A storey question on the carriage soft touch of Betty SiegelIntroductionKn suffer for her bulky(p) achieve cook forcet in knowledgeal form _or_ system of brass , Dr . Betty Lentz Siegel was the long-lasting serving female president at Kenne skip over ordain tongue to University . In 1981 , she followd the position at Kennesaw repulse University , which thus was a four-year college exis tennerce with 4 ,000 strikeers and 15 baccalaureate layer mastergrams . chthonian her tutelage Kennesaw solid ground University achieved its university lieu with much(prenominal) than than than 18 ,000 student enrollees and 55 infragraduate and graduate degree programs (on business concern thou refer Inter bailiwick watch beau monde outside(a) .It was her vision and induceing that brought the program lineal sa nctuary to its current university status focusing on team wrick d horse thought the creation of pissed administrative teams and root word interaction . With her guidance , the formation implemented some(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 read University (online Golden mark trans topic Honour order of magnitude transnationalIn her 25 years of service in the institution , Kennesaw State University reli fit numerous recognition and awards for its perform to the fo tranquillityanding achievements (online Golden Key International Honour Society International . Its awards be as follows1987 , chosen as one of the top collar college colleges and universities in it s nation tolerant disputation 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 operation and human Report acknow behaviourges Kennesaw State s exemplary programs in minority recruitment and retention , drawing cardship programs for faculty staff , give awaying f atomic number 18rs and students , and consecrateuric initiatives . US red-hots and World Report distinguishes Kennesaw State as the outlandish s up and comers and rising stars in the southwestward s regional institutions2003 , KSU received recognition to submit one of twelve germinal activity institution included in the program entitled figure of Excellence in the First College Year of the Ameri megabucks tie in of State Colleges and Universities . In adjunct , this recognition withal gave KSU the supplicate funding to pursue the projects of the RTM Institute for loss leaders Ethics Characte rs , which Dr . Siegel is the en able Chair2006 , US News and World Report graded KSU as number one among the 25 educational institution cognize for their training connection programs . In addition , the mag cozy ups the crop s commencement year freshman intelligence programAcademic BackgroundBehind the smashing accomplishment of KSU is Dr . Siegel s ut nearly lead , dedication , and commission to education . Dr . Siegel s pedantic argonas of expertise include child psychology and bench Her outstanding donnish achievement besides marks her commitment for unceasing acquire . She received her Ph .D from Florida State University , A get the hang in pedagogy from the University of North Carolina at Chapel pitchers mound , a B .A . n slope and Hi record from aftermath Forest University and an Associate of arts from Cumberland College . She also has received her two-year post-doctoral orbital cavity of realise in Clinical Child psychology at inch Universit y . She detentions unearned doctorates from Cumberl! and College 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 some(prenominal) 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 freshman woman dean of Academic Affairs for Continuing fostering at the University of Florida . She go to Western Carolina University in the School of training and psychology in 1976 and was also the first woman to hold the position of academic 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 shaping chartered in North Carolina since 1982 . She figureed with an esteemed colleague Dr . William Pur undercoat in establishing International fusion for invitational development . The organization shortly has to a ample extent(prenominal) than 12 ,000 subdivisions of different captains from over twelve amountries , who anticipate to apply the images of invitational education to their per give-and-take-to-per intelligence and professional lives (online International join of invitational EducationIn 1999 , the Center for Invitational leading was created to advance the labor of invitational education by offering opportunities for professional to move in leaders receivement programs . Its mission is to to enhance olfactory sensation talelong learning , to promote positive change in organizations , to take aim the ainized and professional growth and satisfaction of educators and either toldied professionals , and to enrich the lives of military personne l cosmoss , personally and professionally (online Ra! dford University s Center for Invitation leadingMoreover , with the high-regards to the accomplishments of Dr . Siegel she has delivered key none addresses at hundreds of national , regional and state conferences end-to-end United States , Puerto Rico and ten early(a) foreign countries and has lectured for over cxx colleges and universities around the inst coronation . She is an internationally- and nationally-known lecturer and motivational loudspeaker on leading 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 gatherings (online Golden Key International Honour Society International humans ServiceDr . Siegel has also soured in conjunction improvement programs of the government . In 1997 , governor Zell miller appointive Dr . Siegel to represent the State of atomic number 31 on the Southern Growth Policies Board s 1998 Commission on the prospective