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ERIC Number: ED552039
Record Type: Non-Journal
Publication Date: 2013
Pages: 165
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-7625-6
Perspectives on Leader Development: An Interpretive Qualitative Study of Virginia Military Institute
Tertychny, Gerard P.
ProQuest LLC, Ed.D. Dissertation, The George Washington University
According to the publications of Virginia Military Institute (VMI), leader development is a key tenet of the unique education offered there and the education of leaders is the Institute's reason for being. The college maintains that it produces leaders for society and that leadership opportunities are imbedded in every aspect of a cadet's experience. This study addressed a gap in the research, that is, to examine the leader development program at a military college through the perspectives of staff and cadets. The purpose of this interpretive qualitative study was to examine the perspectives of the participants with regard to the leader development dimension of VMI. The feedback-intensive model of leader development and learning frames this study and will help to ascertain how a military college like VMI, given its constraints and limitations, develops the leadership capabilities of its cadets, how it produces graduates who are well-suited for leadership positions upon their graduation, and how its leader development ethos contributes to its organizational identity. The primary research question was, "How do cadets and staff perceive the leadership instruction they teach and receive at VMI?" Additional questions were 1) How does Virginia Military Institute develop the leadership capabilities of its cadets in order to produce graduates who are prepared to assume leadership roles upon graduation?; 2) How does the Institute utilize the feedback-intensive model of leader development and practical application?; and, 3) How do cadets and staff perceive the Institute with regard to organizational identity? Throughout this study, the researcher collected a considerable amount of data, through document review, semi-structured interviews with both key Institute staff and with cadets from all four classes, and with focus groups representing each class. In connecting the data collected to the research questions, it is the researcher's opinion that VMI, while not necessarily adhering as a single entity to the feedback-intensive model of leader development, has managed to envelop its cadets in a leader development cloud, relying on them to seize the opportunities presented to them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia