Competencies of leadership professionals: a national study of premier leadership degree programs

This study examined formal leadership degree programs and their ability to prepare professionals for leadership positions. This study provided data outlining the necessary competencies for leadership positions and examined the current activities and formal curriculum included in three premier formal leadership degree programs. This study also provided recommendations for the enhancement of current curriculum and methods in formal leadership degree programs to better facilitate the learning and empowerment of student populations interested in pursuing leadership positions. This study utilized qualitative research in order to study the interrelationships holistically. The data collected in this study provided insight into what leadership competencies were valued and taught by highly ranked diverse undergraduate and graduate academic programs. These programs were selected based on their reputation of excellence, faculty, and overall program experience. The gatekeepers and graduates of these highly motivated academic programs identified the necessary competencies for success after graduation in the leadership work force. This examination allowed for holistic impressions to be made about curriculum revision and enhancement that added to the foundation and future of leadership education. A purposive sample was used to maximize the range of specific information that could be attained from and about the context. The purposive sample allowed the researcher to purposely seek typical and divergent data and insights to capture the essence of the situation. The major findings of this study include the development of two competency sets necessary for successful practice within leadership positions. Etic competencies refer to those competencies relating to features or items targeted for development which can be considered outside of their role within a leadership system. Emic competencies refer to those competencies relating to features or items targeted for development with respect to their role within a leadership system. Based on the literature and respondent perspectives four recommendations can be made for the revision of leadership education. These revisions are expansion of current curricula, renewed focus and attention to global perspective, enhanced faculty development opportunities, and grounding in moral and ethical purpose. These four recommendations are solidified and integrated into practice through the Foundational Approach to Leadership Development Model.