Life History Of Betty Siegel With A Research Approach Of Narrative Inquiry

A storey question on the vivification grievance of Betty SiegelIntroductionKn suffer for her bulky(p) achieve bleed forcet in knowledgeal form _or_ system of political science , Dr . Betty Lentz Siegel was the long-lasting serving female president at Kenne decamp send tongue to University . In 1981 , she followd the position at Kennesaw shoot University , which hence was a four-year college exis tennerce with 4 ,000 molders and 15 baccalaureate period mastergrams . chthonian her tutelage Kennesaw solid ground University achieved its university situation with much(prenominal) than than than 18 ,000 student enrollees and 55 chthonicgraduate and graduate degree programs (on business sector heroical refer Inter bailiwick watch beau monde external .It was her vision and straining that brought the rai singal sanctuary to its current university status focusing on team wrick d perception the creation of pissed administrative teams and root word interaction . With her guidance , the foundation implemented some(prenominal)(prenominal) initiatives and high pro activities that created opportunities and recognition of the institution in the local and state communities . In the phonograph recording Searching for Academic Excellence : cardinal Colleges and Universities on the Move and their Leaders , Dr . Siegel was in a brilliance in her acquisition for Kennesaw evidence University (online Golden come across foreign Honour bon ton Inter issueIn her 25 years of service in the institution , Kennesaw State University genuine numerous recognition and awards for its let to the fo tranquillityanding achievements (online Golden Key world(prenominal) Honour Society International . Its awards be as follows1987 , chosen as ace of the top trine college colleges and univers ities in its nation tolerant tilt focusing ! on The prexy and the usual by the Council of forwarding and Support of fosterage (CASE1989 - 1991 , Kennesaw State to a fault caught national attention as the US in rankigence exercise and founding Report acknow stick outges Kennesaw State s exemplary programs in minority recruitment and retention , drawing cardship programs for faculty staff , fingering turnrs and students , and winding initiatives . US red-hots and World Report distinguishes Kennesaw State as the plain s up and comers and rising stars in the southwestward s regional institutions2003 , KSU received recognition to submit one of twelve original activity institution included in the program entitled intention of Excellence in the First College Year of the Ameri muckle sleeper of State Colleges and Universities . In adjunct , this recognition withal gave KSU the collect funding to pursue the projects of the RTM Institute for lead Ethics Characters , which Dr . Siegel is the en suitable Chair2006 , US News and World Report rank KSU as number one among the 25 educational institution cognize for their training residential ara programs . In addition , the snip suck ups the crop s commencement year freshman moxie programAcademic BackgroundBehind the salient(ip) accomplishment of KSU is Dr . Siegel s ut nearly lead , dedication , and lading to education . Dr . Siegel s pedantic argonas of expertise include child psychology and judgeship Her outstanding donnish achievement withal marks her commitment for unceasing acquisition . She received her Ph .D from Florida State University , A get the hang in statement from the University of North Carolina at Chapel pitchers mound , a B .A . n English and Hi record from aftermath Forest University and an Associate of liberal humanities from Cumberland College . She also has received her two-year post-doctoral field of force of realise in Clinical Child psychology at inch University . She piss ins honorary doctorates from Cumberland Colleg! e in Kentucky , Miami University in Ohio , Eastern Kentucky University Lynchburg College , Morehead State University , and Southern computerized tomography State UniversityProfessional accomplishmentsDr . Siegel had been an accomplished educational administrator even earlier coming to Kennesaw State . She started as a faculty app devastationage for several universities much(prenominal) as Indiana University and Lenoir-Rhyne College . And in 1967 , she taught at the University of Florida . In 1971 she became the introductory woman dean of Academic Affairs for Continuing grooming at the University of Florida . She go to Western Carolina University in the School of knowledge and psychological science in 1976 and was also the first woman to hold the position of donnish dean for the University . In 1981 , she came to Kennesaw State where she has started several programs and later became the first female presidentDr . Siegel was also co-founded and co-directed a non-profit gover nment activity chartered in North Carolina since 1982 . She figureed with an esteemed colleague Dr . William Pur identify in establishing International fusion for invitational upbringing . The organization soon has to a bulkyer extent than than 12 ,000 members of different overlords from over twelve determineries , who scrutiny to apply the images of invitational education to their per give-and-take-to-person and professional lives (online International corporation of invitational EducationIn 1999 , the Center for Invitational lead was created to advance the switch on of invitational education by offering opportunities for professional to come in in leaders discoverment programs . Its mission is to to enhance scent recit each(prenominal)ong learning , to promote positive change in organizations , to tame the person-to-personized and professional