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Exploring the Organizational Emergence of Academic Leadership Programs Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2020 Exploring the organizational emergence of academic leadership programs Katherine L. Friesen Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Recommended Citation Friesen, Katherine L., "Exploring the organizational emergence of academic leadership programs" (2020). Graduate Theses and Dissertations. 18054. https://lib.dr.iastate.edu/etd/18054 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Exploring the organizational emergence of academic leadership programs by Katherine L. Friesen A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Education Program of Study Committee: Rosemary J. Perez, Major Professor Lorenzo D. Baber Michael Brown Amber Manning-Ouellette Robert D. Reason The student author, whose presentation of the scholarship herein was approved by the program of study committee, is solely responsible for the content of this dissertation. The Graduate College will ensure this dissertation is globally accessible and will not permit alterations after a degree is conferred. Iowa State University Ames, Iowa 2020 Copyright © Katherine L. Friesen, 2020. All rights reserved. ii DEDICATION For Brian, I hope you take a load off in your recliner and enjoy reading my work, all of it this time. Even more, I hope it makes you proud. For my family: mom, dad, Ashley, Jeremy, Aiden, Izzie, Thomas, Brian, Riley, Colin, Dylan, and Tony. You are my light, my loves, and that which gives me strength. I am because of you. iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS ........................................................................................................... v ABSTRACT .............................................................................................................................. ix INTRODUCTION ................................................................................................ 1 Background for Study ............................................................................................................ 2 Statement of Problem ............................................................................................................. 4 Definition of Terms ............................................................................................................... 6 Purpose of the Study .............................................................................................................. 8 Research Questions ................................................................................................................ 9 Overview of the Study ........................................................................................................... 9 Significance of the Study ..................................................................................................... 10 Organization of the Dissertation ........................................................................................... 11 LITERATURE REVIEW ................................................................................... 13 The Process of Organizing in Higher Education ................................................................... 14 Organizations and Organizational Fields in Higher Education .............................................. 19 Institutionalization in Higher Education ............................................................................... 23 Emergence of Organizational Fields in Higher Education .................................................... 29 Emerging Interdisciplinary Areas of Study ........................................................................... 32 Exploring the Organizational Field of Leadership Studies .................................................... 39 Theoretical Framework for the Study ................................................................................... 42 METHODOLOGY ............................................................................................. 47 Epistemological Assumptions .............................................................................................. 47 Positionality Statement ........................................................................................................ 49 Case Study Methods ............................................................................................................ 53 Sampling ............................................................................................................................. 58 Data Collection .................................................................................................................... 62 Data Analysis....................................................................................................................... 68 MIDWEST UNIVERSITY LEADERSHIP PROGRAM ..................................... 74 Midwest University Program Context .................................................................................. 75 Institutional Context and Program Description ..................................................................... 78 Within Case Analysis ........................................................................................................... 87 Conclusion ......................................................................................................................... 100 PRAIRIE STATE UNIVERSITY LEADERSHIP PROGRAM ......................... 101 Prairie State University Program Context ........................................................................... 101 Institutional Context and Program Description ................................................................... 103 Within Case Analysis ......................................................................................................... 117 Conclusion ......................................................................................................................... 132 iv DISCUSSION AND CONCLUSION ............................................................... 133 Comparison Across Cases .................................................................................................. 134 Discussion ......................................................................................................................... 144 Implications for Practice .................................................................................................... 157 Limitations and Implications for Future Research .............................................................. 164 Conclusion ......................................................................................................................... 167 REFERENCES ....................................................................................................................... 169 APPENDIX A. IRB APPROVAL LETTER ............................................................................ 174 APPENDIX B. INTERVIEW PROTOCOLS .......................................................................... 176 APPENDIX C. OBSERVATION PROTOCOLS .................................................................... 182 v ACKNOWLEDGMENTS As I come to the end of my doctoral journey, I can imagine the wittiest of my students reminding me, with much fervor, to make sure I reflect on my experiences as I celebrate the most important accomplishment of my life to date. When discussing my teaching philosophy, I often say, “It takes a village to raise a child,” that children need, and are influenced by, so many people in society. However, I have learned there is no end point to our development as humans, citizens, and people. This “ah-ha” moment rose within me in class not too long ago, when I, with the fervor I imagine my students relaying back to me, shouted in class, “It takes a village to raise an adult!” I am one of those adults and these are the folks who have and continue to push me, shape me, catch me, and support me in my educational and developmental journey through life. I would first like to thank my advisor, Rosie Perez. When I started my Ph.D. program I was determined to be changed by my newfound education; to be transformed. You taught me not what to think, but how to think, challenging me to fine-tune my skills and ability to question (everything) and opening my eyes beyond the limitations of my experiences, identities, perspectives, and location in society. And when I felt lost within my own thoughts, you always seemed to know the way, as if you were only a few short steps ahead looking back encouragingly as I made my way forward. Your ability to balance challenge and support with such grace gave me solace as I fought to finish and pride in my accomplishments when I finally did. You are truly an inspiration to me as I think about my own scholar-educator practice, and are a blessing to me, your students, and our field. With great admiration, thank you. To my committee, Drs. Lorenzo Baber, Michael Brown, Amber Manning-Ouellette, and Bob Reason, and to those who have served on my committee previously, including Drs. vi Cameron
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