21st Century Competencies for Doctoral Leadership Faculty

Abstract

Graduate and post-graduate programs were initially developed by universities to increase discipline-specific mastery. Faculty members impact both the content and quality of such programs as they are responsible for making it relevant in the current climate while also addressing the changes envisaged for society tomorrow. Although studies exist regarding faculty competencies in various disciplines and for preparing future faculty members, there is a paucity of research specific to competencies necessary for faculty members who currently teach in doctoral leadership programs. This Delphi study explored 21st century competencies required in the next decade for faculty who currently teach in doctoral leadership programs in U.S. institutions.Graduate and post-graduate programs were initially developed by universities to increase discipline-specific mastery. Doctoral programs in leadership prepare students for important roles in our society; highly educated leaders are in demand, and universities that provide leadership education are necessary (Bowden and Rudenstine 1992;Green et al. 2001;Smallwood 2004). Faculty members are a central component of graduate and post-graduate programs as they are responsible for facilitating student learning and are often a pivotal determinant for student Innov High Educ (2011) 36:53-66

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