Patrick Blessinger
St. John's University, Education, Faculty Member
- Global Leadership, Organizational Culture, Change Management, Scholarship of Teaching and Learning, Management, Leadership, and 81 moreEducational Leadership, Pedagogy, Learning And Teaching In Higher Education, Transformational Leadership, Nonprofit Leadership, Higher Education, Educational Technology, Assessment in Higher Education, Blended Learning, Technology Enhanced Learning, Democratisation, Learning and Teaching, Inquiry Based Learning, Democratic Theory, Education, Teaching and Learning, Higher Education Policy, Democratic Education, Internationalisation of Higher Education, Equity and Social Justice in Higher Education, Dialogue, Democratization, Higher Education Management, Blended learning in higher education, Lifelong learning and adult education, Lifelong Learning, Meaning, Democracy, Social Research Methods and Methodology, Social Sciences, Research Methods and Methodology, Research Methodology, Design Methods, Qualitative methodology, Quantitative methodology, Qualitative Research Methods, Mixed Methods Research, Quantitative Research Methods, Philosophy of Education, Educational Research, Education Policy, Sociology of Education, Teacher Education, Mathematics Education, Science Education, Physics Education, E-learning, Teaching, Qualitative Research, Research, Case Study Research, Social Policy, Public Policy Analysis, Educational management and leadership, Leadership Development, Educational Leadership and Management, Change Leadership, Ethical Leadership, Educational Leadership and Policy Analysis, Higher Education Leadership, School management and leadership, Servant Leadership, Democracy and Good Governance, Globalization, Global Governance, International Relations, International Studies, International Human Rights Law, International Relations Theory, International Development, Human Rights, Human Rights Law, United Nations, Creativity, Inclusive Education, Social Inclusion, Inclusion, Social Justice, Social Justice in Education, Open Education, and Open Accessedit
- Dr. Patrick Blessinger is an adjunct associate professor of education at St. John's University, a math and science te... moreDr. Patrick Blessinger is an adjunct associate professor of education at St. John's University, a math and science teacher with the New York State Education Department, and chief research scientist of the International Higher Education Teaching and Learning Association (in consultative status with the United Nations).edit
This volume examines the diverse ways in which universities and colleges around the world are partnering and collaborating with other institutions to fulfil their missions and visions. University partnerships not only include... more
This volume examines the diverse ways in which universities and colleges around the world are partnering and collaborating with other institutions to fulfil their missions and visions. University partnerships not only include collaborations between universities but also university-school (basic education) collaborative partnerships to improve local school systems. The increasing pressures to remove access and participation barriers, and to mitigate practices that restrict the free flow of education across borders, have created a growing global space for educational services of all types. As a result, traditional institutional boundaries have expanded to better respond to the increasing pressures placed on them by the growing demand for higher education services. The boundaries between educational institutions and other entities such as government, business, and non-profit organizations have become more fluid which has resulted in increased involvement by institutions, faculty, and students in activities outside the traditional boundaries of the classroom. This edited volume will specifically explore university partnerships for community and school system development.
Research Interests: Teaching and Learning, Education, Educational Leadership, Higher Education, Learning and Teaching, and 8 moreLearning And Teaching In Higher Education, Educational Leadership and Policy Analysis, Internationalization of higher education, Educational management and leadership, Partnership, University, Public-Private Partnerships, and Educational Leadership and Management
The poems in this collection deal with the real life-worlds of professors, instructors, lecturers, teachers, and others working in education. This volume covers contemporary teaching experiences in education, including the many roles that... more
The poems in this collection deal with the real life-worlds of professors, instructors, lecturers, teachers, and others working in education. This volume covers contemporary teaching experiences in education, including the many roles that teachers play such as instructing, lecturing, mentoring, facilitating, coaching, guiding, and leading. This volume covers the manifold life experiences and perspectives of being and working as a teacher in education and the epiphanies experienced in that role. This volume gives creative voice to the full range of experiences by teachers, students, and others, and empowers readers with inspiration and personal agency as they evolve as self-creating, self-determining authors of their own lives, both personally and professionally. The poems in this volume are largely based on teachers meaningful experiences in and out of the classroom, and will provide artistic inspiration and creative insight to others who currently work as teachers or those students who are preparing to be professors, instructors, and teachers or those students who simply enjoy the creative voice of others.
