PhD TIM-1. Critique Three Problem Statements 2.Identify Problems from the Literature and Write a Problem Statement

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Week3ProblemStatementExamples.docx

TMI7201 Week 3 Assignment 1: Examples of Concept Paper Problem Statements

Statement of the Problem – Example 1

A lack of consistency exists among academic leadership as to which assignments should and should not be included in an effective meeting and event management curriculum (Cecil et al., 2013; Silvers, 2012; Thomas & Thomas, 2013). Developing and updating event management curricula is crucial to the university’s ability to remain competitive and respected by the meeting and event management industry and academia (Cecil et al., 2013; Silvers, 2012). While academic faculty have questioned the effectiveness of requiring students to be involved with planning and producing events as a degree requirement (Brown, 2014; Cecil et al., 2011; Fidishun, 2011), minimal research has been done to evaluate experiential learning opportunities used in meeting and event management programs (Getz, 2012; Milman & Whitney, 2014; Silvers, 2012).

Statement of the Problem – Example 2

Females are not commonly associated with the term leader. Developing a comprehensive competitive leadership style (CCLS) for females trying to reach a high level organizational position such as CEO, COO, or CFO is an area of productive inquiry. The effort to develop a CCLS specific for females aspiring to reach high level positions is to bridge the gap between females and leadership. The dissociation between females and leadership has developed from a lack of comprehensive guides and support. Although, over the years more woman have reached executive positions a comprehensive guide to obtain the position has been absent. Research has not focused on developing supportive guides and how their applications for females to build their leadership abilities to reach high level positions in organizations are beneficial to their success to become leaders. A study exploring the four factors which are challenges, leadership concepts, support systems, and female leader experiences would assist the development of the CCCLS for females. Many research articles focus on describing the barriers women encounter and rarely follow up with applicable guides to overcome the difficulties females encounter based on their research. Few journal articles also lack placing emphasis on leadership styles females can utilize to improve their leadership abilities and remain competitive to males seeking leadership positions. There is a lack of studies further researching the benefits of support groups for the development of female leadership abilities. The same lack of involvement is found in developing research studies on how the experiences female leaders encounter have assisted other females reach their goals towards a higher level in an organization. The proposed study of developing the CCLS for females would empower females to build their leadership abilities overall and in turn promote a change in the biased gender ideology given to the term leadership. A CCLS for females is the foundation of building the needed support and guidance women need to develop their abilities as leaders to be competitive to men who are also seeking to obtain higher level positions in an organization. The development of a CCLS for females is possible via research articles focusing on obstacles encountered by female leaders in high level positions, concepts from various preconceived leadership styles, support systems enhancing the development of female qualities, and utilizing experiences with resolutions from females in leadership positions for others to have as guidance.

Statement of the Problem – Example 3

Corporations with a higher percentage of female board members and whose top leaders use traditionally female sociolinguistic communication experience greater financial performance (Campbell & Minguez-Vera, 2008; Jandaghi, Matin & Farjami, 2009) yet females hold only 14.4% of executive positions in Fortune 500 companies (Haveman, 2013). One reason for a paucity of female leaders nationwide is that they communicate differently than do men (Barrett, 2009). Instead of communicating in commanding, paternalistic, and direct ways, as do males (McKinsey, 2009), females typically communicate in inclusive, nurturing, and indirect ways (Alimo-Metcalfe, 2010). Southern females have the additional challenge of overcoming a religion-rooted socialization that they be submissive to men (Smith & Reed, 2009), and men, who predominantly make promotion decisions, consider women who communicate submissively to be lacking in leadership ability (Ellemers, Rink, Derks & Ryan, 2012).

The perception that females lack leadership ability contradicts Transformational Leadership, a theory that uses inclusive and nurturing communication, which is typically feminine (Vinkenburg & Wilson-Evered, 2008). As companies that implement Transformational Leadership experience increased profits (Jandaghi et al, 2009), a theoretical implication of this study is that using Transformational Leadership’s communication style is not effective for Southern women who aspire to executive positions. The problem to be addressed is sociolinguistic communication that may contribute to gendered leadership inequality. This paper will explore the sociolinguistics of Southern female leaders, which may add to an understanding of how might communicate in ways that will help them achieve leadership parity with males.