Perceived Value of University-Based Continuing Education Leadership Development Programs for Administrators

Autor/inn/en	Stone, Geri L.; Major, Claire H.
Titel	Perceived Value of University-Based Continuing Education Leadership Development Programs for Administrators
Quelle	In: Journal of Continuing Higher Education, 62 (2014) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2014.872014
Schlagwörter	Continuing Education; Administrator Education; Leadership Training; Statistical Analysis; College Administration; Higher Education; Surveys; Program Effectiveness + Suchen Sie Ihr Suchwort? Weiterbildung; Führungslehre; Statistische Analyse; College administrators; Hochschulverwaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Survey; Umfrage; Befragung
Abstract	This quantitative study, which involved development of a Value Creation Survey, examined the perceived value of leadership development programs (LDPs) provided by continuing higher education for administrators in colleges and universities. Participants were administrators at Association for Continuing Higher Education (ACHE) member institutions. Answers to eight research questions became the focus of this study. Three questions--one at each level (individual, institutional, higher education enterprise)--examined respondents' beliefs and perceptions about program value. Four questions focused on program aspects: success/helpfulness in developing leadership competencies, if they had priority status, competitive advantages gained through program attendance, and was there a sufficient number of LDPs. A final question was devoted to beliefs and perceptions of model effectiveness (noncredit, credit, and blended). The authors of this article sought understandings of how leadership, leadership development, intangibles, and value creation come together. Results are summarized and the article concludes with recommendations for future practice and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10