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.

Thesis (D. Min.)--Mid-America Baptist Theological Seminary, 2008. / Abstract. Includes bibliographical references (leaves 148-160).

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 92-101). Also available on the Internet.

Thesis (D. Min.)--Columbia International University, 2001. / Abstract. Includes bibliographical references (leaves 173-178).

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 92-101). Also available on the Internet.

Thesis (D. Min.)--Liberty Baptist Theological Seminary, 2003. / Description based on print version record. Includes bibliographical references.

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.

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

Thesis (M.A.)--Briercrest Bible College, 1988. / Abstract. Includes bibliographical references (leaves 139-144).

Thesis (D. Min.)--Western Conservative Baptist Seminary, 1995. / Abstract. Includes bibliographical references (leaves 112-124).