Browsing 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 Assessing employee engagement: a comparison of the Job Engagement Scale and the Utrecht Work Engagement Scale(Colorado State University. Libraries, 2012) Drake, Travis J., author; Byrne, Zinta, advisor; Gibbons, Alyssa, committee member; Albert, Lumina, committee member; Rickard, Kathryn, committee memberTwo employee engagement measures were compared and contrasted to determine if one is better than the other, or if both are required to adequately assess the construct domain. The first measure is Rich, LePine, and Crawford's (2010) Job Engagement Scale based on Kahn's (1990) conceptualization of engagement. The second measure is Schaufeli, Salanova, Gonzalez-Romá, and Bakker's (2002) Utrecht Work Engagement Scale, based on Maslach and Leiter's (1997) conceptualization of engagement. The measures were compared by examining their convergent and discriminant construct validity, examining the factor structure of each measure, and examining the criterion-related validity of each through dominance analysis. Using responses from 470 working adults, results showed significant differences between the UWES and JES in terms of construct and criterion-related validity evidence.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 Climate of workplace fun in a retail setting(Colorado State University. Libraries, 2015) Sandell, Kyle James, author; Byrne, Zinta, advisor; Albert, Lumina, committee member; Harman, Jennifer, committee member; Kraiger, Kurt, committee memberWorkplace fun is a relatively new topic of interest for organizations and researchers alike, and one that holds much promise given the reported positive attitudinal and behavioral outcomes associated with individuals experiencing fun at work. However, no research to date has investigated shared perceptions of workplace fun, or a climate of workplace fun, within a team. A climate of workplace fun is particularly relevant in retail store settings where customer engagement and overall store performance are top priorities. Thus, the major goal of the present study is to contribute to the literature by proposing a new theoretical model of how a climate of workplace fun is fostered and what group-level outcomes result from this climate of fun. Using self-report data from retail store employees and their managers, I proposed a theoretical model of climate for fun and examined the relationships between collective coworker trust and attitudes toward workplace fun in creating an overall climate of workplace fun. In addition, I examined the relationships between this climate of fun and the group-level outcomes of engagement, store organizational citizenship behaviors, and store performance. Results indicate that both employee and manager attitudes toward fun, as well as collective coworker trust, significantly relate to climate of fun at work. Additionally, climate of fun was significantly and positively related to the store employees’ average group levels of engagement and individually-directed organizational citizenship behaviors. Climate of fun was not, however, significantly related to store performance. Results from this study highlight the potential value in creating a climate of fun in retail settings and as such, makes a significant contribution to the scientific literature on fun at work.Item Open Access Employee engagement in the interpersonal context(Colorado State University. Libraries, 2016) Stelman, Samantha A., author; Byrne, Zinta, advisor; Albert, Lumina, committee member; Kraiger, Kurt, committee member; Rhodes, Matthew, committee memberTo advance the theoretical understanding and research on engagement, I examined how engagement spreads within the interpersonal context. I developed and tested a theoretical framework built upon Kahn’s (1990) conceptualization of employee engagement, Byrne’s (2015) newly proposed mechanism of engagement contagion, and research on team dynamics. The study sample included students (N = 148) working in teams on a semester-long course project. Through the measurement of engagement levels and individual differences related to emotional and cognitive contagion, I assessed two potential mechanisms for the transmission of engagement. Results showed that emotional contagion (as assessed with emotional contagion susceptibility) is not a significant predictor of change in affective engagement scores between two time points. Further, although cognitive contagion (as assessed with perceptions of shared mental models) significantly predicted change in cognitive engagement scores, students reporting higher levels of this construct experienced small changes in cognitive engagement. Based on these findings, recommendations for future research are discussed.