Date of Award
3-1-2019
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Angela Owusu-Ansah, Ph.D.
Second Advisor
Belle Booker-Zorigian, Ph.D.
Third Advisor
Teri Greene, Ed.D.
Abstract
The purpose of the study was to determine the degree to which implementation of learning organization processes in higher education institutions (HEI) affects new faculty hires’ perception of their transitioning success. In this quantitative, ex post facto, comparative study, the researcher also investigated various factors, including academic disciplines, gender and ethnicity, and personality type, to determine if any of these factors would contribute an interaction effect on the relationship between the HEI exhibiting learning organization traits (LOT) and the new faculty hires’ perceived transition success. The researcher collected a convenience sample of 310 full-time professors employed by 33 4-year, private, nonprofit HEIs in the Northwestern United States. The findings indicated statistically significant differences existed in the perception of successful transition of the new hires between faculty who perceived their HEI exhibiting high levels of LOT versus those who perceived their institution exhibiting low levels of LOT. The findings also revealed that the interaction effect with academic disciplines, gender and ethnicity, and personality type on LOT and perception of new faculty success was not statistically significant. When the participating professors were asked about adjustment tactics they used to help facilitate their transition, there were 11 frequently recurring themes that emerged from the participants’ comments: observing, understanding organizational culture, talking, using support offered, asking questions and listening, networking, relationship building, stress management, personal efforts, mentoring, and nonspecific strategies. HEIs exhibiting high LOT are more likely to facilitate the successful transitions of new faculty hires.