantitative data revealed that the three groups differed in self-efficacy in favor of the National Board Certified Teacher (NBC) group and that on several aspects of cognitive coaching, the NBC group scored higher than the other groups. As well, each group showed support for the coaching process through certification and revealed that with this coaching they were able to achieve a deeper reflective state of mind.

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34

Adkins, George. "A social/cognitive view of leaders with visible disabilites." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=342.

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35

Busari, Abdul Halim. "Leadership effectiveness and cognitive style : a Malaysian government linked companies' (GLCs) perspectives." Thesis, University of Bradford, 2011. http://hdl.handle.net/10454/5735.

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The purpose of this study was to explore leadership effectiveness from the perspectives of the Full Range Leadership Model and Cognitive Style Theory within the framework of understanding both followers and leaders as individual's attitudes to leadership effectiveness. Leadership effectiveness was measured using newly developed self-report instrument, the Leadership Effectiveness Questionnaire (LEQ) with three scales of effectiveness as suggested by Yukl (2002), which were: 1) aims, 2) followers' attitude towards the leader and, 3) group processes. The Full Range leadership approaches were measured using Bass & Avolio's (1997) Multifactor Leadership Questionnaire (MLQ) Form 5X-Short, whilst cognitive style was gathered by using Allinson & Hayes's (1996) Cognitive Style Index (CSI). A two stage (questionnaire survey followed by semi structured interviews) mixed method study was undertaken. Questionnaire data was gathered from 331 followers and 172 leaders in Malaysian Government-Linked Companies, and 10 leaders involved in the interviews. Findings from the survey suggest that a transformational approach was correlated significantly and positively with effectiveness. Intuitive Cognitive Style also correlated significantly with leadership effectiveness. Findings from the semistructured interviews identified a few more characteristics of an effective leadership such as balance and appreciative, whilst new dimensions of cognitive style identified such as rational and holistic.

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36

Quong, Terrence Edward. "School leadership and cognitive interests: the development of a leadership framework based on Habermas' theory of knowledge-constitutive interests." University of Southern Queensland, Faculty of Education, 2003. http://eprints.usq.edu.au/archive/00001488/.

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This dissertation reports on an exploration of school leadership from the perspective of how school leaders bring multiple cognitive interests to bear in their leadership practice. By analysing the discourse of practising school leaders this study has enabled insight to be gained into school leaders’ reflections-on-actions in given leadership situations. On the basis of the analysis of discourse it is concluded in this study that school based leadership, and school leadership preparation, can be enhanced when illuminated through a cognitive perspective grounded in Habermas’ theory of knowledge-constitutive interests (1971). Recommendations are given in this dissertation for the development of an approach to school leadership preparation built on a cognitive interests framework. Based in qualitative research techniques the main evidentiary material was elicited by the use of semi-structured interviews, and the collection of narratives, and was analysed with a variation of Membership Categorisation Analysis (Sacks, 1972).

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37

Rushton, Emma. "A social cognitive perspective of leadership : exploring the impact of a scenario-based leadership training intervention within healthcare settings." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/49815/.

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Анотація:

