Date of Award

12-2017

Degree Name

Doctor of Philosophy

Department

Educational Leadership, Research and Technology

First Advisor

Dr. Nancy Mansberger

Second Advisor

Dr. Keith Hearit

Third Advisor

Dr. Wanda Hadley

Abstract

One of the most popular 360-feedback processes for leadership development is the Leadership Practice Inventory (LPI 360). According to the Leadership Challenge website the LPI tool has been translated into six languages. In addition, it has been implemented in a variety of organizations around the world and there are about 500 studies that have been built around it. However, the popularity of the LPI 360-feedback is not enough reason for it to be adopted for higher education without assurance that it aligns with a higher education organization’s specific vision and goals. After reviewing approximately 153 LPI studies across 766 databases I noticed they utilized the LPI tools assuming its suitability for their organization and to their success without testing that based on the recipients’ perspectives. Therefore, the purpose of this study is to determine the effectiveness of the Leadership Practice Inventory 360-feedback assessment for providing higher education leaders with insight into their own leadership behaviors in higher education.

This study employs a mixed method approach, which uses a convergent parallel design. The qualitative phase applied two data collection methods: (a) Semi-structured interviews, and (b) follow-up emails sent six weeks after the leaders’ interviews. The quantitative data collection method used the Kano survey. There were 14 deans and senior administrators at both a university and a college who were selected to complete the LPI-360 assessment. The findings of this study revealed that the LPI 360-feedback was an effective tool providing all of the participated leaders with personal insights into their own leadership behaviors. In addition, the follow-up emails indicated that 54% of the leaders fell into a high usage category as determined by Brinkerhoff’s Normal Training Success Theory.

Access Setting

Dissertation-Open Access

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