Research Interests: Creative Writing, Teaching and Learning, Education, Teacher Education, Creativity, and 11 moreHigher Education, Learning and Teaching, Poetry, Academic Writing, Poetics, Writing, Learning And Teaching In Higher Education, Contemporary Poetry, Creative thinking, Teacher Development, and Consciousness and Creativity
This volume examines how universities and colleges around the world are developing innovative ways to provide doctoral education, including new theories and models of doctoral education and the impact of changes in government and/or... more
This volume examines how universities and colleges around the world are developing innovative ways to provide doctoral education, including new theories and models of doctoral education and the impact of changes in government and/or accreditation policy on practices in doctoral education. Specifically, this volume looks at the emerging trends in student selection practices, research topic selection, supervision practices, and dissertation review and approval process across a range of disciplines across different institutional types across different countries. Seeking to understand the current landscape of how universities are preparing the next generation of researchers, scholars, scientists, and university faculty, Emerging Directions in Doctoral Education is a must-read for faculty, researchers, accreditation agencies, doctoral students and policymakers.
Research Interests: Teaching and Learning, Education, Social Research Methods and Methodology, Research Methods and Methodology, Research Methodology, and 9 moreHigher Education, Educational Research, Learning and Teaching, Doctoral Supervision, Qualitative Research, Learning And Teaching In Higher Education, Research, Supervision in doctoral education, and Doctoral education
Inquiry-based learning (IBL) is a learner-centered active learning environment where deep learning is cultivated by a process of inquiry owned by the learner. It has roots in a constructivist educational philosophy and is oriented around... more
Inquiry-based learning (IBL) is a learner-centered active learning environment where deep learning is cultivated by a process of inquiry owned by the learner. It has roots in a constructivist educational philosophy and is oriented around three components: 1) exploration and discovery (e.g. problem-based learning, open meaning-making), 2) authentic investigations using contextualized learning (e.g. field studies, case studies), and 3) research-based approach (e.g. research-based learning, project-based learning). IBL begins with an authentic and contextualized problem scenario where learners identify their own issues and questions and the teacher serves as guide in the learning process. It encourages self-regulated learning because the responsibility is on learners to determine issues and research questions and the resources they need to address them. This way learning occurs across all learning domains. This volume covers many issues and concepts of how IBL can be applied to STEM programs. It serves as a conceptual and practical resource and guide for educators, offering practical examples of IBL in action and diverse strategies on how to implement IBL in different contexts.
Research Interests: Teaching and Learning, Science Education, Appreciative Inquiry, Higher Education, Mathematics Education, and 9 moreInquiry Based Learning, Educational Research, Learning and Teaching, Learning And Teaching In Higher Education, Physical Education, STEM Education, Narrative Inquiry, Inquiry-based teaching and learning, and Inquiry Based Science Teaching
Increasing Student Engagement and Retention using Social Technologies: Facebook, e-portfolios and other Social Networking Services' uses case studies, surveys, and literature reviews to examine how these social media technologies are... more
Increasing Student Engagement and Retention using Social Technologies: Facebook, e-portfolios and other Social Networking Services' uses case studies, surveys, and literature reviews to examine how these social media technologies are being used to improve writing and publishing skills in students, create engaging communities of practice, and how these tools are being used for e-Mentoring and constructing online reputations. Chapters include applying positive psychology and cognitive styles in user design, designing outcome based curricula using student personality types, engaging second language students through electronic writing tasks, applying psychological variables on the academic use of social media, using social media to motivate students to take charge of their own learning processes, and creatively using technology to enhance teacher education. This volume will also discuss a framework for deploying and assessing these technologies in higher education institutions.
