Lora Reed
Grand Canyon University, College of Doctoral Studies, Faculty Member
- I received my undergraduate degree in American Studies with a concentration in US History from Eckerd College, a mast... moreI received my undergraduate degree in American Studies with a concentration in US History from Eckerd College, a master’s in applied Sociology from Vermont College of Norwich University and Ph.D. in Management and Organization Studies from Capella University in 2005. My dissertation focused on servant led organizations. I have worked in Higher Education and organizational consulting (President, Peace Offerings, Inc.) for over 25 years in a myriad of roles and currently work for Grand Canyon University as an associate faculty member (dissertation chair). I have been with GCU since 2012. In my free time, the joy of my life is traveling with my husband (he is a nature photographer), spending time with friends and family, and enjoying a variety of hobbies. My interests are many and they are eclectic. I like to learn.One of my greatest passions in life is helping others to achieve great goals and objectives. I am, at heart, a teacher. My own dissertation, completed in 2005, focused on servant led organizations. That has continued to be one of my streams of research, along with others. I love to see people fulfill life purposes – especially when those are meaningful to others.edit
This paper explores collaboration expressed as experiential learning in a nascent microfinance initiative (MFI). First, the paper examines the need for interdisciplinary teamwork in student-led client services. Then, benefits and... more
This paper explores collaboration expressed as experiential learning in a nascent microfinance initiative (MFI). First, the paper examines the need for interdisciplinary teamwork in student-led client services. Then, benefits and challenges for students, faculty, and other stakeholders cooperating on projects such as health education are examined. The needs of entrepreneurs, small non-profit organizations, and the local community are considered. The paper surveys student leadership roles, such as project developers, assistants to subject matter experts, and information disseminators. Faculty and staff roles, as well as institutional support, are also assessed. Plans for project implementation and evaluation are discussed. The paper concludes with an analysis of project limitations and suggestions for future research.
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Research Interests: Sociology and Expatriate
Research Interests: Marketing, Business Ethics, Applied Ethics, Organizational Culture, Leadership, and 10 moreInstitutional Theory, Servant Leadership, Transformational Leadership, Altruism, Leadership Development, Transactional Leadership, Corporate Responsibility, Business and Management, Scale Development, and Ethical Leadership
This paper explores online learning communities as a basis for sustainable academic organizational culture wherein learning, multi-directional mentoring and ongoing social network development are foundational for complex problem solving... more
This paper explores online learning communities as a basis for sustainable academic organizational culture wherein learning, multi-directional mentoring and ongoing social network development are foundational for complex problem solving and enduring relationships among community members. First, the challenges of creating a virtual and meaningful academic organizational culture are explored from faculty, student, and alumni perspectives. Various aspects of learning, with emphasis on whole persons and community, deep smarts, grit, and knowledge sharing are delineated. Multi-directional mentoring and social network development are considered as pertinent to complex problem solving. Community development is inspected as an end unto itself. Peck’s community building model and Tuckman’s stages of group development are investigated for their relevance to the online learning environment. Finally, future directions for research are considered.
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Servant leadership is a multi-dimensional construct accentuating service to others and value creation for community. Here, servant leadership is examined as related to followership and organizational citizenship behaviors (OCBs) in... more
Servant leadership is a multi-dimensional construct accentuating service to others and value creation for community. Here, servant leadership is examined as related to followership and organizational citizenship behaviors (OCBs) in emergency communications centers (ECCs) throughout North America. Literature on servant leadership is reviewed and compared with similar leadership styles. The importance of proactive followership as opposed to passive followership, as well as OCBs, along with their relevance to servant led ECCs are considered. Study methods are described, results are presented and implications of findings are discussed. The paper concludes with a brief analysis of the study’s limitations and suggestions for future research.
Creativity and experiential learning are not often identified with government as work place. This paper explores a nascent county government initiative designed to engage employees in creative problem solving as means of person-al,... more
Creativity and experiential learning are not often identified with government as work place. This paper explores a nascent county government initiative designed to engage employees in creative problem solving as means of person-al, professional and organizational development in service to community. The paper asks: 1) Does the program as currently working encourage employees to perceive them-selves as creative actors in their work environment? 2) Do program participants perceive their creative suggestions as welcomed by supervisors? 3) Are participants likely to be contributors in the process of exchanging ideas in the workplace? Literature on creativity as pertinent to experi-ential learning and deep smarts is reviewed. Program fea-tures designed to overcome bureaucracy and instill knowledge sharing as a means of creating an environment conducive to creativity, innovation and sharing of ‘deep smarts’ are considered. Then, study methods are de-scribed, results are presented and ...
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This paper explores online learning communities as a basis for sustainable academic organizational culture wherein learning, multi-directional mentoring and ongoing social network development are foundational for complex problem solving... more
This paper explores online learning communities as a basis for sustainable academic organizational culture wherein learning, multi-directional mentoring and ongoing social network development are foundational for complex problem solving and enduring relationships among community members. First, the challenges of creating a virtual and meaningful academic organizational culture are explored from faculty, student, and alumni perspectives. Various aspects of learning, with emphasis on whole persons and community, deep smarts, grit, and knowledge sharing are delineated. Multi-directional mentoring and social network development are considered as pertinent to complex problem solving. Community development is inspected as an end unto itself. Peck’s community building model and Tuckman’s stages of group development are investigated for their relevance to the online learning environment. Finally, future directions for research are considered.
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Higher Education and business continue to change at unprecedented rates in response to the demands of the competitive global market. Amidst the changes, experiential learning continues to change too, so students can gain the benefits of... more
Higher Education and business continue to change at unprecedented rates in response to the demands of the competitive global market. Amidst the changes, experiential learning continues to change too, so students can gain the benefits of this enduring and pragmatic pedagogy. But, we might ask, is it changing fast enough? This paper reviews the current contemporary and scholarly literature pertaining to experiential learning in business schools. First, the researchers examine why experiential learning is still important in times of online learning and virtual organizations. Then the literature on virtual service-learning, case studies, simulations, organizational consultation, scholarly research, and virtual internships is surveyed in the context of the online learning environment. Finally, conclusions are drawn and future directions for research are considered.
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As higher education evolves to meet the needs of the 21 Century learner, often with technology in an online classroom, relevant questions related to course content and delivery inevitably emerge. This paper explores some of those... more
As higher education evolves to meet the needs of the 21 Century learner, often with technology in an online classroom, relevant questions related to course content and delivery inevitably emerge. This paper explores some of those questions. Specifically, the researchers consider: How much is too much when it comes to cutting edge technological developments within the online classroom and learning platforms? Does the quality of education truly depend on an instructor’s expertise in using the newest technologies in the classroom? Do technologies assist in reaching the diverse learning needs of students? Do online ‘bells and whistles’ really motivate learners to learn? Finally, which technologies work best for learning considering modalities, styles and outcomes?
This paper explores grit as a contributor to student success at a variety of age levels. First, grit is described for its value in workforce development (Allen & Lewis, 2006,) as a predictor of achievement (Duckworth, 2006,) and in... more
This paper explores grit as a contributor to student success at a variety of age levels. First, grit is described for its value in workforce development (Allen & Lewis, 2006,) as a predictor of achievement (Duckworth, 2006,) and in various capacities relevant to teacher effectiveness and student learning (Duckworth, et al, 2009). Then, grit is considered as a factor in adult achievement including, but not limited to, West Point Cadets (Kelly, et al, 2014). Grit is compared to other aspects of individual behavior, such as agency (Kundu, 2014), and it is investigated as an aspect of character and/or personality. Finally, means of incorporating grit into students’ personal and professional lives are discussed. Ways student learning can be enhanced and engagement and retention can be increased are considered. Suggestions for ways faculty can improve course presence and delivery, and support students with grit are offered.
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This paper explores online learning communities as a basis for sustainable academic organizational culture wherein learning, multi-directional mentoring and ongoing social network development are foundational for complex problem solving... more
This paper explores online learning communities as a basis for sustainable academic organizational culture wherein learning, multi-directional mentoring and ongoing social network development are foundational for complex problem solving and enduring relationships among community members. First, the challenges of creating a virtual and meaningful academic organizational culture are explored from faculty, student, and alumni perspectives. Various aspects of learning, with emphasis on whole persons and community, deep smarts, grit, and knowledge sharing are delineated. Multi -directional mentoring and social network development are considered as pertinent to complex problem solving. Community development is inspected as an end unto itself. Peck’s community building model and Tuckman’s stages of group development are investigated for their relevance to the online learning environment. Finally, future directions for research are considered. TEACHERS, STUDENTS & ALUMNI: BENEFITS & CHALLEN...
