Higher Education Leaders' Transformative Learning and Leadership Experiences Responding to Student Drug Abuse

Higher Education Leaders’ Transformative Learning and Leadership Experiences Responding to Student Drug Abuse by James Vernon Battin MA, Walden University, 2010 BS, Bowling Green State University, 2006 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Adult Education Leadership Walden University August 2017 Abstract Today’s academic and social environment creates uncertainties, new roles, frequent changes, and challenging situations for student affairs academic leaders. The purpose of this study was to explore how student affairs academic leaders described their recent challenging experiences in addressing student drug abuse in higher education. The conceptual framework was based on adult transformative learning theory and applied transformative leadership perspectives. An interview format with open-ended questions was used to explore the experiences of 8 student affairs leaders who had faced challenging situations in the context of student drug abuse. A qualitative interpretive analysis was used that involved open coding of significant words and statements that were further classified into themes. Results from the leaders’ experiences indicated 4 themes associated with transformative learning: challenge, reflection, constructive dialogue, and action, as well as 7 themes related to transformative leadership: accurate information, collaboration, constructive dialogue, critical reflection, responsibility, support, and vision. Critical reflection and vision were also found to have aided leaders faced with challenging situations. A significant finding was that all participant leaders asserted the importance of applying evidence-based research in the hope of developing positive action for both the students’ well-being and the growth of the academic institution. The results of this study have the potential to inform best practice in adult transformative learning and adult transformative leadership, benefiting academic leaders facing challenging situations in their social and academic environments.Today’s academic and social environment creates uncertainties, new roles, frequent changes, and challenging situations for student affairs academic leaders. The purpose of this study was to explore how student affairs academic leaders described their recent challenging experiences in addressing student drug abuse in higher education. The conceptual framework was based on adult transformative learning theory and applied transformative leadership perspectives. An interview format with open-ended questions was used to explore the experiences of 8 student affairs leaders who had faced challenging situations in the context of student drug abuse. A qualitative interpretive analysis was used that involved open coding of significant words and statements that were further classified into themes. Results from the leaders’ experiences indicated 4 themes associated with transformative learning: challenge, reflection, constructive dialogue, and action, as well as 7 themes related to transformative leadership: accurate information, collaboration, constructive dialogue, critical reflection, responsibility, support, and vision. Critical reflection and vision were also found to have aided leaders faced with challenging situations. A significant finding was that all participant leaders asserted the importance of applying evidence-based research in the hope of developing positive action for both the students’ well-being and the growth of the academic institution. The results of this study have the potential to inform best practice in adult transformative learning and adult transformative leadership, benefiting academic leaders facing challenging situations in their social and academic environments. Higher Education Leaders’ Transformative Learning and Leadership Experiences Responding to Student Drug Abuse by James Vernon Battin MA, Walden University, 2010 BS, Bowling Green State University, 2006 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Adult Education Leadership Walden University August 2017 Dedication This study is dedicated to my wife, Tina, who has supported me throughout my doctoral journey. Along the journey, we have faced new and sometimes heartbreaking challenges, principally with the unexpected loss of loved ones, which brought on many new responsibilities. Tina has demonstrated the qualities of an exceptional leader with her love and support; through this rigorous doctoral journey, she has persevered in creating positive change for our family and social environment. Thank you for making life comfortable. Acknowledgments I never had anyone push me as hard as Dr. Alice Eichholz, my mentor and chair. I have learned and have gained new knowledge throughout our time together. I am forever grateful for her tough love. I am also thankful to my second committee member, Dr. Cheryl Keen, another beautiful woman who picked me up from my stagnation on many occasions with her quick, enlightening, friendly responses, pertinent articles, quality information, and advice; her support was treasured. I also want to acknowledge my mother, Margaret Mary Battin, a quality educator who has inspired and motivated me to dream big and to go beyond the ordinary, helping others along the way.