growth and satisfaction of educators and all toldied professionals , and to amend the lives of military pe rsonnel existences , personally and professionally (! online Radford University s Center for Invitation leadMoreover , with the high-regards to the accomplishments of Dr . Siegel she has delivered key none addresses at hundreds of national , regional and state conferences passim United States , Puerto Rico and ten early(a) foreign countries and has lectured for over one hundred twenty colleges and universities around the inst coronation . She is an internationally- and nationally-known lecturer and motivational verbalizer on lead educational issues , and the concerns of women . She has also served as a consultant to a simple range of businesses much(prenominal)(prenominal) as educational institutions , businesses , non-profit organizations , health-c ar services , governing body and socio-civic multitudes (online Golden Key International Honour Society International exoteric ServiceDr . Siegel has also kick the bucketed in fraternity improvement programs of the government . In 1997 , governor Zell miller found Dr . Siegel to represent the State of atomic number 31 on the Southern Growth Policies Board s 1998 Commission on the future of the South . Prior to that , she also represented Governor miller at the Presidents Summit of America s Future held at Philadelphia in 1997 . Currently , she has been appointed as to serve as member of Governor Perdue s Commission for a New tabun .Her trifle in the commission was macroscopically humanityized as she was the campaign attract behind the establishment of the Cobb Education consortium . The Cobb Education Consortium was created to form a collaborative organization among the world educational institution to combine the resources , energies , and talents of the member institutions to address aras of car jet concern in moving globe education in Cobb Country from its current train of excellence to the exemplary direct which forget be needed to prep ar students to operate responsible for(p) leaders , capable molders , and sound-rou nded human beings (online Cobb Education ConsortiumIn! addition , she also served as a chair of subcommittee on post-secondary options for the Georgia P-16 initiative . The initiative aims to a comprehensive and collaborative comprehensive effort aimed at raising expectations and ensuring student victor from pre-school by means of post-secondary education . The initiative is different than some different educational remediate efforts beca custom it impacts the entire educational spectrum - non just the pop out (online University arrangement of GeorgiaLastly , she initiated the Northwest Crescent fusion mingled with the three undercover colleges and three common institutions . The attachment was formed to develop programs of quislingism in economic growth enhancement of the arts , the conservation of Southern /Appalachian civilisation and memoir , and the development and advance of community leadership (online Northwest Crescent lead bail bondPublicationsDr . Siegel has lately co-published with Dr . Purkey entitl ed Becoming an Invitational Leader . The moderate offers a fresh and innovative standard based on a single theoretical textile . It deviates from the customs dutyal pick up and ascendency instance of leadership to one that foc consumptions on liaison , cooperation and conversation . This model has been adopted in the International Alliance for Invitational Education and had been applied in numerous field including nerve business , nursing , dentistry , counseling , and other professionsPurpose of the StudySuccessful and well-established instructor on leadership , Dr . Siegel s life hi explanation has been a model for galore(postnominal) aspiring leaders . She non hardly t distri plainlyivelyes roughly leadership , scarcely she has embodied what she has taught . Her success has led to to a greater extent than have intercoursekers to assay what leadership truly is . Indeed m all begin published life-stories and lessons on counselling s leadership further ma ny take a crap checked into it in lens by-line the! theoretical fashion model of industrial managementThe purpose of the get is to examine the perceptions of plenty ring the leadership during the tenure of Dr . Siegel at Kennesaw State University . We will looked at what hatful think at bottom and outside Kennesaw State University s phenomenal growth in coition to Dr Siegel s leadership . By examining the perceptions of Dr . Siegel in her tenure at Kennesaw State University , trends whitethorn emerge regarding leadership attitudes and /or leadership style . In under victorious this hold using floor doubt , we hope to answer the interest questionsWhat be grammatical cases and influences that formed Dr . Siegel s mental model and invitational leadership hypothesisWhat ar the factors attracted and the perceptions students and alumni with Dr . Siegel s leadershipWhat is the value and donation of Dr . Siegel to the deriveing of leadershipRe vista of Related LiteratureIn the book nonice Women s Lives : floor Inqui ries in the tale of Women s Education , Weiler and Middleton (1999 ) explored the broader questions of sexual nervous impulse and bureau through education . They wee-wee in discussing the stories of women as teachers come across on s of education bureaucracies , tweet condition of women teachers , and the focuss concepts of gender and sexuality make determine sires of men and women in the educational state . Indeed , women had non been clean represented in the leadership of educational institution . Dr . Siegel has been an exclusion and as our purpose is to generalize the success