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Increasing Student Engagement and Retention using Online Learning Activities: Wikis, Blogs and WebQuests' uses case studies, surveys, and literature reviews to critically examine how these technologies are being used to improve writing... more
Increasing Student Engagement and Retention using Online Learning Activities: Wikis, Blogs and WebQuests' uses case studies, surveys, and literature reviews to critically examine how these technologies are being used to improve writing and publishing skills, student subject awareness, and literacy; create engaging communities of practice; and are experiential learning tools. Chapter subjects include the design for a robust use of wikis, using blogs to enhance student engagement by creating a community of practice around a course, integrating blogs across a range of college level courses, publishing activist biographies on Wikipedia, using blogs to increase off-campus student engagement, using video and wiki technology to engage learners in large international cohorts, using wikis as an experiential learning tool, consuming and constructing knowledge through WebQuests, and rethinking WebQuests in second language teacher education. This volume will also discuss frameworks for deploying and assessing the effectiveness of these technologies.
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Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation' uses case studies, surveys, and literature reviews to critically examine how gaming, simulation, and virtualization are being... more
Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation' uses case studies, surveys, and literature reviews to critically examine how gaming, simulation, and virtualization are being used to improve teamwork and leadership skills in students, create engaging communities of practice, and as experiential learning tools to create inter-cultural, multi-perspective, and global experiences. Chapters include how to increase learner engagement using serious games, using game features for classroom engagement, using client-based peer assessment in multi-role, whole-enterprise simulations, using virtual worlds to develop teacher candidate skills, enhancing leadership skills through virtual simulation, using online video simulation for educational leadership, using augmented reality in education, using open source software in education, using educational robotics laboratories to enhance active learning, and utilizing the virtual learning environment to encourage faculty reflection. This volume will also discuss a framework for deploying and assessing these technologies.
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The organizational culture of academic higher educational institutions was analyzed using the Human Synergistics International (HSI) Organizational Culture Inventory® (OCI®) Survey. Cultural norms characteristic of Passive/Defensive and... more
The organizational culture of academic higher educational institutions was analyzed using the Human Synergistics International (HSI) Organizational Culture Inventory® (OCI®) Survey. Cultural norms characteristic of Passive/Defensive and Aggressive/Defensive behavioral styles were overrepresented, while those characteristic of Constructive styles were underrepresented, as compared to Ideal profiles. The results reflect predominance of task-centered over people-centered organizational orientations and of lower-order (security) over higher-order (satisfaction) needs. Both current and ideal profiles were derived from the responses of higher education faculty and administrators who are active at non-profit or for-profit organizations worldwide. Targets for cultural change were identified, and recommendations were developed to assist higher education institutions approach their ideal organizational cultures.
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THE POWER OF EDUCATION RESEARCH FOR INNOVATION IN PRACTICE AND POLICY
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Throughout human history, great thinkers have pondered the idea of happiness and what makes for happy people. In more recent history, increasing focus is being placed on happiness as one of the most sought after human qualities, both on a... more
Throughout human history, great thinkers have pondered the idea of happiness and what makes for happy people. In more recent history, increasing focus is being placed on happiness as one of the most sought after human qualities, both on a national level, on an organizational level, and on an individual level. For instance, beginning in 1972, the nation of Bhutan replaced Gross National Product with Gross National Happiness as their main measure of progress. Former Harvard President Derek Bok, in his recent book, The Politics of Happiness, discusses several factors that researchers have identified as producing lasting and significant happiness (other than inherited temperament): marriage, social relationships, employment, health, religion, volunteerism, and quality of government. Since education plays a central role in the socialization of people, it seems appropriate therefore that universities should also play a critical role in the effort to increase happiness. So, what specifically can and should educational institutions do to create the necessary conditions whereby happiness is cultivated? This presentation reviews the salient findings of the "happiness research" relative to higher education. Based on these findings, the presentation makes the argument that colleges and universities should strive to create conditions for happiness. In addition to their traditional roles of knowledge producer (e.g., teaching and research aim) and developing students into productive members of society (e.g., vocational aim), they also play a crucial role in helping students develop personally meaningful lives and sustainable happiness.
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Partnerships can provide a powerful vehicle for researchers and universities to increase their research impact and build their international network and reputation, but they require good leadership and respect for the contribution of all... more
Partnerships can provide a powerful vehicle for researchers and universities to increase their research impact and build their international network and reputation, but they require good leadership and respect for the contribution of all parties.