This thesis explores and tests an integrated, social cognitive approach to understanding leadership and developing leaders within healthcare organisations in the United Kingdom. Two studies were implemented; the first involved an assessment of the personal and environmental components of leaders and their followers, as well as the self-reported and follower-rated behaviour of leaders in eight National Health Service (NHS) organisations. The second study involved working with 15 organisations across the NHS to implement and evaluate a scenario-based training intervention which promotes a social cognitive perspective of leadership and draws on the principles of adult learning. The impact of this intervention was examined using a longitudinal design and factors influencing the transfer of leader self-efficacy were explored. For both studies, the suitability of measures was assessed and validated using confirmatory factor analysis. Specific analytic techniques were used within each study based on the study objectives. In study I, mediation analyses were conducted using Structural Equation Modelling (SEM) to explore the interaction between personal, environmental and behavioural components within leaders, as well as exploring how these components interact in the relationship between the leader and their followers. The results revealed a significant mediational role of two key aspects of the perceived environment (control and social resources) in the relationship between leaders’ behaviour and followers’ personal components and attitudes towards work. The mediational role of leader behaviour in the relationship between leaders’ personal components and their perceived environment was not supported. Study II used a Multivariate Analysis of Variance (MANOVA) with a repeated measures design to explore the impact of training over time on leaders’ awareness of what constitutes ‘supportive’ leadership behaviour and their self-efficacy judgements. Data was collected immediately prior to attendance at the training intervention, immediately after training and 6 months post-training. The results revealed a significant increase in leaders’ self-efficacy post-training in relation to four common situations that leaders within healthcare settings face. The longitudinal analysis also showed that leaders’ self-efficacy beliefs were maintained 6 months post-training. In addition, an assessment of leaders’ behavioural awareness indicated that democratic leadership behaviours and behaviours relating to greater self/other awareness were seen to be significantly more supportive immediately after training compared to pre-training (baseline) levels. There were no significant differences in leaders’ awareness of the supportiveness of performance and target-driven behaviours immediately after the training. However, the longitudinal analysis revealed that leaders’ increased awareness of the supportiveness of these behaviours was not sustained over time. Instead, these behaviours were seen to be significantly less supportive 6 months after training compared to both the immediate post-training and pre-training levels of awareness. Finally, a Hierarchical Multiple Linear Regression (HMLR) analysis revealed that the transfer of leaders’ self-efficacy beliefs (as assessed 6 months post-training) was significantly predicted by leaders’ pre-training (baseline) and post-training self-efficacy levels, as well as leaders’ age. Contrary to what was expected, application of their learning, post-training support from colleagues and supervisors and the interaction between support and the application of learning did not predict leaders’ self-efficacy 6 months after training. This thesis concludes by discussing the implications for leadership research and leadership training within healthcare organisations.

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Shin, Dong Bin. "Exploring The Role Of Virtual Reality Perspective Taking On Teachers’ Cognitive Empathy: An Action Research Study." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407556.

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Анотація:

Empathy is an important instructor variable that improves learning outcomes by creating a safe learning environment (Herbek & Yammarino, 1990). Advancements in virtual reality technology and 360-degree videography allow individuals to empathize with others through a perceptual illusion called embodiment (Bertrand et al., 2018). The purpose of this mixed-methods action research study was to explore the effect of virtual reality perspective taking (VRPT) on teachers’ cognitive empathy. Additional goals included examining how teachers’ beliefs about cognitive empathy impacted teacher-student interactions and teaching practices. Lastly, the study sought to understand teachers’ perceptions regarding the efficacy of VRPT as a viable, professional development tool. Measurement instruments included Interpersonal Reactivity Index survey, semi-structured interviews, and a focus group discussion. The analysis of data included coding methods as prescribed by Saldaña (2016). After taking the perspective of a student through VRPT, teachers improved their ability to empathize with students. VRPT also allowed teachers to reflect on elements of physicality and student engagement in the classroom. In terms of teaching practices, teachers were able to reflect on lesson pacing, teacher feedback, and lesson set-up. Concerning VRPT’s viability as a professional development tool, teachers valued the ability to look around freely, expressed desire for more content, and suggested ways to collaborate with other teachers. Thus, results support the use of VRPT to facilitate empathic educational practices. Limitations and implications of this research are discussed in the final chapter.

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39

Wilson, Jacquelyne L. "The Relationship Between Leadership Style and Cognitive Style to Software Project Success." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6150.

