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Distance education programs and transformational leadership characteristics in higher education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Distance education programs and transformational leadership characteristics in higher education./
作者:	Irlbeck, Sonja Alice.
面頁冊數:	1 online resource (111 pages)
附註:	Source: Dissertation Abstracts International, Volume: 62-09, Section: A, page: 2988.
Contained By:	Dissertation Abstracts International62-09A.
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780493377698

Distance education programs and transformational leadership characteristics in higher education.
Irlbeck, Sonja Alice.

Distance education programs and transformational leadership characteristics in higher education. - 1 online resource (111 pages)

Source: Dissertation Abstracts International, Volume: 62-09, Section: A, page: 2988.

Thesis (Ed.D.)--University of Minnesota, 2001.

Includes bibliographical references

Distance education is gaining recognition as an important sector in public four-year colleges and universities. Technological aspects are in place, and students often assume that the internet and other technologies will be a part of their learning experiences. The remaining piece to the puzzle seems to be effective leadership to bring distance education into the main stream of higher education, as a companion to traditional classroom experiences.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780493377698Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Distance education programs and transformational leadership characteristics in higher education.
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100 1 $a Irlbeck, Sonja Alice. $3 1195389
245 1 0 $a Distance education programs and transformational leadership characteristics in higher education.
264 0 $c 2001
300 $a 1 online resource (111 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 62-09, Section: A, page: 2988.
500 $a Adviser: David J. Pucel.
502 $a Thesis (Ed.D.)--University of Minnesota, 2001.
504 $a Includes bibliographical references
520 $a Distance education is gaining recognition as an important sector in public four-year colleges and universities. Technological aspects are in place, and students often assume that the internet and other technologies will be a part of their learning experiences. The remaining piece to the puzzle seems to be effective leadership to bring distance education into the main stream of higher education, as a companion to traditional classroom experiences.
520 $a This study looked at distance education and characteristics of transformational leadership in public four-year colleges and universities. Visionary leadership is needed to lead the way in distance education, and transformational leadership theory is one of the theories for visionary, culture-changing leadership. Transformational leaders inspire us to do more than we originally thought we were capable of doing. The study analyzed differences in demographics between viable and nonviable distance education programs and compared transformational leadership characteristics of leaders in viable and nonviable programs. Viability was defined in terms of increased growth and visibility of a distance education program. This was operationalized in the study as programs that existed for at least three years, had increased course offerings, participants, and types of distance education opportunities.
520 $a A survey composed of portions of two previously published surveys (the survey administered for the Distance Education in Higher Education: Statistical Analysis Report from The National Center for Education Statistics (NCES) and Multifactor Leadership Questionnaire (MLQ(TM)), Short Form, Self-Report Version) was mailed to 145 public colleges and universities with a 52% return, representing each state and the District of Columbia. No significant differences were found between the demographics or transformational leadership characteristics associated with viable and nonviable distance education programs. Two plausible explanations evolved. The first was that there is no relationship between transformational leadership characteristics and leadership of distance education programs. The second is that leaders of distance education programs who exhibited the characteristics of transformational leaders were already a pre-selected homogenous group, leading to no difference between the two groups.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Higher education. $3 1148448
650 4 $a Educational administration. $3 1148465
650 4 $a Educational technology. $3 556755
655 7 $a Electronic books. $2 local $3 554714
690 $a 0745
690 $a 0514
690 $a 0710
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Minnesota. $3 1184161
773 0 $t Dissertation Abstracts International $g 62-09A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3026468 $z click for full text (PQDT)