Leaders are in demand and leadership institutions are necessary to prepare students for important roles in our society (Green, Alexander, & Boryczka, 2001). Faculty are a central factor in graduate and post-graduate programs as they are responsible for guiding student learning (Bryant, 2003). This case reports on an exploratory case study of 21st century competencies for faculty in an organizational leadership doctoral program. Esteemed researchers have conducted studies regarding transitioning students to become new faculty (e.g. Austin, 2002; Austin, Connolly, & Colbeck, 2008; Gardner, 2005; Purcell 2007); however, little research exists specific to the new-century skills necessary for doctoral faculty in leadership programs. As the surge in technology continues to bring about global changes, preparing potential leaders is our best hope going forward. It follows then, that it is important to discover the competencies doctoral faculty will need in order to address the challenges of the future.
