Running head: LEADERSHIP STYLE CASE STUDY

Leadership Style Case Study Ryan Keesee Georgia Southern University

LEADERSHIP STYLE CASE STUDY

For my Case Study I have chosen to review Leadership Style in the Deaf Community: An Exploratory Case Study of a University President. I selected this article because I have recently become very intrigued by work being done around inclusion of students with disabilities in higher education. This specific case study originated from 1988 and the growth of inclusion for students with disabilities has come a long way since. Prior to 1988, the Rehabilitation Act of 1973 paved the way for disabled individuals to seek opportunity without discrimination based upon their disability. Section 504 of this act expanded this to include admission and participation in higher education (United States Department of Labor, n.d.). In 1990, The Americans with Disabilities Act was established to protect the civil rights of those with disabilities, and most recently the Individuals with Disabilities Act (IDEA) established how states, school districts, and public agencies provide early intervention, special education and related services to youth with disabilities (NICHY, 2012). Although ground in education for those with disabilities have come a long way there is still a great amount to be determined and leadership to be established around this issue as it relates to opportunities and services in higher education. The same experiences being offered to students without disabilities have not been expanded much to include those with disabilities. In a report by Daniel Kortez and Karen Barton, Surveys of state policies pertaining to accommodations conducted over the past decade show them to be both inconsistent and in a state of rapid flux (Kortez & Barton, 2003, p. 13). This particular case study reflects on leadership evolved around the deaf community and expands on various topics for discussion. Although much has changed since the occurrence of this study, there are still major points to consider in terms of expansion of education for students with disabilities and their personal leadership development. Issues of the Case

LEADERSHIP STYLE CASE STUDY

The qualitative mini-case study presented provides insight to the use of leadership styles, specifically transformational leadership, as a tool in order to promote change in the Deaf community and the disabilities rights movement. This analysis is completed by the templatestyle interview with I. King Jordan, the first Deaf president of Gallaudet University. Jordans vision was shared by a statement he made that, Deaf people can do anything but hear! (KammLarew, Stanford, Greene, & Hodge, 2008, p. 364). This tagline marked the leadership of Jordan throughout his time at Gallaudet but was followed by turmoil through his management and planning of his successor. Therefore, this case study provides two separate points; what leadership can be developed to expand the support of the Deaf community and disability rights movement? Also, what type of leadership is needed in order to be successful in managing transitions in leadership positions? Transformational leadership as discussed in the case study was proposed by Burns (1978) and establishes that a transformational leader recognizes followers unrealized needs ad acts decisively and autonomously to mobilize followers toward a moral and enduring exchange. This type of leadership is established through the creation of a shared vision, effective communication of the vision, and the presence of a community of followers, Pielstick work (as cited in KammLarew et al., 2008). In relation to the case study, Jordan reflected this style of leadership through his shared vision that Deaf can do anything but hear. Indeed this inspired many supporters of the Deaf community to follow his lead in expanding academic programs at Gallaudet University. Path-goal leadership is another style that emerged from a keyword analysis conducted utilizing the transcript of the interview. This type of leader is friendly and approachable and articulates clear expectations (Kamm-Larew et al., 2009, p. 365). Jordan remarks on this by referring to the identity he was able to establish as a student at Gallaudet. The case study does not remark much

LEADERSHIP STYLE CASE STUDY

on the transition of Jordan into retirement and therefore the issue of his predecessor is not discussed. The interview conducted with Jordan occurred between his retirement and the Board of Trustees decision to rescind an offer to his announced successor to become the universities next president (Kamm-Larew et al., 2009). This issue creates a gap in the case study being that the basis of the findings are completely produced from an interview with I. King Jordan. The promotion and discussion of transformational leadership provides a great base for possible expansion into the Deaf community and leadership of students with disabilities but not being able to recognize the completion of Jordans legacy causes some faults. Should this type of leadership be utilized for these communities, education for transition of leadership should also be addressed where it was not in this case. In Debra Meyersons article, Radical Change, the Quiet Way, she notes that organizations change primarily in two ways: through drastic action and through evolutionary adaptation (Meyerson, 2001, p. 94). The leadership outlined and purposed in the case study provides opportunity but is incomplete without addressing the adaptation that comes with the change of organizational leadership. If students with disabilities are instilled with these tools there must also be education concerning how to pass the torch. Alternative Solutions As with the development of non-disabled students, the development of students with disabilities and the Deaf community should be considered through various styles and analysis of theories. Jordan recognized the development of his identity as a person with impaired hearing as result of his attendance at Gallaudet. This automatically brings to mind the Seven Vectors of student development as created by Arthur Chickering and Linda Reisser (1993). The seven vectors applied to the development of a student with disabilities would create more foundation

