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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

Adult professionals enroll in online graduate programs and rely on social support and on their ability to self-regulate to be successful. The literature on academic self-regulation among emerging adults (traditional college age) is ample, but we do not know how social support interacts with academic self-regulation among adult graduate students at mid-career, particularly among those students who are first generation college goers. This study addressed the following questions: (1) To what degree do parental education level and cohort progression predict academic self-regulation? and (2) What sources of social support – family, friends, loved one (significant other), and classmates – are predictive of academic self-regulation for adult students in an online doctoral program? Findings include evidence that the influence of parental educational level on academic self-regulation persists through midlife. Also, that perceived social support from family, friends, and peers predicts academic self-regulation. We conclude with implications for the design of online programs.

This Meet the Person article presents a synthesis of two interviews with André Delbecq, senior fellow at the Ignatian Center for Jesuit Education and professor of management at the Leavey School of Business at Santa Clara University. André was a pioneering researcher in a number of areas of management scholarship such as group decision-making (e.g., the Nominal Group Technique) and managing innovation and change, with a career extending over 58 years. He experienced a shift in his late career toward the study of executive leaders’ spirituality. In the interviews, André talked of that shift, providing an inspiring example of a successful career transition, as well as his personal insight on venturing into new areas of research. André’s career is an example of engaged scholarship, academic researcher development, and the decentered academic product.