Running head: CASE PRESENTATION AND ANALYSIS 1 Case Presentation - - PDF document

Running head: CASE PRESENTATION AND ANALYSIS 1 Case Presentation and Analysis Rita Dunston Stevara Clark Johnson Lynanne Jamison Yndestad

Running head: CASE PRESENTATION AND ANALYSIS 2 Abstract Drinking alcohol, in excess or binge, has become a ritual on many campuses affecting the health and safety of students. Such behavior is an inherent part of the overall college experience as expressed by current students. The abuse of alcohol has created a subculture on some campuses bringing about injuries and deaths. Many institutions struggle finding solutions to the excessive use of alcohol. Although clear policies about underage drinking and alcohol use on campuses exists, many stakeholders are lenient in these policies. This paper will present two different case studies that focus on excessive drinking. since it may interfere with alumni and boosters who support long-standing traditions that often center around drinking. The supporters may resist approaches that involves an excessive amount of policing of students. The analysis of the case studies provided an overview of excessive drinking behavior and factors that lead to such actions including the culture of drinking on campus. This paper also examines students’ attitudes toward campus alcohol policies, perceptions regarding drinking behaviors, and alcohol social norms. Each case study analysis provides an examination of addressing campus drinking and recommended action plans for ethical leadership to promote healthy behaviors on campuses and to develop comprehensive college-community interventions.

Running head: CASE PRESENTATION AND ANALYSIS 3 Case Presentation and Analysis: The Fourth-Year Fifth and Homecoming Drama Case Two centers around the University of Virginia (UVA). UVA is a public research, predominately white institution located in Charlottesville, Virginia. This institution has a proud legacy of academic quality and notable accomplishments. However, at the center of its’ notability is the university’s reputation of alcohol abuse among students. UVA has a tradition called the fourth-year fifth. Survey data presented in this case study suggest that 20% of the fourth-year students participate in the tradition, attempting to drink a fifth or 750mL of liquor on the day of the last home game of the football season. This practice has been taking place since the mid-1980s. Analysis There are several concerns to address regarding the fourth-year fifth tradition. The most alarming of these include a student death in 1997. Students indicated in subsequent conversations that they would not change their drinking behaviors considering the death of a fellow student. According to the case study, another concern came to light when one student indicated in an interview that most UVA traditions involve alcohol and students do not graduate with “honor” among their peers if they do not participate. Lastly, despite education and efforts to reduce the number of students who choose to take part in the tradition of the fourth-year fifth, there has been no significant decline in participation over the past decade. The Vice President for Student Affairs (VPSA) plays a significant role in ensuring the safety of students. While it is impossible for the VPSA to guarantee students will choose to participate only in safe behaviors, it is their responsibility to create and sustain a safe environment that does not promote dangerous activities. Through programmatic efforts and educational resources, various offices under the VPSA have the potential to influence the alcohol

Running head: CASE PRESENTATION AND ANALYSIS 4 culture on campus and promote safe drinking behaviors. The lack of concern from students about risky drinking behaviors, shortage of traditions not involving alcohol, and steady decade-long participation in the fourth-year fifth tradition indicates a need for direct leadership evolution by the VPSA to make significant changes that more positively influence student drinking behavior. Theories and Research Social scientists believe that ethics as critical theory is part of the behaviors and qualities needed in a leader (Ciulla, 2004). Addressing the fourth-year fifth requires the Vice President of Student Affairs to have sensitivity to traditions while addressing mounting safety concerns. Reactions to altering traditions may be negative, but change are necessary to reduce deaths and

• ther health-related issues associated with the fourth-year fifth tradition. As an ethical leader, the

VPSA should communicate concerns with students regarding the tradition, allow opportunities for students to be involved with the change process, and develop rewards and punishments that are congruent with UVA student conduct policies (Brown & Treviño, 2006). Tenets from social learning theory suggest that by involving students in the development

• f a solution, this allows for the students to see the VPSA as a role model that is not susceptible

(Brown & Treviño, 2006) to continued inaction towards a hazardous tradition. While this might not amount to success, “leaders who fail at something are worthy of forgiveness when they act with deliberate care and for the right moral reasons” (Ciulla, 2004, p. 309). The VPSA, when confronted with defining moments, must be able to make decisions based on what matters most, the impact of the college community, and the greater good. Leaders must challenge themselves to see ethical issues through various frameworks to gain perspective and develop solutions. While there are no set standards for ethical decision-making, there are general models to emulate (Johnson, 2018).