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 Identification and ranking of critical success practices for projects and products(Colorado State University. Libraries, 2020) Ketkale, Harshwardhan, author; Batchelor, Ann, advisor; Adams, James, committee member; Albert, Lumina, committee memberProject results continue to fail despite the large number of efforts invested by researchers towards project success (Terry Cooke Davies, 2002). Identification of Critical Success Factors for a product/project has been a challenge (Uluocak, 2013). Thus, it is essential to conduct study in determining these primary factors contributing towards product/project success. Although several studies have been conducted in identifying the success factors for product/project in diverse range of areas but none have explored actual industrial scenarios from a wide range of fields to derive the critical success practices followed by validation through working professionals. Thus, this study aimed at identifying the critical success practices for projects/products. The research design constituted of in-depth case studies allowing an outlook into actual industrial scenarios providing a list of critical practices contributing towards success as well as failure of a product/project in various fields as the first part. Second part of the research involved validation of the determined critical practices through focus-group survey with working professionals and graduate students. This study data exhibited variation in the views of survey subjects towards the critical success practices based on their work experience, possession of INCOSE/PMI certification and in terms of their roles in the firm such as Managers, Engineers, Marketing/Sales, and Engineering managers. RII tool and Henry Garrett Ranking Method were used to analyze data from Likert-scale based and ranking questions respectively/ In conclusion, this study was also able to identify, evaluate and rank the critical success practices for a wide range of projects/products providing a foundation for execution of successful projects in future.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.Item Embargo The call to sell: a qualitative exploration of calling for religiously identified women in multi-level marketing(Colorado State University. Libraries, 2022) Jayne, Alexa, author; Dik, Bryan, advisor; Prasad, Joshua, committee member; Tompkins, Sara Anne, committee member; Albert, Lumina, committee memberWork is a life domain in which many people perceive a calling. Research on calling reveals that workers who perceive and live out a calling often experience a range of positive outcomes, such as increased work-related and overall life satisfaction and well-being. However, living a calling can also lead to negative outcomes, such as workaholism, burnout, and exploitation. Multi-level marketing (MLM) is a business model that operates via direct selling and network recruitment. This business model has been found to be particularly attractive to women. It has also gained traction within the faith community, with many MLM companies aligning with Christian values and faith communities. This study sought to investigate the sense of calling that religiously identified women who work in Young Living, a leading MLM company in the United States, may experience. Six individuals participated in-depth structured interviews, and transcripts were analyzed using Interpretative Phenomenological Analysis (IPA). Results revealed four domains and multiple themes, including 1) Reasons for Joining (e.g., supplementary income, pipeline of buying to selling, positive previous experiences with product, means to achieve work-life balance, desire to have own business), 2) Sense of Calling (e.g., transcendent summons, desire to educate and share clean products with others, sharing their faith with others, empowering others to become distributors, perceiving multiple callings), 3) Positive Outcomes (e.g., personal and professional growth, belonging to a community of like-minded people, camaraderie with other women in business, positive recognition and social influence, increased religious engagement), and 4) Negative Outcomes associated with the work (e.g., overwhelm and difficulty setting boundaries, moral disagreements with discourse and utilization of certain products, negative perceptions of business structure from others, needing to convince others about usefulness of products). Implications for clinicians, organizations, and future research are explored. Future research is recommended to replicate and validate the results of this study. Research is also recommended to investigate how the results of this study may apply to more diverse samples, utilizing both qualitative and quantitative methods. The results of this study may help to inform clinicians into how one's religious perspective may inform their sense of calling.Item Open Access The silent minority: differential effects of diversity climate on silence and burnout depending on minority status(Colorado State University. Libraries, 2022) Rosen, Marisa Ali, author; Gardner, Danielle, advisor; Prasad, Joshua, committee member; Chavez, Ernest, committee member; Albert, Lumina, committee memberThe purpose of the study was to examine if diversity climate serves as a resource, particularly for racial and ethnic minorities, that promotes speaking up and reduces burnout from the perspective of Conservation of Resources Theory (COR) and Social Identity Theory (SIT). I tested that supposition in a sample of 502 working adults, split between racial/ethnic majority and minority status, across three time points with one-week time lags. Path analysis demonstrated that