College of Graduate Studies: Theses & Dissertations

Term of Award

Spring 2026

Degree Name

Doctor of Education (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Department of Leadership, Technology, and Human Development

Committee Chair

Daniel Calhoun

Committee Member 1

Elisa Cain

Committee Member 2

Cordelia Zinskie

Abstract

The burgeoning study of followership needs more follower-centric qualitative research that describes follower beliefs, attitudes, perceptions, and experiences. The traditional view of leadership is that a single person is responsible for the success or failure of a project, team, or organization. However, scholars have suggested that 80% of the success of a team or organization may be attributed to followership. Followership research is rapidly expanding, and scholars are calling for more empirical follower-centric research to add to the discipline. Likewise, the executive assistant (EA) position is one of increasing responsibility, but there are few empirical studies on EAs' experiences across industries. EAs are a standard part of the higher education leadership structure, yet their contributions are often overlooked. There is little research about the impact they have on their principal (direct report) or the higher education institution. Carsten et al.’s (2010) study on the social constructions of followership served as a theoretical framework for understanding the perceptions and behaviors of EAs to provosts in higher education. This hermeneutic-phenomenological study adds to the emerging body of research and literature on followership and EAs and supports their further professional development and recognition as influential members of higher education institutions. This research reveals the essence of the phenomenon of serving as the EA to a provost and offers a deeper understanding of their value to higher education institutions. The study uncovers the complex nature of their work and organizational influence, providing practical insights for higher education leaders on how to best engage EAs for the improved success of their employees, students, and their institutions. The findings highlight the critical contributions of EAs to provosts, further enhancing the understanding of this essential partnership for the success of higher education organizations.

Research Data and Supplementary Material

No

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