Date

3-10-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Richard Segovia

Keywords

leadership development, higher education, professional development, networking, collaboration

Disciplines

Higher Education | Leadership Studies

Abstract

The purpose of this hermeneutic phenomenological study was to interpret the experiences of higher education leaders who participated in cohort leadership development training programs in the United States. The theory guiding this study was Mezirow’s transformative learning theory as it was used to explore higher education leaders’ lived experiences of leaders participating in a cohort training program. Transformative learning theory posits concepts by comparing and connecting them to individuals understanding existing principles. The central research question was what are the lived experiences of higher education leaders participating in leadership training programs. The qualitative hermeneutic phenomenology research introduced by van Manen interprets the leadership development program (LDP) professionals participated in to gain leadership experience in higher education institutions (HEIs). The study focused on data collection methods of interviews, focus groups, and qualitative questionnaires. The research was conducted at national leadership programs for higher education administrators. The participants were described to provide a visual of the experience levels in higher education. The themes revealed in the study consisted of professional development opportunities, networking and collaboration, and confidence. The findings in the study expressed an enriching experience in LDP, and the need for institutions to offer training for leadership.

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