Running head: CASE PRESENTATION AND ANALYSIS 5 Most ethical decision-making models are systematic methods of analysis that could assist the ethical leader in making clearer and comprehensible judgment (Johnson, 2018). A model for ethical decision-making that is applicable to this case is Nash’s 12 questions. Laura Nash, an ethics consultant, uses 12 practical steps for resolving ethical dilemmas. Nash’s model requires leaders to identify the problem, understand the ethical dilemma from other perspectives, determine the origination of the ethical dilemma, distinguish who has loyalty to each other, clarify all parties’ intentions, and the possible results (Johnson, 2018). The remaining steps for leaders’ consideration focus on the decision-maker’s self-awareness regarding their decision-

• making. This is an appropriate model to consider when thinking of appropriate change strategies

for the VPSA. Recommended Actions A recommended action for this scenario is to increase alcohol education on campus. The steady participation in the fourth-year fifth even after a student death indicates a lack of awareness about the dangers of consuming a substantial amount of alcohol in a short span of

• time. An assumption regarding this case is the understanding that students are aware that

drinking copious amounts of alcohol is unhealthy, but they may not understand the gravity of its effects when consumed so quickly. The VPSA should challenge professionals in their departments to provide education that might help students to make a more informed decision about participating. A potential problem with this solution is that some students may not take the educational offerings seriously or may even be more excited to participate knowing the danger

• involved. There is clearly a competitive spirit at this institution which could drive students to

want to rise and meet the challenge of the fourth-year fifth despite how dangerous it is.

Running head: CASE PRESENTATION AND ANALYSIS 6 Another recommended action is to highlight the number of students choosing not to participate in the tradition and to provide an alternative new tradition that does not involve

• alcohol. Many students may choose to participate because they feel it is an expectation, but if

they knew that 80% of students do not participate, they might decide not to. Providing an alternative activity on the day of the last home football game that is exciting and impossible to do while drinking, might reduce participation in the fourth-year fifth. A potential problem with this solution is that some students may view the alternative activity as being unpopular and refuse to participate. If the VPSA involves students in the creation of this new tradition, participation in the new alternative tradition should be significant as more students might participate in a tradition developed by their peers. Of the two recommended actions, the latter might produce the best results. Most collegiate educational programming about alcohol use typically targets first year students without understanding their role in the campus culture (Reis & Riley, 2008). Reis and Riley (2008) also state that “students may respond to messages on the negative consequences of excessive drinking and how students can create expectations for group behavior” (p. 203). By having students design and promote anti-drinking programming, the VPSA is building a campus culture that affirms the students’ role in developing and self-policing their conduct. Ethically, the VPSA can ground his decision in his application of social learning theory and student-centered intervention through the reframing of his laissez-faire leadership (Brown & Treviño, 2006; Johnson, 2018). The Fourth-Year Fifth Conclusion Even though alcohol is illegal for most undergraduate students, alcohol use is vast on college campuses. The consequences of binge drinking have posed serious risk for drinkers; in

Running head: CASE PRESENTATION AND ANALYSIS 7 some instances, death of students. Administrators, as ethical leaders, must develop programs aimed at educating the campus community on the abuse of alcohol. Further, prioritization of developing creative alternatives and involving students in the process is necessary to increase participation in new traditions. Case Five: Homecoming Drama Atlantic University (AU) has many traditions that center around underage drinking, fraternity and sorority life, and unethical administrative oversight. An annual tradition of homecoming includes the parade, which has a route that is inclusive of off-campus and on- campus property. There has been a decrease in community involvement with the parade due to student conduct because of consuming alcohol. Prior to and including the current academic year, AU administration and campus police have turned a blind eye to student antics which has included underage drinking, improper disposal of alcoholic paraphernalia into community lawns, and assumptions of promiscuity associated with drinking and clothing choices. During this parade, AU campus police also do not issue Minor in Possession (MIP) violations. Continued lack of policing and reining in the event has led to decreased alumni and community participation. After the current year’s festivities, the Dean of Students, Director of Student Activities/Assistant Dean of Students, Director of Greek Life, Director of Alumni Relations, and University President acknowledge that changes to this tradition need to occur. While this current year did not lead to any arrests, hospital visits, nor physical altercations, AU’s President is charging the Dean of Students with addressing the issues. Analysis

Running head: CASE PRESENTATION AND ANALYSIS 8 There are several concerns to address regarding the homecoming parade as well as the leadership of staff responsible for overseeing this tradition. The increase in student misconduct during the parade including underage drinking, littering, inappropriate attire, and behavior that prevents campus and community members as well as alumni from wanting to participate is a major concern. This behavior mirrors the larger issues taking place on campus outside of homecoming with the university experiencing higher numbers of alcohol-related incidents, hospital transports, and citations for underage alcohol possession. These are issues that the Dean

• f Students and other professionals on campus should address.

