Date of Award

6-2026

Document Type

Dissertation

Publisher

Santa Clara : Santa Clara University, 2026

Degree Name

Doctor of Education (EdD)

Abstract

The rapid expansion of online graduate education, accelerated by the COVID-19 pandemic established the Chief Online Learning Officer (COLO) as a pivotal strategic leader in higher education. This mixed-methods study explores the intersection of COLO experience, institutional culture, and the effectiveness of online learning leadership in medium-sized, non-profit institutions with established graduate programs. The study extended current literature through the lens of two complementary theoretical frameworks: Organizational Readiness for Change (ORC) and Adaptive Leadership Development Theory.

Data collection involved a multi-phase design, beginning with a broad survey of COLOs across the nation, followed by semi-structured interviews with leaders from institutions showing proven enrollment growth. The study makes a significant theoretical contribution by extending the Organizational Readiness for Change framework to include "Mission Alignment" as a critical third dimension alongside change commitment and efficacy. Data reveals that institutions have not yet built structures adequate to the work that COLO leaders are charged to do. Findings suggest that when online initiatives are rooted in the institution's social mission—serving as an "equalizer" for non-traditional students—they achieve greater campus buy-in and long-term stability. Additionally, the findings suggest COLO leaders are adaptive leaders with strengths in maintaining disciplined action and regulating distress. Data also shows that a new foundational leadership competency for effective COLOs is a high level of emotional intelligence. Recommendations include positioning the COLO at the senior executive level and shifting professional development from technical pedagogical oversight to adaptive, strategic governance.

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