The purpose of this paper is to begin to answer the question of how and why experiential learning methodologies might be modified in order to be introduced effectively into an online human resources management degree program.... more
The purpose of this paper is to begin to answer the question of how and why experiential learning methodologies might be modified in order to be introduced effectively into an online human resources management degree program. Traditionally, experiential learning is a philosophy of learning by doing and includes internships, apprenticeships; field work, clinical application, cooperative education, fellowships, practicums, service learning, student teaching, study abroad, and volunteer experiences. However, it is exceptionally difficult to deliver instructionally sound real-life experiential learning experiences. Further research is needed to identify the experiential learning methodologies which would be most practical for a large online university business degree program.
As higher education evolves to meet the needs of the 21st Century learner, often with technology in an online classroom, relevant questions related to course content and delivery inevitably emerge. This paper explores some of those... more
As higher education evolves to meet the needs of the 21st Century learner, often with technology in an online classroom, relevant questions related to course content and delivery inevitably emerge. This paper explores some of those questions. Specifically, the researchers consider: How much is too much when it comes to cutting edge technological developments within the online classroom and learning platforms? Does the quality of education truly depend on an instructor’s expertise in using the newest technologies in the classroom? Do technologies assist in reaching the diverse learning needs of students? Do online ‘bells and whistles’ really motivate learners to learn? Finally, which technologies work best for learning considering modalities, styles and outcomes?
Management education is fraught with challenges related to teaching students how to thrive in an increasingly competitive and changing business environment. On one hand, innovation and creativity are essential to the complex problem... more
Management education is fraught with challenges related to teaching students how to thrive in an increasingly competitive and changing business environment. On one hand, innovation and creativity are essential to the complex problem solving skills often essential to sustainment of strategic alliances and stewardship of shared resources. Simultaneously, new managers may end up stifling their creativity and innovation due to constraints of organizational culture and strategic decision-making. This paper introduces an experiential learning project management model (Mustard Seed) designed to foster creativity, innovation, problem solving, and decisionmaking that can lead to development of corporate citizenship behaviors. Specifically, Mustard Seed is designed to teach students how to achieve mutually desired outcomes while working with diverse organizational partners in strategic alliances. The paper begins with a description of Mustard Seed and an overview of the project’s history. N...
This paper explores the importance of teaching civility as a workplace relationship building competency. First, civility is defined and described as it pertains to workplace culture. Then organizational examples are provided to... more
This paper explores the importance of teaching civility as a workplace relationship building competency. First, civility is defined and described as it pertains to workplace culture. Then organizational examples are provided to demonstrate why companies care about civility. Next, we ponder civility as a relationship building competency that is important for work-related relationships. Continuing our investigation, we list some of the indirect costs of incivility and bullying (both are antitheses of civility) to stakeholders in the workplace. We consider through organizational examples what a civil workplace is like and we survey ways of teaching civility in the Business school (B-School) classroom, either face to face or online as these are the platforms through which we teach, learn, and work.
Difficult times create opportunities for innovative problem solving. Thus, during the worst global financial crisis in modern memory, microfinance serves entrepreneurs at increasing rates through enduring and nascent programs. It also... more
Difficult times create opportunities for innovative problem solving. Thus, during the worst global financial crisis in modern memory, microfinance serves entrepreneurs at increasing rates through enduring and nascent programs. It also raises questions about teaching and learning in a changing economy. Can microfinance be used to prepare undergraduates to thrive in the 21st century? Can it be part of a successful pedagogy to enhance student knowledge and skills while building and strengthening community partnerships and achieving multiple stakeholder objectives? This paper explores these questions. It defines microfinance, surveying its recent history. The paper explores benefits and consequences of existing partnerships in US higher education. Next, a model for a student led initiative, including organizational structure, is proposed. Sustainability and evaluation of stakeholder outcomes are considered. We conclude with an analysis of limitations and suggestions for future research.