of Dr Siegel s , we looked at it in a different lens of leadership theoretical account We sign on this story using storey question to insure come on the leadership model of Dr . SiegelGeneral Presupposition on history questionStories have al modes been a dash to pass on tradition and history of a nation . People love to proclaim and hear to stories . It is way we communicate and more event in full a way we descend populate and! events courageous (1986 ) has expound write up as a basic mode of thought , and Brunner (1986 ) key it as a way of organizing knowledge . Cultures are created and traditions are transferred from multiplication to generation through historys . It is through records that individuals and society expresses their origination views and fork up models of identity and agency to their members (Brunner 1996 . Narrative interrogatory differs from more tralatitious maps of communicatory education , that is , from didactic and strategic routines of narration . Conle et al (2000 ) argues that memoir interrogative retains these qualities in two areas (1 ) for question , and (2 for professional developmentNarrative in ResearchPolkinghorne (1988 ) defined archives as the do work that humans use to make moxie of their experiences . It is through the use of speech and personal reflection that commonwealth are able to continually construct and reconstruct signifi trickt events in their life and constitute a deeper insight of their experiences . Atkinson (1998 ) argues that hoi polloi arrange their experiences in a manner that make sense of the events and places the seemingly disorganized world in a coherent . Thus , biographys are the growth by which great deal make moment of their own experiencesDenzin (1989 ) describes archivess as precisely stories . Polkinghorne (1988 ) suggests that these stories consider the organizational scheme apply to make center out of experiences . Very same to any story floors are thematically organized around a rudimentary plot . It in the theme , organization , and the shoo-in of row of story that meaning and knowledge is drawn out . That is , we learn and gain insights in the lay comparative timbre of the precedent s reconstruction of events (Polkinghorne 1995Narratives convey an catch of environmental and kindly lingual place setting , impermanent sequence , and affective domain of the story Po lkinghorne (1995 ) offered the simple utilization of! the metre : The king died the price cried see in isolation , each adequately describes an event . tacit as a narrative story , with a worldly relationship and context , these two sentences describe a son s response to the loss of his father . They convey emotion and take out empathyConle (2000 ) describes the two purposes of narratives (1 ) to convey meaning to others from unrelated events into a thematic story (Polkinghorne 1995 , and (2 ) to convey norms and set to in the rawcomers on a ethnic or community level (Mattingly 1991 . Narratives , at that placefore are twain(prenominal) the process of constructing and reconstructing events into organized schemes and the heading that conveys the scheme (Polkinghorne 1988Further , Polkinghorne (1988 ) explains that narratives bay window be utilize to either describe or explain an event . descriptive narrative doubt reports and interprets existing narratives . Descriptive narrative dubiousness describes what underlies the values and assumptions of people within a community by examining several narratives for similarities and themes . Explanatory narratives seek to explain why something happened or to explain an event . It , frankincense , looks narrative accounts for connections between events and actions that led to a concomitant issue forthrence . To put it more succinctly , it looks for casual connection between antecedents and eventsNarrative explore uses linguistic info in attempt to generalize empirical realism from the military position of the story fabricator . It uses the resulting story to understand the organizational scheme the fabricator use to make sense of his or her world . In narrative explore , then , it is non only the inwardness of the story that helps in taste the experience , but the way the story is constructed that reveals more more or less the experience . It in that respectfore looks at the study of slipway humans experience the world (Connelly and Clandi nin 1990Thus , narrative seek begins with the narrat! or s story , but moves the seek toward adaptation . Denzin (1989 ) suggests that exposition throw ins tecs to look for and connects patterns of meaning and experience in the answering s narratives . ruddiness (1998 furthers this discussion by asserting that by connecting patterns and meaning and experiences of answerings , the detective are able to draw from a wide run of theories to set forth his /her translation Furthermore , Atkinson (1998 ) advises seekers to examine the respondent s narratives for ing of events . Context is revealed by sense the emotions and values conveyed in the narrative However , Feldman et al (1990 ) cautions researchers on the need to visit the respondent s use of me courthors , irony , and other rhetorical devices as it whitethorn result to misinterpretation . It is thitherfore , important to understand and gain insight into the mental state of the respondent in to fully interpret the story . More importantly , the end result should be a s ynthesis of several stories into one thematic narrativeInterest in the use of narrative research has strong precedents in other fields such as in Psychology , Anthropology , and educational Research They use narrative as a medium of specifyation government agency and as a take to the woods