By not checking student identification nor arresting underage alcohol consumers, the police are encouraging a culture of student unaccountability. The staff responsible for the

• versight of the event believed the event went well, but the behavior exhibited by the students

cast a negative light on the university to community members, alumni, and campus stakeholders. The staff members downplayed the significance of this negativity by expressing relief that there were no major incidents. The Director of Greek Life indicated he has tried to educate chapters about alcohol but felt they do not understand the legal implications of their actions. If leadership continues to shirk their ethical and legal responsibility regarding underage drinking, students will not understand the legal liability they assume by participating in these behaviors. The Director of Greek Life’s assertion that there should be commendations for the Greek community’s behavior after receiving multiple complaint letters is problematic and is a priority to address. Most importantly, the biggest issue to address is the continuation of the parade. The parade is a tradition valued by the university community that has the potential to positively impact and involve the local community while engaging alumni. The spirit and enthusiasm that this tradition has become known for is an asset for the university if executed correctly. Simply

Running head: CASE PRESENTATION AND ANALYSIS 9 canceling it, while an easy fix, would not properly address the issue and would eliminate a major campus tradition with a rich history at the institution. Theories and Research To address the safety of the students, the Dean of Students must understand leadership

• behaviors. Johnson (2018) states there are two theoretical leadership categories - descriptive

theories and normative theories. “Descriptive theories describe how leaders act” (Johnson, 2018,

• pg. 244) whereas normative leadership theories “tells leaders how they ought to act” (Johnson,

2018, pg. 244). As an administrator dealing with drinking on campus, normative leadership theory rather than descriptive theory is the best option. Normative leadership theories provide guiding principles for encouraging leadership behavior that is ethical in nature giving way to function as a moral and ethical leader (Johnson, 2018). At AU, the administrators have been passive when addressing student misconduct. They have not set acceptable expectations for students and engaged with students and the community as laissez-faire leaders. Moving forward, the institution needs a transformational leader who can guide the institution through experiencing the crises. Institutions must have leaders who are able to address the situation, cope with change, engage and mobilize others into action. The transformational leader inspires followers and provides a springboard for action (Basham, 2012). Recommended Actions The first recommendation is for the administration to have clear expectations for student conduct and university leadership that align with the university’s values. The current

• rganizational climate, or “how things are” (Grojean, Resick, Dickson, & Smith, 2004, p. 226) at

AU has created a climate of inaction and unethical decision making by many of the administrators named in this case.

Running head: CASE PRESENTATION AND ANALYSIS 10 Based on normative leadership theories, the administration must have leaders who are able to establish goals and objectives to guide campus prevention efforts. The administration must be transformative in nature addressing student misconduct, availability of prevention resources, thoughts of stakeholders, feedback from surrounding communities, and culture of the institution (Saltz & DeJong, 2002).“The behavior of leaders is a powerful communication mechanism that conveys the expectations, values, and assumptions of the culture and climate to the rest of the organization” (Grojean, et. al, 2004, p. 228). Having the University President acknowledge his role in allowing the parade to continue without addressing its’ impact on the community and university, will allow him to correct course and redefine himself as a leader. The second recommended action is to develop clear written policies that outline the institution’s stance regarding alcohol consumption or misconduct on the campus. AU must continuously communicate this stance to the student body through multiple forms of communication such as orientation, residence hall meetings, printed documents, emails, social media, and websites. Such policy is useless if it is not easily accessible and understood by

• students. Reminding students of these policies and any associated consequences immediately

before events like the parade might encourage them to engage in more responsible behavior. Leaders must prioritize disseminating possible disciplinary actions to hold students accountable for violations of misconduct policies. After having laissez-faire attitudes towards enforcing misconduct policies, having clear written policies will minimize lawsuits for the institution. Regarding the two recommended actions in this case, the former is the most ideal to

• undertake. When assessing the conflict between making moral choices to uphold AU’s interests

and safeguarding student experience and conduct, the first recommendation adequately addresses

