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A Case Study of the Batten Leadership Institute at Hollins University Investigator: Jennifer J

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A Case Study of the Batten Leadership Institute at Hollins University Investigator: Jennifer J The Development of the Batten Leadership Institute at Hollins University: A Case Study By Jennifer Jordan Slusher Dissertation Submitted to the Faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Counselor Education Dr. Gerard Lawson, co-chair Dr. Penny Burge, co-chair Dr. Hildy Getz Dr. Katherine Allen May 03, 2007 Blacksburg, VA Keywords: Leadership Training, Women’s Colleges, Women’s Leadership Development Copyright 2007, Jennifer J. Slusher The Development of the Batten Leadership Institute at Hollins University: A Case Study Jennifer Jordan Slusher ABSTRACT As leadership theory continues to develop and change, so do the attempts to enhance experiences for women in higher education. Women face many obstacles, which include lack of role models in student and institutional leaders (Astin & Leland, 1991). Traditionally, institutions offer no specific leadership programs or curricula and pay minimal attention to the leadership development of their students (Cress, Astin, Zimmerman-Oster, & Burkhardt, 2001). This study was a case study with an in-depth analysis of the establishment of a women’s leadership education and training program at Hollins University in Roanoke, Virginia. Six students, four administrators, and one intern were interviewed to illustrate the process of the planning of the program, its implementation and current operations, and the complexities involved. Document analysis and observations were utilized as well. The study was focused on the impact of the program on the students and administrators involved in the development of the program during this period. The researcher also described how the Batten Leadership Institute has evolved over the past five years with a focus on how it came into being, what it was like, then and now, and changes that have occurred. The findings are organized by three phases: 1) conceptualization, 2) implementation, and 3) refinement and expansion. The phases are based on a chronological framework and resulting categories and themes emerged. Results indicate the participants’ described their leadership skills improved because of their participation and experience in the BLI. The Communication Skills Group and its interpersonal component as well the presence of positive female role-models created the most personal transformation for the student participants. The students’ previous ideas and definitions of leadership became more comprehensive. As a result of their personal transformation, their perceptions of the BLI changed from initial uncertainty and hesitation to admiration and support. The program expanded significantly over the first five years. Programmatic challenges have been addressed and many positive changes have occurred. Hollins administrators embraced the BLI and fully supported future expansions within Hollins University and in the Roanoke community. iii Dedication This manuscript is dedicated to my family, especially Annie, Mom, and Dad. Thank you for everything. I love you all. iv Acknowledgements I would like to acknowledge a number of individuals who were instrumental in the completion of this dissertation. I feel truly blessed and honored to thank so many special people. I wish to thank my committee, Gerard Lawson, Penny Burge, Hildy Getz, and Katherine Allen for their time and assistance. I would like to express special appreciation to Penny and Gerard. To Penny who offered countless hours of personal time in the editing process, kindness, and support. Her warmth and kind spirit never went unnoticed. To Gerard, I am awed by his intellect, competence, and enthusiasm for his profession. Thank you both for pushing me forward in your compassionate and gentle way. Vicki Meadows, Aimee Arias, John Boyd, and David Reep led me through administrative tasks, computer dilemmas, printing and mailing endeavors, and endless questions with patience and kindness. To Abrina Schnurman-Crook, I extend many thanks. Her unbelievable support, enthusiasm, and supportive words encouraged me in ways she will never begin to know. To Katherine Walker, without you, this would have never been possible. You are my mentor, colleague, and dear friend. Your guidance, encouragement, brilliance, and amazing strength were the keys to my success. I am most grateful to you. To my family and friends, near and far, I extend much gratitude. Their loving presence, patience and understanding were paramount. A special thanks to my Virginia Tech buddies, especially Tara Bane and Stacey Lilley. I do not know how I would have made it through without the opportunity to commiserate with the two of you! I am especially thankful to my parents who always modeled strength, love, and compassion during all of life’s challenges. These things will stay with me far beyond academia. A special thanks to my mom who assisted with many of my editing needs. To Annie, the most patient and supportive person I know, for her v encouragement, support, and understanding through every step of this process and in every other facet of our lives. vi Table of Contents Abstract..........................................................................................Error! Bookmark not defined. Dedication...................................................................................................................................... iv Acknowledgements......................................................................................................................... v List of Tables .................................................................................................................................. x CHAPTER I.................................................................................................................................... 1 Introduction ................................................................................................................................. 1 Statement of Need .................................................................................................................... 6 Purpose of the Study ................................................................................................................ 6 Research Questions .................................................................................................................. 7 Definitions of Terms ................................................................................................................ 8 Limitations ............................................................................................................................... 9 Summary.................................................................................................................................... 10 CHAPTER II................................................................................................................................. 11 Review of the Literature............................................................................................................ 11 Models of Leadership Development ...................................................................................... 11 Leadership Theories ............................................................................................................... 13 1960s................................................................................................................................... 13 1970s & 1980s .................................................................................................................... 13 1990s to present .................................................................................................................. 14 Transformational Leadership and the Batten Leadership Institute ........................................ 17 Women’s Colleges ................................................................................................................. 18 Women’s Leadership Development....................................................................................... 24 Summary.................................................................................................................................... 30 CHAPTER III ............................................................................................................................... 32 Methodology.............................................................................................................................. 32 Research Design..................................................................................................................... 33 Case Selection Description..................................................................................................... 35 Setting. ................................................................................................................................ 35 Participants......................................................................................................................... 36 Informed Consent and Permission Procedures....................................................................... 37 Assurance of Confidentiality.................................................................................................. 37 Data Collection Procedures.................................................................................................... 39 Interviews...........................................................................................................................
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