東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Exploring Differences in Leadership ...

Shakir, Salah.

FindBook

Google Book

Amazon

博客來

Exploring Differences in Leadership and School Characteristics among Colleges with Traditional versus Continuous Improvement Accreditation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Exploring Differences in Leadership and School Characteristics among Colleges with Traditional versus Continuous Improvement Accreditation./
作者:	Shakir, Salah.
面頁冊數:	125 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 1007.
Contained By:	Dissertation Abstracts International72-03A.
標題:	Education, Higher Education Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3441941
ISBN:	9781124452975

Exploring Differences in Leadership and School Characteristics among Colleges with Traditional versus Continuous Improvement Accreditation.
Shakir, Salah.

Exploring Differences in Leadership and School Characteristics among Colleges with Traditional versus Continuous Improvement Accreditation. - 125 p.

Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 1007.

Thesis (D.B.A.)--Northcentral University, 2010.

Accreditation plays a key role in assuring quality and promoting accountability in higher education. Limited accountability exists under the traditional accreditation method, the Program to Evaluate and Advance Quality (PEAQ). In 1999, the Higher Learning Commission (HLC) created the Academic Quality Improvement Program (AQIP) as an alternative method of accreditation specifically designed to address weaknesses of educational quality in traditional education. However, there has been a slow adoption of AQIP, which reflects best practices in higher education. The purpose of this quantitative nonexperimental retrospective comparative design study was to examine the extent to which leadership strength and school characteristics differ based on accreditation type. Questionnaires were collected from Chief Executive Officers of 66 AQIP and 73 PEAQ accredited institutions of higher learning that went through accreditation between 2004 and 2010. Leadership strength was measured by the Leadership Practice Inventory LPI, which was developed to measure leadership strength using five subscales: (a) Modeling the Way; (b) Inspiring a Shared Vision; (c) Challenging the Process; (d) Enabling Others to Act; and (e) Encouraging the Heart. School characteristics were assessed in terms of the size of the institution, leader's tenure, institution location, institution type, and the age of the institution. The LPI subscale Modeling the Way was significantly different by accreditation type with F(1) = 10.285, p = .002. No other subscales differed significantly. The result of Pearson's chi-square analysis, chi² (3) = 27.01, p < .001 indicated there is a difference in the type of institution (highest degree offered) based on accreditation method. The result indicated that associate degree granting institutions were more than twice as likely to use the AQIP accreditation method as they were to use the PEAQ accreditation method. The study may be very helpful to administrators of higher education, as well as to the field of business administration, particularly in Higher Education settings and the accrediting agencies. The study should be replicated and empirically verified before the study can be generalized to other regions. Expanding the sample and gather actual leadership behavior verses perceived leadership behavior is s recommended.

ISBN: 9781124452975Subjects--Topical Terms:

1669382
Education, Higher Education Administration.

Exploring Differences in Leadership and School Characteristics among Colleges with Traditional versus Continuous Improvement Accreditation.
LDR:03352nam 2200301 4500 001 1404012
005 20111116122904.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124452975
035 $a (UMI)AAI3441941
035 $a AAI3441941
040 $a UMI $c UMI
100 1 $a Shakir, Salah. $3 1683307
245 1 0 $a Exploring Differences in Leadership and School Characteristics among Colleges with Traditional versus Continuous Improvement Accreditation.
300 $a 125 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 1007.
500 $a Adviser: Lawrence Ness.
502 $a Thesis (D.B.A.)--Northcentral University, 2010.
520 $a Accreditation plays a key role in assuring quality and promoting accountability in higher education. Limited accountability exists under the traditional accreditation method, the Program to Evaluate and Advance Quality (PEAQ). In 1999, the Higher Learning Commission (HLC) created the Academic Quality Improvement Program (AQIP) as an alternative method of accreditation specifically designed to address weaknesses of educational quality in traditional education. However, there has been a slow adoption of AQIP, which reflects best practices in higher education. The purpose of this quantitative nonexperimental retrospective comparative design study was to examine the extent to which leadership strength and school characteristics differ based on accreditation type. Questionnaires were collected from Chief Executive Officers of 66 AQIP and 73 PEAQ accredited institutions of higher learning that went through accreditation between 2004 and 2010. Leadership strength was measured by the Leadership Practice Inventory LPI, which was developed to measure leadership strength using five subscales: (a) Modeling the Way; (b) Inspiring a Shared Vision; (c) Challenging the Process; (d) Enabling Others to Act; and (e) Encouraging the Heart. School characteristics were assessed in terms of the size of the institution, leader's tenure, institution location, institution type, and the age of the institution. The LPI subscale Modeling the Way was significantly different by accreditation type with F(1) = 10.285, p = .002. No other subscales differed significantly. The result of Pearson's chi-square analysis, chi² (3) = 27.01, p < .001 indicated there is a difference in the type of institution (highest degree offered) based on accreditation method. The result indicated that associate degree granting institutions were more than twice as likely to use the AQIP accreditation method as they were to use the PEAQ accreditation method. The study may be very helpful to administrators of higher education, as well as to the field of business administration, particularly in Higher Education settings and the accrediting agencies. The study should be replicated and empirically verified before the study can be generalized to other regions. Expanding the sample and gather actual leadership behavior verses perceived leadership behavior is s recommended.
590 $a School code: 1443.
650 4 $a Education, Higher Education Administration. $3 1669382
650 4 $a Education, Leadership. $3 1035576
650 4 $a Business Administration, Management. $3 626628
650 4 $a Education, Business. $3 1017515
690 $a 0446
690 $a 0449
690 $a 0454
690 $a 0688
710 2 $a Northcentral University. $3 1018547
773 0 $t Dissertation Abstracts International $g 72-03A.
790 1 0 $a Ness, Lawrence, $e advisor
790 $a 1443
791 $a D.B.A.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3441941