Significance
Often, studies on leadership development and leadership succession in
educational institutions focus on faculty chairs, CAOs or presidents with little focus on
the mid-level administrators even though they play a large administrative role in higher
education. Even when studies on middle managers are available, those studies focus on
the role of community college deans and not their leadership development process
(Gillett-Karam, 1999; Gmelch, 2000; Montez, Wolverton & Gmelch, 2003; Rosser,
2000; Russ, 2006). The immediate significance of this study is that it will contribute to
the field of higher education through the knowledge of how mid-level administrators
develop their leadership skills and the type of resources they would need in order to be
effective administrators.
Significance
Often, studies on leadership development and leadership succession in
educational institutions focus on faculty chairs, CAOs or presidents with little focus on
the mid-level administrators even though they play a large administrative role in higher
education. Even when studies on middle managers are available, those studies focus on
the role of community college deans and not their leadership development process
(Gillett-Karam, 1999; Gmelch, 2000; Montez, Wolverton & Gmelch, 2003; Rosser,
2000; Russ, 2006). The immediate significance of this study is that it will contribute to
the field of higher education through the knowledge of how mid-level administrators
develop their leadership skills and the type of resources they would need in order to be
effective administrators.
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