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This study aimed to examine Directors of Centers for Teaching and Learning DEI practices and understanding of leadership style within their 4-year universities in the United States. Information indicates that student enrollment of students identifying as members of historically marginalized groups is increasing and that persistent descriptions of experiences related to educational barriers negatively impact learning experiences. Integrating this information into this narrative life span study and considerations of the components of leadership identity development provided themes regarding the critical practices among higher education institutional leaders. The study presented findings that described the impact of the life span factor on DEI practices and understanding of leadership styles of Directors of Centers for Teaching and Learning using a qualitative narrative life story approach. Through interviews, the participants described their current role as a Director for a Center of Teaching and learning and their life span factors impacting DEI practices. Through thematic analysis, three prominent themes emerged regarding the influential life factors, including (a) relationships, (b) geographic locations, and (c) experiences, and two prominent themes emerged regarding understanding leadership, including (a) support and (b) self-perspectives. This study provided higher education leaders, such as Directors of Centers for Teaching and Learning, the self-reflective awareness of such life span factors impacting leadership practices and perspectives in addition to consideration of similar life span influences contributing to the practices of the faculty, staff, and students. Furthermore, this study contributes to the expanded understanding of leadership development theory among Directors of Centers for Teaching and Learning.
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Johnson, Angela K., "Portraits of Leadership in Higher Education: Directors of Centers for Teaching and Learning Leadership Styles and DEI Practices at Four-Year Universities in the U.S." (2022). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 502.