Generational cohort affiliation and its influence on the expectations and practice of effective leadership in higher education

Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2013.This study examined whether the qualities of desired and effective leadership are demographically contingent or universal in the contemporary higher education setting. A universal lens would for example predict that Transformational, Transactional, or Transcendental constructs of leadership could be equally effective when used by any leader with all constituents regardless of context, whereas a contingent lens would posit that certain leadership constructs could apply in some but not all situations (Yukl, 2002). Using a mixed method approach, this study employed Transformational leadership theory, Transcendental leadership theory, and Generational theory to investigate whether the generational affiliation of higher education administrators were more important determinates of workplace leadership preferences (Meredith, Schewe, Hiam, & Karlovich, 2002), or whether other demographic factors such as gender, ethnicity, and organizational seniority, played a more important role. An important finding of this study was that leadership preferences in higher education are largely universal in scope, with study participants??? generational context not significantly correlating to or predicting leadership preferences. That said, participants??? generation was found to be an important consideration in the discussion of effective leadership behaviors, with Transcendental and Transformational leadership behaviors such as mentoring and individually considering individuals??? needs rising to the top of the leadership discussions. This study also serves to validate the efficacy of Transformational leadership based curriculum in leadership studies; makes the case for the integration of Transcendental leadership curriculum; and brings attention to the role that education and training plays in reducing Transactional leadership preferences, which was found to be least effective in the higher education setting. Recommendations for action largely pertain to the training and development operations of higher education institutions, and include: programs targeting senior administrators; initiatives fostering transitions-focused, individualized mentoring relationships across the institution; and programs dedicated to change resiliency training in the areas of inter-generational leadership and technology.Educational Leadershi