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Transformational leadership qualities in distance education leaders during organizational change in the Virginia Community College System.

机译：弗吉尼亚社区大学系统组织变革期间，远程教育领导者的变革型领导才能。

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摘要

This mixed method study used a combination of survey research, interviews, and focus groups to investigate the degree transformational leadership qualities existed among mid-management level distance education leaders in the Virginia Community College System (VCCS) during a time of systemic change. Between 1997--2001, a system-wide innovation of distance education was adopted by the 23 colleges in the VCCS.;Research participants were distance education faculty and leaders in the Virginia Community College System. The Multifactor College Leadership Questionnaire (MCLQ-III) was used with permission to identify transformational leadership qualities in distance education leaders. Web-based surveys were e-mailed to 546 distance education faculty members and distance education leaders in the 23 institutions. Dependent variables of distance education student enrollment, institutional size, and location of college were used to determine possible differences in transformational leadership qualities in distance education leaders. No significant differences were found when testing for those variables.;Interviews with distance education leaders focused on decreasing faculty resistance to change, and their roles when integrating distance education into their colleges. Focus groups, composed of distance education faculty members from various colleges in the VCCS, identified (a) leadership behaviors and qualities associated with successes in distance education, and (b) common themes of leadership for success in a distance learning initiative. Qualitative findings generally supported survey responses on the existence of transformational leadership qualities in distance education leaders during organizational change.;Leader-follower congruence, a state of similarity or agreement between leaders and followers, was examined quantitatively and qualitatively. In this study, transformational leadership qualities were identified among selected distance education leaders in the VCCS during a time of systemic change. However, findings were inconclusive concerning the relationship between transformational leadership qualities and institutionalization of change to distance education throughout colleges in the VCCS.
机译：这种混合方法的研究使用了调查研究，访谈和焦点小组的组合，以研究在系统性变革时期弗吉尼亚社区学院系统（VCCS）中管理水平的远程教育领导者中存在的学位转变型领导者素质。在1997--2001年之间，VCCS的23所大学采用了全系统的远程教育创新;研究参与者是弗吉尼亚州社区学院系统的远程教育教师和负责人。使用多因素大学领导调查表（MCLQ-III）来确定远程教育领导者的变革型领导素质。基于网络的调查已通过电子邮件发送给23个机构的546名远程教育教师和远程教育负责人。远程教育学生人数，机构规模和大学位置的因变量用于确定远程教育领导者变革型领导素质的可能差异。测试这些变量时，没有发现显着差异。远程教育领导者的访谈着重于降低教师对变革的抵抗力以及将远程教育纳入其大学时的作用。 VCCS各个学院的远程教育教职员工组成的焦点小组确定了（a）与远程教育成功相关的领导行为和素质，以及（b）远程学习计划中成功的领导共同主题。定性调查结果通常支持对组织变革期间远程教育领导者是否具有变革型领导素质的调查回答。领导者与跟随者的一致性，领导者与追随者之间的相似性或共识性状态，已得到定量和定性的检验。在这项研究中，在系统变革时期，VCCS中选定的远程教育领导者中确定了变革型领导者素质。但是，关于VCCS整个学院中的变革型领导才能与远程教育变革的制度化之间的关系，研究结果尚无定论。

著录项

  • 作者

    Newtzie, Karen Cowart.;

  • 作者单位

    The University of Nebraska - Lincoln.;

  • 授予单位 The University of Nebraska - Lincoln.;
  • 学科 Educational administration.
  • 学位 Ph.D.
  • 年度 2002
  • 页码 178 p.
  • 总页数 178
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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