Exploring the Impact of Personality Awareness and Personality-based Influencing Preferences on the Perceived Influence Capacity of New Leaders in Higher Education Community-engaged Practice
| dc.contributor.author | Thompson, Crissy Loraine | en |
| dc.contributor.committeechair | Rudd, Rickie Duane | en |
| dc.contributor.committeemember | Sunderman, Hannah Marie | en |
| dc.contributor.committeemember | Short, Susan Eberly | en |
| dc.contributor.committeemember | Doberneck, Diane | en |
| dc.contributor.department | Agricultural, Leadership, and Community Education | en |
| dc.date.accessioned | 2025-01-24T09:00:23Z | en |
| dc.date.available | 2025-01-24T09:00:23Z | en |
| dc.date.issued | 2025-01-23 | en |
| dc.description.abstract | This dissertation explores the leadership development needs of new administrators engaged in community-engaged scholarship (CES) within higher education institutions. As these individuals transition from entrepreneurial, autonomous roles to formal administrative positions, they often lack essential competencies in areas such as project coordination, conflict resolution, interdisciplinary collaboration, and managing university-community partnerships. Addressing this competency gap is critical to enhancing their effectiveness as leaders who can bridge institutional and community interests. The study investigates the potential for the Myers-Briggs Type Indicator (MBTI) to enhance perceived influence and leadership effectiveness among emerging CES leaders. A professional development program was implemented, incorporating MBTI assessments, specialized workshops, and individualized coaching aimed at strengthening influence-building strategies. Results indicate that increased self-awareness of personality traits, particularly among extroverted participants, was linked to enhanced perceived influence competencies. However, introverted participants did not consistently report lower influence capacity. The integration of personality assessments, developmental workshops, and coaching significantly improved participants' self-efficacy, critical thinking, and application of influence strategies in practice. Notably, coaching was perceived as a key factor in translating theoretical insights into actionable leadership behaviors, resulting in improved job satisfaction and performance. These findings highlight the importance of personality-based professional development in strengthening leadership capacities for CES roles. By fostering selfawareness and adaptive influence strategies, higher education institutions can better equip new leaders to serve as effective agents of community change and institutional collaborators, thereby enhancing university-community partnerships and advancing social equity initiatives. | en |
| dc.description.abstractgeneral | This dissertation examines the leadership needs of new administrators involved in community-engaged scholarship (CES) at higher education institutions. As these individuals transition from independent, entrepreneurial roles to formal leadership positions, they often lack key skills in areas such as project management, conflict resolution, collaboration across disciplines, and managing partnerships between universities and communities. Addressing these skill gaps is essential for helping them become effective leaders who can connect the goals of both the university and the community. The study also looks at how understanding one's personality type, particularly through the Myers-Briggs Type Indicator (MBTI), can improve leadership skills and influence. A professional development program was created that included personality assessments, focused workshops, and personalized coaching to help participants develop strategies for building influence. The results showed that increased self-awareness, especially for those with extroverted personality traits, was linked to greater leadership effectiveness. However, introverted participants did not necessarily report lower levels of influence. The combination of personality assessments, workshops, and coaching helped participants improve their confidence, problem-solving abilities, and application of influence strategies. Coaching, in particular, was seen as key in turning these insights into practical leadership actions, leading to better job satisfaction and performance. Overall, the findings emphasize the value of personality-based professional development for CES leaders. By helping new leaders understand their strengths and adapt their strategies, higher education institutions can better prepare them to build stronger university-community partnerships and promote social change. | en |
| dc.description.degree | Doctor of Philosophy | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:42313 | en |
| dc.identifier.uri | https://hdl.handle.net/10919/124334 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | community engagement | en |
| dc.subject | leadership | en |
| dc.subject | higher education | en |
| dc.subject | professional development | en |
| dc.subject | personality | en |
| dc.subject | MBTI | en |
| dc.subject | coaching | en |
| dc.subject | goal setting | en |
| dc.title | Exploring the Impact of Personality Awareness and Personality-based Influencing Preferences on the Perceived Influence Capacity of New Leaders in Higher Education Community-engaged Practice | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Agricultural and Extension Education | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Doctor of Philosophy | en |
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