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You searched for +publisher:"Virginia Commonwealth University" +contributor:("Dr. Chris Reina"). Showing records 1 – 2 of 2 total matches.

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Virginia Commonwealth University

1. Tucker-Lloyd, Julia E. Leadership Influence and Organizational Culture Influence in Private Schools: A Comparative Multiple Case Study on the Relationship between Organizational Culture and Strategic Leadership.

Degree: PhD, Education, 2019, Virginia Commonwealth University

The top leader of an organization influences the organizational culture, and the organizational culture influences the leader. Strategic thinking on the part of the leader is a result of organizational culture and/or will impact organizational culture. This qualitative study is a comparative multiple-case study that examines the relationship between leaders and organizational culture and what the leader’s strategic decision-making and organizational changes indicate about the relationship between leadership and organizational culture. The organizational context of private schools is used to better understand the dynamics between leadership and organizational culture. This study uses an interview protocol with CEOs of private schools, a macroculture in the United States, to solicit the leaders’ perspectives on their school’s organizational culture and their perspectives on the specific strategic decisions made by those leaders in the context of that organizational culture. This study focuses on six different schools in Virginia, all approved through accrediting procedures by the Virginia Council for Private Education  – a shared organizational context. Individual focal points for data collection and analysis include individual school websites, published school documents, and required accreditation documents as well as structured interviews with the CEOs of each school. This study examines the cycle of influence that the leader has on the organization through strategic thinking and the influence that the organizational culture has on the leader. Three findings expressed how the leader influences the organizational culture. There were also three findings on how the organizational culture influences the leaders. Two additional findings are on what change indicates about the relationship between the leader and the organizational culture. These findings reveal that a focus on relationships in the school, a willingness to target specific growth for the individual school, and goals that were expressed spiritually as well as academically are key to the leaders. The study also found that the school cultures identified strongly and positively with that of being a family, spiritual focus operationally distinguishes the school cultures, and spiritual identity is also expressed as the relationship the school has to church. Two findings were identified relating to strategic decisions and change; these findings were that evidence of change should be visible and explicit within the organization and organizational change relates directly to focus for growth from the leader. These findings from this study support the conclusions that 1) Christian school leaders have a direct influence on the values and direction of the school’s organizational culture; 2) the Christian school’s organizational identity has a direct influence on the focus of the leader, and 3) changes targeted in Christian schools reflect the focus of the leader on growth. Findings from this research suggest that organizational culture is… Advisors/Committee Members: Dr. Robin Hurst, Dr. James McMillan, Dr. Chris Reina, Dr. Barbara Driver.

Subjects/Keywords: Organizational Culture; Leadership; Private Schools; Christian Schools; Strategic Decisions; Organizational Change; Organizational Behavior and Theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tucker-Lloyd, J. E. (2019). Leadership Influence and Organizational Culture Influence in Private Schools: A Comparative Multiple Case Study on the Relationship between Organizational Culture and Strategic Leadership. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5811

Chicago Manual of Style (16th Edition):

Tucker-Lloyd, Julia E. “Leadership Influence and Organizational Culture Influence in Private Schools: A Comparative Multiple Case Study on the Relationship between Organizational Culture and Strategic Leadership.” 2019. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 23, 2019. https://scholarscompass.vcu.edu/etd/5811.

MLA Handbook (7th Edition):

Tucker-Lloyd, Julia E. “Leadership Influence and Organizational Culture Influence in Private Schools: A Comparative Multiple Case Study on the Relationship between Organizational Culture and Strategic Leadership.” 2019. Web. 23 Oct 2019.

Vancouver:

Tucker-Lloyd JE. Leadership Influence and Organizational Culture Influence in Private Schools: A Comparative Multiple Case Study on the Relationship between Organizational Culture and Strategic Leadership. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2019. [cited 2019 Oct 23]. Available from: https://scholarscompass.vcu.edu/etd/5811.

