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The unprecedented circumstances of the COVID-19 pandemic altered the educational industry globally. In March 2020, a nationwide lockdown was implemented in the US, a "shelter-in-place" ordinance that required everyone except those deemed essential personnel to stay home and work remotely (Jacobsen & Jacobsen, 2020; World Med Health Policy, 2020). For those in education, lockdown ordinances meant they had to make swift decisions to transition and implement remote learning for their campuses. This study focused specifically on the lived experiences of higher education administrators during the initial phase of the COVID-19 pandemic (March-May 2020). Six participants were recruited and interviewed for this study. Analyzation of the study results showed six themes that emerged from the data: (1) fear and uncertainty, and (2) crisis management/leadership, (3) change of job-related responsibilities and skills, (4) technological upgrades, (5) a sense of community, and (6) a new normal. The findings provide a more in-depth understanding of the lived experiences and essence of the participants in this study, and the findings provide insight into the challenges and triumphs administrators endured during the remote transition due to the COVID-19 pandemic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative non-experimental comparative study was to examine differences within subdimensions of work ethic among Gen X, Gen Y, and Gen Z employees who worked in a remote setting between March 11, 2020, and May 11, 2023, during the COVID-19 pandemic in the United States. The two theories guiding this study, within the theoretical framework, were the Generational Identity Model in the workplace and the Protestant Work Ethic (PWE). The research question explored if and to what extent there are statistically significant differences that exist within subdimensions of work ethic among Gen X, Gen Y, and Gen Z employees who worked in a remote workplace setting during the COVID-19 pandemic. The sample included 236 United States organizational Gen X, Y, and Z employees. The quantitative non-experimental study used the Multidimensional Work Ethic Profile-SF to measure the seven subdimensions of the PWE. A demographic questionnaire was used to determine generational cohorts. A Kruskal-Wallis "H" test found a statistically significant difference in morality/ethics (X[superscript 2] (2) = 8.27, p = 0.02), and a Bonferroni post hoc test showed a decrease in the Gen X mean difference - 0.33, 95% CI [-0.64, -0.02] revealing significance (p = 0.03) for delay of gratification for Gen X and Z. The other PWE five subdimensions, self-reliance (X[superscript 2] (2) = 0.59, p = 0.74), leisure (X[superscript 2] (2) = 2.44, p = 0.30), hard work (X[superscript 2] (2) = 2.21, p = 0.33), centrality of work (X[superscript 2] (2) = 3.11, p = 0.21), and wasted time (X[superscript 2] (2) = 3.02, p = 0.22) had no statistical significance across generations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to investigate the remote work experiences of Millennial-Aged People of Color (MAPOC) in academic advisor roles in Wisconsin during the COVID-19 pandemic, what influenced their experiences, and how they view the sustainability of remote work. Using two semi-structured interview protocols with seven participants and a social constructivist lens, this phenomenological study discovered several ideas. Through the thematic code reduction process the interview data revealed the challenges of remote work during COVID-19 but also a positivity towards remote academic advising. Across 45 emergent concepts that became five declared themes, the academic advisors interviewed during this study felt more comfortable working remotely in this role, but since they so strongly desired connection with students, peers, and their respective campuses, there was a strong desire for hybrid models as opposed to working fully remote. Because MAPOC grew up using technology and had faced many challenges during their adulthood they were well positioned to navigate the mass adoption of remote work. Furthermore, MAPOC are more closely connected to their communities compared to other demographics, further emphasizing the importance of connection. Therefore, this study found that MAPOC academic advisors in Wisconsin recognize the importance of maintaining traditional workspaces while also acknowledging the benefits of remote flexibility. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

When March 2020 brought with it not only the initial signs of spring, it also brought the reality of the global pandemic to be known as COVID-19. This global pandemic impacted society in many facets. People lost loved ones to the illness, others are still dealing with "long-COVID" affects, and many people lost their jobs due to the calling of shelter in place protocols. Schools were forced to pivot to an online teaching and learning environment. Individuals who did not lose their jobs were also forced to a work-from-home remote work space. With these many changes to our surrounding communities, higher education was not left unscathed. Enrollment numbers declined, faculty and staff resigned, and institutional budgets were negatively impacted by the new normal all people faced. While employees and students alike were forced to alter their environments, college recruiters were faced with a new challenge to the constant higher education disruptors, remote working, virtual recruiting, and combating declining enrollment numbers in the face of a global pandemic. This qualitative, collective case study examined how college admission recruiters perceived their overall morale during the COVID-19 shutdown. Data was collected using an online questionnaire, focus group, and a semi-structured interview. The participants were selected from a private university in the southeast and were admissions recruiters during the COVID shutdown, and were forced to the remote work environment. The results of this study reflected what admission college recruiters perceive as important factors necessary to improve the morale and quality of their work environments. The results showed several contributing factors that would impact retention in staffing. Majority of the participants expressed the need for improvement in flexible work schedules and environments and leadership strategies that could improve employee morale. Participants communicated the importance of engaging employees to reduce the feeling of isolation, thus maintaining or increasing the possibility of retention in recruiter staffing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study focused on the impact of socioeconomic status through the experiences of telecommute workers from a healthcare insurance provider. The aim of the study is to analyze the influence these factors impose on personal growth in the job role of a telecommuting worker through the eyes of Texas telecommute workers in the healthcare industry. The study is driven by the research question (RQ1) - How do you feel about working from home in terms of your overall acceptance of this telecommute position and your job tasks from administrators? The Situated Learning Theory (SLT) looking through the lens of telecommuters can be fragmented based on learning experiences detailing a struggling work