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ERIC Number: ED566546
Record Type: Non-Journal
Publication Date: 2015
Pages: 131
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-6246-2
A Comparative Analysis of Collaborative Leadership Skills Employed by Graduates of Cohort Based and Non-Cohort Based Doctoral Programs in Eduational Leadership
Breton Caminos, Michelle Evangeline
ProQuest LLC, Ed.D. Dissertation, Sage Graduate School
This qualitative comparative case analysis investigates the leadership approaches of the graduates of two educational leadership doctoral programs in Upstate New York--one a cohort-modeled program, the other a non-cohort program--with specific attention to collaboration. Responses from participants indicate key differences in Engaging Communities, Promoting a Common Vision, and Empowering Staff and Students. Non-cohort participants described more behaviors related to Engaging Communities and Promoting a Common Vision. All participants described efforts to empower staff, but only cohort participants discussed empowering students. All participants also discussed increased confidence as a result of their doctoral work, and non-cohort participants related this to improved collaboration. Cohort participants named three elements of their program that shaped their leadership: collaboration, social support, and reflection. All nine participants self-described as more collaborative after their doctoral studies, and non-cohort participants related this in part to maturity. Cohort participants described themselves as already collaborative prior to their doctoral work. Limitations of this study include the author's participation as a student in a doctoral program that served as one of the sites of this study, a smaller than expected number of participants, and the gender composition of the cohort (primarily female) and non-cohort (all male) participant groups. Findings suggest that cohort-model programs should recognize candidates' prior learning and take steps to incorporate outside viewpoints. Non-cohort programs may benefit from improving student support networks. Both types of programs are recommended to train candidates in emotional intelligence, challenge candidates to bring teaching experience into district leadership roles, and lead conversations about recruiting and retaining female leaders. [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: New York