Education Commons^™

Leadership Competencies For Instructional Designers: Identifying Critical Incidents Used To Lead Design Projects That Improve Performance, Heidi Elaine Kirby

STEMPS Theses & Dissertations

Even though an instructional designer may not have formal authority or direct reports, to be successful, they need leadership skills. Although the literature calls for instructional designers to possess several critical leadership skills, it does not consistently present the same important skills and often defines them very broadly. Further, authors who have argued that leadership skills are not taught to instructional designers in a sufficient way often call for more education on leadership competencies in graduate school, but the literature does not state where these skills are currently being learned and fostered.

This qualitative research study used methods of grounded …

How Principals Learn To Be Technology Leaders: A Critical Incident Qualitative Study, Leon R. Edwards Ii

Educational Foundations & Leadership Theses & Dissertations

The purpose of this study is to investigate how principals learn to be technology leaders by examining the different ways principals learn and exploring the skills principals perceive are needed. The study also examines what principals do differently to develop a successful technology integration (or not). Using the critical incident method, 18 principals were interviewed from across the state. The in-depth interviews were transcribed for all participants interviewed and then analyzed using coding and theming with the aid of memos. From this, three predominant categories emerged: learning, skills, and challenges.

The findings from the study reveal that principals learn primarily …

Emerging Workforce Trends And Issues Impacting The Virginia Community College System, Mary Greer Landon

Educational Foundations & Leadership Theses & Dissertations

The mission of the Virginia Community College workforce development leaders is to expand their training and development services to new and emerging high growth occupational areas in support of Virginia's economic growth and changing workforce needs in each of their regions. This research was designed to identify: high demand occupational skill needs; current training services; the shifting and changing trends based on technology, competition, and workforce composition; and the need for partnerships. A survey, based on current and emerging trends and their impact on workforce development training services, was sent to the 22 Virginia Community College workforce development leaders. This …