Date of Conferral

2-6-2024

Date of Award

February 2024

Degree

Ph.D.

School

Psychology

Advisor

Michelle McCartney

Abstract

The Coronavirus 19 (COVID-19) pandemic had a significant impact on post-secondary education in the United States with much of the focus during the height of the pandemic being on students and their instruction. Little attention has been paid to the experiences of supervisors in higher education, specifically, the lived experiences of supervisors and the factors that impacted supervisors leading hybrid and remote teams. With a phenomenological framework in the periphery, the purpose of this study was to explore the lived experiences that supervisors of staff within higher education had after transitioning to either a hybrid or fully remote work model. The transformational leadership theory was used as a sounding board for understanding supervisor experiences within higher education. Structured interviews were used to garner detailed narratives of the phenomenon. Nine supervisors with at least 3 years’ experience in a supervisory role and in a traditional university-setting (i.e., in person) were recruited. The factors that impacted supervisors who led hybrid and remote teams were identified across the nine participants through six themes: (1) culture shift; (2) employee first; (3) intentional connections; (4) leadership considerations; (5) mental health; and (6) resources. Study findings suggested that the experiences of supervisors of staff in hybrid and remote settings are complex and that leading hybrid and remote teams in a post-COVID-19 environment requires intentionality and strategizing. The results of this research can be used for positive social change to assist supervisors with maneuvering the new normal of hybrid and remote work.

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