語系:
繁體中文
English
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
The Relationship Between Leadership ...
~
Bertram-Elliott, Tracy A.
FindBook
Google Book
Amazon
博客來
The Relationship Between Leadership and Organizational Learning in Academic Libraries.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The Relationship Between Leadership and Organizational Learning in Academic Libraries./
作者:
Bertram-Elliott, Tracy A.
面頁冊數:
247 p.
附註:
Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:
Dissertation Abstracts International76-12A(E).
標題:
Higher education administration. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3713800
ISBN:
9781321905311
The Relationship Between Leadership and Organizational Learning in Academic Libraries.
Bertram-Elliott, Tracy A.
The Relationship Between Leadership and Organizational Learning in Academic Libraries.
- 247 p.
Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Thesis (Ph.D.)--Barry University, 2015.
The purpose of the study was to identify the relationship between organizational learning and leadership in academic libraries. The study identified predictor variables of organizational learning in academic libraries: library institutional characteristics, library employee characteristics, and the transformational, transactional, and passive-avoidant leadership models informed by transformational leadership theory. The Multifactor Leadership Questionnaire (MLQ-5X) and the Processes and Phases of Organizational Learning Questionnaire (PPOLQ) were administered through a Web-based tool. Two invitations and the survey link were sent to academic library employees throughout the U.S. through the three major Association of College and Research Libraries (ACRL) listservs that had 6,295 subscribers. 498 subscribers responded and 376 completed the survey (n = 376). Using three stepwise multiple regressions, significant predictors for organizational learning were found. The first predictors were a combination of library employee rank and job duties F(2, 373) = 26.06, p < .01, effect size was R2 = .123. The second predictors were a combination of size of institution, reporting line of authority and support for professional development F(5, 370) = 13.20, p < .01, effect size was R2 = .151. The third predictors were a combination of the two transformational leadership characteristics idealized influence-behaviors and inspirational motivation F(2, 373) = 49.86, p < 01, effect size was R2 = .211. Second, MANOVAs identified significant differences within the dependent variable measures of organizational learning and leadership based on the employee characteristic rank, Wilks's Lambda = .70, F(40, 1359) = 3.32, p < .01, with an effect size of &eegr;2 = .09. Significant differences were also detected among the measures based on the employee characteristic job duties, Wilks's Lambda = .78, F(40, 1359) = 2.35, p <. 01, &eegr; 2 = .06. Finally, the library institutional characteristics type of institution Wilks's Lambda = .81, F(50, 1777) = 1.56, p < .01, effect size of &eegr;2= .04, and support for professional development Wilks's Lambda = .74, F(40, 1359) = 2.80, p < .01, effect size was &eegr;2p= .07, were found to have a significant influence within the dependent measures of organizational learning and leadership. However, the follow-up ANOVA found no significant difference based upon the characteristic type of institution..
ISBN: 9781321905311Subjects--Topical Terms:
2122863
Higher education administration.
The Relationship Between Leadership and Organizational Learning in Academic Libraries.
LDR
:03368nmm a2200289 4500
001
2070422
005
20160606115814.5
008
170521s2015 eng d
020
$a
9781321905311
035
$a
(MiAaPQ)AAI3713800
035
$a
AAI3713800
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Bertram-Elliott, Tracy A.
$3
3185473
245
1 4
$a
The Relationship Between Leadership and Organizational Learning in Academic Libraries.
300
$a
247 p.
500
$a
Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500
$a
Adviser: Lauren Sandals.
502
$a
Thesis (Ph.D.)--Barry University, 2015.
520
$a
The purpose of the study was to identify the relationship between organizational learning and leadership in academic libraries. The study identified predictor variables of organizational learning in academic libraries: library institutional characteristics, library employee characteristics, and the transformational, transactional, and passive-avoidant leadership models informed by transformational leadership theory. The Multifactor Leadership Questionnaire (MLQ-5X) and the Processes and Phases of Organizational Learning Questionnaire (PPOLQ) were administered through a Web-based tool. Two invitations and the survey link were sent to academic library employees throughout the U.S. through the three major Association of College and Research Libraries (ACRL) listservs that had 6,295 subscribers. 498 subscribers responded and 376 completed the survey (n = 376). Using three stepwise multiple regressions, significant predictors for organizational learning were found. The first predictors were a combination of library employee rank and job duties F(2, 373) = 26.06, p < .01, effect size was R2 = .123. The second predictors were a combination of size of institution, reporting line of authority and support for professional development F(5, 370) = 13.20, p < .01, effect size was R2 = .151. The third predictors were a combination of the two transformational leadership characteristics idealized influence-behaviors and inspirational motivation F(2, 373) = 49.86, p < 01, effect size was R2 = .211. Second, MANOVAs identified significant differences within the dependent variable measures of organizational learning and leadership based on the employee characteristic rank, Wilks's Lambda = .70, F(40, 1359) = 3.32, p < .01, with an effect size of &eegr;2 = .09. Significant differences were also detected among the measures based on the employee characteristic job duties, Wilks's Lambda = .78, F(40, 1359) = 2.35, p <. 01, &eegr; 2 = .06. Finally, the library institutional characteristics type of institution Wilks's Lambda = .81, F(50, 1777) = 1.56, p < .01, effect size of &eegr;2= .04, and support for professional development Wilks's Lambda = .74, F(40, 1359) = 2.80, p < .01, effect size was &eegr;2p= .07, were found to have a significant influence within the dependent measures of organizational learning and leadership. However, the follow-up ANOVA found no significant difference based upon the characteristic type of institution..
590
$a
School code: 1358.
650
4
$a
Higher education administration.
$3
2122863
650
4
$a
Organization theory.
$3
2122787
650
4
$a
Management.
$3
516664
690
$a
0446
690
$a
0635
690
$a
0454
710
2 0
$a
Barry University.
$b
Education.
$3
3185474
773
0
$t
Dissertation Abstracts International
$g
76-12A(E).
790
$a
1358
791
$a
Ph.D.
792
$a
2015
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3713800
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9303290
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入