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Browsing Theses and Dissertations by Author "Albert, Lumina, committee member"
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Item Open Access An entrepreneurial lead(her)ship journey: an autoethnography(Colorado State University. Libraries, 2024) Robinson, Lesley Jacobs, author; Donovan, Jody, advisor; Albert, Lumina, committee member; Anderson, Sharon, committee member; Jennings, Louise, committee memberThis autoethnographic dissertation explores the researcher's evolution into becoming an entrepreneurial leader, emphasizing the development of an entrepreneurial mindset within the cultural context of higher education. The study's research question explores how the researcher has come to understand herself as an entrepreneurial leader through her identities. The study defines an entrepreneurial leader as someone who empowers others to act, solve problems, navigate uncertainties, embrace ambiguities, and take risks with greater confidence while understanding underlying motivations through identities, strengths, and values. The research advocates for a founder-centric approach to bridge the gap in the literature between methodologies that concentrate on founders and those that focus on start-ups to deepen our understanding of the developmental processes involved in incorporating entrepreneurial leadership traits. This approach sets the entrepreneurial mindset apart from conventional managerial approaches by highlighting purpose-driven ventures that incorporate impact. The study examines the researcher's experiences as a woman in higher education, incorporating gender theory and feminist perspectives to promote inclusivity. Employing an autoethnographic framework, the researcher blends personal narratives with broader cultural contexts, emphasizing the importance of leaders adopting an entrepreneurial mindset to make impactful contributions to the world by actively pursuing personal growth through self-reflection, cultivating self-awareness, and fostering self-acceptance.Item Open Access Authenticity and female leaders: a qualitative study exploring the leadership practices of female university administrators(Colorado State University. Libraries, 2011) Thornhill, Kathy L., author; Kuk, Linda, advisor; Albert, Lumina, committee member; Banning, Jim, committee member; Davies, Tim, committee memberUsing the construct of authentic leadership, this interpretive phenomenological study explored the leadership practices of seven female university leaders. Authentic leadership involves self-awareness, balanced processing, authentic action and relational transparency. Self-awareness is a lifelong process that involves understanding one's values and priorities. Balanced processing involves reflecting on strengths and weaknesses in an honest and accurate manner and not over or under-stating one's skills. Authentic action is behaving in a manner that is consistent with one's values. Relational transparency is being open and forthcoming with information and the process by which decisions are made. Five overarching themes emerged from the study: (1) leadership strategies, (2) leadership development, (3) meaning making, (4) developing and maintaining relationships, and (5) the larger organizational context, which included the university environment, specifically. The applicable themes were applied to the components of authentic leadership to elucidate further the phenomenon of authentic leadership. Their understanding of self was directly evident in their leadership strategies. They used values-driven leadership and were unwilling to compromise their values, whether in decision-making, strategic planning or even the institution in which they worked. They strove to be positive and to create an environment where people felt respected and appreciated. They sought to improve themselves, whether by self-reflection, reading leadership literature, or taking on new challenges. They made meaning of their lives by reflecting on their achievements and future goals, as well as the difference they made in others' lives. They were committed to their family and ensured that their family was integrated with their professional responsibilities. Relationships were important to them and they recognized the value that developing and maintaining relationships had on their personal and professional lives. They discussed the importance of mentors and they strove to empower others. They felt it was their responsibility, as leaders, to encourage and support others' development. The university setting was important to them. These leaders saw the university as a place that changes people's lives for the better and felt honored to work at a university. The mission of the university was important to them and they were aware that their decisions impacted everyone at the university, especially the students.Item Open Access Centering Asian American women's experiences in (re)conceptualizing leadership in higher education through counter-storytelling(Colorado State University. Libraries, 2022) Nakasone Wenzler, Kerry, author; Poon, OiYan, advisor; Albert, Lumina, committee member; Graglia, Pamela, committee member; Muñoz, Susana, committee memberThe purpose of this study is to understand how Asian American Women (re)conceptualize leadership given their racialized and gendered experiences with oppression within higher education. Asian American Women leaders' stories are not represented in the traditional leadership theories dominated by white male heteronormative perspective that creates a culturally biased and homogenous conceptualization of leadership. Seven Asian American Women research collaborators joined me in co-constructing how we collectively (re)conceptualized leadership and centered our multiple identities to interrogate the systems of oppression within higher education that have impacted our leadership experiences at the intersections of race and gender. This critical constructivist study is rooted in Asian American Feminist ways of knowing, using a qualitative critical race methodology called counter-storytelling to highlight the power of experiential knowledge that exists within Asian American Women's experiences. The (re)conceptualized leadership themes are interconnected, introspective, culturally informed, and reflect a duty of care for our communities that centers the humanity in others and ourselves, ongoing engagement in critical self-reflection as part of our own healing and leadership praxis, an understanding of how to leverage our positionality through intersectional strategic leadership, and a commitment toward shared liberation through collective empowerment. The significance of this study is contributing an intersectional (re)conceptualization of Asian American Women leadership, co-constructed through meaning-making of counter-stories shared by