This study gained information about the lived experiences of 10 leaders working within
different higher education institutions (HEI) around the United States. The data provided an indication of the lives of the
leaders regarding the support of their professors concerning ongoing professional development
currently being offered. It also gave indicators about why professors do not have buy-in with the
professional development programs (PDP) currently offered, leading to the phenomenon at hand, and finally guiding into future
A review of the research questions and the background of the problem was thoroughly
examined in chapter five. In response to the survey questions, the researcher was able to answer
the research questions and satisfy the objective of the study. The significant findings were
presented, along with references for each theme. The discussion of the inferences for each theme
included a summary of the findings in addition to participants’ relevant responses, and where
applicable, references to the literature review, which helped to relate the separate pieces of the
study. The conclusions from the data were presented in the Implications and Recommendations
for the Industry section of the study. The limitations of the study were also presented.
The outcomes of this study are important to add to strategies that leaders can make
available to improve the delivery methods of their professors. Further research can apply the
results of this study to expand the knowledge of how this phenomenon affects future professional
development sessions for leadership within HEIs. Finally, this study presented recommendations
for future research.
|Commitee:||Kemp, Thomas, Mancini, Dale, Wylie, Ruth, Barnette, John E|
|School:||University of Charleston - Beckley|
|Department:||Buisness and Leadership|
|School Location:||United States -- West Virginia|
|Source:||DAI 81/11(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Teacher education, Higher education|
|Keywords:||Best practice approaches, Leadership, Leadership driven practices, Professional development, Quality improvement processes|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be