• both. In aligning the conduct expectations of students with expectations of the administrative

Running head: CASE PRESENTATION AND ANALYSIS 11 leaders, the university’s culture should positively shift. The administrators must be authentic and transparent in their acknowledgement of their laissez-faire leadership which contributed to the lack of lackadaisical and absent enforcement of the current student policies. Johnson (2018) asserts that ethical leaders must be transparent and not strategically ambiguous in addressing

• crisis. This allows building trust, openness, and giving “the benefit of the doubt in crisis

situations” (Johnson, 2018, p. 430). A potential problem with this solution is the response from the student body and

• community. The extent to which the community is knowledgeable regarding the lack of policing
• f underage drinking at homecoming may tarnish the administration’s credibility. In providing

an ethical response and plan for change, the steps of “seeking reconciliation…[and] fully disclos[ing] information related to the offense” (Johnson, 2018, p. 431) will impact the communities confidence in university leadership. Leaderships must decide that fixing the university and community relationship is a priority. Homecoming Drama Conclusion Incidents such as homecoming drama are a fact of university life. AU administrators have an essential role in providing normative leadership to guide the institution through the situation. The failure to set clear goals, establish expectations and model integrity leads to widespread loss

• f confidence in the administration. To alter students’ behaviors, leading the change must be an

element of the portfolio of AU’s administrators. The administrators must be willing to step

• utside their comfort zone, work across boundaries, and address solutions to the homecoming
• drama. When administrators understand, prepare, and perform their role in guiding the institution

through crises situations, the outcome is highly favorable for the entire college community.

Running head: CASE PRESENTATION AND ANALYSIS 12 References Basham, L. M. (2012). Transformational and transactional leaders in higher education. SAM Advanced Management Journal, 77(2), 15-23. Retrieved from https://search-proquest com.proxy.library.vcu.edu/docview/1027234874/fulltextPDF/9C8C9B5735454121PQ/1? accountid=147. Brown, M. E., & Treviño, L. K. (2006). Ethical leadership: A review and future directions. The Leadership Quarterly, 17, 595-616. Ciulla, J. B. (2004). Ethics and leadership effectiveness. In J. Antonakis, A. T. Cianciolo & R. J. Sternberg (Eds.), The nature of leadership (302 - 327). Thousand Oaks, CA: SAGE. Grojean, M. W., Resick, C. J., Dickson, M.W. & Smith, D. B. (2004). Leader, values, and

• rganizational climate: Examining leadership strategies for establishing an organizational

climate regarding ethics. Journal of Business Ethics, 55(3), 223-241. Retrieved from http://www.jstor.org/stable/25123388 Johnson, C. E. (2018). Meeting the ethical challenges of leadership: Casting light or shadow (6th ed.). Thousand Oaks, CA: SAGE Publications, Inc. Reis, J., & Riley, W. L. (2008). First-year students’ views on changing their campus alcohol

• culture. NASPA Journal (National Association of Student Personnel Administrators,

Inc.), 45(2), 192–209. https://doi-org.proxy.library.vcu.edu/10.2202/0027-6014.1947 Saltz, R. F. & DeJong, W. (2002). Reducing alcohol problems on campus: A guide to planning and evaluation. Report prepared by Task Force of the National Advisory Council

• n Alcohol Abuse and Alcoholism, National Institutes of Health, U.S. Department of

Health and Human Services of Washington, DC.

Running head: CASE PRESENTATION AND ANALYSIS 13 Group Processing Regarding this Assignment Stevara, Rita, and Lynanne first communicated via a shared Google doc about which cases were interesting to each of them and determined the cases to complete the assignment. Then, they had a Zoom meeting to discuss the assignment in detail, determine who would be responsible for each section, and establish deadlines related to the assignment. In this meeting, they also explored how their differing personality types might affect their interactions and the completion of the assignment. Lynanne, an ENTP, was comfortable with deadlines being a bit closer to the due date for the assignment. She was also comfortable with questioning whether the paper should spend more time addressing recommendations about improving student behavior or with the actions of leaders involved in each case. Rita, as ENFP, tended to see several approaches to handling the case studies. She wanted to invest time brainstorming and exploring practical options to completing the assignment. Stevara, an ESTJ, wanted clearly defined roles and due dates. She was comfortable with adjusting expectations once the group started the assignment and positive synergy surrounded the group. Recording the video was a positive experience that provided a blooper reel for all to enjoy and laugh at.