This paper builds on the knowledge base from, among other things, a presentation made at UNMMI in 2014 and on findings presented at UNMMI in 2015. The study relies on research gleaned from a virtual collegial think tank developed as a... more
This paper builds on the knowledge base from, among other things, a presentation made at UNMMI in 2014 and on findings presented at UNMMI in 2015. The study relies on research gleaned from a virtual collegial think tank developed as a means of establishing and sustaining community and develop-mental networks among faculty at a large online university. The research examined demonstrates the effectiveness of an existing mentoring program. Social based knowledge manage-ment, inclusive of mentoring, is examined in the context of a virtual faculty community. Bandura’s (1977) theory of social learning, Kolb’s (1984) experiential learning theory, and Bon-well and Eison’s (1991) active learning are considered as theo-retical foundation on which mentoring and relationships are examined. Best practices for mentoring and relationship build-ing are considered with emphasis on their impacts on creativity and innovation in high tech organizations. Findings of a recent study are considered. ...
The authors of this paper explore the evolution of a virtual student club from an online university into a virtual learning community and as an innovation relevant to the future of higher education. The student club is considered as a... more
The authors of this paper explore the evolution of a virtual student club from an online university into a virtual learning community and as an innovation relevant to the future of higher education. The student club is considered as a means for development and sustainability of academic organizational culture wherein learning, multi-directional mentoring, and ongoing social network development provide a foundation for contributing to student success and alumni engagement The challenges of creating such a club in a virtual environment are examined from faculty, student, and alumni perspectives. Various aspects of learning in a virtual community including, but not limited to whole person learning (Palmer, 1976; Hoover, et al, 2010, 2013), deep smarts (Leonard & Swap, 2004), grit (Pappano, 2013; Kundu, 2014; Kelly, et al, 2014), and knowledge sharing (Allen, et al, 2006; Gibson, 2011; Senge, 2007) are delineated as pertinent to club sustainability Multi-directional mentoring and the de...
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This paper explores collaboration expressed as experiential learning in a nascent microfinance initiative (MFI). First, the paper examines the need for interdisciplinary teamwork in student-led client services. Then, benefits and... more
This paper explores collaboration expressed as experiential learning in a nascent microfinance initiative (MFI). First, the paper examines the need for interdisciplinary teamwork in student-led client services. Then, benefits and challenges for students, faculty, and other stakeholders cooperating on projects such as health education are examined. The needs of entrepreneurs, small non-profit organizations, and the local community are considered. The paper surveys student leadership roles, such as project developers, assistants to subject matter experts, and information disseminators. Faculty and staff roles, as well as institutional support, are also assessed. Plans for project implementation and evaluation are discussed. The paper concludes with an analysis of project limitations and suggestions for future research.
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This paper examines the pedagogy of flipped classroom techniques to meet the changing needs of learners at a time of increased demand for information management, knowledge sharing, and rapid technological advancements. Â First, the... more
This paper examines the pedagogy of flipped classroom techniques to meet the changing needs of learners at a time of increased demand for information management, knowledge sharing, and rapid technological advancements.  First, the flipped classroom is defined in the context of online and hybrid classrooms.  Relationships between flipped classroom techniques and Bloom’s taxonomy are considered.  Challenges of flipped classroom management for instructor and learner are explored.  Best practices for flipped classroom implementation are investigated from the perspectives of learner, teacher and technology administrator.
By virtue of the ways online higher education faculty interface with students in asynchronous learning environments, they are rarely what King (1993) described as sages on the stage. Rather, faculty are facilitators of learning or guides... more
By virtue of the ways online higher education faculty interface with students in asynchronous learning environments, they are rarely what King (1993) described as sages on the stage. Rather, faculty are facilitators of learning or guides on the side. Indeed, effective online faculty members often teach and otherwise encourage learners who may be isolated and alone at computers. Such learners may be preparing to lead families, communities and organizations in a dynamic global environment. This paper explores whether online faculty fit the servant leader model characterized in Robert Greenleaf’s (1978) vision beyond the Leadership Crisis. And, if they do, are online faculty who model servant leadership in the classroom and other interactions with learners assisting in leader development? Do faculty model the type of leadership that is conducive to innovative organizational cultures? Do they create trust and meaningful relationships that sustain both student and faculty as continuous l...
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This article introduces a new scale to measure executive servant leadership, situating the need for this scale within the context of ethical leadership and its impacts on followers, organizations and the greater society. The literature on... more
This article introduces a new scale to measure executive servant leadership, situating the need for this scale within the context of ethical leadership and its impacts on followers, organizations and the greater society. The literature on servant leadership is reviewed and servant leadership is compared to other concepts that share dimensions of ethical leadership (e.g., transformational, authentic, and spiritual leadership).