Award Date

May 2016

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology & Higher Education

First Committee Member

Doris L. Watson

Second Committee Member

Gerald C. Kops

Third Committee Member

Kim Nehls

Fourth Committee Member

Joshua N. Baker

Number of Pages

138

Abstract

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.

Keywords

Christian; Competencies; Competency; Leadership; Lutheran

Disciplines

Education | Higher Education Administration

Language

English


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