environment. The Intrinsic Motivation Theory (IMT) may convey why these telecommuters are motivated environment to gain a better foundation and grasp for successfully doing the job role. Previous quantitative research studies state there is a gap with future recommendations for a qualitative study. This dissertation acknowledges that need by allowing telecommuters to express their opinions and feelings on how to be successful in the job role through their eyes. A qualitative phenomenological approach utilized closely interrelating SLT, IMT, and socioeconomic factors from the sample population. Ten participants working from home were interviewed. Major findings include social interaction, self-gratification with job role, and children. This did confirm that employee satisfaction is the key driver through the lens of a telecommuter for being successful in this job role. Therefore, this study provides vital information allowing an organization to strategize and retain their valuable assets in the telecommuting program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this action research study was to examine how leaders can build and sustain organizational culture in a remote work environment in a statewide educational regulatory agency. The study addressed how leaders can implement strategies to build and sustain culture in a remote work environment with fidelity with the goal of improved job satisfaction, morale, and retention while maintaining high-performance standards. Action research participants' perceptions were used to determine the impact of interventions on their job satisfaction, morale, and turnover intention. The study used organizational culture theory as the underlying theory for the study and used the action research process to formalize culture in the agency (Cycle 1) and develop ways to better disseminate culture in the agency (Cycle 2). The findings illustrated that a supportive environment, characterized by flexibility, collaboration, and opportunities for professional growth; leader actions, including providing clear direction and expectations; and involving more staff members in decision-making processes helped to build and sustain organizational culture in a remote work environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem addressed in the study is that university counselors in the United States have been overwhelmed by the surge in student mental health care demand. The purpose of this qualitative dissertation was to explore and document the perspectives of university counselors and how they have been affected by the surge in student mental healthcare in the United States and ways to address this problem. The conceptual framework of this study combined Adams 'empowerment theory and Karasek's job demand-control theoretical model. Braun and Clarke's thematic analytic procedure was used to derive results from semistructured interviews with eight licensed university counselors participating in semistructured interviews. Six themes were elucidated based on the participants 'responses. University counselors are crucial to help mitigate student mental health concerns effectively. Counselors experienced challenges due to changes in job responsibilities and (a) difficulties working from home due to less-than-ideal therapy settings and lack of work-life balance, (b) increased student mental health care without necessary support may have impacted service, (c) universal feelings of burnout contributed to diminished capability, (d) university administration lacked any response to counselors needs, and (e) counselors relied on each other for support to reduce stress. Recommendations for university administrators included increased staffing, providing additional self-care resources, and regular check-ins. Future research is needed to examine the impact on students, if any, due to university counselors 'feelings of stress, burnout, and compassion fatigue. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The Coronavirus 19 (COVID-19) pandemic had a significant impact on post-secondary education in the United States with much of the focus during the height of the pandemic being on students and their instruction. Little attention has been paid to the experiences of supervisors in higher education, specifically, the lived experiences of supervisors and the factors that impacted supervisors leading hybrid and remote teams. With a phenomenological framework in the periphery, the purpose of this study was to explore the lived experiences that supervisors of staff within higher education had after transitioning to either a hybrid or fully remote work model. The transformational leadership theory was used as a sounding board for understanding supervisor experiences within higher education. Structured interviews were used to garner detailed narratives of the phenomenon. Nine supervisors with at least 3 years' experience in a supervisory role and in a traditional university-setting (i.e., in person) were recruited. The factors that impacted supervisors who led hybrid and remote teams were identified across the nine participants through six themes: (1) culture shift; (2) employee first; (3) intentional connections; (4) leadership considerations; (5) mental health; and (6) resources. Study findings suggested that the experiences of supervisors of staff in hybrid and remote settings are complex and that leading hybrid and remote teams in a post-COVID-19 environment requires intentionality and strategizing. The results of this research can be used for positive social change to assist supervisors with maneuvering the new normal of hybrid and remote work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem addressed in this study is most research shows the transition to remote work has negatively affected the well-being of higher education administrators required to work from home since the coronavirus pandemic. The purpose of this qualitative case study was to explore the experiences of higher education administrators working from home since the pandemic began in March 2020 and how the change to remote work has changed their well-being. The Job Demands-Resources (JD-R) model of burnout, linking high job demands to exhaustion and low job resources to disengagement, served as a framework to study the impact of working from home on academic administrators' burnout, turnover intention, and job satisfaction. The qualitative case study design was chosen for its flexibility and depth, providing a comprehensive understanding of the impact of remote work on the well-being of higher education administrators by allowing them to share their experiences in their natural settings, thereby offering insights into the human aspect of their transition since the pandemic. In exploring the effects of home-based work on academic administrators, the researcher conducted 15 interviews, using initial inquiries to ease into sensitive topics about well-being and utilizing the Job Demands-Resources model to focus on exhaustion and disengagement, assessing participants' physical and emotional wellness. The transition to remote work during the COVID-19 pandemic had varied impacts on the emotional, mental, and physical well-being of academic administrators: a majority reported detrimental effects emotionally and mentally, while physical well-being responses were more balanced, with a mix of