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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- Purpose: Although American higher education institutions take pride in students’ ability to manipulate the material world through science, medicine, technology and commerce, the spiritual journey of faculty tends to be given less attention and tended to be compartmentalized and relegated to the periphery. The purpose of this study was to explore the phenomenon of spirituality from the perspective of higher education faculty in the Central Florida region. A literature review revealed research on manifestations of spirituality within the backdrop of higher educational institutions. However, research literature did not provide indications of specific links between faculty member’s personal spiritual beliefs and the perceived impact of those beliefs within academic environs. This research contributes to the field by giving voice to faculty perceptions about spirituality in higher education vis-à-vis multiple teaching spheres. Method: The overarching question that propelled this study was: How do higher education faculty members give voice to their perceptions about spirituality within multiple teaching spheres? A qualitative technique of comprehensive research and analysis was employed throughout this phenomenological study. The research study was conducted via an on-line anonymous questionnaire. The sample included ten purposively selected higher education faculty members employed within the Central Florida area. Moustakas’s (1994) three-pronged process data analysis procedures were utilized. Major Findings: Participants’ perceptions, opinions and lived experiences about spirituality presented a broad spectrum encompassing five major themes: understanding spirituality, spiritual experiences, spiritual enhancements, inter-personal relationship and transformational leadership. The qualitative methodology revealed polarized, complex and multiple notions of truth and reality about spirituality, which resulted in a framework of analytical blended responses that embraced the concepts of servant leadership and human capital theory. Faculty perceptions about the overall culture of spirituality showed that faculty members were particularly influenced by their own epistemological understandings, ontological beliefs, and axiological assumptions. Some of the participants drew upon their personal spirituality to develop responsive educational practices intended to teach students through transformative learning techniques. From a phenomenological qualitative coursework, one important concept extracted by this investigation was the significance of offering a framework that deploys interplay among faculty definitions of spirituality, roles of spirituality, and the factors that influence spirituality within multiple teaching spheres. The results of this investigation may provide implications for faculty in higher education. The essence of spirituality, as perceived through first person accounts from higher education faculty, may enhance further understanding of spirituality as the transformation of oneself; an iteration of inter-personal relationship, spiritual awakening of the soul; and an ultimate embracing of spiritual virtues.
- Thesis:
- Thesis (M.S.)--Barry University, 2011.
- Bibliography:
- Includes bibliographical references (leaves 172-200).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Seeragie Khadaroo. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- BV4501.3 .K43 2011_KhadarooSeeragie ( BU-Local )
- Classification:
- BV4501.3 .K43 2011 ( lcc )
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