Council of Science Editors:

Tucker-Lloyd JE. Leadership Influence and Organizational Culture Influence in Private Schools: A Comparative Multiple Case Study on the Relationship between Organizational Culture and Strategic Leadership. [Doctoral Dissertation]. Virginia Commonwealth University; 2019. Available from: https://scholarscompass.vcu.edu/etd/5811


Virginia Commonwealth University

2. Berry, Daniel R. Bridging the empathy gap: Effects of brief mindfulness training on helping outgroup members in need.

Degree: PhD, Psychology, 2017, Virginia Commonwealth University

Witnessing others in need can be felt similarly to experiencing it oneself (empathy) and motivates assistance of those in need (prosocial action). It is well-documented that empathy can occur automatically, but when those in need are not members of a social ingroup, empathy and prosocial action are undermined. One major ingroup—outgroup division in American and in other countries is based on race. Although most condemn racial discrimination, empathy and prosocial action are often lower, however unintentionally, in interracial contexts. In light of this empathy gap, it is important to identify psychological factors that could bolster empathy and prosocial action toward racial outgroup members in need. This dissertation asked whether mindfulness training – cultivating present-centered, receptive attention to one’s ongoing experiences –increases social sensitivity toward racial outgroup members, and is based on pilot research indicating that a brief mindfulness induction increased empathy and prosocial action in such contexts. Healthy, self-identifying White women were randomized to either a brief (4-day) mindfulness training or a structurally-equivalent sham mindfulness training. Pre-post electroencephalographic measures of empathy toward video stimuli of outgroup members expressing sadness was assessed via prefrontal alpha frequency oscillations (i.e., frontal alpha asymmetry). Pre-post scenario-based spontaneous prosocial action toward Black individuals in need, and pre-post 14-day ecological momentary assessment (EMA) of empathy and prosocial action toward Black individuals (and other races) were conducted. Mindfulness training was expected to increase EEG- and EMA-based empathy toward Black individuals in need, as well as increase prosocial action toward such individuals in scenario and daily life (EMA) contexts. Opposite of what was hypothesized, MT reduced post-intervention empathic simulation, relative to ST, as measured by frontal alpha asymmetry. Consistent with hypotheses, however, MT increased empathic concern for outgroup members expressing sadness during video stimuli observation, and increased post-intervention scenario-based prosocial action. However, the hypothesis that MT would predict increases in pre- to post-intervention daily EMA-based prosocial action was not supported. Providing somewhat convergent evidence, trait mindfulness predicted more frequent pre-intervention scenario-based and daily prosocial action toward outgroup members; trait mindfulness was not related to pre-intervention video-based EEG and self-reported empathy outcomes. Together these results suggest that mindfulness can enhance some indicators or empathy and prosocial behavior in interracial contexts. Mechanisms and implications of the findings are discussed. Advisors/Committee Members: Dr. Kirk Warren Brown, Dr. Zewelanji Serpell, Dr. Scott Vrana, Dr. Jennifer Joy-Gaba, Dr. Chris Reina.

Subjects/Keywords: Mindfulness; Mindfulness Training; Empathy; Prosocial Behavior; Intergroup Behavior; Social Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Berry, D. R. (2017). Bridging the empathy gap: Effects of brief mindfulness training on helping outgroup members in need. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4735

Chicago Manual of Style (16th Edition):

Berry, Daniel R. “Bridging the empathy gap: Effects of brief mindfulness training on helping outgroup members in need.” 2017. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 23, 2019. https://scholarscompass.vcu.edu/etd/4735.

MLA Handbook (7th Edition):

Berry, Daniel R. “Bridging the empathy gap: Effects of brief mindfulness training on helping outgroup members in need.” 2017. Web. 23 Oct 2019.

Vancouver:

Berry DR. Bridging the empathy gap: Effects of brief mindfulness training on helping outgroup members in need. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2017. [cited 2019 Oct 23]. Available from: https://scholarscompass.vcu.edu/etd/4735.

Council of Science Editors:

Berry DR. Bridging the empathy gap: Effects of brief mindfulness training on helping outgroup members in need. [Doctoral Dissertation]. Virginia Commonwealth University; 2017. Available from: https://scholarscompass.vcu.edu/etd/4735

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