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Анотація:

Project managers can be change agents providing direction and motivation for subordinates to meet and exceed goals; however, there is a lack of information about the soft skills needed to achieve project success. Understanding the relationship between cognitive style and transformational leadership to software project outcomes is important. This study describes the lived experiences of software project managers by focusing on their attitudes towards, perceptions of, and behaviors related to using transformational leadership and cognitive styles in agile software development environments. Husserlian phenomenological design was used to identify the structure of participants' experiences. The naturalistic decision-making model and the theory of constraints were a framework for the study. Software project managers identified as transformational leaders were selected from government agencies and commercial companies. Prior to being interviewed, individuals completed the Cognitive Style Indicator. In-depth, semistructured interviews and member checking were used for data collection. Qualitative, phenomenological analysis was used to code the interview data and identify thematic response categories. Results indicated that transformational leaders possessing a planning or creating cognitive style stimulate an environment with an uplifting work atmosphere in which team members are fulfilled and product development outcomes are successful. The implications for positive social change include broadening project managers' leadership and decision making regarding overall project success and leading executives to reexamine the leadership and decision-making styles of their managers resulting in their organizations' prosperity, employee effectiveness, and cost containment.

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40

Egbert, Jessica Dalby. "Non-Cognitive Factor Relationships to Hybrid Doctoral Course Satisfaction and Self-Efficacy." Thesis, TUI University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572506.

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Анотація:

Through a quantitative, non-experimental design, the studied explored non-cognitive factor relationships to hybrid doctoral course satisfaction and self-efficacy, including the differences between the online and on-campus components of the student-selected hybrid courses. Descriptive, bivariate, and multivariate statistical analyses were used to analyze survey data from 139 doctoral students in healthcare fields, including both clinical and research-based doctorates.

The results reveal four key findings. First, the doctoral student experiences significantly differ between the online and on-campus components of a hybrid course for factors including task value (Wilks’ Lambda = 0.97, F (1, 130) = 3.93, p = .05) and faculty and peer support (Wilks’ Lambda = 0.97, F (1, 130) = 4.11, p = .05). On-campus task value was perceived significantly higher than online task value. Similarly, on-campus faculty and peer support was perceived significantly higher than online faculty and peer support.

Secondly, both online and on-campus student experiences with task value (r_p (139) = 0.59, p < .001 (online), r_p (139) = 0.60, p < .001 (on-campus)), faculty and peer support (r_p (139) = 0.39, p < .001 (online), r_p (139) = 0.46, p < .001 (on-campus)), and boredom and frustration (r_p (139) = -0.66, p < .001 (online), r_p (139) = -0.56, p < .001 (on-campus)) were correlated with course satisfaction. The correlations between task value and faculty and peer support were positive, whereby increased perceptions of task value and faculty and peer support correlate with increased course satisfaction. However, the correlation with boredom and frustration was negative, whereby increased boredom and frustration correlates with decreased course satisfaction. Online task value (β = .25, p = .004), online boredom and frustration (β = -.30, p < .001), and on-campus boredom and frustration (β = -.23, p = .01), predict course satisfaction.

Thirdly, both online and on-campus experiences with task value (r_p (139) = 0.50, p < .001 (online), r_p (139) = 0.48, p < .001 (on-campus)), faculty and peer support (r_p (139) = 0.37, p < .001 (online), r_p (139) = 0.38, p < .001 (on-campus)), and boredom and frustration (r_p (139) = -0.40, p < .001 (online), r_p (139) = -0.33, p < .001 (on-campus)) were correlated with self-efficacy. Regardless of whether online or on-campus, when students experienced high levels of either task value or faculty and peer support, self-efficacy increased. However, when students experienced high levels of online or on-campus boredom and frustration, self-efficacy decreased. Of all the variables, only online task value predicted self-efficacy (β = 0.28, p = .01). Finally, the fourth key results indicated course satisfaction and self-efficacy were positively correlated, r_p (139) = 0.55, p < .001, and positively predict one another (β = .50, p < .001 for course satisfaction predicting self-efficacy; β = .47, p < .001 for self-efficacy predicting course satisfaction).

By understanding the relationships between non-cognitive factors in hybrid doctoral courses, academic administrators and faculty would become more informed regarding initiatives that may improve hybrid doctoral education, retention, institutional effectiveness, and institutional success.

Bandura’s social cognitive theory provided the theoretical foundation for this study and limitations included the single institution and use of a convenience sample. Future recommendations to expand the study include improving reliability, increasing quantity of participants, establishing a baseline for self-efficacy, and completing additional statistical analyses.

