Students will be able to identify and discuss their own career aspirations or relevant skills and knowledge and how they impact on others. Students will be able to identify and demonstrate the perspectives or problem solving techniques of different disciplines. Students will be able to consider the role of their discipline in diverse cultural and global contexts.
Higher Education and Community College Leadership The department offers a concentration area in higher education in the M.
Glass, GPD for Higher Education and Community College Leadership The Higher Education program offers professional graduate degrees for careers in advanced leadership positions in colleges, universities, non-profit organizations, or educational associations.
The program has specialized curricular tracks in student affairs administration, international higher education leadership, and leadership and administration.
Students gain professional experience through internships with a wide-variety of colleges, universities, agencies, and associations in the U.
A capstone experience engages students in real-life research projects that are commissioned by university and community leaders. Meet all University admission requirements as listed in the Old Dominion University Catalog; Submit transcripts of all undergraduate work with an undergraduate GPA of 2.
At least one letter must come from a professor or an individual who describes the applicant's academic performance and writing ability. Letters from senior-level leaders that endorse the applicant's leadership potential are encouraged; Provide a 1-page single-spaced essay that addresses the questions: What are your professional goals?
Why do you wish to obtain the specific degree for which you are applying? Applicants whose admission credentials are slightly below the required minimum will be considered for provisional admission. Continuance Students must meet all department, college, and university policy requirements for continuation in their academic program.
See department policy above. Exit In order to graduate from the program, students must successfully complete: Non-Degree Non-degree students are limited to a maximum of 2 courses prior to admission unless they receive permission from the GPD. Students must receive academic advising from a program faculty member prior to enrollment in any course as a non-degree student.
Taking courses as a non-degree student does not guarantee admission into the program. Curriculum Higher Education - Student Affairs Administration The Student Affairs Administration track prepares professionals for positions in student affairs, including academic advising, admissions, campus activities, greek life, judicial affairs, multicultural affairs, orientation, and residence life and housing.authentic, transformational leadership: a phenomenological study of the experiences of black/white biracial leaders by carmen r.
zafft a dissertation. The author intended to examine the effects of authentic leadership, transformational leadership, and transactional leadership on follower moral identity and follower moral decision intention, and the influence processes through which authentic leadership, transformational leadership, and.
The word leadership drives its meaning from the word ‘Leader’who is defined as a person capable of inspiring and associating others with a dream.” It is therefore important that organizations have a mission to strengthen the leadership of its directors.
Leadership can be described as the. Employee Branding: Enterprising selves in service of the brand. Abstract. Employee branding is a new twist on identity regulation.
Employee branding shapes employees’ behavior so that they project the brand identity of their organization’s products through their everyday work behavior.
Effective communication is THE key to leadership, according to Tom Peters. Bill Gates said that if he was down to his last dollar he will spend it on communication with his stakeholders.
Ketchum Leadership Communication Monitor, May , identified communication at the top-ranking attribute for effective leadership. 74% of the respondents viewed it as very [ ]. Findings: The authentic leadership elements of relationship, heart, and purpose contributed most to the job satisfaction of the elementary principals and elementary special education teachers.
Conclusions: Possessing all five authentic leadership elements was not considered important to either the principals or the special education .