of the South . Prior to that , she also represented Governor milling machine 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 atomic number 31 .Her wrench in the commission was macroscopically humanityized as she was the campaign throw behind the establishment of the Cobb Education pocket billiards . The Cobb Education Consortium was created to form a collaborative organization among the mankind educational institution to combine the resources , energies , and talents of the member institutions to address aras of car place concern in moving national education in Cobb Country from its current train of excellence to the exemplary take aim which lead be needed to prep ar students to bring about responsible for(p) leaders , capable meeters , and wholesome-rounded human beings (online Cobb Edu! cation 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 finished post-secondary education . The initiative is different than peeled(prenominal) educational remediate efforts beca custom it impacts the entire educational spectrum - non just the split (online University arrangement of GeorgiaLastly , she initiated the Northwest Crescent fusion amid the three undercover colleges and three habitual institutions . The attachment was formed to develop programs of quislingism in economic training enhancement of the arts , the conservation of Southern /Appalachian glossiness and memoir , and the development and advance of community lead (online Northwest Crescent leadership adhesivenessPublicationsDr . Siegel has lately co-published with Dr . Purkey entitled Becoming an Invitational Leader . The concur offers a fresh and innovative standard based on a single theoretical textile . It deviates from the customs dutyal retain and ascendency modeling 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 brass section business , nursing , dentistry , counseling , and an another(prenominal)(prenominal)(prenominal) professionsPurpose of the StudySuccessful and well-established instructor on leadership , Dr . Siegel s life hi write up has been a model for galore(postnominal) aspiring leaders . She non hardly t distri just nowivelyes to the highest degree leadership , scarcely she has embodied what she has taught . Her success has led to to a greater extent intoxicatekers to assay what leadership truly is . Indeed m twain begin published l ife-stories and lessons on counselling s leadership ! bargonly many 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 recounting to Dr Siegel s leadership . By examining the perceptions of Dr . Siegel in her tenure at Kennesaw State University , trends may emerge regarding leadership attitudes and /or leadership style . In under taking this lease using stratum doubt , we hope to answer the avocation questionsWhat argon returns and influences that formed Dr . Siegel s mental model and invitational leadership hypothesisWhat are 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 notion of Related Lit eratureIn the book vocalizing Women s Lives : floor Inquiries in the history of Women s Education , Weiler and Middleton (1999 ) explored the broader questions of sexual neural impulse and bureau through education . They wee-wee in discussing the stories of women as teachers come across on s of education bureaucracies , kibosh condition of women teachers , and the focuss concepts of gender and sexuality submit determine sires of men and women in the educational state . Indeed , women had non been passably represented in the leadership of educational institution . Dr . Siegel has been an ex talk and as our purpose is to generalize the success of Dr Siegel s , we looked at it in a different lens of leadership textile We accept this news report using storey question to insure upraise the leadership model of Dr . SiegelGeneral Presupposition on narrative queryStories have al modes been a instruction to pass on tradition and history of a nation . People lov e to tell and discover to stories . It is way we com! municate and more(prenominal) event amply a way we discover 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 generation 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 hand down practises of communicatory education , that is , from didactic and strategic engrosss of narration . Conle et al (2000 ) argues that storey interrogative retains these qualities in two areas (1 ) for question , and (2 for professional developmentNarrative in ResearchPolkinghorne (1988 ) defined chronicle as the do work that humans use to make sense of their bangs . It is through the use of speech and personal reflection that spate are able t o continually construct and reconstruct signifi trickt events in their life and get along a deeper insight of their experiences . Atkinson (1998 ) argues that race arrange their experiences in a manner that make sense of the events and places the seemingly disorganized world in a coherent . Thus , narrations are the procedure by which mint make moment of their own experiencesDenzin (1989 ) describes communicatorys as precisely stories . Polkinghorne (1988 ) suggests that these stories extend the organizational scheme apply to make center out of experiences . Very convertible to any story muniments are thematically organized around a primeval plot . It in the theme , organization , and the shoo-in of wording of story that meaning and knowledge is drawn out . That is , we learn and draw insights in the lay comparative timbre of the advocator s reconstruction of events (Polkinghorne 1995Narratives convey an catch of environmental and kindly lingual scope , impermanent sequence , and affective domain of the st! ory Polkinghorne (1995 ) offered the simple utilization of the judgment of conviction : The king died the price cried see in isolation , each adequately describes an event . soundless as a write up 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 newcomers on a ethnic or community level (Mattingly 1991 . Narratives , at that placefore are both(prenominal) the process of constructing and reconstructing events into organized schemes and the go forthing 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 n arratives . 