My name is Sydney Scott. I am a respected, experienced post-secondary educator with two decades of experience in teaching, leadership, and administration. My career-to-date has been focused on the development of innovative, adult-orientated learning experiences that work well in the post-secondary system.

I have successfully developed and administered education programs for Simon Fraser University, British Columbia Institute of Technology (BCIT), BC Open University (BCOU), and Stenberg College. The programs represented the most current concepts in adult training, coaching, and managerial and leadership theory. A proven leader of highly collaborative team environments, I enjoy guiding program and course development teams to ensure leading-edge educational learning.

I led the development of two innovative degrees for BCIT and BCOU. Common components of these endeavors included establishing advisory boards comprised of industry and post-secondary educational leaders, completing Board and government proposal vetting processes, and developing and implementing business and marketing plans. Also included was setting up the administrative processes for the enrollment, staff, and faculty as well as training staff and faculty on new approaches to program delivery. Key to success in my roles was my teaching and coaching background, which facilitated my ability to implement proactive resolution of problems arising from both new and ongoing concerns.
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My education is a composite of mainly applied programs that facilitates my exploration of social sciences, fine arts, and science. I have endeavored to create breadth in my program selections; my B.Sc. was in Clothing and Textile Design - a science degree with an art focus, MBA concentrations were in marketing and finance - two divergent discipline areas. My doctoral studies with Fielding Graduate University has focused on how adults learn and access different ways of knowing. Little has been specifically designed to facilitate leaders' personal growth beyond the upper levels of logic (Laske, 2002). More people are entering into these upper levels of ego development (Cook-Greuter, 2004; Senge, 1990a, b; Senge, Scharmer, Jaworski, & Flowers, 2004; Wilber, 1996, 2000a, 2000b, 2000c, 2002; Wheatley, 1990b; Zohar, 1990, 1997). This may be attributable to more adults having more time to reflect (Jung, 1933; Kegan, 2000). My dissertation will add to the knowledge concerning leaders who are engaged in upper-level development, in particular, what activities they search out and how they engage in those activities. This information will assist others, such as advisors, mentors, coaches, adult educators, and corporate trainers, who are working with individuals in quest of further development.