positive, negative, and neutral experiences. The shift to remote work significantly altered academic administrators' perceptions of work-life balance, with varying responses: 20% reported improvement, over half found it negatively impacted their ability to separate work and personal life, a small group felt no change, and some experienced mixed feelings, highlighting the complex effects of working from home. The study recommends broadening its geographical scope and analyzing outcomes based on gender and age differences to gain deeper insights into the impact of remote work on academic administrators. This study delved into the effects of remote work on the well-being, work-life balance, and professional roles of academic administrators during the COVID-19 pandemic, providing insights and recommendations for institutions to support their staff through tailored wellness programs, work-life balance training, effective communication channels, ongoing evaluations, and professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Most colleges and universities were forced to replace their traditional campus operation structures with remote work-from-home environments as a result of the COVID-19 pandemic. However, the systems in place to support remote work cultures were limited. The lack of remote work culture systems has caused anxiety, confusion, and attrition at many post-secondary institutions. The transition from on-campus operations to working from home has created fear and uncertainty among frontline staff. This study explores, from the perspective of the frontline staff, how post-secondary education leaders can foster a thriving remote workplace. A second goal of this study is to create a model that can be shared with post-secondary institutions to help them sustain, encourage, and embrace a thriving work-from-home culture. Finally, by understanding how frontline employees feel when transitioning from ground-based operations to an entirely online model, this qualitative study has attempted to provide greater insight into frontline staff's experiences during the transition. In the course of the study, the researcher has compared the positive and negative aspects associated with the transition from in-person to remote working. Identifying how remote work affects employee morale and productivity is essential to better understanding these components. Finally, the research focuses on developing coping strategies for remote work, maintaining working relationships with colleagues, implementing technology to create a cohesive remote working environment, and promoting teamwork. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The COVID-19 pandemic (COVID-19), prompted changes in how businesses, schools, and governments around the world operate. One such change has been the widespread shift to virtual environments as a means through which individuals interact. COVID-19 has challenged the work standards of organizations, people, and teams. In doing so, it has also presented opportunities to examine how widespread teleworking and virtual teams keep organizations afloat and competitive. It is critical that team members can adapt to virtual environments (Cordes, 2016), and that may prove difficult in an emergency. In the emergency conditions resulting from COVID-19, coupled with the existing trend toward the integration of virtual teams into organizations and their operations, understanding how these teams learn is also important. This study explored how virtual team learning was impacted by sudden and unexpected organizational changes resulting from COVID-19. This is important in the building of foundational information upon which organizations can base new policies and practices to implement in times of sudden change/crisis, as well as build a framework for employees through which issues with work design, team collaboration, and team learning can be resolved (DeLeon., 2020). The data gathered from virtual team members as a result of this study will also be useful to teleworking and virtual team program managers, organizational development professionals, and human resource practitioners. Organizations may utilize research on virtual teams to reduce failure both during normal operations and crises (Whillans et al., 2021). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Virtual teams are composed of members who work together, transcending time and space through communication technologies to meet shared goals. Many organizations currently use virtual teams to connect employees across the globe. Furthermore, the COVID-19 pandemic forced almost all organizations to shift their employees to hybrid and remote settings. As a result, many workers across the world found themselves shifting to virtual team models. In fact, during the pandemic, teachers found themselves working and learning through virtual teams in addition to teaching remotely. This study was designed to understand how teachers perceived virtual teams and teamwork as an effective modality for delivering professional learning. A basic qualitative study was conducted where seven middle school teachers were interviewed during a 6-to-8-week period in the fall of 2022. This study asked teachers to share firsthand experiences and perceptions of learning through virtual teams as relevant, collaborative, and future-focused. This study's results indicate various perceived benefits and challenges when it came to using virtual teams to deliver professional learning. Participants reflected on their virtual teamwork within and across school buildings through semi-structured interviews. The findings of this study indicate strengths in flexibility and cross-school collaboration while working in virtual teams. The findings also suggest challenges around virtual team structures and community building while working in virtual teams. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative comparative study was to determine if, and to what extent, there were differences to the propensity to trust in information technology individual team members based on their work setting when covarying for years of experience. The theoretical foundations comprised the social presence theory and the quantum of trust theory. The data were gathered from 208 individuals in the information technology community with at least two years' experience. The research questions queried were to determine is there a difference in an information technology team member's propensity to trust based on work setting and is there a difference in an information technology team member's propensity to trust based on work setting when covarying for years of experience. The methodology used was quantitative with a comparative design. The validated instrument used to gather the data was the Propensity to Trust Scale survey. The data was analyzed using the one-way ANOVA and ANCOVA tests. The determination based on the data analysis tests indicated there was no significant difference in an information technology team member's propensity to trust based on work setting [F (2, 205) = 2.156, p = 0.118]. There was no significant difference in an information technology team member's propensity to trust based on work setting when covarying for years of experience [F (2, 205) = 2.273, p = 0.106]. The implication of the study counteracted existing research in that there was no