The perceived need for more and better leadership in the United States has led to the inclusion of leadership development programs in some 800 American colleges and universities. The goal of this study was to contribute to the construction of similar programs in Canadian colleges and universities. <p>Interviews were conducted with 83 individuals: 41 students, 24 educators and 18 leaders. The researcher used the appreciative inquiry method, and the resulting data were analyzed within the grounded theory design advocated by Strauss and Corbin (1998). <p>In this study the perceptions of leaders, educators, and students were described regarding ideal leadership and ideal leadership development. The researcher found that leadership was perceived to be an interactive process between members of a team, rather than the direction of a single individual to others. It was discovered that leadership was perceived as the releasing of an individuals potential, through mentoring, for the purpose of contributing to a collaborative team that articulated and accomplished a shared vision. The development of individuals was viewed as at least equally important as the accomplishing of a goal. <p>From the perceptions of study participants, a definition of leadership development was constructed. Leadership development was the intentional fostering of individuals toward their maximum leadership capacity through personal development, experiential leadership opportunities, leadership education, and the development of leadership skills. These developments were based on personal awareness and readiness within a mentoring environment. <p>Based on a synthesis of the literature review, a survey of leadership development programs, and the findings of these interviews, the researcher constructed a four level model of leadership development. This model provides for programmatic component areas that might profitably be included in leadership development programs. The model also suggests consideration of the conceptual issues that need to be addressed by educators in formulating programs of leadership development for colleges and universities. The levels of the model are as follows: (a) articulate inherent understandings regarding students, teaching, and the role of universities; (b) complete educator tasks that assess individuals in the program as well as define leadership and articulate an understanding of skill development; (c) construct three program categories of leader development, leadership education, and leadership training together with a philosophy of leadership development; and (d) decide on the program components that will fulfill program objectives within the three categories of leader development, leadership education, and leadership training.<p>Implications for theory, research, and colleges and universities are outlined. The study is to assist in the construction and further enhancement of leadership development initiatives and programs in colleges and universities.

The perceived need for more and better leadership in the United States has led to the inclusion of leadership development programs in some 800 American colleges and universities. The goal of this study was to contribute to the construction of similar programs in Canadian colleges and universities. <p>Interviews were conducted with 83 individuals: 41 students, 24 educators and 18 leaders. The researcher used the appreciative inquiry method, and the resulting data were analyzed within the grounded theory design advocated by Strauss and Corbin (1998). <p>In this study the perceptions of leaders, educators, and students were described regarding ideal leadership and ideal leadership development. The researcher found that leadership was perceived to be an interactive process between members of a team, rather than the direction of a single individual to others. It was discovered that leadership was perceived as the releasing of an individuals potential, through mentoring, for the purpose of contributing to a collaborative team that articulated and accomplished a shared vision. The development of individuals was viewed as at least equally important as the accomplishing of a goal. <p>From the perceptions of study participants, a definition of leadership development was constructed. Leadership development was the intentional fostering of individuals toward their maximum leadership capacity through personal development, experiential leadership opportunities, leadership education, and the development of leadership skills. These developments were based on personal awareness and readiness within a mentoring environment. <p>Based on a synthesis of the literature review, a survey of leadership development programs, and the findings of these interviews, the researcher constructed a four level model of leadership development. This model provides for programmatic component areas that might profitably be included in leadership development programs. The model also suggests consideration of the conceptual issues that need to be addressed by educators in formulating programs of leadership development for colleges and universities. The levels of the model are as follows: (a) articulate inherent understandings regarding students, teaching, and the role of universities; (b) complete educator tasks that assess individuals in the program as well as define leadership and articulate an understanding of skill development; (c) construct three program categories of leader development, leadership education, and leadership training together with a philosophy of leadership development; and (d) decide on the program components that will fulfill program objectives within the three categories of leader development, leadership education, and leadership training.<p>Implications for theory, research, and colleges and universities are outlined. The study is to assist in the construction and further enhancement of leadership development initiatives and programs in colleges and universities.

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 131-134.

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 131-134.

Abstracts The study was designed to achieve three purposes : the first was to explore the categories of universities in China, Netherlands, Taiwan, Japan, United Kingdom and United States. Second one was to build an evaluation model of performance indicators of colleges & universities in terms of three functions : research, instruction and service¡Fand to figure out a model of factorial structure which could grasp the conditions of colleges & universities. Finally, to categorized each college & university in Taiwan accordingly. In order to achieve the above aims, the researcher adopted questionnaire survey as the major research method. Two questionnaire were filled out by three groups of samples - scholars majoring in higher education, the administrators in Section of Higher Education, Ministry of Education, and college deans in nine different academic fields. The total percentage of response was 49.59%. The following six findings have been concluded : 1.There are two reasons for the categorization of colleges & universities in most other foreign countries ¡V natural formation or man-made. Titles of each category was given accordingly. 2.The subjects of this study were in great agreement with what the most important evaluation indicators were, but a trivial discrepancy toward the indicators for service function existed. 3.The theoretical model of performance indicators for colleges & universities was in good fittness for actural data. It could help understand the performance of a higher education institution. 4.The background variables of colleges & universities was significant in influencing the categories, they beloged to, e.g. public or private, scale of institution or number of professors, history of the institution. 5.The researcher, through the method of hierarchical cluster analysis, combined the mean of raw scores and standard score to categorize colleges & universities in Taiwan. 6.According to the deans of colleges & universities, four categories were suggested for colleges & universities in Taiwan. Finally, ten suggestions were raised to the authority in charge of higher education institutions, general colleges & universities in Taiwan and future research. Keyword : functions of colleges & universities, categories of colleges & universities, evaluation indicators of colleges & universities

Thesis (Ed. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [145]-157).

Thesis (Ed. D.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.

Thesis--Purdue University. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 247-254).

Thesis (M.A.)--University of Hong Kong, 1993.

Thesis (M.A.)--University of Hong Kong, 1993. / Also available in print.