Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Peer Leadership Influence in Higher Education Case Study
Peer Leadership Case Study – Peer Leadership Influence in Higher Education
The Technology Department was one of the largest and most popular departments at the university. Two of the largest undergraduate programs were housed within the Department and its graduate programs were selective. The Department had a reputation and long history of conducting quality research that had, in years past, provided external funding that the Department used to sustain the robust research interests of its faculty. That funding was almost non-existent now as the faculty pursued their personal research agendas versus pursuing external grant funding in other research areas. Although one of the largest departments, it was increasingly seen as difficult to work with and was perceived as somewhat arrogant by both faculty and staff.
The department head, Peter Helms, was very popular with several senior faculty that he had promoted throughout his tenure as department head, and was viewed favorably by most of the other tenured and junior, non-tenured faculty. However, he had issues with the dean of the college. The issues with the dean had evolved over the years and were ongoing. Most of the issues focused on the dean’s desire to have more outreach programs, to develop an online degree and to pursue more external grant funding. The faculty, especially the department head and senior faculty, were resistant and wanted to maintain the current pedagogy of teaching in the classroom and pursuing their own personal research agendas.
Peter was convinced that the Technology Department needed to change if it wanted to remain relevant in higher education. The name of the department did not accurately represent the curriculum and pedagogy that had evolved over the past 10 years. The research efforts of the faculty enhanced their professional development but was not focused on winning external grants that would provide needed funding to continue research efforts within the Department. The college that the Department was in did not have the funding to support the new technology faculty needed to conduct research that could attract external grants. On top of all these needed changes, the
conflict between Peter and dean was progressing to a critical point.
Peter was focused on renaming the Department and moving the Department to another college within the university to achieve the perceived needed changes. Without knowledge of the dean, Peter began discussions with the dean of another college at the university, exploring the possibility of the Technology Department moving to that college. Without faculty involvement, Peter advanced his talks with the other dean to the point where Peter wrote a white paper outlining the advantages of moving the Department to the other college. Once written, Peter distributed the white paper to the Department faculty with explicit guidance not to distribute the paper outside the department.
The faculty had mixed opinions regarding the white paper. The senior faculty, whom Peter had considerable influence, were unanimous for changing the name and moving the Department to another college. This group also had considerable influence with key university administrators. The other tenured faculty had mixed views as some were for the proposed changes as it could afford them more research opportunities while others were still loyal to the college that housed their tenure. The junior, untenured faculty was afraid to voice an opinion for fear of either upsetting their senior mentors within the department or the college dean, who also had input to their promotion and tenure.
The conflict between Peter and dean reached a critical point when the dean anonymously received a copy of the white paper. Saying he had lost confidence in Peter’s ability to effectively lead the Technology Department, Dean Manion immediately removed Peter as department head and appointed another faculty member as interim chair over the objections of outraged senior faculty.
Removing Peter did not quell the issue, however; the ball had already started to roll. After several months of negotiations and approval by the university administration, the Technology Department split. Approximately half of the faculty remained in the established Department of Technology in Dean Manion’s college while the rest went with the new department, named the Department of Information Innovation, to another college.
- Analyze Peter’s use of peer leadership with Dean Minion in terms of the four peer leadership competencies (Assist, Participate, Reflect, Presence).
- What could Peter have done to better influence Dean Minion?
- What could Dean Minion have done to better influence Peter to abandon his efforts to reorganize his department?
- What could Peter have done to better influence the faculty that were against his proposed reorganization?
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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