Career Outcomes for Participants in a Leadership Development Program

Career Outcomes for Participants in a Leadership Development Program by Cheryl Meheden MBA, Edinburgh Business School, Heriot-Watt University BS, Athabasca University Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University April 2015 Abstract In an attempt to raise the level of leadership competence and to increase the number of qualified candidates for leadership positions within post-secondary institutions, many colleges are supporting leadership development training for faculty and staff. This qualitative case study explores whether participating in a leadership development program resulted in career advancements that can fill leadership gaps. The study’s framework, expectancy theory, suggests that individuals who participate in leadership development expect to become leaders. This exploratory case study sought to learn whether, upon completion of a comprehensive leadership development program, participants applied for, and assumed, leadership positions. The leadership program under study was attended by a cohort of 58 participants from a diverse set of 17 institutions across Canada. A purposeful sample of 12 individuals was drawn from this cohort and participated in structured interviews conducted by the researcher. Data were collected and coded to reveal their career progression. The results provided evidence that using leadership development programs to fill a leadership gap is productive, and that the effectiveness of this strategy is enhanced when institutions purposefully select and support participants through all stages of their leadership development. Participants who pursued leadership opportunities indicated the importance of institutional involvement inIn an attempt to raise the level of leadership competence and to increase the number of qualified candidates for leadership positions within post-secondary institutions, many colleges are supporting leadership development training for faculty and staff. This qualitative case study explores whether participating in a leadership development program resulted in career advancements that can fill leadership gaps. The study’s framework, expectancy theory, suggests that individuals who participate in leadership development expect to become leaders. This exploratory case study sought to learn whether, upon completion of a comprehensive leadership development program, participants applied for, and assumed, leadership positions. The leadership program under study was attended by a cohort of 58 participants from a diverse set of 17 institutions across Canada. A purposeful sample of 12 individuals was drawn from this cohort and participated in structured interviews conducted by the researcher. Data were collected and coded to reveal their career progression. The results provided evidence that using leadership development programs to fill a leadership gap is productive, and that the effectiveness of this strategy is enhanced when institutions purposefully select and support participants through all stages of their leadership development. Participants who pursued leadership opportunities indicated the importance of institutional involvement in leadership development. Social change can be achieved by following the recommendations of this study as they illuminate participant expectations, beliefs, and values that help create effective leaders who are more capable of providing better learning environments for students. Career Outcomes for Participants in a Leadership Development Program by Cheryl Meheden MBA, Edinburgh Business School, Heriot-Watt University BS, Athabasca University Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University April 2015 Dedication This dissertation is dedicated to my three children, Erika, Josef, and Vanessa. You are all the finest of individuals, and I know in my heart that the world is a better place because you are in it. I hope that I have instilled in you a sense of curiosity about the world and about yourselves, encouraging you to learn and challenge, and be grateful for that which surrounds you. Acknowledgements You would not be reading this dissertation had I not received unlimited and unwavering guidance and support from committee members Dr. Laura Weidner (chair) and Dr. Elizabeth (Jan) Kehoe. These two women were inspiring and encouraging throughout the process and I could not have reached the end without them. I acknowledge their contributions and commitment to this work. I also acknowledge the assistance of Dr. Glenn Ayres, who ensured rigor and accuracy in my writing. I acknowledge my dear friend Shelley Lesperance, who read many renditions of my writing and always offered constructive feedback. I acknowledge my husband, Robert Michael Meheden, who travelled this journey with me, celebrating my victories and sharing my frustrations while never discouraging me from committing the resources necessary to finish the task. Table of