For more than three decades, social work educators have recognized the unique challenges of training social work administrators and the limitations of schools of social work in preparing students as administrators (Ezell, Chernesky, & Healy, 2004; Neugeboren, 1986; Patti, 1987). During this period a decline has been documented in the number of NASW members identifying themselves as administrators (Gibelman & Shervish, 1997), and attempts have been made to determine the management competencies that should be addressed in social work education programs (Edwards, Cooke, & Reid, 1996; McNutt, 1995; Menefee &Thompson, 1994; Wimpfheimer, 2004).