Transcript This is the Title Slide

An Examination of
Dominican Values and
Authentic Leadership at
Edgewood College
By: Suzanne C. Otte Allen, Ed.D.
June 14, 2014
Background of the Study
• Leadership Crisis
– Achievement Gaps
– Changing
demographics
– Disparities
• Dominican Ethos
–
–
–
–
Normative Values
cor ad cor loquitur
Studium
Mission
• Leadership Schools of
Thought
– Servant
– Transactional
– Transformational
– Characteristics/Traits
– Spiritual
– Transformative
– Authentic Leadership
Purpose of the Study
• Examine the extent to which graduates of the
Edgewood Ed.D in Educational Leadership
incorporate Dominican normative values
• Examine the impact of the incorporation of
Dominican values on the constructs of Authentic
Leadership (Avolio, Gardner, & Walumbwa, 2012).
• Develop the moral perspective component of
Authentic Leadership theory, and
• Develop a new conceptualization of leadership, that
of an Edgewood leader.
Research Questions
1. To what extent do graduates of the Edgewood Ed.D.
program incorporate Dominican values in their
professional roles?
2. What is the relationship between incorporating
Dominican values in professional settings and
Authentic Leadership?
3. How might the relationship between incorporating
Dominican values and Authentic Leadership help
develop the internal moral perspective component
of Authentic Leadership?
Theoretical Model
• Constructivism in Metaethics
(Bagnoli, 2011)
– Normative truths exist
– Normative truths are first order moral beliefs and are hypothetically agreed
on by rational deliberation
– Embodied in this study as the Dominican Values
• Normative Ethics
– Deontological: right over good (Alexander & Moore, 2012)
– Consequentialism: right based on effect of action (Alexander & Moore, 2012)
– Virtue Ethics: virtue, phronesis, eudaimonia (Hursthouse, 2012)
• Authentic Leadership (Avolio & Gardner, 2005; Gardner, Avolio, Luthans, May, & Walumbwa, 2005)
–
–
–
–
Self-awareness
Relational transparency
Internalized moral perspective
Balanced processing
Authentic Leadership
(Avolio & Gardner, 2005; Gardner, Avolio, Luthans, May, & Walumbwa, 2005)
Dominican Values
The Authentic Edgewood Leader
Authentic
Leader
Edgewood
Leader
Method, Data Collection, and Analysis
• Quantitative
– Edgewood College Leadership Values Survey
– Authentic Leadership Questionnaire
– Population: Graduates of the Edgewood Ed.D. in
Educational Leadership
• Qualitative
– Two open ended questions
Quantitative Data Analysis
Factor Analysis and Reliability
Authentic Leadership
Relational
Transparency
• .692
Internalized
Moral
Perspective
Edgewood College
Leadership Values Survey
Reflection
• .83
• .72
• .84
• .72
• .84
SelfAwareness
Balanced
Processing
Avoiding
conflict
• .81
Decision
Making
• .69
Negatively
worded
items
• .58
• .486
Scales
• Authentic Leadership
– Internalized Moral Perspective
– Transparency
• Edgewood College Leadership Values
– Decision Making
– Reflection
Correlations
Scales
1. Decision ECLVS
1
2
3
4
̶̶̶
2. Reflection ECLVS
0.26
̶̶̶
3. Transparency AL
0.34
0.22
̶̶̶
4. Internalized Moral Perspective AL
0.50
0.46
0.37
̶̶̶
Regression Analysis and
T-tests
• About 25% of the variance in decision scores could be
explained by the scores in the internalized moral
perspective.
• Earlier cohorts (1-7) scores were significantly higher than
later cohorts in each scale (p < .05)
–
–
–
–
reflection (.026)
transparency (.002),
the internal moral perspective scale ( .003),
and the decision scales (.025).
• Few other significant differences at the .05 or below level.
– Gender
– K12 or Higher Education cohorts
– Not enough scores from non-white participants to determine if
differences exist
Qualitative Data Analysis
Open Ended Questions
• In what ways do you incorporate your beliefs
and values into the work you do and the
decisions you make in your professional life?
• Describe an incident in your leadership
experience when your values conflicted with
an event or decision. How did you respond to
the incident?
Word Frequencies
Word
decision
values
work
students
beliefs
make
school
reflection/think
needs
person
others
Frequency
81
51
48
43
37
33
25
21
21
21
20
Values Frequencies
Normative Value
Frequency
Community
46
Partnership
29
Truth
30
Justice
14
Compassion*
10
Community
• This can be best summed up regarding my
relationships with those with whom I work. I
consider the perspectives of others when
making decisions. I always try to communicate
effectively and respectfully. I value the
opinions and decisions of my supervisor,
peers, teachers, parent and students.
