The Role of Appreciation in Higher Education: The Experience of

152 Pages·2011·1.48 MB·English

THE ROLE OF APPRECIATION IN HIGHER EDUCATION:
THE EXPERIENCE OF ONLINE FACULTY MEMBERS
WITH INSTITUTIONAL ADMINISTRATION
by
Aubrey L. Coy
Liberty University

A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Education

Liberty University
April 2011
THE ROLE OF APPRECIATION IN HIGHER EDUCATION: THE EXPERIENCE OF
ONLINE FACULTY MEMBERS WITH INSTITUATIONAL ADMINISTRATION
by Aubrey LeeAnne Coy

A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Education

Liberty University, Lynchburg, VA
April 2011

APPROVED BY:

Beth Ackerman, Ed.D., Chair April, 2011

Anita Satterlee, Ed.D., Committee April, 2011

Paul White, Ph.D., Committee April, 2011

Scott Watson, Ph.D., Chair of Graduate Studies April, 2011
ABSTRACT

THE ROLE OF APPRECIATION IN HIGHER EDUCATION: THE EXPERIENCE OF
ONLINE FACULTY MEMBERS WITH INSTITUTIONAL ADMINISTRATION
Aubrey Coy, 2011: Qualitative Research Dissertation, Liberty University.

This study explored the role of expressed appreciation in an online education working
environment. The research method used was a transcendental phenomenological
approach in order to provide a foundational base for giving a voice to the participants’
experiences in higher education, based on the participants’ preferences for experiencing
appreciation. Through assessments and interviews, this research intended to evaluate the
role of appreciation in the workplace, namely higher education, and the relationships
between online faculty members and their administration. Utilizing a newly created
assessment tool, the Motivating by Appreciation Inventory, the act of appreciation was
evaluated in terms of the Languages of Appreciation: verbal praise, acts of service,
giving gifts, and quality time. The research also evaluated each participant’s
understanding and experience of appreciation in relation to the identified language of
appreciation. The study was conducted with eight current online faculty members at a
large Christian university in the Southeastern region of the United States. The following
themes emerged throughout the data collection process: value of encouragement through
words, significance of timely interactions, a desire to play an active role within the
university, the need for administrator’s support in decision making, intrinsic motivation,
stimulation through student interactions, and the importance of monetary incentives.
Keywords: appreciation, distance education, faculty satisfaction, higher education,

interpersonal relationships, online education, work satisfaction
Dedication
During the completion of my doctoral coursework and the onset of the writing of
my dissertation, one of my biggest fans went home to be with her Savior and Heavenly
Father. My Mamaw Coy lost her long-fought battle to cancer in January of 2010. Even
through her painful chemo treatments and her most tiring days, she would still check in
with me on my progress on my degree and was in support of whatever I put my mind to.
She encouraged me to be a secure woman in my own right, but always first a child of
God. She taught me to be a confident individual yet to have a heart for others and to
always hold family close. She also passed on a deep appreciation for a long day of
shopping! During my childhood and college years, though she lived several states, she
attended every activity of which I was a part. Along with my Papaw Coy, she was a
consistent fan at my softball and basketball games, cheerleading events, piano and dance
recitals, graduations, and every time I was on stage or in a field. She also supported me
through my undergraduate degree and was a steady listening ear and a prayerful heart. At
her memorial services, I read the following verse: “He alone is my rock and my
salvation; he is my fortress, I will never be shaken (Psalm 62:2).” Her example of living
this verse out in her challenges in life has encouraged me to do the same. It is my hope
that her memory is lived out through my work.