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Lifelong education is necessary to address the dangers of hyper-specialisation, create a more level playing field and to develop our different individual talents and career aspirations. If there is anything like the so-called ‘great... more
Lifelong education is necessary to address the dangers of hyper-specialisation, create a more level playing field and to develop our different individual talents and career aspirations. If there is anything like the so-called ‘great equaliser’, perhaps it lies in universal lifelong education and viewing lifelong learning as a human right.
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This article examines the statistics associated with international education, rising student debt, and comparative analysis between the US and non-US systems of higher education.
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This article describes how universities can develop international partnerships.
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This article discusses how Malaysia as the regional leader in international higher education.
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This article describes the relationship between globalization, internationalization, and democratization, as well as the need for more high quality international higher education.
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This article discusses the importance of viewing lifelong learning and higher education as a human right
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This article discusses the concept of viewing lifelong learning and access to higher education as a human right
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This article discusses the importance of creating meaningful and dialogic-based learning environments
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This article discusses the importance of creating meaningful and sustainable learning environments
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This articles discusses the importance of building global learning communities in higher education.
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This article discusses the importance of social and emotional intelligence for instructors and students
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Purpose-The purpose of this paper is to analyze job-related stress, motivation and satisfaction in higher education institutions, and assesses their implications on health in various industries including higher education. In total, 52... more
Purpose-The purpose of this paper is to analyze job-related stress, motivation and satisfaction in higher education institutions, and assesses their implications on health in various industries including higher education. In total, 52 higher education faculty and administrators from institutions in more than 16 countries participated in the study that utilized the organizational surveys, Organizational Effectiveness Inventory® from human synergistics. Subgroup analysis was done to compare faculty and administrators; males to females, private, public, for-profit and not-for-profit institutions. Design/methodology/approach-To assess health implications, 160 respondents employed in seven industries were surveyed using a custom medical/stress questionnaire to collect self-reported data on levels of job-related stress, motivation and satisfaction as well as the presence of several medical conditions, including myocardial infarction, stroke, angina pectoris/coronary heart disease, hypertension, gastro-esophageal reflux disease and diabetes mellitus. The results from each of the two surveys were statistically analyzed separately. Findings-Results show undesirable levels of job-related stress, motivation and satisfaction in some segments of higher education employees; as well as associations between poorer health and high stress levels. The study established a potential justification consequently, the authors recommend organizational offerings of: stress relief programs; health fairs and health club memberships; stress management workshops; use of mobile apps for stress relief; job description reviews to eliminate work-related demands; changes to managerial styles that align with the culture of employees; re-evaluation of organizational structure; and enhanced communication amongst workplace management and employees. Research limitations/implications-Limitations of this study include small sample sizes and the presence of confounding factors that were not considered. In addition, this study did not look into whether occupational position or occupational difficulty compromised the nature of work causing employees to experience lower levels of satisfaction, since the extent to which employees feel satisfied with their work may influence their physical well-being. Originality/value-There are a number of factors that can affect employees with regards to medical illnesses in a job-related setting. There are three factors in particular that have been shown to negatively affect the health of employees: job-related stress; motivation; and satisfaction. These effects have not been studied in depth in faculty and administrators of higher education institutions, hence this study seeks to achieve that.
