Home
Resource
Embracing the complexity and multiple dimensions of leadership development: a case study analysis of a leadership development program for faculty administrators
PDF
PDF format is widely accepted and good for printing.
Plug-in required
PDF-1(3.33 MB)
Citation & Export
View Usage Statistics
Staff View

Citation & Export
Hide

Simple citation

Spear, Sara E.. Embracing the complexity and multiple dimensions of leadership development: a case study analysis of a leadership development program for faculty administrators. Retrieved from https://doi.org/doi:10.7282/t3-8xmg-1344

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

TitleEmbracing the complexity and multiple dimensions of leadership development: a case study analysis of a leadership development program for faculty administrators
NameSpear, Sara E. (author); Ruben, Brent (chair); De Lisi, Richard (member); McCormick, Richard (member); Jenkins, Daniel (member); Rutgers University; School of Graduate Studies
Date Created2022
Other Date2022-10 (degree)
SubjectHigher education, Higher education administration, Educational leadership, Faculty development, Higher education, Leadership, Leadership development, Leadership development programs, Leadership education
Extent1 online resource (203 pages) : illustrations
DescriptionWhen faculty members assume academic leadership roles, they are often expected to possess the competencies necessary for effective leadership. However, faculty members at academic health centers (AHCs) are prepared to specialize in careers pertaining to research, education, patient care, and service – not leadership – and so, they may be underprepared for such roles (Ruben et al., 2017). Fortunately, there are various leadership development interventions that can support faculty in preparing to serve in formal leadership positions, and one such intervention is participating in a leadership development program (LDP). Despite their popularity, LDPs are frequently critiqued regarding their effectiveness to develop leaders (Avolio, 2010; Kellerman, 2012) likely due at least in part to limited research focused on leadership development and a lack of theory-informed practice. The majority of AHC LDPs do not report using any guiding framework (Lucas et al., 2018; Moore Simas et al., 2019), suggesting there may be instances where development may be assumed and left to chance rather than systematically incorporated into the design, delivery, and assessment of LDPs.

This qualitative case study examined the experiences of faculty leaders participating in an AHC LDP to determine what development may have occurred and how the program may have facilitated it. This research study utilized interviews and document analysis of participants’ reflective writing responses to explore their leadership development. Guided by a conceptual model that integrates learning and leadership theories, leadership development is understood as involving cognitive, behavioral, and affective learning applied at individual, relational, and organizational levels. The findings of this study resulted in a framework that identifies various developmental processes involved in an LDP and discusses the program components that participants associated with such development. In addition, the complexity of leadership development is depicted comprehensively in an integrative framework that summarizes the multiple factors involved in leadership development as it relates to participating in an LDP. This study contributes to research of faculty leadership development and how LDPs may be effective interventions in facilitating developmental processes.
NotePh.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-8xmg-1344
LanguageEnglish
CollectionSchool of Graduate Studies Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Version 8.5.5
Rutgers University Libraries - Copyright ©2024