Doctor of Philosophy (PhD)
Educational Psychology & Higher Education
First Committee Member
Doris L. Watson
Second Committee Member
Gerald C. Kops
Third Committee Member
Fourth Committee Member
Joshua N. Baker
Number of Pages
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 showed that competencies did not fit into McDaniel’s theorized four components, but rather a five component model that included a heavy emphasis on institutional mission and culture. The 5 components that emerged were communication, contextual understanding, mission mindedness, professional development, and change leadership. The initial data set of 59 individual items was reduced to a new 32 item model that fit within the new scheme. Additionally, many of the reported scores did not differ much; yet, a small number of items showed significant differences in perceived level of importance based on gender and employment classification. These differences did not warrant heavy criticism but were supported in part by the literature.
Christian; Competencies; Competency; Leadership; Lutheran
Education | Higher Education Administration
Seefeld, Samuel Joseph, "Leadership Competencies at Concordia University System Institutions" (2016). UNLV Theses, Dissertations, Professional Papers, and Capstones. 2735.