The Benefits of Collaborative Doctoral Research Celebrate the diffusion of innovative refractive thinking through the writings of these doctoral scholars as they dare to think differently in search of new applications and understandings of post-secondary education. Dr. Elena Murphy presents the case for educators to use learning styles in the classroom for adult student success. Dr. Judy Fisher-Blando and Dr. Denise Land offer expertise about regarding the use of passion, differentiated learning, and management behavior to encourage the engaged learner. Dr. Rene H. Contreras demonstrates how the teacher-mentor develops the mentoring relationship and takes full responsibility for the student learning. Dr. Robert D. Hobbs reveals the latest research in neuro-, socio-, and psycholinguistics that indicates new curriculum and perspectives on education are required. Dr. Emad Rahim and Dr. Darrell Burrell offer expertise about perspectives on social, organizational, and cultural change in community service helping organizations. Dr. Gillian Silver and Dr. Cheryl A. Lentz explore the role of the student as a consumer learner as the model for post-secondary education further evolves. Dr. Richard Wolodkowicz examines the predictive value of seven leadership attributes in supervisors of employee-students seeking post-secondary educations. Dr. Kerry Lynn Levett explores what students learn beyond the classroom in post-secondary education. Dr. Tom Woodruff appraises the entries of this anthology with a refractive lens of sustainable academic leadership and lifelong learning. Unlike most academic books that merely define research, The Refractive Thinker(r) offers commentary regarding the state of post-secondary education from the perspective of multiple authors-each offering a chapter based on their specific expertis

The Refractive Thinker(r) celebrates the accomplishments of the doctoral scholars contained within the pages of their award winning Volume IV: Ethics, Leadership, and Globalization. The intent is to provide a forum for these authors to share their thoughts and expertise as they contribute to our expanse of knowledge in pursuits of the tenets of and philosophies of higher learning. The title of this series, The Refractive Thinker(r) was chosen intentionally to describe a new way of thinking. As a society, we often find ourselves between the dichotomies of either thinking within the box (thinking) or outside of the box (critical thinking). The Refractive Thinker(r) introduces the concept of refractive thinking - thinking beyond the box, perhaps even building a new box entirely. As a result, this series highlights the ability of these doctoral scholars to bend thought, to converge its very essence on the ability to obliquely pass through the perspective of another. The goal is to ask and ponder the right questions; to dare to think differently, to find new applications within unique and cutting edge dimensions, ultimately to lead where others may follow or to risk forging perhaps a new path entirely. The goal of this series is to provide additional guidance one might need as a citizen of the world. For Volume IV, these scholars and authors provide readers with new lenses with which to explore ambiguity and to navigate turbulent waters offering new paths to success. Topics will include ethics, leadership, and various global concerns currently affecting the business landscape. Discover additional answers to consider and the many pearls of wisdom offered within these pages. The Refractive Thinker(r) Press presents this collection of the works of thirteen scholarly authors affiliated with various institutions of higher learning to include topics such as: Ethics in Educational Leadership (Dr. Neysa T. Sensenig); Have We Tipped: Are We Ready to Demand Ethical Behavior From Our Leaders? (Dr. Sheila Embry); Physician Cultural Attitudes Towards Hospice Services (Dr. Karleen Yapp); Behavioral Integrity: The Precursor to Ethical Leadership (Dr. Cynthia Ann Roundy); How Understanding Impacts Ethics and Privacy (Dr. Tim Brueggemann); The Power of the River of Character in Organizations (Dr. Ramon Benedetto); The Impact That Ethics and Values Have on Leader-Follower Relationships (Dr. Susan K. Fan); Exploring the Transactional and Transformational Leadership Characteristics of Social Networking Communications ((Dr. Gail Ferreira); Globalization of Body Language (Dr. Judy Fisher-Blando) (Dr. T.G. Robinson) (Dr. Cheryl A. Lentz); Maximizing Debt Collection Performance Through Organizational Design Changes (Dr. Kaja Kroll); and Systems Theory: Changing the Hegemonic Impact on Leadership Advancement for Women (Dr. Beverley Carter). The Foreword is written by Cam Caldwell PhD with the conclusion written by Dr. Thomas M. Woodru

