Publication Date


Document Type


First Advisor

Mackett, Muriel

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership in Educational and Sport Organizations


Educational leadership--Illinois; College administrators--Illinois--Attitudes; Universities and colleges--Illinois--Administration


Critical 21st-century institutional leadership challenges for public doctoral-granting institutions were examined, focusing on the perceptions of selected Illinois University Administrators and College Deans regarding three challenge areas: Accountability for Institutional Change, Role Change, and Accountability for Institutional Outcomes. Six literature based themes frame both data collection and analysis: Accountability, Diversity, Politics, Resources, Technology, and Vision. The ten study participants were one senior-level “University Administrator” and one “College Dean” from each of Illinois' five public doctoral-granting institutions. “University Administrators” were sitting presidents, chancellors, or provosts. “College Deans” were from Agriculture, Business, Education, Engineering, and Liberal Arts. Data were collected using a researcher-developed participant profile form and interview protocol. Profile data included: anticipated years of service prior to retirement, years in present position, total years of university and/or college administrative experience, highest degree earned, doctoral discipline, types of university- or college-level administrative positions held at public doctoral granting institutions, and three greatest 21st-century institutional leadership challenges. Interview data concerned participant perceptions of (1) the most critical 21st-century institutional leadership challenges (Institutional Change, Role Change, and Accountability for Institutional Outcomes); (2) major points of role agreement and disagreement on these challenges; and (3) the single most critical challenge and recommendations for meeting that challenge. For profile data, the rank order of combined frequency of challenges identified, as categorized by the researcher, is: Resources (1), Accountability and Diversity (tied ranks), Vision (4), Politics (5), and Technology (6). For interview data, “Resources” emerged as the single greatest challenge, based on researcher categorization of combined frequency of participant identified challenges. In this historically unique time of increasing complexity, data from the study provide an expanded basis for linking the conceptual literature on institutional leadership challenges to the reported experience of current practicing higher-education presidents (or chancellors or provosts) and college deans. One without the other is decidedly incomplete. Integration of views from the literature and higher-education leaders provides a relatively more powerful standpoint from which to view current and future higher-education leadership challenges.


Includes bibliographical references (pages [140]-143).


[xiii], 156 pages




Northern Illinois University

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