Positive Workplace Dynamics: A Qualitative Exploration of Exceptional Performance in Community College Units

Autor/in	Stapleton, R. Michael
Titel	Positive Workplace Dynamics: A Qualitative Exploration of Exceptional Performance in Community College Units
Quelle	(2013), (182 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Kentucky
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-3100-1
Schlagwörter	Hochschulschrift; Dissertation; Work Environment; Community Colleges; Qualitative Research; Case Studies; Job Performance; Partnerships in Education; Administrative Organization; Organizational Theories; Organizational Culture; Trust (Psychology); Leadership; Academic Libraries; Urban Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arbeitsmilieu; Community college; Community College; Qualitative Forschung; Case study; Fallstudie; Case Study; Work performance; Arbeitsleistung; Hochschulpartnerschaft; Organisationstheorie; Unternehmenskultur; Führung; Führungsposition; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This companion dissertation reports the findings of applied case study research on four community college organizational units that consistently meet or exceed standard performance measures. In addition, prior ample evidence confirmed that performance extended significantly beyond what might be explained by available tangible resources alone. The case study contexts are common in higher education in general: a) an external partnership, (b) an ad hoc team, (c) a traditional, cross-divisional service unit, and (d) a grant-funded student service unit. Emerging positive organizational theory and research shows promise for revealing performance-influencing phenomena and behaviors that are not adequately represented in standard measures. Therefore, this collaborative case study research was designed to explore positive influences on the success of the four community college units. This companion dissertation consists of three manuscripts. Chapter 2, a technical report, is a collaboratively-written synthesis of findings from the four individual case studies. Key findings across the units suggest the influence on performance of: (a) a people-first culture, (b) authentic, trusting, inclusive leadership, and (c) resource richness beyond constrained tangible resources. In Chapter 3, the author presents in journal article format one of the case studies that contributed to the findings reported in Chapter 2. The academic library chosen for this research serves an urban community college campus near the geographic center of its city. The research asks how the library consistently performs well despite severe budget and staffing constraints and a series of disruptive events. Key findings in Chapter 3 include the following influences on performance: (a) valuing people and building relationships; (b) a culture of service that shares duties, resources, and expertise; and (c) leadership that effectively translates formal goals into an enabling matrix of behaviors and phenomena. Practical recommendations are offered. Additional research is needed to explore causal relationships, how to influence greater resource amplification, and how to increase awareness of positive organizational dynamics. In Chapter 4, a scholarly narrative, the author reflects on transformative aspects of the doctoral experience on learning and life. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01