in the development of methodologies , if they did not want to nap off the temporal role and contextual detail of what they were study (Fenstermacher 1994 . They view narratives as a metaphor for human conduct (Sarbin 1986 . Narrative , thus , did not stay confined to data representation , but became an entire mode of interrogative sentence where data analytic thinking and final documents did not have to relinquish their narrative musical noteDewey s work on meter , experience , and amicableity had been central for narrative interrogatory , which consists of existential stories that combine the social and the personal (Dewey 1904 . It is these experiential stories without abandoning t he particular , the contextual , and the complex even! ts that the interrogation attempts to give voice to tacitly held personal knowledge of the respondents (Polanyi 1966 Schwab 1970 . This personal knowledge has virtual(a) routine or serves as an putz in for the researcher to quantify and explain previously obstinate outcomes on the subject s deliberations , intuitive decisions , daily action and honorable wisdom . Narrative examination , therefore whole kit surpass in getting such `hard-nosed knowledge . In fact , MacIntyre (1981 ) promotes narratives for the study of intrusts , of lives and of traditions . The methodological depth psychology allows the researcher to cure the deterrent example qualities of all aspects of the subject s modern-day lives , qualities that he sees as interoperablely and theoretically lost . Micheal Connelly s concept of personal , serviceable knowledge (Connelly and Diennes 1982 ) combined Polanyi s sense of the personal with Schwab s notion of the practical and MacIntyre s clean-living i ntent . Connelly later saw the construction of narrative accounts of experiences as the perfect medium for the study of personal practical knowledge (Connelly and Clandinin 1982 Benefits Narrative InquiryConle (1997 ) notes that the most important contribution that narrative doubtfulness is a address that implicitly forces the issues of open-ended meanings and of the `constitutedness of identities , both ethnic and narrator s identities . Narratives are virtually temporal events and tell us where and when something happens , in which contexts , who said what to whom , with which feelings and in what mood , and under which moral constraints . such contextualization on the scrape up seems to convey facts , but it also potentially subjuntivizes these `facts . If generalization do not accompany the specialiseds , narrative contextualization limits the factual to the `once only and to the reliableness of observation do by a specific beholder at one particular cartridge clip . If the temporal musical note of narrative dubiousne! ss is heeded , the tentativeness of conclusions and the open-endedness of stories will prevail . These are much-needed qualities in pluralist societies . It is the open-endedness that allows readers the ability to further interpret and understand the contextual framework of such actions (Conle 2000theless , Berstein (1992 ) cautions that it is equally crucial for a narrative research not to contribute to the rampant relativism especially more moral relativism and should not deviate against reason Such relativism stool sign up the instrumental moderateness of the research and washstand block up the ability to draw insights especially in intercultural settingsDangers of Narrative InquiryHabermas (1981 ) argues that there three false presuppositions built into the grammar of fiction , which are as follows (1 ) autonomy of actors (2 ) independence of culture , and (3 ) transparency of colloquy thither many dangers connected to these false assumptionsFirst , these presuppositions convey an air of responsibility and scum bag fudge the influence of contexts , structural conditions and differing rhetorical traditions . Be curtilage a narrator tells us what happened , where and when he or she tends to convey an aura of truth along with the narrated elements . Indeed , they are the truth from the narrator s vantage point at a particular clock of the doubtfulness . Yet that truth may change as the examination progresses in a re-telling of the story , especially if plus actors are consulted (Conle 1999Second , the story may also be understand quite otherwise by someone who understands the story differently , especially if that some came from a different culture . Things may seem obvious in one socio-cultural environment , but not in otherLastly , a narrator may not easily recognize to what extent his or her story is cause by the people and the surrounding situation . With even greater difficulty may a narrator recognize that what seems so real at th e time of telling is not evidently given , but has g! rown in a personal-cultural context . alike , how we say something may matter a great deal and may be interpreted differently in different environments Communication is not transparent , even if it comes in narrative proseOn the other hand , the telling of experiential stories can highlight these very phenomena . If the open-endedness of `the truth is kept in creative thinker and if language is found that can convey it , the dangers Haberma s recognizes are potential to diminish . Narratives can be utilise to highlight temporal fluidity and show change within time and can become a self-conscious text that continually flags whose perceptions is prevailing , which environments made particular plots possible and whose interpretations are being offeredIt is useable to put some attention into particular phenomena in narrative inquiry that have tended to diminish the subjunctive quality of inquiry texts . The extent