Description/Abstract:
ABSTRACT
THE NURSING EDUCATION EXECUTIVE POSITION: FACTORS THAT INFLUENCE LEADERSHIP DEVELOPMENT
Marian Margaret Greenwald
The purpose of the study was to explore relationships between nursing deans/administratorsÆ perceptions of leadership development of faculty and three selected variables related to effectiveness in the decanal position: academic responsibilities, educational preparation, and leadership style. Leadership development, the dependent variable, was measured by the deansÆ reported acknowledgment of the need for leadership development of faculty and the deansÆ reported activities to attain that goal.
Four research questions guided the development of the research instrument and analysis of the data: 1) What do deans of nursing perceive their academic responsibilities to be within the decanal position?; 2) What educational preparation for the decanal position do deans of nursing consider vital to leadership effectiveness?; 3) How do deans of nursing perceive themselves regarding their leadership style?; 4) What relationship exists between selected factors of the decanal position, such as: academic responsibilities, educational preparation, leadership style, and leadership development of faculty by the deans?
It was anticipated that findings would provide another dimension of the nursing deanÆs profile with regard to personal characteristics and educational/experiential development. It was further anticipated that findings would provide guidelines for assessment of those characteristics/abilities necessary for leadership appropriate to developing leadership in others. Leadership theory, as it relates to college/university administration, was used as the conceptual framework.
A three-part written questionnaire was mailed to 210 doctorally prepared academic administrators of NLN accredited baccalaureate degree programs in private, public, and sectarian colleges/universities in 48 states.
Findings showed that the majority of deans/administrators: 1) perceived themselves as being aware of their academic responsibilities; 2) were extremely diversified in their own education preparation; 3) perceived themselves as possessing personal qualities and professional skills essential for a position of responsibility; and 4) acknowledged the need for leadership development of faculty and indicated that they carried out activities to attain this goal.