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Date
2017
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Abstract
The purpose of this study was to investigate differences across current undergraduate leadership education programs. Three multi-year programs were investigated at a private, four-year institution. Through multiple case studies and a cross-case analysis, built from interviews, focus groups, document analysis, and observation, the program cultures and program theories were analyzed to highlight the differences between a co-curricular program, an academic minor, and a comprehensive hybrid business school program. The data were compiled to construct individual program logic models, and then compare program theory components and future program plans. Additionally, the analysis addressed the three research questions examining program differentiation, perceived value and outcomes, and program collaboration. Findings indicated that the resources and culture varied greatly across academic and student affairs divisions. Program design and barriers such as functional silos, time, and culture were factors that inhibited collaborative efforts. This research, supporting existing literature, has broader implications for current leadership educators. By advocating for collaborative partnerships that stretch across student affairs and academic affairs, leadership programs can strengthen all leadership education efforts on campus. Additionally, intentionally examining a programâ€s mission, culture, and functional program theory provides an opportunity to understand and strengthen a program.
Contents
Subject
Subject(s)
Leadership Study and teaching (Higher) United States.
Education Social aspects United States.
Student activities United States.
Education Social aspects United States.
Student activities United States.
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Cook_tcu_0229D_10782.pdf
Adobe PDF, 4.62 MB
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Genre
Dissertation
Description
Format
1 online resource (xi, 296 pages) :
Department
Education