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Description
The purpose of the study is to explore the identity development and organizational culture of a student organization, the National Association of Latino Fraternal Organizations council (NALFO) by implementing a community of practice approach at a large, public university in southwestern United States. The objective is to construct a sustainable camaraderie among the existing Latino fraternal organizations at the university to influence leadership development, work toward a common vision, and a cohesive and systematic approach to collaboration, consequently transforming organizational culture. This study investigates the factors that contribute to and/or inhibit increased communication and collaboration and to describe the experiences of Latino fraternal members who are purposefully engaged in a community of practice. There are 57 fraternal organizations in five umbrella councils at the university, including predominately Caucasian, historically African American, Latino, and Multicultural groups, whose platforms are commonly leadership, scholarship, and philanthropy. This action research examines the experiences of six NALFO members individually and working as a community with the guidance of a mentor (the researcher). The researcher employs use of an anonymous initial and post electronic survey, a participant personal statement, an intentional and purposeful community of practice, a semi-structured individual interview, and focus groups to collect data. Findings suggest that length of membership and fraternal experience influence participant responses; however, the themes remain consistent. Building relationships, perception (by members and outsiders), identity development, organizational management, and challenging perspectives (from outside influences) are factors that influence the organizational culture of the organization. On the post electronic survey all participants indicate that the implementation of an intentional community of practice can benefit the organization by encouraging participation and increasing communication. While participants suggest activities for encouraging member engagement, they determine that actual participation would be dependent on individual motivation.
ContributorsHeredia, Anna-Maria (Author) / Rund, James (Thesis advisor) / Calleroz White, Mistalene (Thesis advisor) / Corey, Frederick (Committee member) / Arizona State University (Publisher)
Created2013
Description
To sustain world preeminence, 21st century university and college leaders in the United States are redesigning their institutions organizationally and culturally to align with the direction of local and global societies and markets. The New American University enterprise model at Arizona State University has become one of the leading organization and cultural redesigns in United States higher education since its inception in 2002. Yet, sustaining a 21st century model such as this one means every individual in the college or university must understand his or her specific role to further progress the new model forward. Therefore, to advance and sustain a 21st century higher education redesign model at a U.S. college or university, it becomes imperative that every master-level professional who works in the academic/student services field at the institution understand his or her specific role in helping to further progress the new model forward. To this end, there is a need to change the way graduate students in higher education/student affairs masters programs are educated to work in the 21st century institution. This change can prepare new professionals to understand these enterprise models and how to integrate them into their practice in order to meet the needs of the institution, local and global societies and markets. The purpose of this action research study is to highlight one program, the ASU M.Ed. Higher and Postsecondary program, and show how graduates from 2007 - 2011 understand New American University concepts and integrate them into professional practice within higher education. Through use of a quantitative approach, this action research study described how the ASU M.Ed. in Higher and Postsecondary program graduate students' understanding of New American University concepts informs their thinking and practice to lead and respond to changes and challenges facing today's 21st century higher education field.
ContributorsAntonucci, Mark J (Author) / Ewing, Kris M (Thesis advisor) / Denke, Mark (Committee member) / Rund, James (Committee member) / Arizona State University (Publisher)
Created2011
Description
Schools across the nation have increasingly been required to fill social, emotional, and academic gaps for students. The cost to ensure the needs of students have been met has become challenging for many K-12 schools. Students in urban communities have faced additional adverse circumstances such as high family mobility, food insecurities, lack of adequate healthcare, and limited social capital. Community-school partnerships have played a critical, beneficial role in filling the needs of students when schools did not have the resources or capabilities to do so. Nevertheless, most school principals do not have tools and strategies to identify, recruit, and develop these partnerships. In this study, I created the Development of the Partnership Protocol for Principals (DP3) to help develop principals’ skills and self-efficacy to develop community-school partnerships. The DP3 protocol was made up of a series of four steps, which enabled principals to develop their agency to be successful in identifying, recruiting, and developing partnerships. The four-step process required principals to (a) conduct a needs assessment of the state of the school and its current partnerships, (b) strategically analyze potential opportunities, (c) develop pathways for partnerships, and (d) construct a plan to implement the partnership. In this study, I used quantitative and qualitative measures to assess principals' perceptions of their skills and self-efficacy for developing partnerships. Quantitative results showed increased skills and self-efficacy. Further, qualitative data complemented these quantitative results. Qualitative data also revealed partnerships benefitted students if the partnerships were aligned to academic or cultural gaps and needs of schools. In the discussion, I have described the complementarity of the data and connected outcomes to the intervention and the research literature. Moreover, I discussed limitations, implications for practice, implications for future research, and personal lessons learned. In conclusion, participation in the DP3 workshops increased principals’ skills and self-efficacy for developing community-school partnerships and DP3 exhibited potential as a means to develop skills for school leaders to support their efforts in building community-school partnerships.
ContributorsBolding Jr, Reginald (Author) / Buss, Ray R (Thesis advisor) / Rund, James (Committee member) / Weeks, Larry (Committee member) / Arizona State University (Publisher)
Created2022