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Shaping exceptional moral and ethical character among leaders of higher education institutions.

机译：在高等教育机构领导人中塑造特殊的道德和道德品格。

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摘要

This qualitative case study examines the nature of the relationship of moral and ethical leadership character development between a higher education institution and the United States Army Reserve Officer Training Corps (AROTC). Three theoretical frameworks were used: Hunter's (2000) Psychological, Communitarian, and Neoclassical character development strategies; DeRoche and Williams (2001) 11 Character themes; and Holman and Deal's (2003) Structural, Human Resource, Political, and Symbolic organizational frame assessments. This study found the institutions dominant strategy was Communitarian, and AROTC's was Neoclassical, each overlapping. AROTC's use of the Psychological strategy is unique. Findings address social culture compared to the professional cultures at the university. Character development is complex, not fully understood or implemented, each leader displaying a range of views concerning leadership, moral values, ethical principles, cultures, traits, attributes, and professional skills; and how each shapes individual and institutional character development. Insights discuss ways leaders address character development; (1) identifying with the institutions Social Justice Ethos; (2) defining care as it applies to the mission; (3) understanding moral courage; and (4) nesting the levels of moral and ethical character development across the institution to achieve synchronization with ethical principles. The study ends by discussing transcendental, or spiritual, leadership character development. This knowledge may assist leaders to shape character development strategies while preserving a diverse, multicultural, and inclusive educational environment.
机译：这个定性的案例研究考察了高等教育机构与美国陆军预备役军官训练团（AROTC）之间道德和道德领导角色发展之间关系的性质。使用了三个理论框架：Hunter（2000）的心理，社区和新古典人物发展策略； DeRoche和Williams（2001）11个角色主题； Holman and Deal（2003）的结构，人力资源，政治和象征性组织框架评估。这项研究发现，机构的主导策略是共产主义，而AROTC的策略则是新古典主义，两者相互重叠。 AROTC对心理策略的使用是独特的。与大学的专业文化相比，调查结果关注的是社会文化。品格发展是复杂的，没有得到充分理解或实施，每位领导者都表现出关于领导力，道德价值观，道德原则，文化，特质，特质和专业技能的一系列观点；以及每个人如何塑造个人和机构性格发展。见解讨论了领导者应对角色发展的方式； （1）与机构确认社会正义精神； （2）定义适用于任务的照顾； （3）了解道德勇气； （4）嵌套整个机构的道德和道德品格发展水平，以实现与道德原则的同步。研究以讨论先验的或精神的领导角色发展为结尾。这些知识可以帮助领导者制定性格发展策略，同时保留多样化，多元文化和包容性的教育环境。

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  • 作者

    Upperman, Philippe J.;

  • 作者单位

    Seattle University.;

  • 授予单位 Seattle University.;
  • 学科 Education Administration.;Military Studies.;Education Business.;Education Educational Psychology.
  • 学位 Ed.D.
  • 年度 2007
  • 页码 285 p.
  • 总页数 285
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 矿业工程;
  • 关键词

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