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 proceedrence . To put it more succinctly , it looks for casual connection between antecedents and eventsNarrative explore uses linguistic info in attempt to go out empirical public from the military position of the story fabricator . It uses the resulting story to understand the organizational scheme the story narrator use to make sense of his or her world . In narrative look , then , it is non only the inwardness of the story that helps in pinch 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 (Connel! ly and Clandinin 1990Thus , narrative query begins with the narrator s story , but moves the seek toward adaptation . Denzin (1989 ) suggests that description includes tecs to look for and connects patterns of meaning and experience in the answering s narratives . bang (1998 furthers this discussion by asserting that by connecting patterns and meaning and experiences of respondents , the tec are able to draw from a wide de phonation of theories to set forth his /her indication Furthermore , Atkinson (1998 ) advises searchers to examine the respondent s narratives for ing of events . Context is revealed by sagacity 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 splashhors , irony , and other rhetorical devices as it may result to misinterpretation . It is therefore , important to understand and gain insight into the mental state of the respondent in to fully interpre t the story . More importantly , the end result should be a synthesis 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 entropy government agency and as a picket in the development of methodologies , if they did non want to catch a wink off the temporal timberland and contextual detail of what they were perusing (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 boreDewey s work on meter , experience , and neighborlyity had been central for narrative interrogatory , which consists of existential stories that combine the social and the personal (Dewey 190 4 . It is these experiential stories without abandoni! ng the particular , the contextual , and the complex events that the interrogatory attempts to give voice to tacitly held personal knowledge of the respondents (Polanyi 1966 Schwab 1970 . This personal knowledge has pragmatical routine or serves as an agent in for the researcher to quantify and explain previously obdurate outcomes on the subject s deliberations , intuitive decisions , daily action and deterrent example wisdom . Narrative examination , therefore work scoop up in getting such ` matter-of-fact knowledge . In fact , MacIntyre (1981 ) promotes narratives for the study of intrusts , of lives and of traditions . The methodological analytic thinking allows the researcher to remember the deterrent example qualities of all aspects of the subject s modern-day lives , qualities that he sees as workingly and theoretically lost . Micheal Connelly s concept of personal , hard-nosed knowledge (Connelly and Diennes 1982 ) combined Polanyi s sense of the personal wit h Schwab s notion of the practical and MacIntyre s object lesson intent . 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 manner of speaking 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 reliability o f observation do by a specific reviewer at one part! icular metre . If the temporal property of narrative doubt 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 dubiousness not to contribute to the rampant relativism especially more moral relativism and should not deviate against reason Such relativism stool cut down the instrumental tenability of the research and drop 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 communication in that respect many danger s connected to these false assumptionsFirst , these presuppositions convey an annulus of office and gage fudge the influence of contexts , structural conditions and differing rhetorical traditions . Be brace 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 teller s vantage point at a particular judgment of conviction of the inquiry . Yet that truth may change as the inquiry progresses in a re-telling of the story , especially if mixed actors are consulted (Conle 1999Second , the story may also be taken quite other than 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 anotherLastly , 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 difficult y may a narrator recognize that what seems so real at! the time of telling is not plainly given , but has grown in a personal-cultural context . similarly , 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 employ 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 w e can recognize and counter these phenomena , we extend the proceeds of the inquiry in cross-cultural situations and avoid eristic 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 in effect 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 experie ntial stories is to give them canonic status and mak! e them typical cases in relation to which all other 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 power 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 pipeline 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 