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Learning from tragedy: A phenomenolo...

Treadwell, Katie Leigh.

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Learning from tragedy: A phenomenological study of student affairs leadership following college campus disasters.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning from tragedy: A phenomenological study of student affairs leadership following college campus disasters./
作者:	Treadwell, Katie Leigh.
面頁冊數:	277 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704537
ISBN:	9781321769708

Learning from tragedy: A phenomenological study of student affairs leadership following college campus disasters.
Treadwell, Katie Leigh.

Learning from tragedy: A phenomenological study of student affairs leadership following college campus disasters. - 277 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

This item must not be sold to any third party vendors.

Campus tragedies represent worst-case scenarios that appear increasingly commonplace in higher education. While high-profile disasters with substantial loss of life or the potential for such dramatically impact the entire campus community, primary responsibility falls to student affairs leaders to manage the situation from both logistical and emotional perspectives. In exploration of this phenomenon, the research study explored the following research question: How do Chief Student Affairs Officers experience tragic events of a substantial nature that occur on their campuses while continuing to lead the community through critical crises?.

ISBN: 9781321769708Subjects--Topical Terms:

543202
Adult education.

Learning from tragedy: A phenomenological study of student affairs leadership following college campus disasters.
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245 1 0 $a Learning from tragedy: A phenomenological study of student affairs leadership following college campus disasters.
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500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Lyle Yorks.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a Campus tragedies represent worst-case scenarios that appear increasingly commonplace in higher education. While high-profile disasters with substantial loss of life or the potential for such dramatically impact the entire campus community, primary responsibility falls to student affairs leaders to manage the situation from both logistical and emotional perspectives. In exploration of this phenomenon, the research study explored the following research question: How do Chief Student Affairs Officers experience tragic events of a substantial nature that occur on their campuses while continuing to lead the community through critical crises?.
520 $a The research study employed a qualitative, phenomenological methodology to illuminate the essence of the lived experience of serving as a Chief Student Affairs Officer (CSAO) through campus tragedy. A high-profile campus tragedy, such as a natural disaster, citywide terrorism, intentional violence, or unfortunate accident, certainly represents an unprecedented situation for student affairs leaders. The researcher conducted three in-depth phenomenological interviews with 11 student affairs leaders who led their campus community through tragedy. These qualitative interviews were supplemented with materials provided by participants, including reflections, poetry, songs, images, professional literature, and media coverage of the events on campus.
520 $a In the midst of unimaginable tragedy on campus, student affairs leaders described both disquieting uncertainty and a unique sense of clarity in enacting their leadership role. These individuals postponed caring for themselves to attend to their campus community. The lived experience was defined by four emergent themes: uncertainty and fear, heightened awareness, personal impact, and incidental learning. The researcher explored these themes through literature related to phenomenological sensemaking, learning in complexity, and compassionate leadership. As their community emerged from tragedy, student affairs leaders viewed their ultimate responsibility as creating healing environments and helping others move forward in a positive manner.
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