Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Making Sense of Inclusive Leadership in Public Higher Education: An Interpretative Phenomenological Analysis
Abstract
This study’s purpose was to generate a context-specific analysis and description of the inclusion process at a Midwestern university, and how leaders make sense of said process. The participants in this study are members of an inclusion training program; these participants represent the perspective of stakeholders as well as designated leadership for organizational inclusion. This study utilized Interpretative Phenomenological Analysis (IPA). Data generation occurred through a series of semi-structured interviews. Analysis of data provided a detailed description of the sense making of inclusive leadership is provided to explain how educators experience the phenomenon contextually. Five superordinate themes emerged from this study, (a) inclusion is a journey of growth for educators, (b) complications in the ideals of inclusion, (c) open-mindedness is essential to the practice of inclusive leadership, (d) experiences of exclusion largely frame inclusion and its importance, and (e) higher education is positioned to help in the effort of inclusion. A discussion of these findings is provided along with implications and recommendations.
Subject Area
Educational leadership|Higher education|Education|Multicultural Education
Recommended Citation
Thompson, Herbert L., "Making Sense of Inclusive Leadership in Public Higher Education: An Interpretative Phenomenological Analysis" (2021). ETD collection for University of Nebraska-Lincoln. AAI28713226.
https://digitalcommons.unl.edu/dissertations/AAI28713226