Evaluation of Strategic Leader Cognitive Development Through Distance Education
Open Access
- Author:
- Myers, Susan
- Graduate Program:
- Public Administration
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- November 28, 2006
- Committee Members:
- James Truman Ziegenfuss Jr., Committee Chair/Co-Chair
Steven Ames Peterson, Committee Member
Frances T. Munzenrider, Committee Member
Steven Melnick, Committee Member - Keywords:
- Distance Education
Cognitive Development
Strategic Leader - Abstract:
- This study investigates the effects of graduate level distance education in the cognitive development of strategic level leaders. Strategic leaders as public administrators use cognitive skills to provide vision, direction, and purpose for organizational development. Distance education programs contribute to strategic leader cognitive development with minimal disruption to their professional and personal environment since the curriculum is accessible through online delivery means. Both quantitative and qualitative measures such as a survey instruments, focus groups, and individual interviews were used to evaluate leader cognitive development through distance education. Senior military officers enrolled in the U.S. Army War College (USAWC) Class of 2007 Distance Education Program completed the Modified Career Path Appreciation (MCPA) survey instrument at the beginning and the end of the first year of the program. The MCPA survey quantitatively and qualitatively measured respondent preference for differing levels of cognitive complexity. The MCPA survey is based on Elliot Jaques’ Stratified Systems Theory (SST) that links cognitive capability to strategic, general, and production levels of leadership. The MCPA survey predicts strategic leader potential providing there is no intervention in the cognitive growth over time. This study incorporated a paired t-test, and correlation analysis to evaluate changes in the respondents’ level of cognitive complexity as a result of completing the first year of the distance education program. The quantitative and qualitative data indicated there was significant increase in leader cognitive development for respondents that completed the first year of the distance education program. The data indicated that online networks, application of the program material to the respondents’ experience, and discourse through the forums supported leader cognitive development. USAWC provides instruction for over 300 senior leaders each year through distance education. This study contributes to the body of public administration theory and practice by demonstrating that leaders develop strategic level cognitive skills through distance education programs. These findings are important to officials who are considering the role of distance education in the professional development of future strategic level leaders in public administration. Further research is needed to determine how distance education programs can be used more effectively for leader cognitive development.