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Becoming an Orientation Leader: a Catalyst For BECOMING AN ORIENTATION LEADER: A CATALYST FOR SELF-AUTHORSHIP DEVELOPMENT A Dissertation Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Christopher J. Tankersley May, 2013 BECOMING AN ORIENTATION LEADER: A CATALYST FOR SELF-AUTHORSHIP DEVELOPMENT Christopher J. Tankersley Dissertation Approved: Accepted: _______________________________ ______________________________ Advisor Interim Department Chair Dr. Denise Stuart Dr. Evonn Welton _______________________________ ______________________________ Committee Member/Methodologist Associate Dean of the College Dr. Susan Kushner Benson Dr. Susan Olson _______________________________ ______________________________ Committee Member Dean of the Graduate School Dr. Sandra Coyner Dr. George R. Newkome _______________________________ ______________________________ Committee Member Date Dr. Harold Foster _______________________________ Committee Member Dr. Lynne Pachnowski ii ABSTRACT Orientation Leaders (OLs) are current college students charged with helping to facilitate the college transition process for new students. This role has the potential to affect OLs, particularly as it relates to how they self-author. The purpose of this study was to explore the ways that serving as an OL affects self-authorship development and in particular, what aspects of the experience serve as a catalyst for self-authorship. This qualitative study investigated the experiences of four selected OLs working at the same institution during the same period of time. Data was collected from three sources, including individual interviews, field observations, and training course journals. The data were analyzed using a constant comparative process resulting in seven themes being identified. These themes included: understanding and respect for diversity, leadership and decision making, interdependence of the OLs, personal development and growth, training becomes real, community among the OLs, and purposeful experiences. Findings of the study indicated that being an OL affected development toward self- authorship and that being an OL served as a catalyst for self-authorship development. Although the effect of being an OL varied among participants, all participants indicated that being an OL helped propel them toward being better able to self-author. Study findings offer implications that may be useful to other higher education institutions. iii DEDICATION This study is dedicated to my mom, Gail Tankersley, who has never faltered in her love and support for me in all of my educational and life adventures and who continues to serve as a daily inspiration to me. This study is also dedicated to my grandparents, Thomas and Ruth Nist. To my grandfather who, prior to his death, consistently encouraged me to pursue an education and always made me laugh when he would fall asleep sitting in his chair and then tell me he was only “resting his eyes”. To my grandmother, who continues to brighten my days and reminds me that we are on earth to serve others before ourselves. Now that your coffee is gone, we can go to the park. Additionally, this study is dedicated to the Orientation Leaders I have had the privilege to work with, in particular, the Orientation Leaders who were part of this study. Your thoughts and actions inspired me to keep going to tell your story. Finally, this study is dedicated to the gentlemen of the Alpha Omicron chapter of Phi Gamma Delta. Daily you remind me why I decided to pursue a career where I have an opportunity to work closely with students. Always remember the words of Brother Cal and continue to “Press On”. iv ACKNOWLEDGEMENTS I would like to thank the members of my committee, Dr. Denise Stuart (my advisor), Dr. Susan Kushner Benson (my methodologist), Dr. Sandra Coyner, Dr. Harold Foster, and Dr. Lynne Pachnowski for their continual guidance and encouragement. In particular I would like to thank Dr. Denise Stuart for the many hours she spent reading drafts of my writing and providing feedback, Dr. Susan Kushner Benson for her willingness to meet with me off-campus during the summer to help work through my methods for this study, and Dr. Sandra Coyner for her guidance during both my master’s degree program and while I worked on the literature review portion of this study. Additionally, I would like to thank my family for their continual support, my friends who would always ask me how “my paper” was coming, and my co-workers in the NSO office for putting up with me the past few years on days when I was tired and cranky. Also, I would like to thank my fellow students in the Ph.D. program for their support and encouragement of this project and my extended network of colleagues both on and off campus for their interest in my study and their support for my pursuit of this degree. In particular, I would like to thank Dr. Jennifer Hodges for introducing me to the concept of self-authorship and Dr. Karla Mugler, my former supervisor, for her belief in me and continual support of me throughout this process. None of this would have been possible without each and every one of you. v TABLE OF CONTENTS Page LIST OF TABLES…………………………………………………………………….. xi CHAPTER I. INTRODUCTION ....................................................................................................... 1 Role of Orientation and Qualities of Orientation Leaders ................................... 3 Statement of the Problem ..................................................................................... 6 Purpose of the Study ............................................................................................ 8 Research Questions .............................................................................................. 10 Significance of the Study ..................................................................................... 10 Researcher Subjectivity ....................................................................................... 11 Definition of Terms.............................................................................................. 13 Assumptions ......................................................................................................... 15 Summary .............................................................................................................. 15 II. REVIEW OF THE LITERTURE ............................................................................... 17 Orientation Programs and Orientation Leaders ................................................... 18 Purposes and Goals of Orientation Programs .......................................... 19 Development of Orientation Programs .................................................... 20 Outcomes of Orientation Programs ......................................................... 22 vi Theories of Leadership for Orientation Leaders ...................................... 24 Theories of Meaning-Making .............................................................................. 27 Cognitive-Structural Theories .................................................................. 27 Constructive-Developmental Theories .................................................... 31 Evolution of Self-Authorship Theories .................................................... 33 Relevance of Meaning-Making Theories................................................. 49 Adult Learning Processes and Theories ............................................................... 50 Andragogy and Adult Learning ............................................................... 51 Learning Styles and Motivation ............................................................... 53 Family Ecology Theory ....................................................................................... 63 Foundations of Human Ecology Theory .................................................. 65 Family Ecology and College Students ..................................................... 66 Summary .............................................................................................................. 67 III. METHODOLOGY ................................................................................................... 69 Research Purpose ................................................................................................. 69 Research Approach .............................................................................................. 69 Research Setting................................................................................................... 70 Role of Researcher ............................................................................................... 72 Participant Selection ............................................................................................ 73 Participants ........................................................................................................... 75 John .......................................................................................................... 76 Jessica ...................................................................................................... 76 Rachel ...................................................................................................... 77 vii Michael .................................................................................................... 77 Data Collection ...................................................................................................
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