The Effectiveness of a Community College's Grow Your Own (GYO) Leadership Development Program

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Autor/in	Rowan, Cynthia Seiss
Titel	The Effectiveness of a Community College's Grow Your Own (GYO) Leadership Development Program
Quelle	(2012), (167 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Seton Hall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-3634-1
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Leadership Training; Program Evaluation; Program Effectiveness; Rural Schools; Qualitative Research; Summative Evaluation; Attitude Measures; Student Attitudes; Interviews; Administrator Attitudes; Educational Methods; Program Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Führungslehre; Programme evaluation; Programmevaluation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Qualitative Forschung; Schülerverhalten; Interviewing; Interviewtechnik; Educational method; Erziehungsmethode; Programmplanung
Abstract	A substantial number of research studies indicate that the community colleges will continue to experience shortages of leadership talent due to excessive retirements and a lack of prepared incumbents. Without appropriate leadership talent, the ability of community colleges to fulfill the ever-increasing demands of their mission and constituents they serve may be compromised. Single-campus, district, and state Grow Your Own (GYO) leadership development programs emerged in the early 2000's as a strategy to develop potential leaders. While significant attention has been focused on the content of such programs, little emphasis has been placed on the effectiveness of these programs beyond participant reaction. The purpose of this study was to comprehensively evaluate the effectiveness of a community college's GYO leadership development program in addressing the college's desired outcomes for the program. The study was conducted at a medium, rural-serving college in the Northeast that has been offering an annual GYO program since 2003. This qualitative study was a summative evaluation. The framework for the study was an adaptation of Donald Kirkpatrick's four-level training evaluation model. The study included an examination of participant reactions to the program, what participants learned in the program, how what participants learned in the program was applied in their work, how participants were supported after the program, and the program's impact in meeting the college's established leadership development objectives. The study included interviews conducted with 41 of the 91 program participants who were still employed at the college, five program planners, the college president, and 11 senior administrators to determine the program's effectiveness. Additionally, documents such as the college's periodic evaluation surveys, program syllabus, objectives, and participant materials were also examined. The findings of the study indicate that, while the GYO leadership development program generally met the college's desired objectives, the infrastructure to support continued leadership development was lacking. Further, the findings indicated that, while a programmatic approach to leadership development is commendable, a more comprehensive approach to ongoing leadership development, via support systems and continuous learning initiatives, would maximize effectiveness. The findings support recommendations to heighten overall effectiveness in three areas: 1) future programmatic improvement, 2) strengthening of the college's infrastructure to foster continued leadership development, and 3) key areas that should be more rigorously and regularly evaluated in the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10