Keywords: non-cognitive, doctoral, education, hybrid, non-traditional, task value, boredom, frustration, support, graduate, Bandura, persistence, motivation, andragogy, social cognitive theory, self-efficacy, satisfaction

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41

Hunter, Ron Jr. "How Martin Luther King, Jr.'s worldview-leadership transformed an engrained culture." Thesis, Dallas Baptist University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255346.

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Анотація:

Leaders help organizations and cultures not desirous of change to undergo cultural shifts. The current study conducts a textual analysis of six speeches delivered from Montgomery to Memphis in order to extrapolate the sources of his worldview and identify the major arguments used in the leadership of Martin Luther King Jr. who shaped the Civil Rights Movement, an engrained culture, and morally shaped others to lead cultural change. King used a worldview-leadership style to offer cognitive and emotional suppositions to challenge centuries-old presuppositions within both Caucasian and African American cultures. Significant developmental influences changed King’s outlook, and as a result he communicated to audiences how to change their worldview. As a young boy, King was determined to hate white people but instead he grew into a reformer committed to nonviolent agape love and articulated moral argumentation from a mosaic of influences. As he encountered multiple cultures of stakeholders each possessing their own set of presuppositions, King expressed a pragmatic patchwork of nearly 70 identifiable sources that appear as core values within his speeches. Forensic textual analysis highlights his core values, consciously and subconsciously expressed, and how he passed the influences along to the audiences. His speeches championed lessons learned from parents, grandparents, experiences, professors, theologians, and Western thinkers to suggest more than a legislative shift but one where society as whole began to adopt a better moral direction.

Keywords: Leadership, leader, Martin Luther King Jr., change, Civil Rights Movement, worldview, speech, engrained culture, textual analysis, communication, presuppositions.

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42

Basso, Andrea. "Facets of right measure : cognitive images and leadership of minds in Plato's 'Statesman'." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/21496/.

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This thesis illuminates two underexplored facets of Plato’s notion of right measure in the Statesman: the cognitive role of imagery and the correct leadership of minds for individuals and political communities. The central chapters of this thesis argue that the cognitive function of images is grounded on their well-articulated combination. The first and last chapters serve to frame this study of imagery within the main subject of the dialogue, namely the correct guidance of human minds. This study is thus divided in five chapters that explore the different facets of right measure in different contexts. The first chapter examines the structure of the Statesman as representing a disrupted dialectical process aimed at discovering the right measure of philosophical judgments. The second chapter studies the notions of paradeigmata and eikones as images to be artfully combined in a cohesive, measured whole. The third chapter accounts for the value of mythical paidia as productive of a clash of images that corrects excesses and invites to seek for measured judgments. The fourth chapter examines Plato’s usage of contrasting images of divine steering and cosmic balance to represent an expert communication of inner harmony. Finally, the last chapter returns to the Statesman as a whole, examining how Plato represents education and educational leadership as communication of a well-composed balance to the mind and to the political community. This project illuminates a frequently overlooked of Plato’s philosophy: its nuanced and flexible attention to the guidance of human minds in need of psychological and political equilibrium.

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43

Byrd, Anna. "A Study of State College Faculty Trust in Immediate Supervisors." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/849.

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This quantitative study investigated faculty trust in their immediate supervisors (academic deans and faculty chairs) in a state college setting. A survey instrument created for this study was based on existing research on trust in schools by Bryk and Schneider (2002) and Tschannen-Moran and Hoy (1998), as well as research on trust in corporate setting. The study’s purpose was to determine the types and frequencies of interactions between community college faculty and deans/faculty chairs – i.e., faculty immediate supervisors – that are related to higher levels of faculty trust. Also investigated were the relationships between faculty trust and demographic characteristics including age, gender, ethnicity, length of employment, and number of faculty in department. The study’s findings suggest policies and practices for creating more trusting environments in community and state college settings, thereby leading to higher faculty retention levels. These, in turn, can contribute to increased levels of student success, higher graduation rates, and financial savings for schools.

