A Comparative Analysis of Collaborative Leadership Skills Employed by Graduates of Cohort Based and Non-Cohort Based Doctoral Programs in Eduational Leadership

Autor/in	Breton Caminos, Michelle Evangeline
Titel	A Comparative Analysis of Collaborative Leadership Skills Employed by Graduates of Cohort Based and Non-Cohort Based Doctoral Programs in Eduational Leadership
Quelle	(2015), (131 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sage Graduate School
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-6246-2
Schlagwörter	Hochschulschrift; Dissertation; Educational Administration; Qualitative Research; Case Studies; Doctoral Programs; Comparative Analysis; Leadership Styles; Cooperation; Student Empowerment; Graduates; Social Support Groups; Reflection; Program Descriptions; Prior Learning; Emotional Intelligence; Leadership Role; Women Administrators; Gender Differences; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsverwaltung; Schuladministration; Schulverwaltung; Qualitative Forschung; Case study; Fallstudie; Case Study; Doktorandenprogramm; Führungsstil; Co-operation; Kooperation; Studienberechtigung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Social support; Soziale Unterstützung; Vorkenntnisse; Emotionale Intelligenz; Weibliche Führungskraft; Geschlechterkonflikt
Abstract	This qualitative comparative case analysis investigates the leadership approaches of the graduates of two educational leadership doctoral programs in Upstate New York--one a cohort-modeled program, the other a non-cohort program--with specific attention to collaboration. Responses from participants indicate key differences in Engaging Communities, Promoting a Common Vision, and Empowering Staff and Students. Non-cohort participants described more behaviors related to Engaging Communities and Promoting a Common Vision. All participants described efforts to empower staff, but only cohort participants discussed empowering students. All participants also discussed increased confidence as a result of their doctoral work, and non-cohort participants related this to improved collaboration. Cohort participants named three elements of their program that shaped their leadership: collaboration, social support, and reflection. All nine participants self-described as more collaborative after their doctoral studies, and non-cohort participants related this in part to maturity. Cohort participants described themselves as already collaborative prior to their doctoral work. Limitations of this study include the author's participation as a student in a doctoral program that served as one of the sites of this study, a smaller than expected number of participants, and the gender composition of the cohort (primarily female) and non-cohort (all male) participant groups. Findings suggest that cohort-model programs should recognize candidates' prior learning and take steps to incorporate outside viewpoints. Non-cohort programs may benefit from improving student support networks. Both types of programs are recommended to train candidates in emotional intelligence, challenge candidates to bring teaching experience into district leadership roles, and lead conversations about recruiting and retaining female leaders. [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	2020/1/01