A Deaf Academic Leader's Perspective: A Proposed Framework for Decision-Making Process in Higher Education for Deaf Students.

How do the intersectional relationships between the dual process, heuristic/bias, and decision-making models manifest in an educational leader's decision-making framework when the leader possesses a deaf lens? Perceptions that could have an emotional impact on the decision-making process are shared. Research in the field is discussed and supplemented by the author's own perspectives, experiences, and document analysis to articulate a proposed framework. The goal of implementing the proposed framework is to increase the probability of obtaining better decisions, given that educational leaders with deaf lenses tend to be visually receptive learners who depend on personal and professional philosophy and experience. The selected perceptions and phrases from the intersectional relationship categories forming the proposed framework were based on A) information (sought and processing), B) time (as phase), and C) emotional responses. In this article, the perspective of an educational leader possessing a deaf lens is examined with emphasis on the potential influences that impacts the decision-making processes and validation of a new framework. The result of this was that no single decision model is necessarily the correct model or is responsible for any outcome. More significantly, the work demonstrated that the proposed framework has the potential to help other educational leaders with a deaf lens improve their knowledge, understanding, and perspective on their decisions that impact stakeholders. As a result, this framework and understanding can be seen to benefit prospective educational leaders. [ABSTRACT FROM AUTHOR]