Education Commons^™

Reengineering The Leadership Competencies Of The Leaders At The Jordanian Ministry Of Education According To The Contemporary Leadership Trends, Amira Y. Thaher Mustafa

Journal of the Association of Arab Universities for Research in Higher Education (مجلة اتحاد الجامعات العربية (للبحوث في التعليم العالي

The article aimed to reveal the availability of reengineering the competencies of educational leaders in the Jordanian Ministry of Education based on contemporary leadership trends. The study population is all leaders in the Ministry of Education Center for the year 2020/2022. The researcher used the developmental survey method, and a questionnaire was developed that confirmed its validity and stability. The Study community is (260) individuals from all leaders in the ministry. Results: The reality of the availability of engineering competencies among the educational leaders in the ministry was medium, with statistically significant differences. Based on these results, a restructuring of …

Agricultural Communications Practitioners’ Perspectives On Skills And Competencies Graduates Need To Be Career Ready: A Mixed Methods Study With Implications For Undergraduate Programs, Elizabeth Wyss, Adam Cletzer

Journal of Applied Communications

Agricultural communications (ACOM) programs contend with continuous disruptive change caused by changing audiences, media technologies, and communications objectives. To keep curricula current, ACOM programs often turn to ACOM practitioners for guidance on how to prepare graduates. This explanatory sequential mixed methods study investigated ACOM practitioners in Missouri's perspectives on which skills and competencies were important for career readiness, as well as why they were important and under what circumstances. “Writing” and “reporting” skill categories were deemed most important. The qualitative follow-up strand revealed several clarifying themes. First, foundational skills, such as writing and reporting, are important because they are often …

Competencies Of Ombuds In Higher Education, Alicia Booker

Department of Conflict Resolution Studies Theses and Dissertations

This study aimed to deepen the understanding of ombuds (i.e., ombudsman, ombudsperson) who practice in higher education settings by exploring what ombuds consider the critical competencies to fulfill a variety of professional functions, how ombuds acquired those competencies, and how ombuds are assessed and self-assess. The purpose of this qualitative case study was to make an empirically researched recommendation for an ombuds in higher education competency model. The researcher gathered data from 23 ombuds in the United States working in institutions of higher education. The researcher analyzed the data gathered from semi-structured interviews using descriptive coding in the first coding …

Business-Oriented Leadership Competencies Of K-12 Educational Leaders, Kevin Alan Kaufman

Walden Dissertations and Doctoral Studies

Contemporary K-12 educational leaders must fulfill many roles and responsibilities similar to those fulfilled by traditional business leaders. There is, however, a lack of information about the business-oriented competencies of K12 educational leaders in comparison with business executive norms. This lack of information places K-12 institutions at risk of selecting leaders who are not capable of accomplishing institutional goals and objectives, improving the efficiency and sustainability of business operations, meeting stakeholder expectations, managing social responsibilities, and improving the educational foundation of the next-generation workforce. Grounded in leadership theory, this nonexperimental study included the California Psychological Inventory 260 assessment to capture …

Nursing Informatics Competency Program, Kristina Ann Dunn

Walden Dissertations and Doctoral Studies

Currently, C Hospital lacks a standardized nursing informatics competency program to validate nurses' skills and knowledge in using electronic medical records (EMRs). At the study locale, the organization is about to embark on the implementation of a new, more comprehensive EMR system. All departments will be required to use the new EMR, unlike the current policy that allows some areas to still document on paper. The Institute of Medicine, National League of Nursing, and American Association of Colleges of Nursing support and recommend that information technology be an essential core competency for nurses. Evidence of the need for nursing informatic …

A Phenomenological Inquiry Of Leadership Competency Perceptions Among Community College Leaders In South Central Appalachia, Matthew S. Mcgraw

Educational Leadership & Workforce Development Theses & Dissertations

Combined with other economic development challenges in the region, this context presents unique challenges for community college leaders in this part of Appalachia. The American Association of Community College Six Competencies for Community College Leaders are considered within this context to explore how those leading community colleges in the region feel about the competencies, what is unique to leading in Appalachia, and their most useful professional development experiences. Those competencies are: organizational strategy, resource management, communication, collaboration, community college advocacy, and professionalism.

The Appalachian Regional Commission subdivides Appalachia into several regions which share similar topographical, demographic, and economic characteristics. South …

A Case Study Of Turnaround Principal Identification And Selection In One Urban School District, Kondra T. Rattley

Education Dissertations and Projects

Through a case study approach, this qualitative study examined public school district leaders’ perspectives on turnaround principal competencies and actions. Furthermore, this study explored the strategies for identifying and selecting turnaround principals among district leaders in one district and their perceptions of the challenges associated with turnaround principal shortages. Participant responses were compared to existing, research-based turnaround principal competencies and led to direct reflections of the existing competencies. The research findings indicated that participant perspectives of the competencies associated with turnaround principals reflect existing, research-based competencies. The results also indicated that the participants placed more emphasis on certain competencies than …

Leadership Competencies At Concordia University System Institutions, Samuel Joseph Seefeld

UNLV Theses, Dissertations, Professional Papers, and Capstones

The purpose of this study was to examine leadership competencies within the Concordia University System based on McDaniel’s (2002) leadership schema using the quantitative instrument developed by Smith and Wolverton (2010). This study extended the Smith and Wolverton (2010) instrument by exploring whether or not variables such as gender or employment classification (i.e., an individual’s role within the institution) show significant differences in perception of leadership competencies. This study utilized principal component analysis to determine factors based on the individual competencies and multivariate analysis of variance to determine if differences arose between reported scores in gender and employment classification. Data …