Asian American Women leaders in higher education. Additionally, I offer a conceptualization of Asian American Women's ways of knowing and engaging with the world to contribute to future research toward an Asian American Feminist epistemology co-constructed with other Asian American Women leaders and scholars.Item Open Access Examining the relationship between participation in youth leadership development and leadership styles of undergraduate college student leaders(Colorado State University. Libraries, 2019) Serjoie, Ara, author; Kuk, Linda, advisor; Gloeckner, Gene W., advisor; Wolgemuth, Jennifer, committee member; Albert, Lumina, committee memberTo view the abstract, please see the full text of the document.Item Open Access Job satisfaction in fraternity and sorority advising(Colorado State University. Libraries, 2021) Miller McCarty, Kara S., author; Kuk, Linda, advisor; Hanson, Leah, committee member; Lynham, Susan, committee member; Albert, Lumina, committee memberThe purpose of this mixed methods explanatory sequential design was to more fully understand the experience of those who work as full-time fraternity and sorority advisors on a college campus. Spector's (1985) Job Satisfaction Survey was used in Phase 1 of this study to determine the overall job satisfaction score of fraternity and sorority advisors as well as job satisfaction scores in each of the nine facets: pay, promotion, supervision, fringe benefits, contingent rewards, operating procedures, coworkers, nature of work, and communication. Phase 1 determined fraternity and sorority advisors had an ambivalent job satisfaction score overall. They scored satisfied in: supervision, fringe benefits, coworkers, and nature of work. Participants were dissatisfied with: pay and promotion. Participants scored ambivalent in: contingent rewards, operating procedures, and communication. The author also analyzed differences in overall job satisfaction scores as well as job satisfaction scores in the nine individual facets as they related to gender, age, and years in the field. No significant differences were found in overall job satisfaction and gender, age, or years in the field. There was a statistically significant difference regarding gender in the facet of pay and nature of work. Men scored higher in pay and women scored higher in nature of work. Additionally, in age, the cohort of 22-26 year olds scored significantly higher than the cohort of 36-39 years olds in satisfaction with coworkers. Phase 2 involved interviews with 10 current campus-based fraternity and sorority advisors to determine what the experiences of fraternity and sorority advisors are and how the experiences affect those in the roles. Four themes emerged from this inquiry: Exploring Institutional Fit, Fraternity and Sorority Advising Career as an Identity, Experiencing the Highs and Lows, and Dissatisfaction with Pay and Promotion.Item Open Access Personal and societal factors associated to student debt levels(Colorado State University. Libraries, 2014) O'Day-Stevens, Tamara, author; Anderson, Sharon K., advisor; Albert, Lumina, committee member; Carlson, Laurie, committee member; McKelfresh, David, committee memberThe purpose of this quantitative study was to explore the factors associated with the debt accumulation of students who are currently enrolled in graduate school at a public research university in the Rocky Mountain region of the United States. Factors were examined through the following four key research questions: (a) How much self-reported debt do graduate students accumulate during their undergraduate education? (b) What financial decision making factors uniquely contribute to total undergraduate debt accumulation as self-reported by graduate students? (c) What life impacting factors uniquely contribute to total undergraduate debt accumulation as self- reported by graduate students? and (d) What key demographic factors are associated with total undergraduate debt accumulation? A 17-question on-line survey, was administered to 3,852 students. The survey included demographic information and the following: overall debt, federal student loan debt, and credit card debt levels. To investigate whether low, medium, and high debt levels differ with attitudes towards using credit cards, federal loans, private loans, and loans for nonacademic expenses, individual Chi-Square tests were conducted. The research discovered that there was a relationship between attitudes towards: using credit cards (χ2=163.420, df = 8, N=772, p < .001), federal loans (χ2=290.741, df= 8, N=772, p < .001), and loans for nonacademic purposes (χ2=163.420, df = 8, N=772, p < .001) with overall debt levels. In addition, a relationship between debt level and academic major (χ2=21.447, df = 10, N=772, p <.018), and a relationship between debt level and age (χ2= 22.699, df = 2, N=772, p <.001), was also discovered. Multiple regression was conducted and the data analyzed indicated that there were three main factor associated to college debt levels, 17(1; Tuition and college cost), 17(5; Lack of support from my family) and 17(10; Not having good financial /money management skills). The combination of these variables to predict total debt was statistically significant, F (3,709) = 40.20, p < .001. Results of the current study contribute to the previous literature on student debt. Recommendations for future research and survey modifications were discussed.Item Open Access Road to leadership: experiences of Saudi women in higher education(Colorado State University. Libraries, 2014) AlDoubi, Suzan Hassan, author; Anderson, Sharon K., advisor; Kees, Nathalie, committee member; Kuk, Linda, committee member; Albert, Lumina, committee memberThe purpose of this narrative study was to explore the stories of Saudi women leaders about their experiences in accessing leadership positions in higher education. In addition, this study sought to offer Saudi women leaders the opportunity to talk about their social roles and gender stereotypes they were expected to uphold in their efforts to access and perform their leadership positions in higher education. The sampling consisted of six Saudi women leaders in higher education. Thematic analysis was used as a mean of analyzing the data. The findings of this study indicated that Saudi women leaders accessed leadership positions in higher education after they attained their doctoral degree. For the social roles and gender stereotypes women leaders encountered in the workplace when interacting with men, the emerged themes were men's role, women leader's double bind, and women leaders' feminine characteristics. The result of interacting with women revealed, women leaders being enemies of other women, supportive, or situational actions. Additional findings were discussed. Moreover, some implications and recommendations for further research were discussed.