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首頁> 外文學(xué)位 >Department chair leadership in higher education: A comparison of transformational leadership of Reserve Officer Training Corp chairs compared with social science chairs in leadership programs.
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Department chair leadership in higher education: A comparison of transformational leadership of Reserve Officer Training Corp chairs compared with social science chairs in leadership programs.

機(jī)譯：高等教育中的系主任領(lǐng)導(dǎo)：后備干部培訓(xùn)公司主席的變革型領(lǐng)導(dǎo)與領(lǐng)導(dǎo)力課程中的社會(huì)科學(xué)主席的比較。

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摘要

There are critical demands for sweeping change in colleges, prompting most institutions to examine how leadership can effectively manage this "crisis in higher education" (Heuck, 2012, p.39), while serving their respective clients and meeting their goals. Department chairs in universities are one key to meeting the challenges this "crisis" represents, as they serve as frontline supervisors, providing leadership to staff, students, and various programs. Research of leadership in higher education consistently points to the importance of three interrelated aspects of purposeful institutional change: 1) transformational leadership, 2) trust, and 3) follower "buy in" or internalization of the organizational vision. Therefore, colleges would benefit from enhancing the perceptions of department chair leadership in relation to these areas.;Harrison (2011) recommended conducting qualitative studies of midlevel student affairs professionals from diverse colleges to more fully understand their experience of leadership in higher education. Therefore, this qualitative study explored and compared the perceptions of department chairs in selected upper Great Plains universities.;A phenomenological research approach was used in this study. To better understand this phenomenon, six ROTC commanders and six social science chairs at universities in the Upper Great Plains were engaged in face-to-face or phone interviews and asked to describe their experiences with leadership. In particular, these twelve department leaders described their experiences in how they lead, and how they perceive they foster trust and efficacy.;A thorough analysis of the interview transcriptions identified six emerging themes among the data: being genuine, building trust, clear expectations, making connections/building relationship, caring, and inspiring investment in the organizational mission.;The results of the study indicate that authentic leadership is a key leadership quality for these leaders in higher education. The qualities of trust, caring, inspiring investment in the organizational mission all stemmed from the essential quality of being genuine and authentic for both groups. In addition, the themes gathered from interviews were compared with scores from the MLQ which revealed a consistent tendency for all department chairs from both groups to identify with transformational leadership practice. Universities should support the authentic and transformational leadership paradigms and actively encourage mentorship.
機(jī)譯：迫切需要對(duì)大學(xué)進(jìn)行全面變革，促使大多數(shù)機(jī)構(gòu)研究領(lǐng)導(dǎo)層如何有效地管理這種“高等教育危機(jī)”（Heuck，2012年，第39頁），同時(shí)為各自的客戶提供服務(wù)并實(shí)現(xiàn)他們的目標(biāo)。大學(xué)的系主任是應(yīng)對(duì)這一“危機(jī)”所代表的挑戰(zhàn)的關(guān)鍵之一，因?yàn)樗鼈兂洚?dāng)一線主管，為員工，學(xué)生和各種計(jì)劃提供領(lǐng)導(dǎo)。高等教育中領(lǐng)導(dǎo)力的研究始終指出，有目的的機(jī)構(gòu)變革需要三個(gè)相互關(guān)聯(lián)的方面：1）變革型領(lǐng)導(dǎo)； 2）信任； 3）追隨者“認(rèn)同”或內(nèi)部化組織愿景。因此，大學(xué)將受益于增強(qiáng)與這些領(lǐng)域相關(guān)的系主任領(lǐng)導(dǎo)能力的認(rèn)識(shí)。； Harrison（2011）建議對(duì)來自不同大學(xué)的中級(jí)學(xué)生事務(wù)專業(yè)人士進(jìn)行定性研究，以更充分地了解他們?cè)诟叩冉逃I(lǐng)域的領(lǐng)導(dǎo)經(jīng)驗(yàn)。因此，本定性研究探索并比較了大平原地區(qū)上等大學(xué)對(duì)系主任的看法。;采用現(xiàn)象學(xué)研究方法。為了更好地理解這種現(xiàn)象，大平原地區(qū)大學(xué)的六名ROTC指揮官和六名社會(huì)科學(xué)教席進(jìn)行了面對(duì)面或電話采訪，并要求描述他們?cè)陬I(lǐng)導(dǎo)層的經(jīng)歷。特別是，這十二名部門負(fù)責(zé)人描述了他們?cè)陬I(lǐng)導(dǎo)方式上的經(jīng)驗(yàn)，以及如何看待他們?nèi)绾谓⑿湃魏托ЯΑ?；?duì)訪談?dòng)涗浀耐笍胤治龃_定了數(shù)據(jù)中的六個(gè)新興主題：真實(shí)，建立信任，明確的期望，在組織任務(wù)中建立聯(lián)系/建立關(guān)系，關(guān)懷并激勵(lì)投資。研究結(jié)果表明，真正的領(lǐng)導(dǎo)對(duì)于這些高等教育的領(lǐng)導(dǎo)者來說是關(guān)鍵的領(lǐng)導(dǎo)素質(zhì)。對(duì)組織使命的信任，關(guān)懷和鼓舞人心的品質(zhì)，都源于對(duì)這兩個(gè)團(tuán)體真實(shí)可信的基本素質(zhì)。此外，將訪談中收集的主題與MLQ的得分進(jìn)行了比較，這表明兩組的所有部門主席始終傾向于認(rèn)同變革型領(lǐng)導(dǎo)實(shí)踐。大學(xué)應(yīng)支持真實(shí)和變革性的領(lǐng)導(dǎo)范式，并積極鼓勵(lì)導(dǎo)師制。

著錄項(xiàng)

  • 作者

    Knauer, Charles L.;

  • 作者單位

    University of South Dakota.;

  • 授予單位 University of South Dakota.;
  • 學(xué)科 Educational leadership.;Higher education administration.;Military studies.
  • 學(xué)位 Ed.D.
  • 年度 2015
  • 頁碼 229 p.
  • 總頁數(shù) 229
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類
  • 關(guān)鍵詞

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  • 2. chair leadership [P] . 外國(guó)專利： DE102011122473B4 . 2018-01-25

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  • 3. chair leadership [P] . 外國(guó)專利： DE102011122473A1 . 2012-07-26

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