The Lentz Leadership Institute presents this collection of the works of ten scholarly authors affiliated with various institutions of higher learning to include topics such as: Change Management: The Role of Leaders to Prevent Workplace Bullying (Dr. Judy Fisher-Blando); Change Agents: Building Bridges over Resistance (Dr. Thomas M. Woodruff), Change Agent Attributes: Pillars of Leadership Effectiveness (Dr. Lisa M. Kangas); The Relationship Between Values and Leadership Styles (Dr. Nicholas D. Sarantopoulos); Becoming an Agent of Transformation (Dr. Armando Salas-Amaro Jr.); Defining a New Model for Transformational Retirement (Dr. Maria Malayter); Educational Organizations: Managing Change to Improve Student Learning (Dr. Neysa T. Sensenig); Successful Change Management Begins with Effective Leader-Follower Relationships (Dr. Susan K. Fan); Executive Coaching: Leaders with Self Awareness Manage Change More Effectively (Dr. Dionne Kress); and Strategic Change Management: The Importance of Inclusiveness (Dr. Cheryl A. Lentz). The Foreword is written by Mary Beth Hartleb with the conclusion written by Dr. Thomas Woodruff.

Historically, only those in senior leadership positions within the executive office were felt to understand and employ strategic literacy to possess the skill, knowledge, and expertise to most effectively formulate corporate strategy and make strategic decisions. The purpose of this quantitative correlational explanatory study was to determine if this traditionally held view of the strategic management process where strategic decision-making had once been entrusted solely to the organization's top management was still valid. In addition, the intent was to extend the foundational work of Drs. Wooldridge and Floyd from their 1990 study, using the modified Delphi Technique to look at the significance of additional employee involvement in the strategic decision- making process as it correlates to organiational performance.

The Refractive Thinker(r) celebrates the accomplishments of the doctoral scholars contained within the pages of their second volume: Research Methodology (270 pages, $18.95 paper book, $9.95 e-book, $3.95 individual chapters, $9.95 for e-Delphi Primer and e-Qualitative sections). The intent is to provide a forum for these authors to share their thoughts and expertise as they contribute to our expanse of knowledge in pursuits of the tenets of and philosophies of higher learning. These individual contributions included a Peer Review Board. The title of this book, The Refractive Thinker(r) was chosen intentionally to highlight the ability of these doctoral scholars to bend thought, to converge its very essence on the ability to obliquely pass through the perspective of another. The goal is to ask and ponder the right questions; to dare to think differently, to find new applications within unique and cutting edge dimensions, ultimately to lead where others may follow or to risk forging perhaps a new path entirely. The Refractive Thinker(r) Press presents this collection of the works of nine scholarly authors affiliated with University of Phoenix School of Advanced Studies to include topics such as: Part I: The Delphi Primer (Dr. Elmer Hall), The Delphi Epiphany (Dr. Edward Knab), and The Delphi Conundrum (Dr. Cheryl A. Lentz); Mixed Methods: Stages of Internet Adoption in Preventive Health (Dr. Diane Cortner); Part III: Qualitative: The Phenomenological Research Method as a Valid Human Sciences Research Tool into the Investigation of Human Behavior (Dr. Barbara Turner), A Qualitative, Ethnographic Review of Teachers' and Administrators'' Perceptions of a Prescribed Writing Program (Dr. Neysa Sensenig), and Exploring Consumer Perceptions of Global Branding and Iconization (Dr. Gail Ferreira); Part IV: Quantitative: Use of Spearman's Rank Correlation to Determine Pilot Survey Validity for Doctoral Dissertation on Workplace Bullying (Dr. Judy Blando), and Part V: Research as Art: The Elements of the Gaze: Building Internal Coherence in Research Design (Dr. Linda Wing). The Foreword is written by Dr. Jody L. Sandwisch and Stuart Bailey with the conclusion written by Dr. Thomas Woodruf