LEADERSHIP STYLE CASE STUDY

than imposing a specific leadership style upon a student. Alexander Astin (1984) remarks the Freudian concept of cathexis which is the ability to psychologically invest in objects and persons outside of oneself in order to utilize that energy for other sources. As a student with disabilities or as a person in the Deaf community, having the understanding of their personal development would make them more adept to finding the leadership style that best fits them and apply it appropriately and affectively. In the 2nd edition of Managing Transitions by William Bridges, it is suggested that leaders create temporary systems for the neutral zone. The neutral zone is considered to be the phase between the beginning and ending of something (Bridges, 2003, p. 41). Review of policies and procedures, consideration of relevant questions, and establishing short range goals are all suggestions provided in aiding an organization in its transition or neutral zone (Bridges, 2003, p.45-46). This extreme attention to transition may seem radical when considering the general concept of developing leadership practices amongst the community of disabled students; however as noted by Meyerson (2001), tempered radicals must be creatively open to opportunity. In the short-term that means being prepared to capitalize on serendipitous circumstances. In the long-term, it often means something more proactive (Meyerson, 2001, p. 97). As it applies to the case study, the leadership marked by Jordan was extraordinary but was later questioned by the failed ability to create a smooth transition. Factors Affecting the Success of Alternative Solutions In a report, Assessing Students with Disabilities: Issues and Evidence, by Daniel Kortez and Karen Barton (2003), various relevant issues concerning the ability to assess students with disabilities are discussed. The first one being the identification and classification of students with disabilities. In higher education, a major concern and issue evolved around students with

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disabilities is their own personal advocacy. Many students do not seek help, and as discussed in the report, once a student establishes a connection with a professional seeking assistance the question of appropriately identifying their disability and classifying their need come into question (Kortez & Barton, 2003). In a separate report by Paula Barber, an overwhelming amount of students with disabilities success was contributed to a specific staff member employed by a Student Disability Services department (Barber, 2012). This makes the leadership established within this department even more pertinent. With this establish clear lines of communication in order to present a unified front is important. Should transformational leadership be the focus for students with a disability then how will training of this concept be administered? Also, as discussed in our Higher Education Administration, the increase of staff positions has seen a large rise within the past couple of years. Should more attention be turned to providing leadership development to students with disabilities, what additional resources and staff personnel will be needed to fulfill this goal appropriately? Conclusion In conclusion, the challenge of implementing leadership development among Deaf students and the community of disabled students is very real. Unfortunately, the holistic picture required of this challenge is not considered. The transformative leadership style is explored and compared to the success of I. King Jordan with no reference to the turmoil reached upon his retirement. I do believe appropriate movement should be made in this direction. The ideas and leadership provided by Jordan do have much appeal to the future of those students with disabilities. In a study of perceptions of current students, findings suggest that the inclusion of students with disabilities in regular classes and programs would be well received by the student population (Westling, Kelley, Cain, & Prohn, 2013). This suggests great potential for the

LEADERSHIP STYLE CASE STUDY

inclusion of students with disabilities in leadership development programs without the addition of further resources and personnel. Should time be given to this concept and the leadership of I. King Jordan be reviewed, great potential for students with disabilities in higher education can be realized.

LEADERSHIP STYLE CASE STUDY

References Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529. Bridges, W. (2003). Managing transitions: Making the most of change (2nd ed.). Cambridge, MA: William Bridges and Associates, Inc. Chickering, A.W., & Reisser. L. (1993). Education and identity, (2nd ed.). San Francisco, CA: Jossey-Bass Publishers. Kamm-Larew, D., Stanford, J., Greene, R., Heacox, C., & Hodge, W. (2008). Leadership style in the Deaf community: An exploratory case study of a university president. American Annals of the Deaf, 156(4), 357-367. Meyerson, D.E. (2001). In Harvard Business Review, Radical change, the quiet way. Retrieved from http://hbr.org/2001/10/radical-change-the-quiet-way/ar/1 National Dissemination Center for Children with Disabilities. (2012) Disability and education laws. Retrieved from http://nichcy.org/laws United States Department of Labor. (n.d.) Section 504, Rehabilitation Act of 1973. Retrieved from http://www.dol.gov/oasam/regs/statutes/sec504.htm Westling, D.L., Kelly, K.R., Cain, B., & Prohn, S. (2013). College students attitudes about an inclusive postsecondary education program for individuals with intellectual disability. Education and Training in Autism and Developmental Disabilities, 48(3), 306-319.