evidence of a difference in propensity to trust in the virtual work setting as compared to the onsite and hybrid work settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Faculty and staff working from home during the COVID pandemic were presented with new challenges in adapting to emergency remote teaching, as well as new and expanded cyber security threats. Changes to course delivery, remote access from public locations, and the potential of faculty and staff storing confidential educational records on university-issued devices, and potentially personally owned devices, made faculty and staff prime targets of malicious attackers. Information technology departments were challenged to support and secure the remote workforce from new cyber threats to protect their faculty, staff, and students from cyber-attacks. The focus of this study was to identify faculty and staff perceptions of cyber security, assess their understanding of cyber security policies and procedures, and to also identify concerns they viewed that needed to be addressed to be prepared for the future. Using descriptive research methodology, an online survey containing 37 items was created and sent to faculty and staff at a midwestern university to answer three research questions. The study identified that the faculty and staff at the institution surveyed understood the role they and others have at the university to protect the university from cyber threats. It was also identified that they understood the policies and procedures of the university regarding cyber security. Faculty and staff also identified various forms of technology and accessibility issues they feel need to be addressed if they are required to perform emergency remote teaching and support to maintain university operations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Remote work significantly impacted higher education institutions (HEIs) and the world during the 2020 COVID-19 pandemic. As a result, it became the new normal for organizations and how they operate their workforces. The pandemic created the need to identify emerging practices in remote work that respond to changing circumstances and embrace unforeseen benefits as HEIs changed approaches to work more collaboratively. The general problem is that HEI leaders could face significant challenges keeping remote employees engaged and retained without emerging practices in remote work. The purpose of this basic qualitative study was to identify emerging practices in HEIs and how implementation impacts remote employee engagement and retention. The research data were derived from four research questions designed to detail the importance of leaders identifying and implementing emerging practices to benefit their university's organizational culture. The study data was collected through semistructured interviews with 23 participants. Those participants included HEI leaders, remote work industry experts, and full-time remote employees (academic/nonacademic) in nonprofit universities in select regions within the United States. The thematic analysis process was used to code and determine the themes from the study data. The study findings revealed the importance of embracing emerging practices in remote work and implementing executive and mid-level management coaching and training specifically for remote work environments. Streamlining the human resources employment practices to include flexible work schedules, hybrid work options, and contracts that accommodate the remote employees' specific work needs were also revealed as emerging practices. Additionally, setting meeting norms that eliminate back-to-back meetings, allow for comfort breaks between sessions, reduction of long sessions, and the implementation of one day a week with no meetings scheduled were themes. HEI and other organizational leaders could use the results of this study to implement new practices, protocols, and standards that support engagement, retention, and a healthy organizational culture for remote employees. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As the COVID-19 pandemic continues to reshape how organizations operate, working from home has become more prevalent. While working from home is not new, organizations face unique challenges in fostering an inclusive virtual work environment. This modified qualitative case study was designed to explore with a group of 20 organizational leaders their perceptions of what is needed to create a more inclusive virtual work environment and how they learned to foster such an environment. The researcher based his study on five assumptions: (1) inclusivity for virtual employees and teams is possible; (2) the virtual team leaders are capable of learning how to be inclusive leaders; (3) there is a correlation between innovation and diversity, thus, inclusion matters more than ever, and all team leaders are focusing on becoming more inclusive; (4) the use of different technologies for communication is essential in creating an inclusive environment; and (5) a more inclusive work environment involves managing and changing power dynamics. The study population includes virtual team leaders who managed teams during and before the global pandemic. Participants' teams were either 100% virtual and/or hybrid. The primary sources of data were in-depth semi-structured interviews of 20 team leaders, a virtual focus group of four team leaders, and critical incident reports. Key findings of the study revealed: (1) All participants indicated that managers' support was critical in a virtual work environment, while an overwhelming majority of participants described that establishing human connection among the population is vital in a virtual work environment; (2) An overwhelming majority of participants described that creating a psychological safety net and promoting diversity, equity, and inclusion are two essential elements in a virtual work environment; (3) An overwhelming majority of participants indicated that building cohesion among working models was a key challenge in creating and supporting an inclusive virtual work environment; and (4) A strong majority of participants described they learned to create an inclusive virtual work environment primarily through informal ways like critical reflection. Numerous recommendations were provided for current and aspiring organizational leaders, including team leaders, people managers, and multiple stakeholders--such as senior executives and HR professionals. These recommendations include suggestions for implementing practices that increase connection among team members, establish clear policies and guidelines for virtual collaboration, provide guidance for how to build a culture of psychological safety, how to use technology to facilitate more open communication and transparency, and suggestions for how to create an inclusive hiring process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The COVID-19 pandemic has caused diverse social, economic, and political challenges. The particular challenge that was the focus of this study is the upsurge in electronic use and consequent upsurge in electronic waste. This was caused by the implementation of online instructional delivery processes during COVID-19 (Ermakova, 2021), the switch to home offices (Adejumo & Oluduro, 2021) and the fact that school districts have directed massive