The perceived value of university-based, continuing education leadership development programs for administrators in higher education: an intangibles model of value creation

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dc.contributorBray, Nathaniel J.
dc.contributorCramer, Kathleen P.
dc.contributorDyer, Beverly
dc.contributorHarris, Thomas E.
dc.contributorNelson, Mark D.
dc.contributor.advisorMajor, Claire Howell
dc.contributor.authorStone, Geraldine Louise
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T16:24:58Z
dc.date.available2017-03-01T16:24:58Z
dc.date.issued2012
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis study examined the perceived value of leadership development programs (LDPs) provided by continuing education for administrators in colleges and universities. Included in this study were questions about the perceived value of non-credit, credit, and blended (credit and non-credit) programs at the individual, institutional, and higher education enterprise levels. Eight research questions were developed for this quantitative study. Value scales were developed for the first three questions, which addressed the perceived value of LDPs designed of administrators at individual, institutional, and higher education enterprise levels. The next five questions addressed other aspects of LDPs: 1) their success at developing leadership competencies; 2) if they were considered a priority; 3) if they provided a competitive advantage; if there were sufficient number of LDPs; and, 4) the most effective type of LDPs. An original 75-item Value Creation Survey (VCS) was developed with the goal of achieving a comprehensive understanding of how leadership, leadership development, intangibles, and value creation came together. The VCS was sent to a sample of 217 Institutional Representatives in eight ACHE Regions, all members of the Association of Continuing Higher Education: 122 responses (56% response rate) were received. Results indicated that the three value scales had coefficient alpha scores above .90. Based on gender differences or ACHE Region, statistical analyses indicated no significant differences in value attributions at the individual, institutional, or higher education enterprise levels. All correlations amongst the three value scales were significant at the 0.01 level. Results also indicated respondents believed that 1) LDPs help develop leadership competencies at all levels, especially at the individual level; 2) LDPs should be considered a priority; 3) LDPs provide a competitive advantage at all levels, especially at the individual level; 4) adding to the set of LDP offerings was important; and, 4) the most effective type of LDPs was the non-credit, blended, and credit sequence. The intent of this study was to add to the emerging research and scholarship in the field of continuing higher education regarding the perceived value of LDPs in terms of the intangible and tangible benefits they create. The evidence presented in this study provides justification of continued research of this topic.en_US
dc.format.extent331 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000852
dc.identifier.otherStone_alatus_0004D_11003
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1355
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectHigher education administration
dc.subjectHigher education
dc.titleThe perceived value of university-based, continuing education leadership development programs for administrators in higher education: an intangibles model of value creationen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.

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