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Joint Service Integration

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  • JOINT-SERVICE INTEGRATION: AN ORGANIZATIONAL CULTURE

    STUDY OF THE UNITED STATES DEPARTMENT OF DEFENSE VOLUNTARY

    EDUCATION SYSTEM

    by

    Martin K. Benson

    A Dissertation Presented in Partial Fulfillment

    of the Requirements for the Degree

    Doctorate of Management in Organizational Leadership

    UNIVERSITY OF PHOENIX

    November 2009

  • UMI Number: 3406673

    All rights reserved

    INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted.

    In the unlikely event that the author did not send a complete manuscript

    and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

    UMI 3406673

    Copyright 2010 by ProQuest LLC. All rights reserved. This edition of the work is protected against

    unauthorized copying under Title 17, United States Code.

    ProQuest LLC 789 East Eisenhower Parkway

    P.O. Box 1346 Ann Arbor, MI 48106-1346

  • 2009 by MARTIN K. BENSON ALL RIGHTS RESERVED

  • ABSTRACT

    The purpose of the descriptive case study with a multiple case framework was to (a)

    describe the organizational cultures of education programs and leaders in the United

    States (U.S.) Department of Defense (DoD) voluntary education system on Oahu,

    Hawaii; (b) determine if an overlapping common organizational culture exists; and (c)

    assess the cultural feasibility of increased joint-service integration. Semi-structured

    interviews were conducted with 21 education system leaders, including education service

    officers (ESOs); unit level education officers (EOs); and college directors from U.S. Air

    Force, U.S. Army, U.S. Marine Corps, and U.S. Navy education centers. The data

    analyzed from each education program across the four services revealed nine

    organizational culture commonalities and four joint-service organizational culture

    attributes within the nine culture commonalities.

  • v

    DEDICATION

    The dissertation is dedicated to the men and women of the U.S. Armed Forces

    who put their lives on the line daily in support of principles and ideals they hold dear and

    to my two daughters, Brandi Benson and Michelle Benson, who are both proud members

    of the U.S. Army and have served their country in harms way in Iraq. The sacrifice our

    military service members and their families make to keep our nation secure must

    continue be met with deep gratitude and profound appreciation.

    The dissertation is also dedicated to my mother who ignited the spark of creativity

    and expectation in me from a young age and to my late father whose stalwart example of

    living shines brightly in my heart. Gloria Benson is a poet, a lover of words, and an

    abstract thinker who attends university for the sheer joy of the intellectual discourse and

    the verbal joust. My father, Earl F. Benson, fought his last fight during the dissertation

    journey, and his inspiring and assuring presence is deeply missed each day. His example

    as a proud member of the U.S. Marine Corps and a decorated Honolulu police detective

    instilled the strength, discipline, and faithfulness required to finish the dissertation

    journey.

    Finally, the dissertation is dedicated to the guiding light in my night, Leah J.

    Sherman. I would not have made the academic journey without her loving, caring, and

    empathetic support. Leah was at my side every step of the dissertation journey and helped

    me keep my focus together when it looked like it was all was going to fall apart. I felt her

    love and support in the darkest moments of the journey. I would not be at this point

    without Leahs sacrifice.

    Semper Fidelis.

  • vi

    ACKNOWLEDGMENTS

    I would like to thank and acknowledge my mentor Keri L. Heitner, Ph.D. for her

    amazing patience, understanding, and support during the dissertation journey. The hours

    spent reading proposal drafts and providing never-ending guidance on the appropriate

    direction of each chapter and paragraph was invaluable. With each step in the journey,

    Keri was by my side and provided the type of academic leadership necessary to keep me

    moving steadily ahead. Keri never lost faith and supported my vision without hesitation.

    I would also like to thank my committee members, Ralph Melaragno, Ph.D., and

    Barbara A. Turner, D.M., for their intellectual input and academic expertise. Ralph

    provided important insight throughout the process, greatly increasing the depth and scope

    of the dissertation. Barbara brought a wealth of expertise regarding the U.S. DoD

    voluntary education system, ensuring the complexity of the system was articulated

    thoroughly. Thanks to my committee members for taking the long journey with me.

    I must also thank Patricia Scott, Ph.D., who was my academic advisor during the

    dissertation process. When life happened, she was my institutional advocate. Patricia

    always worked the administrative issues to ensure I was provided the time to finish my

    study. Patricia fought for me, and I will never forget it. Thank you.

  • vii

    TABLE OF CONTENTS

    LIST OF TABLES ............................................................................................. xiii

    CHAPTER 1: INTRODUCTION ......................................................................... 1

    Background of the Problem .................................................................................. 2

    Statement of the Problem ...................................................................................... 8

    Purpose of the Study ............................................................................................. 9

    Significance of the Study .................................................................................... 10

    Nature of the Study ............................................................................................. 12

    Qualitative Method ...................................................................................... 13

    Case Study Design ....................................................................................... 14

    Research Questions ............................................................................................. 17

    Theoretical Framework ....................................................................................... 18

    Organizational Culture ................................................................................. 18

    Nontraditional Adult Education ................................................................... 20

    U.S. DoD Voluntary Education System ...................................................... 22

    Definition of Terms............................................................................................. 23

    Assumptions ........................................................................................................ 26

    Scope ................................................................................................................... 28

    Limitations .......................................................................................................... 29

    Delimitations ....................................................................................................... 30

    Summary ............................................................................................................. 31

    CHAPTER 2: LITERATURE REVIEW ............................................................ 33

    Documentation .................................................................................................... 34

  • viii

    Historical Overview and Current Findings ......................................................... 36

    Organizational Culture ................................................................................. 36

    Nontraditional Adult Education ................................................................... 54

    U.S. DoD Voluntary Education System ...................................................... 64

    Conclusion .......................................................................................................... 80

    Summary ............................................................................................................. 81

    CHAPTER 3: METHOD .................................................................................... 83

    Method and Design Appropriateness .................................................................. 84

    Qualitative Method ...................................................................................... 84

    Case Study Design ....................................................................................... 86

    Appropriateness of Design .......................................................................... 87

    Multiple Case Framework ........................................................................... 88

    Population ........................................................................................................... 89

    Sampling Frame .................................................................................................. 90

    Sampling Approach ..................................................................................... 91

    Sample Size ........................................................................

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