financial investments to instructional technology (Balde & Kuehr, 2021). This trend of heightened e-waste generation is likely to continue (Jiang et al., 2021). I used a qualitative approach to address the two research questions. (RQ1) How do the current Southern New Mexico School District and New Mexico State Surplus Disposal Policies promote the responsible disposal of Chromebooks, iPads, teacher laptops, modems, projects, interactive boards, and other electronic equipment that were purchased for student and teacher use during the pandemic? (RQ2) How does the implementation of the State of New Mexico's Manual of Procedures Public School Accounting and Budgeting Supplement 12 Capital Assets a southern New Mexico Independent School District lead to the ethical and responsible disposal of e-waste in the post-COVID19 pandemic environment? The results for RQ1 were that the current school district and state surplus disposal policies encourage erasure of personal information and that the current school district and state surplus disposal policies require inventory of the e-waste materials. The results for RQ2 were that the implementation of the procedures leads to the ethical and responsible disposal of e-waste. The findings of this study have significant implications for the field of e-waste management, especially in the context of educational institutions. This study marks a step forward in the understanding of e-waste management in educational settings, providing a foundation for continued exploration and improvement in this critical field. The implications of the current study are broad, affecting various sectors and levels of society. The study contains valuable insights for individuals, communities, organizations, and policymakers to enhance e-waste management practices. Adopting these practices will contribute to environmental sustainability and ensure alignment with global efforts to mitigate the ecological impacts of technological waste. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Today's business schools strive to balance academic rigor, research, and teaching relevant curricula to prepare learners for the rapidly changing workforce. Faced with enrollment challenges, questions about the value of the degree, and reports that graduates lack the skills employers desire, business schools are called upon to change their business model. While higher education is slow to change, the COVID-19 global pandemic forced immediate change to the mode of delivering quality education. This change also impacted the workplace, which now plans for long-term remote work opportunities. This action research study examined what a business school model that supports innovation, relevancy, and lifelong learning could look like. Data collected from participants during Cycle 1 consisted of interviews and design labs with campus participants, interviews with employers, and a public survey to understand the perceptions of lifelong learning and the future of higher education and work. Findings from Cycle 1 identified value propositions desired by customers of the business school (i.e., learners and employers). Findings from the literature review suggested that such value would need to be implemented by faculty, building from the classroom level upwards. Cycle 2 explored how faculty would incorporate identified value opportunities into their courses and if employers would perceive these to be effective in developing prepared graduates entering the workforce. The study concludes that a business school model that supports innovation, relevancy, and lifelong learning is collaborative, personalized, connected to industry, and supports deep learning. It also found that motivated faculty are the implementers of the business school's value proposition, employers and alumni are key partners in delivering value, and a trifecta of relationships between learners, faculty, and employers is critical to a sustainable business model. Lastly, the findings point to a project management-based curriculum to develop employer-desired skills that prepare learners for any career. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

To address employee well-being and to attract and retain employees, some employers are exploring remote work options. The onset of COVID-19 forced many institutions of higher education to implement remote work for non-academic salaried staff. However, levels of employee well-being while working remotely have been little studied in this population of university employees. Thus, the purpose of this descriptive study was (1) to determine levels of employee well-being (job satisfaction, work-life balance, employee engagement, and employee burnout) in non-academic salaried staff at private Iowa colleges and universities who worked remotely due to the COVID-19 pandemic and (2) to compare levels of employee well-being between non-academic salaried staff managers and nonmanagers. A convenience sample of 133 non-academic salaried staff at private institutions of higher education in Iowa completed an electronic survey that included measures of employee well-being, and manager status. The data were analyzed using descriptive statistics and the Mann-Whitney U nonparametric test. The results revealed the levels of employee well-being were at or better than published normative data for the measures. Additionally, there were no statistical differences found between managers and nonmanagers except for the employee burnout subscales of work-related burnout (U = 2583.50, p = 0.05) and personal burnout (U = 2553.00, p = 0.03). Along with support from prior scholarly research, the results will assist in implementing the innovative solution of a formal remote work policy and building a remote workplace culture for non-academic salaried staff at a private institution of higher education, as described in Chapter 5. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative study was to explore how employees at a mid-sized public university in the South experienced working from home during the coronavirus pandemic of 2020-2021. Most employees in higher education settings were affected in some way by the coronavirus pandemic that hit the United States in the spring of 2020. Administrative, and clerical and support staff had to determine how to continue to provide the university with services while coordinating working from home. Now that we have experienced working from home, will that experience change the future of how staff work in higher education? For many, this was a first-time experience working from home, and it created a new set of challenges to completing everyday work tasks. Most participants found that working from home did not increase their overall productivity or job satisfaction, and few participants felt lonely or isolated when working from home. Overall, the negative aspects and benefits seemed to balance out in a series of trade-offs. The majority of participants would want to work from home again or at least be given the option to work from home part-time or on a hybrid schedule. Recommendations for further research include (1) performing quantitative research to develop scales of productivity and employee satisfaction when working from home, (2) determining how participants' responses would have been different if they had not been dealing with a pandemic, (3) interviewing the same