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Institutional challenges and leadership competencies in Chinese Ministry of Education directed universities in implementing the 1999 Chinese action scheme for invigorating education towards the 21st centuryYang, Xiaobo 12 April 2006 (has links)
This study used the naturalistic inquiry method to explore the perceptions of the
selected administrators from Chinese Ministry of Education Directed universities
regarding what kind of institutional challenges their institutions confront and how their
institutions function in the present, how their own roles have been affected by the
changing situations they face in their own contexts, and consequently, what are the
competencies that universities leaders will need in their universities in the near future.
Special emphases are placed on the differences that exist in the challenges facing
Chinese MOE directed universities located in differently geographical, cultural and
economical contexts, and the differences among the perceptions of current university
leaders, aspiring leaders, and retired university leaders regarding institutional challenges
and leadership competencies. In this study, eight kinds of challenges have been identified by selected Chinese
university administrators. There are no substantial differences in perceptions of these
eight kinds of challenges, for all these MOE-directed universities live in a similar policy
environment; they are governed, funded and evaluated by the Ministry of Education.
However, due to their personal background such as different ages, historical background
and working experiences, they showed some differences in their perceptions more
individually than as a group.
According to the respondents reflections, the location of a university powerfully
influences the university, positively or negatively. Being located in developed areas
usually has a positive influence on a university. On the contrary, being located in
undeveloped areas has a negative impact on a university.
There are four categories of leadership competencies identified by the respondents:
personality and disposition, personal knowledge and skill, administrative competency,
and social responsibility competency. It is not surprising that administrators from these
universities did not show substantial differences in their perceptions of leadership
competency because members of all the groups live in a similar policy environment.
However, due to their personal background, they actually showed some differences in
their perceptions as individuals rather than as a group.
The researcher found that university administrator training is absolutely necessary.
However, the current training programs do not meet the demands, more needs to be done
to improve the training programs through renewing training content and methods.
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Biblically based pastoral leadershipDean, James Robert. January 2008 (has links)
Thesis (D. Min.)--Mid-America Baptist Theological Seminary, 2008. / Abstract. Includes bibliographical references (leaves 148-160).
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Effective leadership among academic deans an exploration of the relationship between emotional competence and leadership effectiveness /Castro, Jesus R., January 2003 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 92-101). Also available on the Internet.
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A study of field-based missionary leadership trainingSarracino, Mark E. January 2001 (has links)
Thesis (D. Min.)--Columbia International University, 2001. / Abstract. Includes bibliographical references (leaves 173-178).
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Effective leadership among academic deans : an exploration of the relationship between emotional competence and leadership effectiveness /Castro, Jesus R., January 2003 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 92-101). Also available on the Internet.
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Leadership characteristics of the apostle Paul that can provide model to today's BBFK pastor'sLee, Jae Kee. January 2003 (has links)
Thesis (D. Min.)--Liberty Baptist Theological Seminary, 2003. / Description based on print version record. Includes bibliographical references.
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Measuring the impact of technology on leadership educationJones, Robert T. 30 September 2004 (has links)
The purposes of this study were to determine the effectiveness of a computer-assisted lab environment in a course on leadership and to determine if undergraduate students believe that leadership concepts can be successfully taught in an asynchronous environment, in this case, using the technology of the world wide web. Students' attitudes toward computer-based leadership education were measured by a leadership perception index, a technology perception index, a class-inclusion acceptance index, and a discussion technology acceptance index administered through a post-activity survey that measured their responses in both a quantitative and qualitative format.
Students participated in a leadership lab activity in one of three treatments: 1) no computer-facilitated interaction and traditional classroom interaction, 2) completely asynchronous, computer-facilitated interaction, or 3) hybrid interaction consisting of half computer-facilitated, and half traditional classroom interaction. A post-activity survey was used to collect data about the students' perceptions of their experiences.
Post-activity survey scores indicated that a majority of students accept learning about leadership through asynchronous technological means such as the world wide web. Students who were not exposed to any technological experience in this activity quantitatively answered that the interpolation of technology into leadership education would not be successful. The hybrid group quantitatively felt the use of technology was most acceptable of the three treatment groups, with slightly fewer "positive" results from the completely asynchronous, solely computer-facilitated group.
Students had a positive attitude toward computers, and qualitatively identified the need to use computers more prevalently in undergraduate teaching. Students' qualitative results also indicated that students felt that computers were important to their future and most seemed to enjoy to opportunity to complete a lab using them.
Since the computer facilitated assignment was completed using the Internet as a connection medium, additional data were collected from students. Interestingly, of students involved in the asynchronous section, only 18% completed their assignments during morning hours (from 6:00 a.m. to noon), while 39% completed their assignments between 8:30 p.m. and 1:00 a.m.
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Servant-leadership: an exploration of essence and fidelity.Nagel, David A. T. 16 April 2012 (has links)
In 1970 Robert K. Greenleaf put forth a conceptualization of leadership aimed at re-invigorating a sense of belonging and responsibility in the disgruntled youth of those times. In his seminal work, The Servant as Leader (1991), he offers a rather revolutionary approach to leadership that focuses not only on the actions of the leader, but also on the relationship existing between leader and follower. Servant-leadership seeks to reposition leadership as a process of relationship marked by mutual influence.
The purpose of this qualitative study, by means of reflective analysis, was to explore the essence of servant-leadership according to Greenleaf’s original work and to describe how that essence is reflected within the secondary literature extant to servant-leadership. The Servant as Leader (1991) and On Becoming a Servant Leader (1996) were used to discern the essence of Greenleaf’s conceptualization, while secondary servant-leadership literature in the form of books, book chapters, and journal articles provided the context for understanding how Greenleaf’s work has been represented. / Graduate
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Biblical motifs building a model for contemporary leadership /Uglem, Dwayne. January 1988 (has links)
Thesis (M.A.)--Briercrest Bible College, 1988. / Abstract. Includes bibliographical references (leaves 139-144).
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The essence of servant leadershipDelHousaye, Darryl. January 1995 (has links)
Thesis (D. Min.)--Western Conservative Baptist Seminary, 1995. / Abstract. Includes bibliographical references (leaves 112-124).
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