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dc.contributor.authorChandler, Frances
dc.date.accessioned2011-10-18T19:14:48Z
dc.date.available2011-10-18T19:14:48Z
dc.date.issued2011-10-18
dc.identifier.urihttp://hdl.handle.net/10464/3429
dc.description.abstractThis dissertation investigates the practice of leadership in collaboratively designed and funded research in a university setting. More specifically, this research explores the meaning of leadership as experienced by researchers who were, or still are, engaged on Social Sciences and Humanities Research Council (SSHRC) funded collaborative research projects in a university setting. This qualitative study (Gay & Airasian, 2003) is situated within a social constructivist paradigm (Kezar, Carducci, & Contreras-McGavin, 2006) and involves an analysis of the responses from 12 researchers who answered 11questions related to my overarching research question: What is the impact of leadership on university based collaborative research projects funded by the Social Sciences and Humanities Research Council based on the experiences of researchers involved? The data that emerged supported and enhanced the existing literature related to leadership and collaborative groups in academia. The type of preferred leadership that emerged as a result of this research seemed to indicate that the type of leader that appeared to be optimal in this context might be described as a functional collaborative expert.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectSocial sciences -- Researchen_US
dc.subjectHumanities -- Researchen_US
dc.subjectEducational leadershipen_US
dc.titleLeadership and its impact on the success of Social Sciences and Humanities Research Council funded collaborative research projectsen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.namePh.D. Educational Studiesen_US
dc.degree.levelDoctoralen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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