participants from this study who were still working from home in the future to determine if their feelings about the experience changed, (4) asking more in-depth questions on whether the supervisors' style changed to accommodate the circumstances of working from home, (5) pursuing questions on worker engagement that were not asked in this study, (6) interviewing more males for the study to see if their responses showed a trend that was different from the female responses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Confirmative evaluation is often noted as an important element of models of Human Performance Technology and Performance Improvement, but there exists confusion around what is and what is not confirmative evaluation. A significant issue limiting the use of confirmative evaluation is the Performance Improvement field's inability to clearly classify confirmative evaluation in terms of its purpose and scope. Additionally, the performance improvement field lacks sufficient examples of confirmative evaluation in the literature necessary to adequately define confirmative evaluation and demonstrate its use. Without sufficient examples of confirmative evaluation, practitioners of performance improvement are left without a clear path of how to conduct confirmative evaluation in ways that are contextually relevant and cost effective. Additionally, those who train instructional designers and performance improvement practitioners lack the tools necessary to help students of the field learn about and use this vital aspect of evaluation. Through the conceptual framework of systems theory and change management, this instrumental case study reviewed the literature around confirmative evaluation to identify the confusion around confirmative evaluation and then presented a case of confirmative evaluation applied in a context of change management and continuous improvement in online higher education. This case used job descriptions of remote leaders' work to determine the degree to which an organizational restructuring had been implemented as it had been intended and had influenced remote leaders' actual work. Time study methodology and matrix sampling were employed to observe remote leaders' work. The data from the time study was compared against remote leaders' job descriptions and institutional surveys gauging satisfaction among those served by these remote leaders. The difference between the expected work and the observed work demonstrated the degree to which remote leaders had embraced the new duties given to them in the organizational restructuring and identified key gaps in their collective performance. Together, this instrumental case study demonstrated that confirmative evaluation plays a linking or bridging role in continuous improvement processes by moving the process from summative evaluation to a new phase of formative evaluation. The study then examined the results of the case to consider how it clarified the field's understanding of confirmative evaluation. Key findings included the recognition that confirmative evaluation is distinct from other forms of evaluation because of its purpose and that purpose and timing are intertwined and inform one another in evaluation efforts. It also identified where confirmative evaluation fits within and can improve performance improvement and change management models. The study ended with a discussion of challenges faced when conducting confirmative evaluation and implications for future studies of confirmative evaluation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The COVID-19 global pandemic had far-ranging consequences for California State University higher education union staff members' mental health and well-being. Research had not yet examined the impact of the pandemic on the California State University system's union front line higher education staff members. The aim of this study was to identify the perceived consequences of the COVID-19 global pandemic on California State University higher education union staff members and their work. This research study used both quantitative and qualitative methods. Five characteristics were probed through use of an electronic survey: (a) stress, (b) anxiety, (c) isolation, (d) communication, and (e) computer hardware. These five factors were selected to help understand how staff were affected by the official work from home mandate on California State University's higher education staff members. The Winter 2021 electronic survey consisted of 257 participants (mean age 49.50; 25.3% male, 67.3% female, and other 7.4%) from 7 of 24 unique California State universities responded to the survey. Nationally, consistently high levels of stress, anxiety, isolation, communication, and computer hardware needs were observed regardless of the number of COVID-19 cases. Of the respondents, 44.8% had greater stress, 42% had greater anxiety, 26.8% had greater isolation, 32.3% experienced less communication, and 18.3% had insufficient levels of computer hardware. Six significant correlations to the respondent's demographic variables were found. Stress levels were higher for those who (a) worked more years in their current unit, (b) worked more years in their current classification, and (c) were non-White. (d) Isolation was greater for men. (e) Communication was perceived to be less for those that had been in their current classification for longer periods of time. (f) Hispanic employees were more likely to agree that many of their job responsibilities could be performed effectively at home. Results showed a need for more mental support resources and follow-up research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study was an exploration of organizational culture in the remote work environment. A classical Delphi study was selected as the most appropriate research methodology available for this exploratory work. The subject matter, organizational culture and the remote work environment were identified as worthy of study given the well-recognized relationship of organizational culture to organizational success and the recent large-scale increase in the number of remote workers initiated by the COVID-19 pandemic. In this study, the researcher led a diverse panel of experienced remote worker managers through a confidential consensus-building process of three rounds of online questionnaires. The results from the study were analyzed and interpreted in the context of Edgar Schein's three element model of organizational culture (artifacts, values, and assumptions) combined with social constructivist learning theory. It was determined that the remote work environment does present several key culturally relevant factors. A total of 97 survey factors were identified, 88 of which achieved consensus by round three. Several key themes were identified including the critical need for trust and to create the opportunity for informal interactions that aid in trust, relationship building and cultural diffusion. Additional focus areas for leadership and management were identified including new skill sets needed for the remote work environment, the importance of consistency, and establishing the norms or acceptable remote environment behaviors. Context or organizational culture type is also discussed. Effectively, if an organization transitions to a dominantly remote work environment, several