Purpose – The purpose of this paper is to analyze job-related stress, motivation and satisfaction in higher education institutions, and assesses their implications on health in various industries including higher... more
Purpose – The purpose of this paper is to analyze job-related stress, motivation and satisfaction in higher education institutions, and assesses their implications on health in various industries including higher education.Intotal,52highereducationfacultyandadministratorsfrominstitutionsinmorethan16countries participated in the study that utilized the organizational surveys, Organizational Effectiveness Inventory® from human synergistics. Subgroup analysis was done to compare faculty and administrators; males to females, private, public, for-profit and not-for-profit institutions. Design/methodology/approach – To assess health implications, 160 respondents employed in seven industriesweresurveyedusingacustommedical/stressquestionnairetocollectself-reporteddataonlevels of job-related stress, motivation and satisfaction as well as the presence of several medical conditions, including myocardial infarction, stroke, angina pectoris/coronary heart disease, hypertension, gastro-esophageal reflux disease and diabetes mellitus. The results from each of the two surveys were statistically analyzed separately. Findings – Results show undesirable levels of job-related stress, motivation and satisfaction in some segmentsofhighereducationemployees;aswellasassociationsbetweenpoorerhealthandhighstresslevels. Thestudyestablishedapotentialjustification consequently,theauthorsrecommendorganizationalofferings of: stress relief programs; health fairs and health club memberships; stress management workshops; use of mobile apps for stress relief; job description reviews to eliminate work-related demands; changes to managerial styles that align with the culture of employees; re-evaluation of organizational structure; and enhanced communication amongst workplace management and employees. Research limitations/implications – Limitations of this study include small sample sizes and the presence of confounding factors that were not considered. In addition, this study did not look into whether occupational position or occupational difficulty compromised the nature of work causing employees to experiencelowerlevelsofsatisfaction,sincetheextenttowhichemployees feelsatisfiedwith theirworkmay influence their physical well-being. Originality/value – There are a number of factors that can affect employees with regards to medical illnesses in a job-related setting. There are three factors in particular that have been shown to negatively affect the health of employees: job-related stress; motivation; and satisfaction. These effects have not been studied in depth in faculty and administrators of higher education institutions, hence this study seeks to achieve that.
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Employee Involvement, Empowerment, Distribution of Influence and Total Influence are intertwined systems structures that impact organizational effectiveness. We analyzed these four measures by online survey of 52 higher education faculty... more
Employee Involvement, Empowerment, Distribution of Influence and Total Influence are intertwined systems structures that impact organizational effectiveness. We analyzed these four measures by online survey of 52 higher education faculty and administrators from institutions in more than 16 countries using the Human Synergistics International Organizational Effectiveness Inventory® (OEI®) survey. Results revealed that total mean scores for the four measures were less desirable than established Constructive Benchmarks. Employee Involvement and Distribution of Influence were also less desirable than the Historical Average, a benchmark derived from 50th percentiles. Total Influence was undesirable for males and private-not-for-profits, but desirable and approached the Constructive Benchmark for females, administrators and for-profits. We recommend (1) increasing Employee Involvement, particularly in not-for-profits; (2) increasing Distribution of Influence, particularly in women and not-for-profits; and (3) increasing Empowerment, particularly in private higher education institutions.
Research Interests: Influence, Not-for-profit Organisations, Gender Equality, Women's Empowerment, Higher Education Management, and 8 moreGender Issues and Women Empowerment, Employee Empowerment, Gender Equity and Women Empowerment, Guidelines for Promoting Gender Equity in Higher Education, For Profit Higher Education, Employee Involvement, Hierarchy, status, and power, and Gender and Equity In Education
Research Interests: Organizational Behavior, Enterprise Architecture, Educational Leadership, Organizational Change, Higher Education, and 23 moreOrganizational Culture, Leadership, Structure, Student Motivation And Engagement, Strategic Management, Service Quality, Human Resource Management, Organizational Leadership, Customer Satisfaction, Customer Relationship Management, Higher Education Management, Organizational Effectiveness, Strategy, Student Satisfaction, Customer Service, For Profit Higher Education, Customer services quality, Mission and Vision Statements, Total Quality Managment, Not for Profit Organisations, Organizational Vision and Relationship to Mission, Student, and Adaptive Online Learning
http://ijmc.cgpublisher.com/product/pub.253/prod.36 External Adaptability is an outcomes measure of organizational effectiveness reflecting proficiency levels in responding to external change. Many higher education institutions are... more
http://ijmc.cgpublisher.com/product/pub.253/prod.36 External Adaptability is an outcomes measure of organizational effectiveness reflecting proficiency levels in responding to external change. Many higher education institutions are interested in reshaping their goals to better meet the needs of a growing global market. To analyze External Adaptability, 52 higher education faculty and administrators from institutions in more than 16 countries were surveyed using the Human Synergistics International Organizational Effectiveness Inventory® (OEI®) Survey. Results revealed that External Adaptability scores fell below both the Historical Average (50th percentile) and the Constructive Benchmark. Subgroup analysis revealed that scores were below the Historical Average for faculty, administrators, males, females, and private- and public not-for-profits. By contrast, scores approached the Historical Average (50th percentile) in private for-profits, and exceeded the Constructive Benchmark in p...
