Thesis (Ed.D.)--University of Nebraska-Lincoln, 2005. / Title from title screen (viewed on Aug. 10, 2005). PDF text: 170 p. : ill. (some col.). Includes bibliographical references (p. 135-150).

Thesis (Ph.D.)--Antioch University, 2006. / Title from PDF t.p. (viewed Mar. 27, 2006). Advisor: Jon Wergin. Keywords: leadership development, evaluation, leadership, user-focused theory of action . Includes bibliographical references (p. 212-226 ).

Thesis (Ph. D.)--Oregon State University, 1992. / Typescript (photocopy). Includes bibliographical references (leaves 90-98). Also available on the World Wide Web.

Research into leadership in the higher education environment has traditionally mirrored business related constructs. Many of the models and instruments that have been developed for the business environment such as the transactional transformational leadership dyad have been transposed to the higher education environment with relatively minor adaptation. On the other hand, there has been relatively little exploration of leadership models for the Virtual Organisation. This research brings together the literatures of virtuality and the virtual organisation, leadership and higher education management to interrogate the effect of virtuality on leadership styles within the volatile global higher education environment caused by the liberalisation of the sector. Through a case study of a higher education institution (HEI) that is developing a virtual campus, the research explores the perceptions of leadership skills, competencies and behaviours within the virtual higher education environment to determine whether a new model or framework can be developed for a virtual and widely distributed environment. The data from interviews, surveys and focus groups carried out in the case study show that virtuality does impact leadership skills in nuanced ways, thus proposing a configuration of behaviours, skills and competencies more relevant to the virtual higher education environment. The proposed framework adds to the literature on leadership in higher education as well as leadership in the virtual environment and contributes to practice in the areas of recruitment and training of leaders and managers in the virtual higher education sector.

Thesis (M.P.H.M. (Primary Health Care Management))--Mahidol Unversity, 2004.

Thesis (M.S.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 43-45).

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Walter S. Polka. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 189-210) and appendices.

Within Canada, the ever-changing context of universities is paralleled by an increased number of unfinished presidential mandates, approximately 16 in the past ten years. “Never has Canadian university presidential leadership been under greater scrutiny than it is today” (MacKinnon, 2004, p. 132). The trend of an increasing number of unfinished mandates of university presidents in Canada leads to some important questions that require further exploration. Through an in-depth series of interviews with six of the 16 Canadian university presidents with unfinished mandates, this research dives deeply into leadership experiences and highlights patterns and trends within the individual trajectories leading to their shortened mandate. More precisely, the leaders’ transitional process within their presidential role is examined in order to gain insight into the challenges of transition, particularly for the person at the top of the organization. The findings are focused on the themes of board governance and communication, university transitions, relationships within the executive team, the role of the predecessor, and diversity and leadership. This dissertation contributes a unique piece of research to the higher educational literature, and also provides concrete recommendations to improve transitional practices for leaders within the higher education environment.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-01-18T18:23:10Z No. of bitstreams: 1 AndressaMauricio.pdf: 1450562 bytes, checksum: 719a82b7472fe6a4903ebda5e5a101b1 (MD5) / Made available in DSpace on 2017-01-18T18:23:10Z (GMT). No. of bitstreams: 1 AndressaMauricio.pdf: 1450562 bytes, checksum: 719a82b7472fe6a4903ebda5e5a101b1 (MD5) Previous issue date: 2016-08-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This project aims at identifying whether the corporate education program contributes in the retention of team leaders of an Intensive Care Unit, in a hospital, south of the state of São Paulo, Brazil. In order to do so, this research has taken a qualitative, exploratory and descriptive approach. Data collection was done by in-depth individual interviews, relying on a semi-structured script. Such approach was chosen for its relevance and the possibility of more in-depth further study. Two executives of the institution’s corporate university as well as seven of its ICU team leaders have been interviewed for this research. It has been found that the corporate education program in this specific hospital incentives practices that relate to concepts as "competitiveness", “perpetuity”, "connectivity", "availability" and "citizenship", demanding some development in the principles of "partnership" and "sustainability". This study shows considerable evidence of the impact the program has in the performance of leaders with their subordinates. The most significant contributions this program appears to have in these professionals' career development are the adoption of a performance indicator tool, the work done on interpersonal skill development and especially the leadership development program. To conclude, the corporate education program implemented in this hospital contributes effectively in the retention of its ICU team leaders. / Este estudo teve o objetivo de identificar se o processo de educação corporativa, implantado e estruturado, contribui para a retenção de líderes em uma unidade de terapia intensiva de uma instituição hospitalar do ABC paulista. Para isso, a pesquisa assumiu uma abordagem qualitativa, de caráter exploratório e descritivo. A coleta de dados foi realizada por meio de entrevistas individuais, com o suporte de roteiro semiestruturado. Tal método foi escolhido por sua relevância e possibilidade de aprofundamento. Foram entrevistadas duas gestoras da universidade corporativa (UC) e sete líderes com atuação na Unidade de Terapia Intensiva (UTI). Concluiu-se que a universidade corporativa da unidade hospitalar avaliada tem práticas relacionadas aos princípios de sucesso “competitividade”, “perpetuidade”, “conectividade”, “disponibilidade” e “cidadania” e requer algum desenvolvimento em “parceria” e “sustentabilidade”. Ficou clara a contribuição das ações da universidade corporativa para a atuação prática do líder junto às suas equipes, tendo como principais fatores de contribuição da educação corporativa para a carreira a avaliação de desempenho, os recursos para aprimoramento no relacionamento interpessoal e um forte destaque ao programa de desenvolvimento de líderes. Por fim, o estudo apontou que direta e indiretamente a UC na instituição pesquisada contribui efetivamente para a retenção dos líderes da UTI.

The study aimed to provide organizations with the information needed to develop and incorporate strategies and policies that would increase opportunities for advancement among African American women to the benefit of organizational performance and bottom lines while providing guidance to seeking top-level career advancement in higher education. Study 1 adopted a qualitative approach, with interviews of 13 African American female leaders. Seven themes resulted: perceived characteristics needed by Black women for success in securing a leadership role; experiences of the barriers from the intersectionality of gender and race; sources of motivation and inspiration; leaders, women, colleagues, and other professionals who understand the struggles; motivational influences of goal progress; motivational influences of outcome expectations; and motivational influences of social support network. To build on Study 1, Study 2 aimed to understand the factors influencing perceived career success for 91 recently graduated African American female professionals. Five research questions asked about the explanatory power of motivation and inspiration, social support at work, perceived discrimination, resilience, and self-efficacy. Two research questions used stepwise multiple linear regression to examine the social support, perceived discrimination, and the influence of these variables on career motivation, self-efficacy, and resilience. The findings of Study 1 revealed the support and factors that helped the participants overcome hindrances. These factors formed Study 2, indicating that each independent variable helped explain career success for recently graduated African American female professionals. The findings showed barriers and facilitators for African American women at both ends of the leadership pipeline: those who achieved leadership positions and those just beginning their careers. / Business Administration/Human Resource Management