Full-Time Leaders/Part-Time Learners

Doctoral Programs for Administrators with Multiple Priorities

Häftad, Engelska, 2004

Av Joanne L. Erickson, Richard D. Howard, Kenneth W. Borland, Larry J. Baker, Jr. Borland, Kenneth W.

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Over the past five to ten years the growing demand nationally for a "new breed" of educational leaders has resulted in new and restructured Educational Leadership programs. The students in many of these programs are part-time with substantial full-time job responsibilities in a leadership position. The traditional doctoral program design and student experience has not—indeed cannot—meet the needs of this population. Frequently the result is a frustrated student who leaves without completing the degree. This frustration is often born of an inability on the part of the institution and academic program to create a flexible set of learning experiences that meet both the student's professional goals and the institution's goals for academic excellence. The purpose of Full-Time Leaders/Part-Time Learners is to present a design for doctoral programs that recognizes the unique needs of the full-time leader/part-time learner with multiple priorities of a demanding leadership position and the equally demanding expectations of a doctoral program. Will be of interest to higher education faculty who serve doctoral students in leadership preparation programs.

Produktinformation

Utgivningsdatum2004-06-16
Mått168 x 226 x 10 mm
Vikt181 g
FormatHäftad
SpråkEngelska
Antal sidor116
FörlagBloomsbury Publishing Plc
ISBN9781578861316

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Joanne L. Erickson directs doctoral studies in Educational Leadership at Montana State University. She is currently the Project Director for the Wallace Foundation funded Montana State Action for Education Leadership project. Richard D. Howard directs doctoral studies in Educational Leadership at Montana State University. Kenneth W. Borland serves as associate provost for Academic Affairs at East Stroudsburg University. Larry J. Baker serves as associate dean for Student Success at Montana State University.

Chapter 1 Preface Chapter 2 Introduction Chapter 3 1. Restructured Delivery, Curriculum, and Student Learning Chapter 4 2. Reforming Roles and Structures Chapter 5 3. The Faculty Role Chapter 6 4. Student Considerations and Implications Chapter 7 5. Professional Expectations Chapter 8 Conclusion Chapter 9 Appendix A: Dissertation Template Chapter 10 Appendix B: Basic Elements of a Doctoral Student Tracking System Chapter 11 References Chapter 12 Index Chapter 13 About the Authors