Research Interests: Organizational Behavior, Business Administration, Communication, Educational Leadership, Organizational Change, and 27 moreDecision Making, Higher Education, Organizational Culture, Strategic Management, Strategic Human Resource Management, Change Management, Higher Education Management, Organizational Effectiveness, Change agents, Middle Management, Case Study, Organizational Agility, Readiness for Change, Non Profit Organizations, Multicultural, For Profit Higher Education, Organizational adaptability, Managing Change, Involvement, For-Profit University College, Performance Triangle, External Adaptability, Not for Profit Organisations, Change Implementation, Change Resistance, Coping With Change, and Change Factors
http://ijmoc.cgpublisher.com/product/pub.258/prod.55 Supervisory/Managerial Leadership characterizes many academic relationships within higher education institutions. Students and trainees in many fields, including healthcare and graduate... more
http://ijmoc.cgpublisher.com/product/pub.258/prod.55 Supervisory/Managerial Leadership characterizes many academic relationships within higher education institutions. Students and trainees in many fields, including healthcare and graduate studies, often experience humiliation and workplace aggression resulting from belittlement, bullying and abusive supervision which reflect defensive organizational cultures. We and others have previously shown that higher education institutions, including medical teaching centers, have detrimentally high levels of Aggressive/Defensive and Passive/Defensive cultural styles as measured by the Human Synergistics International Organizational Culture Inventory® (OCI® & OCI-Ideal®) Surveys. Central to effective undergraduate, graduate and post-graduate training are supervisory/managerial leadership practices which are negatively impacted by the current higher education operating cultures. In this paper, we analyze Consideration, one measure of supervisor...
Research Interests: Organizational Behavior, Communication, Teaching and Learning, Educational Leadership, Organizational Change, and 32 moreHigher Education, Graduate Education, Organizational Culture, Leadership, Student Motivation And Engagement, Medical Education, Strategic Management, Faculty Development, Supervisory Relationships, Transformational Leadership, Higher Education Management, Organizational Effectiveness, Change agents, Medical Students, Educational management and leadership, Teacher Student Interpersonal Behaviour, Postgraduate medical education, Post Graduate, Students Motivation, Graduate Student, Readiness for Change, Educational Leadership and Management, Post Graduate Student, For Profit Higher Education, Managing Change, Involvement, Not for Profit Organisations, Change Implementation, Change Resistance, Coping With Change, Change Factors, and Student
http://ijme.cgpublisher.com/product/pub.252/prod.30 Customer Service Focus and Mission Articulation are fundamental measures of organizational effectiveness reflecting the extent to which institutional values are manifested in structures,... more
http://ijme.cgpublisher.com/product/pub.252/prod.30 Customer Service Focus and Mission Articulation are fundamental measures of organizational effectiveness reflecting the extent to which institutional values are manifested in structures, systems, human resources, and outcomes. Many higher education institutions are interested in better satisfying the needs of students and their families, alumni and benefactors, governments, and employers, to fulfill the aspirations of society at large. To analyze Mission Articulation and Customer Service Focus in higher education, 52 faculty members and administrators from institutions in more than 16 countries were surveyed using the Human Synergistics International Organizational Effectiveness Inventory® (OEI®) Survey. Results revealed that scores from total respondents fell below the Constructive Benchmarks for both parameters, and below the Historical Average (50th percentile) for Customer Service Focus. Subgroup analysis revealed that scores f...
