This study examined the perceived value of leadership development programs (LDPs) provided by continuing education for administrators in colleges and universities. Included in this study were questions about the perceived value of non-credit, credit, and blended (credit and non-credit) programs at the individual, institutional, and higher education enterprise levels. Eight research questions were developed for this quantitative study. Value scales were developed for the first three questions, which addressed the perceived value of LDPs designed of administrators at individual, institutional, and higher education enterprise levels. The next five questions addressed other aspects of LDPs: (1) their success at developing leadership competencies; (2) if they were considered a priority; (3) if they provided a competitive advantage; if there were sufficient number of LDPs; and, (4) the most effective type of LDPs. An original 75-item Value Creation Survey (VCS) was developed with the goal of achieving a comprehensive understanding of how leadership, leadership development, intangibles, and value creation came together. The VCS was sent to a sample of 217 Institutional Representatives in eight ACHE Regions, all members of the Association of Continuing Higher Education: 122 responses (56% response rate) were received. Results indicated that the three value scales had coefficient alpha scores above .90. Based on gender differences or ACHE Region, statistical analyses indicated no significant differences in value attributions at the individual, institutional, or higher education enterprise levels. All correlations amongst the three value scales were significant at the 0.01 level. Results also indicated respondents believed that (1) LDPs help develop leadership competencies at all levels, especially at the individual level; (2) LDPs should be considered a priority; (3) LDPs provide a competitive advantage at all levels, especially at the individual level; (4) adding to the set of LDP offerings was important; and, (5) the most effective type of LDPs was the non-credit, blended, and credit sequence. The intent of this study was to add to the emerging research and scholarship in the field of continuing higher education regarding the perceived value of LDPs in terms of the intangible and tangible benefits they create. The evidence presented in this study provides justification of continued research of this topic. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]