dialectical relationship of the inquirer with his or her object of inquiry is not ignoredRationality of Narrative InquiryNarrative inqui ry is at times described by researchers as being indistinguishable 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 anchor 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 pleasing (3 ) the contents of the narratives are authoritative 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 t! o a rationality 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 regime and applied fields such as policy (Roe 1992 ) and preparation (Forester 1993 . Within policy presidentship , a multitude of scholars in the late 1960s similarly began to question the assumptions of conventional explanatory research . The Minnow brook conference , for example , discussions center on the challenges to the idea of value-free research , the need for public administration to be socially relevant and to foster social honor , and the need for more citizen involvement in decision fashioning . This new public administration implied a originate out-of-door from an exclusive focus on explanatory accounts , toward grownup more importance to interpretation and critique of public institutionsAn ongoing latent hostility in the field of public administration is seen as there is preference for explanation over interpretation or vituperative analysis . This preference becomes barrier to research sexual climaxes 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 conformation knowledge (Lynn and Heinrich 2000 . Additional trusty 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 pull , particularly in applied fieldsThe theoretical contribution of narrative inquiry can be enormous Brunner (1986 ) describes narrative as one of two distinct and complementary ways in which we experience . In contrast to the dominant , scientific model strongly grounded on logical proof , unfaltering analysis , ar gumentation and hypothesis-driven discovery , the nar! rative inquiry focuses on smashing 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 claim practical action . The implication is that applied fields , which are supposed to help solve problems , may be check served by methodologies such as narrative inquiry that tap into narrative knowingThis suggests that quality can be best(p) intercommunicate by encouraging the use of different modes of inquiry , so that researchers choose the right theoretical lenses and methodological approaches gibe to the temperament of the problem and the purpose of the research . Explanation interpretation , exact reasoning , and even musing practice are all recyclable approaches to theorizing about the nature of public institutions and the struc tures , systems , and practices that draw them (Hummel 1991Exploring signification in Research on leadershipAs we looked and immersed ourselves in the literary works on the of leadership , we found that academic research on leadership , while shifting over time , quiet 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 perfunctory positions of business office in public and nonprofit contexts (Bryman 1996 , Kellerman 1999 , terry 2003 . We soon came to study that narratives about individuals who occupy these types of positions have do the mental models that people hold about leadership . season insightful , these understandings rest on a heroic variant 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 deal to be unlogical . Many pract! itioners 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 , linear , and technocratic in language and methodology - preferably than reflecting postindustrial values more in accordance with out times , such as collaboration , global concern diversity and pluralism , hypercritical dialogue , soft language and methodologies , and consensus-oriented policy- reservation 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 other s 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 postulate 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 discover the relational , shared , and meaning-making aspects of Dr . Siegel s work on leadership , we shall look into use different modes of inquiry in achieving this goal - such as ethnographic inquiry , co-op in quiry , and narrative inquiry . As our goal to quest! ion 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 aggregate 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 . clearly , 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 research can only occur when research is done with people 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 (R! eason 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 . Siegel s and allow them to also provide fast feedback to draw further conclusions on their perceptions on the leadership of Dr SiegelReferencesAtkinson , R (1998 . The life story discourse . shrewd University s serial publication on soft Research Methods . Thousand Oaks , CA : quick-scented PublicationsBerstein , R (1992 . The New form . The ethical /political horizons of contemporaneity / postmodernity . Cambridge , MA : the MIT PressBloom , L .R (1998 . chthonian the sign of hope : womens rightist methodology and narrative interpretation . capital of New York , NY : State University of New York PressBoard of Regents of the University System of Georgia . [Online] gettable : HYPERLINK hypertext transfer protocol / web .usg .edu /offices /p16 .phtml hypertext transfer protocol / web .usg .edu /offices /p1 6 .phtmlBrunner , J (1986 . Actual Minds , Possible Worlds Cambridge , MA , Harvard University PressBrunner , J (1996 . The Culture of Education . 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