Abstract
Conflict engagement is an integral part of higher education. Academic and student affairs deans are certainly no exception to this concept. This study examines reported conflict approaches of academic and student affairs deans in a large Midwestern state college and university system using the Rahim Organizational Conflict Inventory-II (ROCI-II). There are four hypotheses of the study. The first was that academic and student affairs deans at four-year universities would report a compromising style. The second was that academic and student affairs deans at two-year community and technical colleges would report an integrating style. The third was that male deans would report a dominating style. Finally, the fourth was that female deans would report an obliging style. The study finds that training (both formal and informal) is prevalent within the system and that there tends to be a significant reported tendency of an integrative style.
Advisor
Jason Kaufman
Committee Member
Anne Weyandt
Committee Member
Arthur Pearlstein
Date of Degree
2018
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Department
Educational Leadership
College
Education
Recommended Citation
Peterson, A. (2018). The Confidence to Engage: Conflict Engagement Styles of Academic and Student Affairs Deans in a Large, Midwestern State College and University System [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/815/
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