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Acknowledgements
This process was covered in my prayer from the beginning and while there were
numerous stumbling blocks, the Lord was ever faithful in my time of need and
discouragement. My parents, Andrew and Lisa Coy, and my extended family have
provided the much needed encouragement and countless phone calls just to check-in on
my progress and to offer the cheers that I needed.
Also, I am extremely thankful for my wonderful committee. My chair, Dr. Beth
Ackerman, has been amazing throughout the entire process. I was determined to have her
as my chair from the beginning of my doctoral degree and I am so thankful for the
opportunity to work with her. She has truly been an answered prayer and I am extremely
grateful for her professionalism, leadership, and mentorship. Dr. Paul White, a co-reader
on the committee, is actually the reason for the topic and the idea behind the study. This
research would not have been possible without him and I have greatly enjoyed learning
all that I have from him. I am also extremely grateful to Dr. Anita Satterlee, a second co-
reader on the committee, who stepped in mid-way through and provided much needed
feedback and guidance in regards to faculty satisfaction. In addition, Dr. Steven
McDonald has graciously offered his statistical expertise to the pilot study and I am
forever indebted to his hard work and collaboration on this project.
I would also like to express my deep appreciation to the support, care, and many
prayers of the faculty, staff, and graduate student assistants of the Center for Counseling
and Family Studies. Daily, the Lord has put each of these individuals in my life just
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when I needed them. Their knowledge, experience, and expertise guided me throughout
this process and I am blessed by their friendships.

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Table of Contents

CHAPTER ONE: INTRODUCTION 1
Background of the Study 2
Problem Statement 7
Purpose of Study 8
Professional Significance of the Study 8
Guiding Questions 9
Research Plan 9
Terms and Definitions 10
Summary 13
CHAPTER TWO: REVIEW OF THE LITERATURE 14
Theoretical Framework 14
Motivating by Appreciation 24
Effective Leadership 28
Workplace Satisfaction 37
Administration and Faculty Relationships 40
Research Framework 41
Summary 43
CHAPTER THREE: METHODOLOGY 44
Method 44
Design 44
Participants 46
V
Site 48
Researcher’s Perspective 49
Data Collection 50
Data Analysis 59
Trustworthiness 61
Ethical Considerations 62
Summary 63
CHAPTER FOUR: RESULTS/FINDINGS 64
Introduction 64
Addressing Personal Experiences 64
Overview 65
Introduction to the Participants 66
Analysis of Data 71
Themes Found in the Data 73
Guiding Questions 88
Appreciation in Higher Education: Textural Description 101
Appreciation in the Online Workplace: Structural Description 102
Essence of the Experience 104
Summary 105
CHAPTER FIVE: DISCUSSION 107
Summary of the Findings 107
Implications 112
VI
Study Limitations 115
Delimitations 111
Recommendations 118
Locating the Researcher 119
Conclusion 120
REFERENCES 121
APPENDIX A: Request for Participation 129
APPENDIX B: Participant Release Agreement 130
APPENDIX C: Interview Guide 132
APPENDIX D: Motivating by Appreciation Tool 134
APPENDIX E: Audit Trail 139
APPENDIX F: Five Love Languages Assessment 141
Figure 2.1: Maslow’s Hierarchy of Need’s 14
Figure 2:2: Alderfer’s ERG Theory 17
Figure 2:3: Vroom’s Expectancy Theory 21
Figure 2:4: Goleman’s Emotional Intelligence 23
Table 2.1: Theories Supporting the Languages of Appreciation 26
Table 3.1: Participant Information 48
Table 3.2: Frequency of Categories 55
Table 4.1: Significant Statements and Formulated Meanings/Themes 72
Table 4.2: Comparison in Participant Survey and Interview Results 99
Table 4.3: Language of Appreciation and Significant Statements 100
VII
CHAPTER ONE: INTRODUCTION
The famous French author, Voltaire, once stated, “Appreciation is a wonderful
thing: It makes what is excellent in others belong to us as well” (Voltaire, n.d.).
However, individuals often struggle to appropriately demonstrate appreciation to those
around them, specifically those in the workplace. Demonstrating appreciation becomes
even more difficult in a workplace that is diverse in individual personalities,
backgrounds, and beliefs or in a workplace that is fast-paced, goal-focused, and product-
driven. This breakdown in communication is frequently the reality in higher education,
where faculty members are often autonomous workers, independent thinkers, and
naturally competitive and goal oriented (Kuo, 2009). Furthermore, in today’s state of
education, where teaching and learning are regularly done from a distance and faculty
members may reside hundreds of miles away from their institutions of employment and
from their students, communication in the online environment is at the forefront of
discussions on modern education.
As the dynamics of higher education continue to develop, subsequently does the
need for further discussion of interpersonal relationships, intraprofessional relationships,
leadership styles needed in these evolving environments, and the ability to increase job
satisfaction through appreciation expressed in these interactions. This research study
aspired to examine the role of appreciation in online faculty in higher education through
these relevant lenses.

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