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dc.contributor.advisorGood, Glenn E., 1954-eng
dc.contributor.authorFlanders, Melanieeng
dc.date.issued2008eng
dc.date.submitted2008 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on Feb. 22, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDr. Glenn E. Good, Dissertation Supervisor.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2008.eng
dc.description.abstractThe goal of this research study was to create a competency model that provides institutions of higher education with a set of competencies viewed as highly important for success for those employed in the position of director (director, assistant director, associate director). The competency model for directors was derived from the results of six focus groups with mid-level leaders, one focus group with upper level administrators serving as subject matter experts and a survey sent to approximately 500 individuals holding the title of director, assistant director or associate director across four campuses of a Midwestern university system. Focus group participants were asked to rank Lominger's 67 positive competencies as "critical", "important", and "not important for success" for directors working in higher education. Ratings of the competencies were compiled and analyzed. After the results were collected from the seven focus groups, a survey was created. This survey consisted of the top 32 (of 67 total) competencies rated most critical for success by all focus group participants. The survey was completed by 149 individuals within the Midwestern university system. The survey results were then compared with the focus group results to finalize the competency model. .eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentvi, 108 pageseng
dc.identifier.oclc608492557eng
dc.identifier.urihttps://hdl.handle.net/10355/7106
dc.identifier.urihttps://doi.org/10.32469/10355/7106eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshUniversities and colleges -- Professional staffeng
dc.subject.lcshCore competencieseng
dc.subject.lcshEducational leadershipeng
dc.titleCharacteristics of effective mid-level leaders in higher educationeng
dc.typeThesiseng
thesis.degree.disciplineEducational, school and counseling psychology (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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