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

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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