The Complex Dichotomies Of Student Affairs Practitioners' Perceived Competencies: A Quantitative Evaluation Of Self-Awareness, Jami K. Hall

Electronic Theses and Dissertations

This study examines the perceived competencies and the perceived self-awareness of student affairs practitioners. The purpose of this study was to determine if a relationship exists between the two variables of competencies and self-awareness. The overarching research question for this study was: What is the relationship between self-awareness and perceived competencies for student affairs practitioners? This question was followed by two sub questions: To what degree, if any, does experience in the field as a student affairs practitioner predict one’s self-awareness of professional competencies? To what degree, if any, does job level/position in the field as a student affairs practitioner …

Competencies For A Leadership Role In Educational Development, Kristi Jordan Verbeke

Wayne State University Dissertations

Because the field of educational development (also known as faculty development, academic development, and staff development) is relatively new, very little is known about the competencies required for those who work in the field. Additionally, there are no formal pathways or means of formal preparation for educational developers. This study utilized a mixed-methods research design to explore the competencies required for a leadership role in the field of educational development.

The first part of the study sought to identify these competencies by using the Delphi technique to survey experts in the field. The second part explored whether these competencies were …

Slaying The Assessment Dragon: One Department’S Efforts To Tame The Beast And Survive As The Knights In Shining Armor, Mary M. Eicholtz, Jay Baglia

Journal of the Association for Communication Administration

Assessment looms large across our campuses as an instrument of evaluation, accountability, and development. Communication departments are called on to establish assessment programs for their graduate and undergraduate curriculum programs. Additionally, departments that offer courses in the general education programs are often the first departments approached for assessment of those courses as part of general education assessment. This case study describes the successes and challenges of a communication department’s experience in establishing and maintaining a general education assessment program of their Basic Oral Communication course. Preliminary data and analysis is included in reporting the outcome of these efforts.

The Development, Validity, And Reliability Of A Psychometric Instrument Measuring Competencies In Student Affairs, Rishi Sriram

Rishi Sriram, Ph.D.

The study of competencies in student affairs began more than 4 decades ago, but no instrument currently exists to measure competencies broadly. This study builds upon previous research by developing an instrument to measure student affairs competencies. Results not only validate the competencies espoused by NASPA and ACPA, but also suggest adding a new competency and dividing some existing competencies into separate ones. Competency strengths, competency weaknesses, and implications for current practice and future research are discussed.

The Foundations Of Student Affairs: A Guide To The Profession, Dallas Long

Dallas Long

Student affairs is a large, complex area of campus operations and is comprised of many departments with professionals from a wide variety of educational backgrounds. Long provides a short history of the student affairs profession, followed by an overview of the departments in a typical student affairs division and the responsibilities and goals of the professionals in those departments. Long also describes the values that guide the work of student affairs professionals and the contemporary challenges they face.

University Presidents’ Perspectives Of The Knowledge And Competencies Needed In 21st Century Higher Education Leadership, Sydney Freeman Jr., Frances K. Kochan

Sydney Freeman Jr., PhD, CFD, COI

The purpose of this study was to identify the core knowledge and competencies needed for executive leadership in higher education administration as perceived by university presidents. Thirteen presidents shared the knowledge and competencies they perceived as being essential for an effective presidency. The respondents identified the important knowledge areas as: foundational; acquisition of cultural knowledge; and complex cognitive. They viewed personal attributes, management, and communications as the essential competency areas. The study found that presidents viewed themselves both as leaders and as managers. Results of this study should be helpful to organizations seeking to develop and/or implement degree programs to …

A 3-Prong Approach To A Competency-Based Curriculum, Tina Fields

Administrative Issues Journal

As job opportunities for health administration students become more competitive, it is crucial for departments to develop “cutting edge” opportunities for their students. Taking the lead from other health profession curricula, health administration departments are developing overarching competencies that demonstrate outcome qualities of their students. The competency-based curriculum results in students who can demonstrate specific competencies at the time of their graduation. For the past three years, the School of Health Administration at Texas State University-San Marcos has used a threeprong competency-based curriculum to ensure “career readiness” of students.

A Phenomenological Study Of Millennial Generation Cooperative Extension Educators' Development Of Core Competencies, David L. Varner

Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship

The purpose of this qualitative research study was to describe the experiences that contribute to the development of core competencies among Millennial Generation, county-based Extension educators in the University of Nebraska-Lincoln Extension Division. Fourteen educators were randomly purposefully selected to participate in the study. Participants were born in 1977 or later as determined by Tapscott (2009). Educators’ tenure in Cooperative Extension ranged from two months to seven years. Three themes and associated sub-themes emerged from semi-structured interviews: (a) Blindfolded and Scared—educators were confused, overwhelmed and in need of support; (b) Developing the Big Skills: A Daunting Task—focused on discovering competencies …

Innovation In Competency-Based Program Development: Leveraging The Advisory Board Faculty Alliance, Esmeralda De Los Santos, Daniel G. Dominguez, Kevin Lafrance

Administrative Issues Journal

This paper describes the use of advisory boards in the development of two competency-based business programs: one graduate and the other undergraduate. Though the programs varied significantly in structure and content, both used focus group methodology to collect comprehensive and relevant input from advisory board members comprised of local subject matter experts. Analysis of each program’s developmental efforts demonstrates that, while the programs varied significantly in many aspects, both achieved the intended outcome. In both cases, advisory board input contributed to the development of a competency model and associated program curriculum that closely aligned with the program’s specific disciplines.

Technology Leadership Of Elementary Principals: Standards, Competencies, And Integration, Theodore Kadela

Seton Hall University Dissertations and Theses (ETDs)

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