Table Of ContentIowa State University Capstones, Theses and
Retrospective Theses and Dissertations
Dissertations
2004
A comparison of the Myers-Briggs Type Indicator
type characteristics and demographics between
students enrolled in the DMACC Health Care
Administration program and Iowa-licensed nursing
home administrators
Wendy Ringgenberg
Iowa State University
Follow this and additional works at:https://lib.dr.iastate.edu/rtd
Part of theCommunity College Education Administration Commons,Community College
Leadership Commons, and theHealth and Medical Administration Commons
Recommended Citation
Ringgenberg, Wendy, "A comparison of the Myers-Briggs Type Indicator type characteristics and demographics between students
enrolled in the DMACC Health Care Administration program and Iowa-licensed nursing home administrators " (2004).Retrospective
Theses and Dissertations. 813.
https://lib.dr.iastate.edu/rtd/813
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A comparison of the Meyers Briggs Type Indicator® type characteristics and
demographics between students enrolled in the DMACC Health Care Administration
program and Iowa-licensed nursing home administrators
by
Wendy Ringgenberg
A dissertation submitted to the graduate faculty
in partial fulfillment of the requirements for the degree of
DOCTOR OF PHILOSOPHY
Major: Education (Educational Leadership)
Program of Study Committee:
Daniel C. Robinson, Major Professor
Brent T. Bruton
Larry H. Ebbers
Mack C. Shelley
John Van Ast
Iowa State University
Ames, Iowa
2004
UMI Number: 3136346
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ii
Graduate College
Iowa State University
This is to certify that the dissertation of
Wendy Ringgenberg
has met the dissertation requirements of Iowa State University
Signature was redacted for privacy.
Major Professor
Signature was redacted for privacy.
For the Major Program
iii
DEDICATION
To my wonderful family:
my husband, Ray,
and our three children:
Frankie, Jackson, and Winter
iv
TABLE OF CONTENTS
LIST OF TABLES vi
LIST OF FIGURES vii
ACKNOWLEDGMENTS viii
ABSTRACT x
CHAPTER 1. INTRODUCTION 1
Background of the Study 1
Nursing home administrators 1
Education 2
Type applications 6
Statement of the Problem 11
Purpose of the Study 12
Significance of the Study 12
Research Questions 13
Hypotheses 14
Summary 14
CHAPTER 2. LITERATURE REVIEW 16
Overview 16
The Problem 16
Nursing Home Administrators 17
Declining numbers of candidates 19
Theoretical Background 23
Type in health 24
Type in business 28
Type in career counseling 29
Type in higher education 30
Summary 33
CHAPTER 3. METHODOLOGY 35
Research Design 35
Population and Sample 35
Data Collection 37
Instrument 37
Data Analysis 39
Assumptions 41
Limitations 42
V
CHAPTER 4. ANALYSIS OF DATA 45
Population and Sample 45
Analysis 46
Extraversion - Introversion 48
Sensing - Intuition 49
Thinking - Feeling 51
Judging - Perceiving 55
Type table comparisons 57
Columns 57
Rows 59
Quadrants 60
Temperaments 62
TF and JP 65
Whole type 67
Summary 67
CHAPTER 5. SUMMARY, RECOMMENDATIONS, AND CONCLUSION 71
Summary 71
Recommendations 81
Conclusion 84
REFERERENCES 85
vi
LIST OF TABLES
Table 1. Demographic variables of the study 45
Table 2. Student-Administrator comparison on E-I preference 49
Table 3. Student-Administrator comparison on S-N dichotomy 50
Table 4. Student-Administrator comparison on T-F dichotomy 52
Table 5. Gender differences between students and administrators in the T-F dichotomy 54
Table 6. Student-Administrator comparison on J-P dichotomy 56
Table 7. Student-Administrator comparison using columns 58
Table 8. Student-Administrator comparison using rows 60
Table 9. Student-Administrator comparison using quadrants 61
Table 10. Student-Administrator comparison of perception and orientations to the 64
outer world
Table 11. Student-Administrator comparison of judgment and orientations to the 66
outer world
Table 12. Student-Administrator comparison using whole type 68
Table 13. Most frequent types for students and administrators: Whole types and 78
common denominators of the most frequently found types
vii
LIST OF FIGURES
The four dichotomies comprising the eight preferences in the MBTI® 7
Student-Administrator comparison on E-I preference 49
Student-Administrator comparison on S-N dichotomy 50
Student-Administrator comparison on T-F dichotomy 52
Gender differences between students and administrators in the T-F
dichotomy 54
Student-Administrator comparison on J-P dichotomy 56
Student-Administrator comparison using columns 58
Student-Administrator comparison using rows 60
Student-Administrator comparison of perception and orientations to the 64
outer world
Student-Administrator comparison of judgment and orientations to the 66
outer world
Student-Administrator comparison using whole type 68
viii
ACKNOWLEDGMENTS
This research and the successful completion of my Ph.D. studies were possible
because of the amazing group of individuals who surrounded and supported me. My
husband, Ray (ESTJ, the Supervisor), and my three children, Frankie, Jackson, and Winter,
are those who matter most in my world. I'm thankful to them for "giving me up" so freely to
travel this arduous journey, free of guilt and most household chores. My parents, Hank and
Cathy Wehrman, watched my children for numerous weekends while I whittled away hours
writing papers and reading. My parents, Jim and Casey Burks, were supportive in numerous
ways. Shirley Sorenson and Pam Van Ast, both ENFP's, encouraged, inspired, and
supported me in my need for much flexibility in my work schedule these past few years. Sue
Bravard from the DMU GEC provided support during the IHCA and IAHSA conventions
where much of the administrator data were gathered. I'm also grateful to Judy Weiland, for
her patient and skillful presence in the Educational Leadership and Policy Studies office -
truly a gift.
Much respect and appreciation is given to my Program of Study committee: Drs. Dan
Robinson, Brent Bruton, Mack Shelley, Larry Ebbers, and John Van Ast. I hope they will
count my success as their success.
I'm especially grateful to Missy McGinnis (ENTJ, the Field Marshall) for her
command for quality and insistence on understanding. It has inspired me and others in our
profession. I'm thankful for her interest in my work and her availability during the course of
this study.