cultural adaptations are necessary to encourage success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative case study was to explore how hybrid team members perceive the influence of trust development, conflict management, leadership, and group dynamics at a midsized information technology-centered organization in a Southwestern city in the United States. The problem statement is: It is not known how hybrid team members perceived the influence of trust development, conflict management, leadership, and group dynamics at a midsized information technology-centered organization. The theoretical foundation utilized is the T7 model, which consists of: (1) task skills, (2) thrust, (3) trust, (4) talent, and (5) teaming skills, and two external elements which are a team leader and organizational support. How did hybrid team members perceive trust development, conflict management, leadership, and group dynamics at a midsized information technology-centered organization? The sample was of 13 hybrid team members. Sources of data were one-on-one semi-structured interviews, focus groups, artifacts data, and a survey. Data were analyzed using open coding and thematic analysis. The findings revealed key themes: transition to hybrid, hybrid team trust, the role of leaders, hybrid team performance, and hybrid team dynamics. Additional research is needed to explore the transition to a hybrid model and its impact on performance on a larger scale. The outcome of this study can be used as a guide to organizations who want to adopt a hybrid model or expand their hybrid model to include more teams. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Using a convergent mixed methodology, this study examined the perceptions and experiences of remote admissions professionals regarding their job satisfaction in relation to retention, by way of semi-structured interviews and a comprehensive survey. With 84 complete survey responses, this represented over 10 percent of the estimated 800 remote admissions professional population nationwide. Primary findings of this study indicated a mixed response to job satisfaction and retention, with emphasis on enhancing the flexibility and autonomy of these remote positions, while simultaneously addressing the disconnect experienced by remote admissions professionals. Likewise, giving them the opportunity to develop in their positions may also be important, with implications for leadership, practice, and policy among higher education enrollment leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Employees that telework do so for different reasons, including being environmentally responsible, freedom and flexibility, autonomy, and dependent care. However, when the global pandemic COVID-19 hit, the number of teleworking individuals abruptly increased, including but not limited to the education field. There is limited research on how the effects of COVID-19 impacts teleworking. The purpose of this study is to investigate what educators experienced during the pandemic and how it affected their physical and mental well-being. Snowball sampling was used to identify participants that met the specific criteria for the study. The sample respondents included in this research study were licensed educators, certified in a specialized field, that worked full-time (35 hours or more a week) for a K-12 school in a physical setting. These respondents included administrators, counselors, and teachers who transitioned to working and teaching from home when the pandemic started. The semi-structured interviews for this study were conducted using Zoom. The data collected during individual interviews with the participants described the experiences of educators who transitioned to telework due to COVID-19. Transcript accuracy checks were utilized to review and confirm the complete interview transcripts. Data analysis occurred with the use of Dedoose, a qualitative data analysis software. The three emergent themes were: (1) time, (2) boundaries, and (3) well-being. The contextual categories within the themes were: productivity, challenges, flexibility, work-life balance, mental and physical health, value and empowerment, and social isolation. Educators offered recommendations for practice to promote trainings for teleworking, provide clear communication for expectations, consider work-life balance, arrange resources for mental/physical health, provide necessary technology and hardware, and acknowledgement and recognition. The findings from this study could be beneficial for leaders when transitioning to a teleworking structure, giving opportunities to support employees virtually and help establish, implement, and execute teleworking policies and procedures to meet their organization's and employees' needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Purpose: The purpose of this case study was to explore the strategies regional campus leaders used to engage staff and foster performance while required to work remotely during the COVID-19 global pandemic. Methodology: A qualitative case study design, using semistructured interviews, was used to answer the following research question that guided the study: "How does regional campus leadership support performance through staff engagement while working remotely because of the global pandemic?" The researcher used a purposeful sampling approach to interview 12 regional campus leaders. Participants responded to open-ended questions as data were collected and themes were developed to determine their lived experiences. Theoretical Framework: Expectancy theory was used as a lens to explore regional campus leaders' engagement initiatives as they fostered campus performance through the lens of expectancy, instrumentality, and valence during the COVID-19 pandemic. These constructs of performance and motivation were evident as regional campus leaders worked through the challenges of a rapid transition to a remote work environment during the pandemic. Findings and Conclusions: The following three themes emerged as a result of regional campus leader interviews: (1) communication of performance expectations in a virtual workplace; (2) tools to share insight and knowledge; and (3) motivation during challenging times. Participants described regional campus staff engagement strategies as they worked remotely because of the COVID-19 pandemic. These findings suggest regional campus leaders who demonstrate engagement strategies that support communication of expectations and effective tools to individual support performance while in a motivating virtual team environment supported team performance during a challenging period. Recommendations: University leaders may benefit from additional training opportunities designed to develop coaching for performance. These training opportunities may include subject matter in the areas of coaching through crisis and coaching in a remote work environment as this would strongly support leadership and staff engagement. Regional campus leaders serve as coach, mentor, and counselor as they engage staff and support university performance, and providing opportunities to develop stronger skill sets in these areas would better serve the university as university leaders develop their human capital. University leaders may also benefit from training with consideration to upward communication between staff and leadership as this may help to understand the dynamic of trust, transparency, and misperception. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Workplace changes and the continuing evolution of how we define and practice technical communication require that we consider collaboration in ways we may not have imagined ten, five or even two years ago. The unexpected COVID-19 pandemic pushed our world and collaboration into additional and unanticipated directions. Since one of our responsibilities as educators is to prepare our students for success in the workplace and beyond, we must take a closer look at how we understand and teach collaboration in our classrooms. While collaboration appears in existing technical communication pedagogical models, it has been viewed as an element of social literacy or proficiency and is primarily focused on document creation. In order to meet the changing dynamics of the workplace, evolving technologies and the expanding influence of our field, we need to consider collaboration literacy beyond its social elements and assemble a teaching framework that enhances our students' actions related to collaboration and their beliefs and behaviors when engaging in collaborative activities. In this dissertation, I examine collaboration in the technical communication classroom in order to suggest a pedagogical approach which addresses this changing landscape and empowers students to achieve their future goals. Drawing on my academic and professional background and embracing the interdisciplinary nature of technical communication, I integrated workplace-based collaboration concepts into the classroom and examined my own classroom practices and the pedagogical approaches of others in the technical communication academic community. This dissertation includes three distinct research efforts and I have dedicated a chapter to each one. Chapter 2 presents a case study of three undergraduate technical writing courses to examine how workplace-based teamwork approaches can be used to teach collaboration. In this case study, I viewed collaboration through the lens of teamwork and studied how workplace-based collaboration approaches can contribute to teaching distributed, remote and virtual work. Chapter 3 studies how technical communication teachers and textbooks define, integrate, discuss and teach collaboration. This chapter presents the results of a survey of 28 technical communication teachers and an analysis of 10 technical communication textbooks. In Chapter 4, I study how incorporating a workplace-based communication platform (Slack) into an undergraduate technical communication course can contribute to students' collaboration literacy. The concluding chapter brings together my various research efforts and offers a framework for teaching the skills and competencies that are important for collaboration literacy. While this framework was constructed from a limited study, I believe it offers a structure for teaching the skills and competencies that are valuable for technical communication students to become literate in collaboration and teamwork. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As the world economy and ways of working move in the direction of globalization (Ebrahim et al., 2009), organizations continue to look at ways to move employees into a virtual space (Malhorta et al., 2017). However, overall levels of engagement and job satisfaction tend to be lower in virtual teams (Gurtner et al., 2007), due to a number of factors (Cordey & Soo, 2008). Virtual teams have grown in prominence at such a fast pace, yet there is rather limited knowledge about the appropriate best practices, policies, and procedures that work within this group (De Bruyn, 2017). In addition, with the increases in technology and other platforms of virtual communication, virtual teams will continue to grow in prominence in future years (Dulebohn & Hoch, 2017). This speed has been seen first-hand throughout 2020 and 2021, due to the Covid-19 pandemic and the conversion of many traditional office roles into virtual, work-from-home, environments (Waizenegger et al., 2020). Therefore, the problem of practice being addressed in this study is the poor employee engagement experiences of individuals working in virtual teams. As these teams become staples in organizations, it is important that organizations understand as much as possible about this population. For this particular study, Employee Tech (ET) served as the organizational foundation, and virtual team members (not managers) served as the group of focus. In order to address this problem of practice, this study relied on the gap analysis framework created by Clark and Estes (2008). In this framework, the assumed needs along the knowledge, motivation, and organizational spheres were hypothesized and tested. Using qualitative methods (interviews primarily, supplemented by document analysis of employee engagement data), this study uncovered the salient components needed for virtual team members to be engaged in their roles. Based on these findings, a set of recommendations was provided and the creation of a new employee engagement plan was outlined. This study served as a first step for the organization to better understand the experiences of virtual team members and create salient and structured actions to improve these experiences, as well as overall employee engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The world flipped to remote work overnight with the COVID-19 pandemic. As such, current literature on the pandemic video call work environment is limited and is mainly trade articles. Previous literature used many terms, with one term per study, to evaluate deliberate behaviors where one engaged in an unrelated task with or without a conversation partner. Therefore, this study identified "divided presence" as the umbrella term to aggregate these behaviors. At this point, divided presence is defined as one's deliberate behavioral choice to divide one's presence between a live conversation partner and at least one other unrelated task simultaneously. This narrative study examined how 21 pharmaceutical or biotechnology professionals who worked remotely at least two days per week and experienced receiving divided presence from colleagues on work video calls in the COVID-19 remote work environment made sense of this experience. This research used real-life scenarios in video calls with 3 participants per call and a follow-up survey to validate themes. Psychological meaningfulness, safety, and availability served as this study's theoretical framework. Ten themes emerged across the call groupings. Findings suggest that when participants received divided presence, they experienced negative, empathetic, and variable emotional impact. The nature of the colleague relationship and the unrelated task were potential mitigating or compounding factors. Power dynamics had an impact and, repeat engagers in divided presence were detrimental to working relationships. Lastly, poorly organized meetings increased undesirable impact from a participant's receiving and propensity to engage in divided presence. This study's findings validated pre-COVID-19 literature, showed that the theoretical framework still works today, and provided challenges to literature with siloed lenses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]