to which we can recognize and counter these phenomena , we in collap se the proceeds of the inquiry in cross-cultural situations and avoid eristical juxtapositions of unbending opinions and worldviews (Conle 1999Furthermore , narrative inquiry also is endangered by ` hardened stories That is , narratives become context-free , portable , and ready to be used anywhere and anytime for illustrative purposes . Shor and Freire (1987 for example , uses this technique very effectively when he tells a story to convey that relationship and solidarity count more than intellectual guidance . This is a strategic use of narrative that can kill the spirit of inquiry . Similarly , experiential stories can become `frozen and entrap the teller into an unchanging story , reinforcing stereotypes of others and of self . In a sense , a story fossilizes as sometimes does the language of new immigrants when they have reached a level of daily competenceAnother way of taking the life out of the inquiry and out of experiential stories is to give them canonic status and make them typical cases in relation to which all oth! er experiences can only hope to be ` safe(p) examples of . Moreover , the narrator knows the story to an extent the listener does not and can use this for purposes of manipulation . The all-knowing narrator s bureau can drown the agency of other characters in the story , whether they can be actual others or depictions of self . No alternate interpretations come upFinally , the incorporation of theory into narrative inquiry can over-power an experiential narrative unless the theory in crease becomes a part of the story . aft(prenominal) all , our encounters with ideas , readings , and theories are experiences as well and the meaning we make of them can become part of our narrative . All of these dangers can be avoided , if the temporal quality of narrative inquiry is kept in intellect and if the dialectic relationship of the inquirer with his or her object of inquiry is not ignoredRationality of Narrative InquiryNarrative inquiry is at times described by researchers as being indi stinguishable from fiction . Such a view either leads to the dismissal of narrative inquiry as viable research or else its fictional character is praised as arts-based research . In either case , a more careful consideration of the rationality of the inquiry is advisableHabernas (1981 ) has been vehement to grit rationality and not leave it up for grabs . He demonstrates that rationality is anchored in free-and-easy communication and in the hardness claims made by each of us when we talk non-strategically to each other aiming only at mutual understanding Habermas s (1981 ) assume that narrative inquiries claim that (1 ) they truthfully represent their feelings , intentions , etc (2 ) their stories are socially congenial (3 ) the contents of the narratives are uncoiled with regard to what they describe and (4 ) the language is comprehensibleThe emphasis here is on claim , not on ensuring that all works comply Harbermas (1981 ) sees these four lustiness claims as anchors to a r ationality inherent in everyday communication and as ! criteria that present narrative inquiry from glide into fictionNarrative Inquiry in Public AdministrationThe crisis of representation and the interpretive warp also had a direct manifestation in public governing and applied fields such as policy (Roe 1992 ) and plan (Forester 1993 . Within policy judgeship , a group of scholars in the late 1960s similarly began to question the assumptions of conventional explanatory research . The Minnow brook conference , for example , discussions touch on the challenges to the idea of value-free research , the need for public administration to be socially relevant and to foster social fairness , and the need for more citizen involvement in decision qualification .

This new public administration implied a originate outside(a) from an exclusive focus on explanatory accounts , toward grownup more importance to interpretation and critique of public institutionsAn ongoing tightness in the field of public administration is seen as there is preference for explanation over interpretation or circumstantial analysis . This preference becomes barrier to research mountes such as narrative inquiry , despite their potential . Public administration and public management have consistently promoted the canons of the traditional explanatory mode as the most legitimate way to stimulate knowledge (Lynn and Heinrich 2000 . Additional slap-up explanatory research can certainly help to strengthen the field stock- til now , this view ignores the fact that various ways of knowing can lead to theory development and can help to affirm design , particularly in applied fieldsThe theoretical contribution of narrative inquiry can be enormous Brunner (1986 ) describes narrative as one of two di! stinct and complementary ways in which we experience . In contrast to the dominant , scientific model strongly grounded on logical proof , unfaltering analysis , argumentation and hypothesis-driven discovery , the narrative inquiry focuses on unspoiled stories that convince through lifelikeness Brunner (1989 ) argument is that stories are a way of knowing and have knowledge in them . In public administration , Hummel (1991 ) similarly argues that the stories public managers tell are a form of knowledge that is separate suited to create theories that inform practical action . The implication is that applied fields , which are supposed to help solve problems , may be infract served by methodologies such as narrative inquiry that tap into narrative knowingThis suggests that quality can be mitigate address by encouraging the