Research Interests: Organizational Behavior, Enterprise Architecture, Educational Leadership, Organizational Change, Higher Education, and 23 moreOrganizational Culture, Leadership, Structure, Student Motivation And Engagement, Strategic Management, Service Quality, Human Resource Management, Organizational Leadership, Customer Satisfaction, Customer Relationship Management, Higher Education Management, Organizational Effectiveness, Strategy, Student Satisfaction, Customer Service, For Profit Higher Education, Customer services quality, Mission and Vision Statements, Total Quality Managment, Not for Profit Organisations, Organizational Vision and Relationship to Mission, Student, and Adaptive Online Learning
Research Interests: Organizational Behavior, Business Administration, Communication, Educational Leadership, Organizational Change, and 27 moreDecision Making, Higher Education, Organizational Culture, Strategic Management, Strategic Human Resource Management, Change Management, Higher Education Management, Organizational Effectiveness, Change agents, Middle Management, Case Study, Organizational Agility, Readiness for Change, Non Profit Organizations, Multicultural, For Profit Higher Education, Organizational adaptability, Managing Change, Involvement, For-Profit University College, Performance Triangle, External Adaptability, Not for Profit Organisations, Change Implementation, Change Resistance, Coping With Change, and Change Factors
Research Interests: Organizational Behavior, Communication, Teaching and Learning, Educational Leadership, Organizational Change, and 32 moreHigher Education, Graduate Education, Organizational Culture, Leadership, Student Motivation And Engagement, Medical Education, Strategic Management, Faculty Development, Supervisory Relationships, Transformational Leadership, Higher Education Management, Organizational Effectiveness, Change agents, Medical Students, Educational management and leadership, Teacher Student Interpersonal Behaviour, Postgraduate medical education, Post Graduate, Students Motivation, Graduate Student, Readiness for Change, Educational Leadership and Management, Post Graduate Student, For Profit Higher Education, Managing Change, Involvement, Not for Profit Organisations, Change Implementation, Change Resistance, Coping With Change, Change Factors, and Student
Research Interests: Organizational Behavior, Enterprise Architecture, Educational Leadership, Organizational Change, Higher Education, and 23 moreOrganizational Culture, Leadership, Structure, Student Motivation And Engagement, Strategic Management, Service Quality, Human Resource Management, Organizational Leadership, Customer Satisfaction, Customer Relationship Management, Higher Education Management, Organizational Effectiveness, Strategy, Student Satisfaction, Customer Service, For Profit Higher Education, Customer services quality, Mission and Vision Statements, Total Quality Managment, Not for Profit Organisations, Organizational Vision and Relationship to Mission, Student, and Adaptive Online Learning
Supervisory/Managerial Leadership characterizes many academic relationships within higher education institutions. Students and trainees in many fields, including healthcare and graduate studies, often experience humiliation and workplace... more
Supervisory/Managerial Leadership characterizes many academic relationships within higher education institutions. Students and trainees in many fields, including healthcare and graduate studies, often experience humiliation and workplace aggression resulting from belittlement, bullying and abusive supervision which reflect defensive organizational cultures. We and others have previously shown that higher education institutions, including medical teaching centers, have detrimentally high levels of Aggressive/Defensive and Passive/Defensive cultural styles as measured by the Human Synergistics International Organizational Culture Inventory® (OCI® & OCI-Ideal®) Surveys. Central to effective undergraduate, graduate and post-graduate training are supervisory/managerial leadership practices which are negatively impacted by the current higher education operating cultures. In this paper, we analyze Consideration, one measure of supervisory/managerial leadership that assumes empathy in supportive/participative leadership communications. Faculty and administrators at public and private higher education institutions were surveyed using the Human Synergistics International Organizational Effectiveness Inventory® (OEI®). Results revealed Consideration scores undesirably below both the Historical Average and the Constructive Benchmark in for-profit and not-for-profit higher education institutions. To improve the effectiveness of higher education institutions we recommend changing the dynamics of internal professional interactions by promoting the (a) adoption of Constructive organizational culture norms, (b) application of Individualized Consideration and Positive Affect Transferal behaviors from transformational leadership theory, and (c) institutionalization of path-goal theory-based Considerate Leadership supervision.
