Interdisciplinary Doctoral Program for Education Leaders (IDPEL)
School of Education
Helen C. Sobehart
James E. Henderson
Robert B. Bartos
cohort, educational leadership, evaluation, IDPEL, leadership training, LPI, qualitative
This qualitative evaluation study examined the contribution of the Duquesne University Interdisciplinary Doctoral Program for Educational Leaders (IDPEL) cohort participation to the school leadership practices of IDPEL students. Participants in the research were members of the Pittsburgh IDPEL cohorts of 2000 and 2003, currently employed as school leaders, who changed jobs within one year of beginning their IDPEL coursework. In order to approximate longitudinal data regarding leadership behaviors, respondents were colleagues of the participants, both past and present. Respondents completed the Leadership Practices Inventory -- Observer (Kouzes and Posner, 2003) describing the participants' leadership behaviors. Responses from respondent colleagues were compiled and described. Results indicate no statistically significant quantitative change in leadership practices in terms of the Leadership Practices Inventory -- Observer. IDPEL participants took part in semi-structured interviews to shed light on how cohort membership, particularly the IDPEL iteration of cohorts known as advisory groups, may have contributed to any changes in leadership practice in schools. Participants describe the IDPEL experience as having launched them on a trajectory of growth in leadership skills and confidence, leading to a deepened sense of mission and acceptance of greater career challenges. Cohort interactions with other students were described as a significant positive contributor to change in individual trajectories of growth.
Diller, P. (2004). Duquesne University IDPEL Cohorts: A Laboratory for Leadership? (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/488