Author(s)

Eva Ross

Date Approved

10-24-2012

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

First Advisor

Sisco, Burton

Subject(s)

Educational leadership--Study and teaching (Graduate)

Disciplines

Higher Education Administration

Abstract

Extant research on educational leadership preparation programs (ELPPs) is cross-organizational and quantitative in nature. This descriptive sequential explanatory mixed-method study provides contextual depth by looking at the evolution (and devolution) of an on-campus doctoral-level ELPP model. This study examined contextual influences and programmatic effectiveness over time, as well as its uniqueness, integrity and import, from various key stakeholder standpoints. Data collection methods included a primarily quantitative alumni survey and follow-up interviews, as well as core faculty and program developer interviews. Qualitative data analysis methods included grounded theory analytic techniques; quantitative analysis methods used descriptive statistics. Findings and results indicated contextual factors were instrumental with program sustainability. The model was effective with alumni changed practice and strengthening/changing theoretical perspectives, as well as in relating its mission to leadership practice. There were varying perceptions of program uniqueness. Program integrity was maintained, in terms of trueness to the original program mission and goals, as was program import. However, given the program model's effectiveness, consideration of contextual factors and an ongoing evaluation process may have facilitated program sustainability.

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