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Academic leadership in higher educat...

Spence-Ariemma, Melanie.

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Academic leadership in higher education: Using generalizability theory and structural equation modeling approaches to examine academic leadership effectiveness and behavioral complexity in a Canadian college from a faculty perspective.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Academic leadership in higher education: Using generalizability theory and structural equation modeling approaches to examine academic leadership effectiveness and behavioral complexity in a Canadian college from a faculty perspective./
作者:	Spence-Ariemma, Melanie.
面頁冊數:	225 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
標題:	Higher education administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3633474
ISBN:	9781321133134

Academic leadership in higher education: Using generalizability theory and structural equation modeling approaches to examine academic leadership effectiveness and behavioral complexity in a Canadian college from a faculty perspective.
Spence-Ariemma, Melanie.

Academic leadership in higher education: Using generalizability theory and structural equation modeling approaches to examine academic leadership effectiveness and behavioral complexity in a Canadian college from a faculty perspective. - 225 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

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

This item must not be sold to any third party vendors.

This study extends on previous research by examining faculty perceptions of the behaviors that academic middle managers demonstrate to effectively lead academic departments. The purpose of this study is threefold: a) to examine within and between group differences (e.g., number of years of full-time teaching experience as a professor in a college or university, number of years of full-time supervisory experience outside academia and/or inside a college/university, highest academic credential received, gender, and age) in terms of professors' perceptions in one college in Canada of the behaviors required for effective academic leadership; b) to examine the variability and reliability of professors' ratings of the behavioral characteristics of effective academic leaders; and c) to construct an academic leadership model and confirm the causal relationships among variables in the proposed model.

ISBN: 9781321133134Subjects--Topical Terms:

2122863
Higher education administration.

Academic leadership in higher education: Using generalizability theory and structural equation modeling approaches to examine academic leadership effectiveness and behavioral complexity in a Canadian college from a faculty perspective.
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245 1 0 $a Academic leadership in higher education: Using generalizability theory and structural equation modeling approaches to examine academic leadership effectiveness and behavioral complexity in a Canadian college from a faculty perspective.
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500 $a Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
500 $a Adviser: Jinyan Huang.
502 $a Thesis (Ph.D.)--Niagara University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This study extends on previous research by examining faculty perceptions of the behaviors that academic middle managers demonstrate to effectively lead academic departments. The purpose of this study is threefold: a) to examine within and between group differences (e.g., number of years of full-time teaching experience as a professor in a college or university, number of years of full-time supervisory experience outside academia and/or inside a college/university, highest academic credential received, gender, and age) in terms of professors' perceptions in one college in Canada of the behaviors required for effective academic leadership; b) to examine the variability and reliability of professors' ratings of the behavioral characteristics of effective academic leaders; and c) to construct an academic leadership model and confirm the causal relationships among variables in the proposed model.
520 $a Ninety-two full-time faculty members have participated in the study. The 92 faculty members vary in terms of their age, education, full-time teaching experience in a college or university and full-time supervisory experience in industry and/or in post-secondary education. Significant differences have been found based on the professor's age, gender, full time teaching experience in a college or university, education, full-time supervisory experience in industry and/or full-time supervisory experience in a college or university. Generalizability (G-) studies results suggest there are differences in the importance of the behavior items to leadership effectiveness that can be attributed to the raters' gender or supervisory experience. Finally, based on the results of this study, the Academic Middle Manager Leadership Effectiveness Model shows that task, people, and stability leadership functions are precursors to behavioral complexity, which has been proven to be a precursor for leadership effectiveness. Important academic leadership implications are discussed in this study.
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