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Storey, Sylvana Clare. "The impact of diversity on global leadership performance." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/the-impact-of-diversity-on-global-leadership-performance(50235e16-7445-4602-a81d-34149241a6a0).html.

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Purpose: The focus of this research is to understand the impact of diversity on global leadership performance. Design/methodology/approach: From the literature review the researcher developed the components of the LEAD³ tool as well as, devised the questions for the in-depth semi-structured interviews that would test the tool. The questions centred on the three constructs of leadership, diversity and organisational factors and interviews were conducted between 2009 and 2010. The sample consisted of 79 senior leaders from seven companies across seven differing sectors and covered 22 different countries across 5 continents. A case study research strategy using a hybrid of open coding, thematic analysis and content analysis was employed. Findings: A series of themes were found under the three constructs: For Global leadership – competencies, connecting, rigour, stakeholder satisfaction, value based professional, influences. For Diversity – inclusivity, performance measures, role modelling, positioning diversity and innovation. For Organisational factors – organisational way of being, facilitating diversity, behavioural practices, ways of working, issues of concern and driving diversity. Issues emerging from the comparative analysis consist of cultural dimensions, engagement and learning. Research Limitations: Issues on reliability and validation, translation in measurement, environmental inconsistency, interviewer/interviewee bias, and ecological fallacy often levied at qualitative research. Research Contribution and Value: The findings tested against the tool, confirm the robustness and relevancy of the LEAD³ as an operational tool that will enable leaders to focus and integrate their diversity efforts. LEAD³ is encapsulated within an integrated change management framework and proposes a multi-level and multi-dimensional approach to global leadership and diversity that also includes performance drivers, stakeholder groupings, performance outcomes and organisational activities (change interventions). Future Research:Finally, an attempt is made to develop a competency framework for leadership and diversity from data emerging from findings. This is named the Global Leader Index for Diversity (GLIDE) – a framework that recognises the diverse aspects of a global leader’s role and identifies associated skills and behaviours that global leaders of the future need to develop.

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Taylor, R. John. "Urban school leaders' perceptions of transformational leadership /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848613.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Jeannette Fleischner. Includes bibliographical references (leaves 164-174).

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Sharp, Rodriquez Jenny Avre. "Mindful instructional leadership| The connection between principal mindfulness and school practices." Thesis, Washington State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717473.

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Mindfulness offers a wide range of benefits for teachers and students, however, less is known about the role of mindfulness in the work of principals. Current tools that assess instructional leadership, which is a major part of the principalship, omit issues of mindfulness. Further, measures of mindfulness connect little to instructional leadership to make meaningful assessment of the mindful instructional leadership of administrators. The study discusses development of the Principal Resilience for Educator and Student Success (PRESS), a 20-item self-assessment of principal instructional practices and beliefs concerned with cognitive processes shown to support mindfulness: preoccupation with failure, commitment to resilience, deference to expertise, resistance to simplify, and sensitivity to operations. Data were gathered and analyzed from a representative statewide sample of principals in Washington State. Findings reveal differing degrees of variability on specific mindful instructional leadership practices. Scores generated by PRESS are compared to respondent scores on the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R); results indicate positive correlation between the PRESS Mindful Instructional Leadership (MIL) single factor score and the CAMS-R mindfulness single factor score. Use of the tool as part of principal professional growth, as well as further research to examine the relationship between mindfulness in instructional leadership and school improvement, are recommended.

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Kozlowski, Lisa. "STUDENT CENSORSHIP IN THE SOCIAL WORK CLASSROOMS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/459.

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Through the evolution of the field of social work, a divide in its ideologies has emerged and certain political and ideological groups such as the religious and conservatives have become underrepresented. As a result, over the years the liberal philosophies have emerged as the dominant group. This has led to a decrease in diversity within the field. Recognition of biases in the field of social work is difficult. Through a qualitative analysis method, this study was meant to explore if social work students feel they are free to share openly in the classroom, and if they are accepting of all ideologies or are there biases towards any ideologies or beliefs by the students. This study used a qualitative method data collection approach, which consisted of a six-member focus group with a demographics questionnaire. The findings of this research has brought to the surface that there are more liberal ideologies and less moderate or conservative viewpoints being shared in the classrooms because of self-censorship. The potential impact of this study is to increase awareness that there are underrepresented groups within the MSW population, which decreases the diversity in the field of social work.