Truth
• I believe in honest communication. I like to
hear all viewpoints.
• I listen to the alternative viewpoint and
work to assimilate the information.
• I communicate openly
• I am always honest and forthcoming
• Eliminate bias and judgment
Partnership
• I am especially in tune to seeing, valuing, and
utilizing the strengths of others. I am sensitive
to the fact that everyone has different ways of
looking at (and) approaching problems.
• I strongly (believe) in the value of
collaboration and think that everyone in our
organization is a valuable contributing
member.
Justice
• I found out that a high school student had been
bullied during his four years in high school
because of his sexual orientation and teachers
and administrators did not get involved to
address this situation. What that student went
through and the lack of responsiveness and
compassion from our staff was appalling! I
implemented measures to make sure that that
kind of situation would never occur again in our
district.
Compassion
• I examine my own biases and privileges. I make
sure marginalized and underrepresented voices
are heard. I am a student advocate.
• I was a superintendent when the board voted
"no" to offering breakfast programs in our
schools. I kept plugging away at the issue and
giving board members and the community
justification for such a program. A year later it
passed.
Studium
Study
•
•
•
•
I conduct outreach to
all constituents,
evaluate data, and
analyze carefully
I carefully analyze
inputs from others
I do consider longrange implications.
My professional
experiences and
educational
background have
furthered my
understanding and
commitment to
student development,
professional ethics,
social justice and
educating students
utilizing a holistic
approach
Reflect
•
•
•
•
•
In decision making, I
believe in
partnership;
Reflect on how this
moves kids forward,
how it impact
students,
I constantly prioritize
leadership tasks
Take time to
reevaluate my
decisions before
before making
decisions that will
impact my
professional life and
that of others.
Act
O
O
O
O
O
O
to ensure informed
decision making.
I explained my values, took
time to explain my
reasoning, allowed the
principal time to discuss
her rationale and then
overturned the decision
based on what was best
for the student, parent,
teacher and the school.
is the decision and belief
'what's in the best interest
of kids'?
work I do must have
meaning, must improve
the school and benefiting
students.
Servant leadership is
foundational to my actions
and decisions. While these
decisions are not always
acceptable to everyone in
the organization
proceeding and finalizing
things.
Key Findings
• Graduates consistently and thoroughly
incorporated and internalized Dominican
values
• Moderate positive correlation between
decision making and reflection and the
internalized moral perspective of Authentic
Leadership
Internalized Moral
Perspective
Decision making and
Reflection
Main Conclusions
• Graduates tightly interweave Dominican
values and the studium in their professional
lives.
• Study may be used to develop the internalized
moral component of Authentic Leadership.
• Edgewood Leader identity includes
incorporation of values and practice in the
studium.
Practical Implications
• Advanced a conceptualization of ethical
leadership using a specific set of values.
• Helped inform the internalized moral perspective
of Authentic Leadership
• Advanced the conceptualization of an Edgewood
Leader.
– Incorporated into Program Assessment and Portfolio
– Incorporated into the curriculum scope and sequence
Ed.D. Leadership Identity Curriculum
701
715
725
Introduction to
Doctoral Study
Faculty,
Programs, and
Assessment
Inclusion,
Diversity, and
Leadership
735
745
Law, Media, and Finance of Higher
Marketing
Education
755
790
Ethical
Leadership,
Policy, and
Governance
Program
Assessment and
Transition
Beginning
reflection,
Studium
Edgewood overview,
community
Leader
building,
Identity
Cohort
Values IntermeValue
discerndiate
Cor ad Cor Final
discussion Studium ment Reflection Studium Loquitor Reflection
Program Assessment
ED701
ED715
ED725
ED735
ED745
ED755
Edgewood
Leader
Edgewood
Leader
Edgewood
Leader
Edgewood
Leader
Edgewood
Leader
Edgewood
Leader
Academic
Writer
Academic
Writer
Academic
Writer
Academic
Writer
Academic
Writer
Academic
Writer
Scholarly
Researcher
Scholarly
Researcher
Scholarly
Researcher
Scholarly
Researcher
Scholarly
Researcher
Scholarly
Researcher
Reflection
Reflection
Peer
Review
ED790
Reflection
Recommendations
• Program Leaders
– Practice the studium
– Continued values clarification and discernment
– Examine and expand relational
transparency/internal moral perspective
– Seek answers to cor ad cor loquitor questions
– Incorporate Edgewood Leader conceptualization
into curriculum
Questions?
Suzanne C. Otte Allen, Ed.D.
[email protected]
W (608) 663-4250
C (920) 285-1739