diversity climate reduced opportunistic silence, particularly among racial and ethnic minorities. Further, diversity climate had a stronger relationship with emotional exhaustion for minorities compared to majority group members. The study extends the voice behavior and silence literatures because it further investigates the influence of organizational variables and integrates diversity research. Findings also have implications for theory and practices, such that COR and SIT were supported, and organizations should aim to implement diversity climates to benefit both majority group and racially/ethnically minoritized employees.Item Open Access Transformational leadership, engagement, and performance: a new perspective(Colorado State University. Libraries, 2012) Sandell, Kyle, author; Byrne, Zinta, advisor; Kraiger, Kurt, committee member; Harman, Jennifer, committee member; Albert, Lumina, committee memberThe transformational leadership style has long been shown to elicit above average performance in followers; however, the reasoning behind why this process occurs is unclear. The present study investigates whether follower engagement mediates the relationship between perceived transformational leadership and performance on a task. Although the relationships between transformational leadership, employee engagement, and job performance have been studied before, they have been studied at a macro level that seems to go against the original conceptualization of engagement as being task-related. Therefore, the present laboratory study explores these relationships at a micro task-related level, in a specific interaction between leader and follower in which the leader delegates a task to the follower. Results provide evidence that follower task engagement mediates the relationship between perceived transformational leadership and task performance. By better understanding how leaders build engagement and drive performance in regard to a specific task, organizations can take advantage of the influence that leaders have on everyday interactions with their followers.Item Open Access Transformational teachership: how principles of transformational leadership foster student outcomes(Colorado State University. Libraries, 2014) Peters, Janet M., author; Byrne, Zinta, advisor; Kraiger, Kurt, committee member; Rickard, Kathryn, committee member; Albert, Lumina, committee memberAs higher education continues to undergo reform, the role of teachers as leaders in the classroom is becoming more important than ever. However, there is a relative dearth of information regarding the operationalizing of transformational leader behaviors and understanding the theoretical mechanisms that explain how transformational leadership facilitates positive outcomes for followers. Therefore, the purpose of this study was to create and test specific behaviors of transformational teachers, as well as to propose a new model of transformational teachership that explains how transformational teachers facilitate followers' experience of three psychological states, perceived meaningfulness, psychological safety, and self-efficacy, which in turn influences student outcomes, including student engagement, satisfaction, effort, and performance. Using an experimental design with 541 undergraduate students and 3 graduate student instructors, the results of this study demonstrated an observed difference in student observations of transformational leadership behaviors (at Time 1 and Time 2), as well as students in the experimental condition performing significantly better than students in the control condition. Results for the proposed psychological states that mediate the relationship between transformational teachership and students outcomes were mixed. In this study, perceived psychological meaning was strongly supported as a mediating variable, but psychological safety and academic self-efficacy were not.Item Open Access Within and between person effects of learning agility: a longitudinal examination of how learning agility impacts future career success(Colorado State University. Libraries, 2018) Laxson, Erin N., author; Kraiger, Kurt, advisor; Albert, Lumina, committee member; Dik, Brian, committee member; Gibbons, Alyssa, committee memberThe business environment is highly complex and constantly evolving. Previous research on learning agility has demonstrated support for its use in identifying high potential leaders who can adapt effectively to the evolving business environment. The purpose of this study was to provide further evidence of the construct validity of learning agility and applicability in assessing leadership potential. Learning agility was examined within a broader nomological network of related constructs—a framework developed by DeRue, Ashford, & Myers (2012). It was hypothesized that personality would predict learning agility and learning agility would predict performance and learning over time. The results demonstrate partial support for these hypotheses. Several personality variables (e.g., Openness to Experience) were significantly related to learning agility. Further, learning agility was found to predict performance and learning, but not the rate at which these factors changed over time.