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"It's not about me!": a phenomenological examination of work calling in higher educational leaders
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Gibbs, Aaron. "It's not about me!": a phenomenological examination of work calling in higher educational leaders. Retrieved from https://doi.org/doi:10.7282/t3-xgfv-xg87

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Title"It's not about me!": a phenomenological examination of work calling in higher educational leaders
NameGibbs, Aaron (author); Sargent, Tanja (chair); Lugg, Catherine (member); Robinson, Jeffrey A. (member); Rutgers University; Graduate School of Education
Date Created2022
Other Date2022-05 (degree)
SubjectHigher education, Job satisfaction, Meaningful work, Work calling
Extent137 pages : illustrations
DescriptionThere are varying motivations for tenured faculty choosing to enter positions of higher education leadership. For some, the prestige of leadership and legacy building is the driving force. Conversely, there are others motivated primarily by a strong sense of work calling and a desire to be of service. These individuals choose to put aside personal accomplishment and recognition in favor of serving the greater good. As a result, the work calling orientation increases their job engagement, impacts their leadership style, and influences the organizations they build. This phenomenological study drew on Logotherapy (Frankl, 2006) and Self Determination Theory (SDT) (Ryan and Deci, 2008) to examine the role of work calling on a select few who felt “called” to move away from the classroom and into executive level leadership roles. Snowball and criterion sampling methods were employed to identify the tenured faculty. Participants took part in open-ended interviews with the goal of understanding work calling’s stages from awareness to manifestation and its impact on the organizations these individuals lead. This work also reviewed how demographics, specifically gender and ethnicity, interact with work calling in order to investigate the ways in which tenured faculty who choose to become higher education leaders.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-xgfv-xg87
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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