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Naidoo, Loren J. "EFFECTS OF LEADERS ON FOLLOWER GOAL STRIVING PROCESSES: COGNITIVE AND EMOTIONAL SENSEMAKING MECHANISMS." Akron, OH : University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1125352291.

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Dissertation (Ph. D.)--University of Akron, Dept. of Psychology, 2005.
"December, 2005." Title from electronic dissertation title page (viewed 08/31/2006) Advisor, Robert G. Lord; Committee members, Steven R. Ash, Rosalie J. Hall, Paul E. Levy, Aaron M. Schmidt; Department Chair, Paul E. Levy; Dean of the College, Charles B. Monroe; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Olson, Lia Conklin. "Adult Basic Educators' Descriptions of Standards Implementation and Its Influence on Cognitive Rigor." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635547.

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With only four years of mandated state-standards in adult basic education (ABE), very little is known about the influence of state-standards implementation on the unique learning needs of its adult students. Two decades of research on standards-based education in the U.S. K12 system has yielded widely debated results regarding the impact of state-standards on student achievement. Against this backdrop, state-standards implementation within the distinct context of Minnesota ABE was examined in this study, specifically the perceived influence of standards implementation on teacher practices and student engagement in cognitive rigor, as well as the teacher, site, and student characteristics reported to have either supported or challenged implementation. The basic qualitative design was utilized to collect and interpret the perceptions and experiences of its sample of 12 Minnesota ABE teachers from distinct instructional contexts with 12 or more hours of standards implementation training. Data triangulation was utilized for data collection, including an interview and two member checks. The inductive analysis procedure in concert with the constant comparative method was used to analyze the interviews and develop themes and deeper connections based on the theory of complex adaptive systems. The results of the study showed that, overall, participants reported modest changes in their teaching practices that they perceived to have increased their students’ engagement in cognitive rigor. Participants also reported modest changes in student demonstration of learning that indicated increased cognitive rigor. Findings indicated a minimal contrast to the inconclusive nature of the K12 research base in establishing a link between standards implementation and increased student achievement. Furthermore, the findings showed that state leaders should continue to offer robust training and support teacher collaboration.

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Condon, Ryan Joseph. "The Relationship between Self-Awareness and Leadership : Extending Measurement and Conceptualisation." Thesis, University of Canterbury. Psychology, 2011. http://hdl.handle.net/10092/5185.

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Psychological research focusing on the relationship between self-awareness and leadership has subsequently attracted criticism, regarding both the conceptualisation and measurements used therein. Specifically, the previous use of difference scores to measure self-awareness has become associated with issues of reliability and the conceptualisation of self-awareness within the emotional intelligence paradigm has been considered a limitation. To study the relationship between self-awareness and leadership while acknowledging the need for improved methods, the current research conceptually extended self-awareness to include recognition of cognitive and social intelligence as well as emotional intelligence within the self. In addition, the current study tested a newly proposed correlational method for measuring self-awareness. The leader-follower relationship was represented by seventy two managers who were each paired with one of seventy two respective subordinate employees. Each manager rated their own cognitive, social and emotional intelligence at two points in time, two weeks apart, and their respective employee subordinate rated the manager on twelve Leader Behaviours. As predicted, the managers’ mean self-ratings were associated with employee-rated Leader Behaviour. Inconsistent with the literature and against prediction, correlational scores taken between the managers’ two self-rating times were not associated with Leader Behaviour. In addition, results were inconsistent with the prediction that difference scores between the managers’ two rating times would be associated with leader behaviour. The current study contributed to the scientific understanding of the association between social intelligence and leadership as well as the relationship between self-awareness and leader behaviour. Theoretical and practical implications are discussed in reference to organisational leadership.

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