Higher Education Managers/Executives/Administrators
To develop a model leadership continuing education plan for health
science college presidents to assist them in improving and expanding their effective
The sample consisted of 17 health science and 19 career technical
college presidents (73% response rate). Each respondent completed the LPI-Self and an
institutional/presidential questionnaire designed by the author, along with demographic
information. Nearly three-fourths of these presidents represented two-year institutions,
with on average about 50 FTE faculty, and enrollments ranging between 100 and 1000
students. Fifty-nine percent of the health science college presidents and 26 percent of
the career technical college presidents were female.
LPI scores from health science and career technical college presidents
were relatively similar. Compared with LPI normative data these college presidents
generally scored themselves among the top one-third of all respondents for
Challenging, Inspiring, Modeling and Enabling. They were about at the mean on
Encouraging. These college presidents rated strategic planning and finance/business
as managerial competencies most needed into the future.
The author concludes: "information derived from both the literature and the
normative process indicates that leadership development is ongoing and more often
successful if based on the individual's learning style preferences. The members of the
normative groups separately concurred that a program plan which allowed the
participants to modify their learning goals and activities would be more acceptable to
presidents of health science colleges who continuously faced changing student
markets and health care delivery patterns" (p. 115). A model self-directed leadership
development plan is included in an appendix.