This study examined formal leadership degree programs and their ability to
prepare professionals for leadership positions. This study provided data outlining the
necessary competencies for leadership positions and examined the current activities and
formal curriculum included in three premier formal leadership degree programs. This
study also provided recommendations for the enhancement of current curriculum and
methods in formal leadership degree programs to better facilitate the learning and
empowerment of student populations interested in pursuing leadership positions.
This study utilized qualitative research in order to study the interrelationships
holistically. The data collected in this study provided insight into what leadership
competencies were valued and taught by highly ranked diverse undergraduate and
graduate academic programs. These programs were selected based on their reputation of
excellence, faculty, and overall program experience. The gatekeepers and graduates of
these highly motivated academic programs identified the necessary competencies for
success after graduation in the leadership work force. This examination allowed for
holistic impressions to be made about curriculum revision and enhancement that added to
the foundation and future of leadership education. A purposive sample was used to maximize the range of specific information that
could be attained from and about the context. The purposive sample allowed the
researcher to purposely seek typical and divergent data and insights to capture the
essence of the situation.
The major findings of this study include the development of two competency sets
necessary for successful practice within leadership positions. Etic competencies refer to
those competencies relating to features or items targeted for development which can be
considered outside of their role within a leadership system. Emic competencies refer to
those competencies relating to features or items targeted for development with respect to
their role within a leadership system.
Based on the literature and respondent perspectives four recommendations can be
made for the revision of leadership education. These revisions are expansion of current
curricula, renewed focus and attention to global perspective, enhanced faculty
development opportunities, and grounding in moral and ethical purpose. These four
recommendations are solidified and integrated into practice through the Foundational
Approach to Leadership Development Model.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/4858 |
| Date | 25 April 2007 |
| Creators | Andenoro, Anthony Clyde |
| Contributors | Dooley, Kim E. |
| Publisher | Texas A&M University |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | 907495 bytes, electronic, application/pdf, born digital |
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