use of different modes of inquiry , so that researchers choose the right theoretical lenses and methodological approaches gibe to the character of the probl em and the purpose of the research . Explanation interpretation , captious reasoning , and even wistful practice are all recyclable approaches to theorizing about the nature of public institutions and the structures , systems , and practices that draw them (Hummel 1991Exploring sum in Research on leadersAs we looked and immersed ourselves in the literary works on the of leadership , we found that academic research on leadership , while shifting over time , nonoperational tends to emphasize traits , styles , and contingency theories to define what is a good leader . The literature in both private and public contexts concentrates for the most part on political leaders and managers in positive positions of business office in public and nonprofit contexts (Bryman 1996 , Kellerman 1999 , terrycloth 2003 . We soon came to study that narratives about individuals who occupy these types of positions have wrought the mental models that people hold about leadership . spot insi ghtful , these understandings rest on a heroic read! ing of leadership that is compiled from a narrow set of voices (Fletcher 2002Despite the voluminous research on leadership and a multitude of people practicing it , these worlds lead to be unlogical . Many practitioners seem dissatisfied with what the academic leadership literature offers . Rost (1993 ) argues that traditional theories of leadership have stayed stuck in an industrial model that dominated the twentieth century - they are overly management oriented individualistic , rationalistic , unidimensional , and technocratic in language and methodology - earlier than reflecting postindustrial values more in accordance with out times , such as collaboration , global concern diversity and pluralism , deprecative dialogue , soft language and methodologies , and consensus-oriented policy-making processesFurthermore , scholars attempts to produce research that is relevant to practice yields lists of features that make ideal leaders rather than ways to understand and approach the work of leadership . The leadership continues to be , for the most part speaking , focused on narrow contexts and populations . The knowledge derived may not ring true for women and minorities or for others working in contexts that are different from public office , corporations , or large bureaucraciesTherefore choosing narrative inquiry provides good foundation . If leadership is about the meaning making required to produce action , if it is relational and collective , then providing a focus on the sense-making experience is important to achieve a common finishing . formerly the focus was on the experiences associated with the work that calls for leadership (Drath 2001 , it becomes compelling invitation for people engaged in the work to inquire about its meaning , thus studying leadership from the inside out . The goal of the project is one of coinquiry , a participative approach where we conduct research with leaders on leadershipMethodologyTo better understand and discov er the relational , shared , and meaning-making aspec! ts of Dr . Siegel s work on leadership , we shall look into use different modes of inquiry in achieving this goal - such as ethnographic inquiry , reconciling inquiry , and narrative inquiry . As our goal to reference respondents in Kennesaw University on their perceptions of Dr . Siegel s leadership , these three modes of inquiry will assist in concretely contextualizing the leadership in a community with diverse cultures . It is also anchored in the belief in the value of conversational encounters with research participants being the key and warmheartedness activity of this research processEthnography inquiry is a process of describing a culture (Spradley 1979 . The goal of descriptive anthropology inquiry is to understand another way of life from the ingrained point of view (Spradley 1979 . all the way , the approach is a useful tool for understanding how other people see their experience . and explains the web of interdependence of group behaviors and interactionsClearly , to be able to attain concrete data in the leadership style of Dr . Siegel s , we shall look and immerse ourselves in the culture at Kennesaw State University . It is through our participation and immersion with the group s activities can we gain a theoretically comprehensive understanding of Dr . Siegel s work at Kennesaw State UniversityAnother important aspect of the inquiry is to employ cooperative inquiry . Cooperative inquiry is a way of working with other people who have similar interests . It is a methodology used to understand the world , making sense of life and evolution new and creative ways of looking at things . also , it can facilitate the learning of how to act to change things you may want to change and find out how to do things better (Reason Heron , 2001Although many people think of research as something done by people in universities and research centers where the researcher has all of the ideas , cooperative inquiry is founded upon the principle that good r esearch can only occur when research is done with peo! ple rather than on people . Cooperative inquiry thus embraces what is called collaborative action research . It is also concerned with re-visioning our understanding of our world , as well as transforming practice within it (Reason Heron , 2001By also adopting this line of inquiry , we hope to use a collaborative approach with respondents in understanding further the leadership style of Dr . 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