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.
Date of Degree
Doctor of Education (EdD)
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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