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http://ijme.cgpublisher.com/product/pub.252/prod.30 Customer Service Focus and Mission Articulation are fundamental measures of organizational effectiveness reflecting the extent to which institutional values are manifested in structures,... more
http://ijme.cgpublisher.com/product/pub.252/prod.30 Customer Service Focus and Mission Articulation are fundamental measures of organizational effectiveness reflecting the extent to which institutional values are manifested in structures, systems, human resources, and outcomes. Many higher education institutions are interested in better satisfying the needs of students and their families, alumni and benefactors, governments, and employers, to fulfill the aspirations of society at large. To analyze Mission Articulation and Customer Service Focus in higher education, 52 faculty members and administrators from institutions in more than 16 countries were surveyed using the Human Synergistics International Organizational Effectiveness Inventory® (OEI®) Survey. Results revealed that scores from total respondents fell below the Constructive Benchmarks for both parameters, and below the Historical Average (50th percentile) for Customer Service Focus. Subgroup analysis revealed that scores f...
Research Interests: Organizational Behavior, Enterprise Architecture, Educational Leadership, Organizational Change, Higher Education, and 23 moreOrganizational Culture, Leadership, Structure, Student Motivation And Engagement, Strategic Management, Service Quality, Human Resource Management, Organizational Leadership, Customer Satisfaction, Customer Relationship Management, Higher Education Management, Organizational Effectiveness, Strategy, Student Satisfaction, Customer Service, For Profit Higher Education, Customer services quality, Mission and Vision Statements, Total Quality Managment, Not for Profit Organisations, Organizational Vision and Relationship to Mission, Student, and Adaptive Online Learning
Customer Service Focus and Mission Articulation are fundamental measures of organizational effectiveness reflecting the extent to which institutional values are manifested in structures, systems, human resources, and outcomes. Many higher... more
Customer Service Focus and Mission Articulation are fundamental measures of organizational effectiveness
reflecting the extent to which institutional values are manifested in structures, systems, human resources, and outcomes.
Many higher education institutions are interested in better satisfying the needs of students and their families, alumni and
benefactors, governments, and employers, to fulfill the aspirations of society at large. To analyze Mission Articulation
and Customer Service Focus in higher education, 52 faculty members and administrators from institutions in more than
16 countries were surveyed using the Human Synergistics International Organizational Effectiveness Inventory® (OEI®)
Survey. Results revealed that scores from total respondents fell below the Constructive Benchmarks for both parameters,
and below the Historical Average (50th percentile) for Customer Service Focus. Subgroup analysis revealed that scores
from private and public not-for-profit institutions fell below both the Historical Averages (50th percentiles) and the
Constructive Benchmarks for each of the two parameters. By contrast, for-profits approached the Constructive
Benchmarks and public for-profits scored significantly higher than not-for-profit subgroups. For Customer Service
Focus, scores from faculty, male and female subgroups fell below the Historical Average, while administrators
approached the Constructive Benchmark scoring significantly higher than the faculty subgroup. We recommend
strengthening the relationship between students and their higher education institutions by improving Mission Articulation
and sharpening the focus on student educational needs and outcomes.
reflecting the extent to which institutional values are manifested in structures, systems, human resources, and outcomes.
Many higher education institutions are interested in better satisfying the needs of students and their families, alumni and
benefactors, governments, and employers, to fulfill the aspirations of society at large. To analyze Mission Articulation
and Customer Service Focus in higher education, 52 faculty members and administrators from institutions in more than
16 countries were surveyed using the Human Synergistics International Organizational Effectiveness Inventory® (OEI®)
Survey. Results revealed that scores from total respondents fell below the Constructive Benchmarks for both parameters,
and below the Historical Average (50th percentile) for Customer Service Focus. Subgroup analysis revealed that scores
from private and public not-for-profit institutions fell below both the Historical Averages (50th percentiles) and the
Constructive Benchmarks for each of the two parameters. By contrast, for-profits approached the Constructive
Benchmarks and public for-profits scored significantly higher than not-for-profit subgroups. For Customer Service
Focus, scores from faculty, male and female subgroups fell below the Historical Average, while administrators
approached the Constructive Benchmark scoring significantly higher than the faculty subgroup. We recommend
strengthening the relationship between students and their higher education institutions by improving Mission Articulation
and sharpening the focus on student educational needs and outcomes.
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An integrated framework showing the elements and steps in the educational research methodology.