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

Succession Planning and Knowledge Tr...

Grossman, Connie S.

FindBook

Google Book

Amazon

博客來

Succession Planning and Knowledge Transfer in Higher Education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Succession Planning and Knowledge Transfer in Higher Education./
作者:	Grossman, Connie S.
面頁冊數:	209 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
標題:	Education, Higher Education Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3579636
ISBN:	9781303777332

Succession Planning and Knowledge Transfer in Higher Education.
Grossman, Connie S.

Succession Planning and Knowledge Transfer in Higher Education. - 209 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2014.

A leadership gap is occurring as the result of Baby Boomer retirements coupled with the lack of academic succession planning. Transferring organizational knowledge from leadership to successors is a challenging task during leadership change. Succession planning processes are designed for present and future organizational needs by facilitating knowledge creation, storage, and transfer. The research questions focused on philosophies and strategies driving academic succession planning and knowledge transfer. Organizational knowledge based theory indicated that organizational leadership change may reduce forward momentum when knowledge transfer is at risk. Specific higher education accreditation authorities require reporting of institutional planning for leadership change. This qualitative holistic multiple case study explored philosophies that support institutional decisions regarding leadership replacement and knowledge transfer at four Midwestern higher education institutions. A purposive sample of higher education institutions included a suburban four year medical arts college, a rural public four year college, and two rural community colleges. Data was collected through semi-structured academic executive interviews and review of formalized institutional accreditation documents. Study results indicated that non-formalized strategies for knowledge transfer occur in higher education, existing knowledge transfer activities have shortcomings, and the institutional culture of mentoring and trust promotes knowledge transfer. Guiding philosophies that drive succession planning are a result of increased demand for institutional accountability and continual quality improvement by accrediting bodies. Results indicated that academic succession planning may lack implementation due to non-disclosed retirement intentions, a non-supportive college culture, and inadequate internal leadership pools. Nonexistence of succession planning results from philosophies of searching externally for "best fit", belief that informal succession planning strategies are adequate, and confidence that institutional trust and reputation attracts competent leadership. Formalized succession planning continues to be disregarded in higher education, sporadic knowledge transfer activities occur, and leadership style influences knowledge transfer. Suggested practical applications included evidence-based leadership training, identification of desired leadership competencies, well-designed employee performance review, and workplace mentoring. A recommendation to formalize knowledge transfer, capture, storage, and retrieval was suggested. Recommendations for future research included internal versus external leadership success rates, evidenced-based leadership training, effective talent identification, and factors affecting leadership turnover rates at higher education institutions.

ISBN: 9781303777332Subjects--Topical Terms:

1669382
Education, Higher Education Administration.

Succession Planning and Knowledge Transfer in Higher Education.
LDR:03767nam a2200289 4500 001 1960362
005 20140611111912.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303777332
035 $a (MiAaPQ)AAI3579636
035 $a AAI3579636
040 $a MiAaPQ $c MiAaPQ
100 1 $a Grossman, Connie S. $3 2096001
245 1 0 $a Succession Planning and Knowledge Transfer in Higher Education.
300 $a 209 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: Karin Klenke.
502 $a Thesis (Ph.D.)--Northcentral University, 2014.
520 $a A leadership gap is occurring as the result of Baby Boomer retirements coupled with the lack of academic succession planning. Transferring organizational knowledge from leadership to successors is a challenging task during leadership change. Succession planning processes are designed for present and future organizational needs by facilitating knowledge creation, storage, and transfer. The research questions focused on philosophies and strategies driving academic succession planning and knowledge transfer. Organizational knowledge based theory indicated that organizational leadership change may reduce forward momentum when knowledge transfer is at risk. Specific higher education accreditation authorities require reporting of institutional planning for leadership change. This qualitative holistic multiple case study explored philosophies that support institutional decisions regarding leadership replacement and knowledge transfer at four Midwestern higher education institutions. A purposive sample of higher education institutions included a suburban four year medical arts college, a rural public four year college, and two rural community colleges. Data was collected through semi-structured academic executive interviews and review of formalized institutional accreditation documents. Study results indicated that non-formalized strategies for knowledge transfer occur in higher education, existing knowledge transfer activities have shortcomings, and the institutional culture of mentoring and trust promotes knowledge transfer. Guiding philosophies that drive succession planning are a result of increased demand for institutional accountability and continual quality improvement by accrediting bodies. Results indicated that academic succession planning may lack implementation due to non-disclosed retirement intentions, a non-supportive college culture, and inadequate internal leadership pools. Nonexistence of succession planning results from philosophies of searching externally for "best fit", belief that informal succession planning strategies are adequate, and confidence that institutional trust and reputation attracts competent leadership. Formalized succession planning continues to be disregarded in higher education, sporadic knowledge transfer activities occur, and leadership style influences knowledge transfer. Suggested practical applications included evidence-based leadership training, identification of desired leadership competencies, well-designed employee performance review, and workplace mentoring. A recommendation to formalize knowledge transfer, capture, storage, and retrieval was suggested. Recommendations for future research included internal versus external leadership success rates, evidenced-based leadership training, effective talent identification, and factors affecting leadership turnover rates at higher education institutions.
590 $a School code: 1443.
650 4 $a Education, Higher Education Administration. $3 1669382
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Higher. $3 543175
690 $a 0446
690 $a 0514
690 $a 0745
710 2 $a Northcentral University. $3 1018547
773 0 $t Dissertation Abstracts International $g 75-06A(E).
790 $a 1443
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3579636