Doctoral Programs in Educational Organizational Leadership have evolved significantly over time. In the last few decades, some programs have adopted blended or hybrid instructional formats for learning and have begun employing cohorts led by cohort mentors. However, in southern California, a web search identified only four doctoral programs in educational organizational leadership that offer a hybrid model and doctoral cohorts led by cohort mentors. Therefore, the purpose of this ethnographic case study was to examine, understand, and describe the best practices that university cohort mentors employ to support the transformational leadership development of doctoral students at Brandman University. Through methodology that included interviews with cohort mentors, mentee interviews, observations of mentors in cohort meetings, and interviews with university personnel, this study was designed to answer the question: What best practices do cohort mentors in the Brandman University doctoral program employ to support the transformational leadership development of doctoral students? The results of this study identified eight major themes: (a) Builds trust through congruency of character, integrity and transparency; (b) Builds a culture of open and honest two-way communication; (c) Challenges students to be creative, innovative and connect theory with real world application; (d) Demonstrate emotional intelligence and support its development in students; (e) Establishes high expectations for self and others and acts as a role model; (f) Fosters a culture of political intelligence, problem solving and decision-making; (g) Nourishes a safe and supportive climate of collaboration and team building; (h) Supports students to envision, anticipate and plan for the future. These findings have important implications for the effective design of future doctoral programs that integrate the cohort mentor model. The results serve to inform researchers and practitioners of higher education and leadership development programs regarding the cohort mentor best practices identified by doctoral mentors and students.
|Commitee:||Enomoto, Alan, Larick, Keith|
|School Location:||United States -- California|
|Source:||DAI-A 76/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Management, Higher education|
|Keywords:||Doctoral cohort mentoring, Higher education mentoring, Leadership development, Mentoring, Qualitative, Transformational leadership|
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