Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 82-94).

Thesis (Ed.D.)--East Carolina University, 2008. / Presented to the faculty of the Department of Educational Leadership. Advisor: David Siegel. Title from PDF t.p. (viewed Apr. 26, 2010). Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 96-112). Available also in a digital version from Dissertation Abstracts.

With the impending retirements of community college presidents hired during the rapid growth of the 1960s, consideration is imperative regarding how leadership vacancies will be filled. The turnover in leadership occurs at a time of increasing diversity in student enrollments; this gap is in contrast to the primarily homogeneous composition of current leadership. Although women comprise the majority of students and Latino enrollment is growing, the representation of Latinas in community college presidencies is woefully small. Without strategic intervention, the challenge of reflecting diversity at all levels of community colleges will grow in magnitude. The intersection of a changing student body and projected retirements present an opportunity to diversify leadership at the community college. The primary purpose of this research was to learn from Latina community college presidents about the conditions that influenced their ascension to the presidency. The conditions and experiences examined were (a) influences that Latina community college presidents identified as having the most impact on personal career success, (b) strategies Latinas have employed to overcome barriers or challenges on the pathway to the presidency, and (c) the organizational climate and practices within community colleges that either hinder or support Latinas. The convergence of these conditions was analyzed to determine effective strategies to support Latinas in achieving leadership roles. This study utilized mixed methods for data collection, both qualitative and quantitative. Data sources included interviews with 13 Latina community college presidents. Further, 22 participants completed questionnaires that provided demographic information. The following themes emerged from the findings: personal context, professional preparation, professional context, challenges and the leadership pipeline. In spite of the gains made by women in higher education and the increase of Hispanic students entering post secondary education, equity in the representation of Latinas in higher education at the administrative ranks has not yet been achieved. The findings suggests that trustees played a critical role in promoting diversity as the majority of the boards that hired the presidents in this study included representation from women and other minority groups. Moreover, although systemic barrier exist the Latinas presidents in this study refused to allow bias to prevent them from succeeding. Recommendations for further studies and implications for developing Latinas to gain access to the leadership pipeline were discussed in the findings. / text

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The purpose of this study was to describe the career paths of female senior student affairs officers (SSAOs) in American four-year institutions of higher education. Specific topics investigated included (a) demographic profile, (b) entry level and SSAO stepping stone positions, (c) work experience, (d) formal education, (e) promotion path, (f) career goals, (g) characteristics of the employing institutions, and (h) common career barriers.The population consisted of all 356 female NASPA members employed as SSAOs in American four-year institutions of higher education during the fall of 2000. A survey instrument designed by the researcher was used to gather data.The average age of female SSAOs when they were first appointed to this position was 41 years. The vast majority (81%) was White, and the most frequently reported marital status was married/partnered. Almost one-third of the SSAOs reported jobs in residence life as their entree into student affairs work. Jobs in the dean of students' office were the most frequently reported SSAO stepping stone positions. At the time they were first appointed SSAOs, they had worked an average of 14 years in higher education. Over half (51 %) held a doctorate. Over half (58%) received an internal promotion to their first SSAO position, and over half (57%) accepted this position at private institutions. For over half (55%), becoming an SSAO was a primary career goal at the time they were first appointed to this position. Close to two-thirds (66%) reported no barriers in achieving the first SSAO position.Major conclusions included: (a) student affairs positions that provide exposure, visibility, and connections provide a common career path to the SSAO position; (b) a doctorate has become a virtual necessity for women who aspire to be SSAOs; (c) women in general and minority women in particular have made gains in reaching the SSAO position. / Department of Educational Leadership

The purpose of this study was to determine if relationships existed between the dependent variables Initiating Structure and Consideration of Others leadership behaviors of adult education administrators in Indiana and the following selected independent variables: (1) size of the public school corporation, (2) size of the adult education program and characteristics of the administrator, (3) age, (4) gender, (5) years of experience in adult education, and (6) educational attainment levels. Also examined was a comparison of vector scores of adult education administrators and adult education teachers on the Leadership Behavior Description Questionnaire (Form 12).A demographic survey and the (LBDQ) (Form 12) were mailed to 80 adult education administrators in Indiana for an assessment of self-perceived leadership behaviors Initiating Structure and Consideration of Others. The LBDQ (Form 12) was mailed to 345 adult education teachers with three or more years of teaching experience in adult education for a staff-perceived assessment of the leadership behaviors of adult education administrators in Indiana. Statistical analysis revealed that no significant (.05) differences existed between the leadership behaviors Initiating Structure and Consideration of Others and (1) size of the school corporation, (2) size of the adult education program, (3) years of experience of the administrator in adult education.Statistical analysis revealed a significant (.05) difference existed between the leadership behavior Consideration of Others and (1) age, (2) gender, and (3) educational attainment, and between the adult education administrators and the adult education teachers.Interviews were conducted with 10 adult education administrators that revealed a strong self-perception of both Initiating Structure leadership behavior and of Consideration of Others leadership behavior. Interviews were also conducted with a random sample of 30 adult education teachers that revealed a leadership perception that adult education administrators were strong when Initiating Structure, but the adult education administrators were viewed as being deficient in the leadership behavior Consideration of Others.A recommendation is made that adult education administrators attend workshops, university classes, and seminars in management effectiveness and human relations skills to develop and/or review the leadership skill Consideration of Others. / Department of Educational Leadership

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 173-181). Also available via the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.