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Permanent link (DOI): https://doi.org/10.7939/R3QS6K

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Leadership In Online Curriculum Delivery Open Access

Descriptions

Other title
Subject/Keyword
Leadership
Online Curriculum Delivery
Higher Education
Educational Administration
Faculty Categories
University Department Chair
Cost Recovery
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Elkow, Collin
Supervisor and department
Dr. Paul Newton, Educational Policy Studies, University of Alberta
Examining committee member and department
Dr. Joe Da Costa, Educational Policy Studies, University of Alberta
Dr. Patricia Boechler, Educational Psychology, University of Alberta
Department
Department of Educational Policy Studies
Specialization

Date accepted
2009-12-15T22:09:17Z
Graduation date
2010-06
Degree
Master of Education
Degree level
Master's
Abstract
The purpose of this study was to explore how university department chairs, or equivalent, perceive leadership as it relates to the context of online curriculum delivery in higher education. Three research areas guided the study: (a) nature and context of online environment and how it impacts the leadership, (b) the ways in which leaders conceptualize leadership, and (c) challenges and tensions for leadership. The sample included four participants (chair, director, coordinator, and associate dean) from three Western-Canadian universities. Findings in this study revealed four salient themes and sub-themes: (a) Context – The Setting (technology, model of learning, faculty categories, cost-recovery versus cost-sharing); (b) Leadership Preparation (removing barriers and improving leadership preparation); (c) Leadership in General (relational-oriented, vision and direction setting, organizational culture and cultural diversity, ethics); and (d) Challenges and Tensions (past, present, future, organizational realities). The study concludes with a discussion of the implications for practice that include: balance between administrator and scholar, leadership preparation, and degree proposals. Implications for theory include: leadership in the context of online curriculum delivery, cost-recovery, technology, cultural diversity, ethics and equity, as well as organizational change. Finally, based on the findings, conclusions, and implications, several questions that warrant future research into the phenomenon of leadership in higher education are shared.
Language
English
DOI
doi:10.7939/R3QS6K
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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