Dowdall's book offers sample documents for candidates as well as for the search committees, and includes a substantive bibliography. From her vantage point outside the institution, Dowdall is able to provide a unique point of view and insightful comments on the complex and often daunting process of the academic executive search. Key selling points include: The eagerness for career advice that exists, both from candidates (Part I of the book) and search committees (Part II of the book); a visible author, who writes a monthly column in the Chronicle of Higher Education and lectures often at leadership seminars; and information on this subject which covers all institutional types, including liberal arts colleges, comprehensive institutions, research universities, and community colleges.
Searching for Spirituality in Higher Education brings together eclectic points of view on spirituality, drawing upon various theoretical perspectives to frame a discussion of spirituality in higher education. Following a comprehensive review of the current literature on spirituality, chapters examine the relationship between religion and spirituality and explore related legal issues. Subsequent theory chapters make no unified claims about the basis of spirituality, reflecting the speculative nature of an ethereal subject. The final section contains rich examples that explore ways to integrate spirituality in several academic disciplines as well as in student affairs. In its entirety, the book encompasses a comprehensive review of the salient issues related to spirituality in higher education. The volume will be useful in courses on religion, nursing, business, and the humanities.
Gender studies in the professional realm has long been a heavily researched field, with many feminist texts studying topics including the wage gap and family life. However, female administration in higher education remains largely understudied, particularly on the influence of personal, professional, and societal factors on women. There is a need for studies that seek to understand how gender intersects with the multiple dimensions of women leaders’ personhoods, such as family status, marital status, age, race, ethnicity, and sexual orientation, to inform women’s career path experiences and leadership aspirations. Challenges and Opportunities for Women in Higher Education Leadership is a pivotal reference source that provides vital research on the specific challenges, issues, strategies, and solutions that are associated with diverse leadership in higher education. While highlighting topics such as educational administration, leader mentorship, and professional promotion, this publication explores evidence-based professional practice for women in higher education who are currently in or are seeking positions of leadership, as well as the methods of nurturing women in administrative positions. This book is ideally designed for educators, researchers, academicians, scholars, policymakers, educational administrators, graduate-level students, and pre-service teachers seeking current research on the state of educational leadership in regard to gender.
Why are there so few women vice chancellors in UK higher education? In this book, Paula Burkinshaw explores the contemporary conversation around the 'missing women at the top' across UK society through in-depth interviews with the (hitherto) silent voices of women vice chancellors. These women have successfully negotiated with and navigated the gendered leadership cultures of higher education throughout their careers and speak of the masculine communities of their workplaces. Advocating the need to achieve a critical mass of women at the top, this book suggests there is still much to be done in the higher education sphere.
This volume offers new perspectives from Indigenous leaders in academic affairs, student affairs and central administration to improve colleges and universities in service to Indigenous students and professionals. It discusses and illustrates ways that leadership norms, values, assumptions and behaviors can often find their origins in cultural identities, and how such assumptions can affect the evolvement of colleges and universities in serving Indigenous Peoples. It contributes to leadership development and reflection among novice, experienced, and emerging leaders in higher education and provides key recommendations for transforming higher education. This book introduces readers to relationships between Indigenous identities and leadership in diverse educational environments and institutions and will benefit policy makers in education, student affairs professionals, scholars, faculty and students.
Written for college leaders at all levels as well as for trustees, this book engages the reader, via narrative and analysis, with the reflective and the practical knowledge essential to a constructive legacy. Leaders of colleges and universities hold in trust an enterprise of complex mission, governance, and outcome. Most will take office with accompanying media celebration of their past records and future promise. Each will exit with a legacy. A few will leave behind tragic legacies of defeated spirits, corrupted organizations, and shameful ethical records. In Leadership Legacy Moments, the author reflects upon the ideas, skills, and values that are essential to effective leadership so that a leader leaves behind a student body with great promise, a set of accomplishments achieved in concert with faculty and staff, and an institutional culture that inspires curiosity, courage, and compassion. Professor Bogue illustrates how ideas and values are linked in the stewardship of one of our nation's premier organizational enterprises. The book is about constructing a leadership legacy that is both effective and ethical.
As ironic as it may seem, very few academic leaders have had any formal training in academic administration, or in any kind of administration at all. For the most part, academic administrators learn on the job. They also seek advice wherever they can get it. The purpose of this book is to offer such advice.
What are the hallmarks of a lasting institutional turnaround? It is too easy to mistake a single initiative_mounting a new marketing program, for example, or bringing in a million dollar donation_for a true turnaround. Successful turnarounds involve profound, often difficult, actions that affect the finances, academic offerings, and reputations of colleges and universities. They take institutions to new levels of performance and then present new challenges. MacTaggart examines the several stages that comprise institutional turnarounds and offers practical advice on setting and reaching higher levels of performance. MacTaggart also discusses the early indicators of a college or universityOs need for a turnaround. He and his colleagues outline financial trends and other indicators of distress, as well as benchmarks for the various stages in an effective turnaround strategy. Academic Turnarounds will help trustees, presidents, and faculty members diagnose whether or not they are in denial over the true condition of the institution they are charged with preserving. Donors, state officials, accreditors, and others interested in the quality and vitality of American higher education will find direction in this book.
Using case studies and relevant literature, this book illustrates the challenges to legitimate, Shared-governance domains when the routine of the academy is forced to deal with big issues, often brought on by external forces. Mortimer and Sathre have gone beyond a discussion of faculty/administrative behavior by focusing on what happens when the legitimate governance claims of faculty, trustees, and presidents clash. They place these relationships in the broader context of internal institutional governance and analyze the dynamics that unfold when advocacy trumps collegiality. The book closes with a defense of shared governance and offers observations and practical suggestions about how the academy can share authority effectively and further achieve its mission.
At a time when higher education faces the unprecedented challenges of declining revenues and increased scrutiny, questions about access, cost, and the value of degrees, and the imperative to educate a more diverse student body, there is an urgent need for leadership that is conversant with, and able to deploy, the competencies, management tools, and strategic skills that go beyond the technical or disciplinary preparation and "on the job" training that most leaders have received. This book is intended as a practical resource for academic and administrative leaders in higher education who seek guidance in dealing with today's complexity, opportunities, and demands. It is also addressed to those who aspire to hold positions of leadership, and to the many faculty and staff members who serve in informal leadership roles within their departments, disciplines, or institutions. Additionally, the book serves as a guide and resource for those responsible for the design and implementation of leadership development programs in higher education. While recognizing the differences in mission and circumstance across institutional types, the authors begin by offering a foundational understanding of higher education as a sector, the political, social, and economic climate in which it operates, and the potential opportunities ahead. Subsequent sections of the book cover leadership concepts and competencies, along with a series of applied tools for leadership and organizational effectiveness. Each chapter concludes with related case studies and guiding questions for further reflection. The final section highlights models for developing institutional leadership programs that progressively meet the needs of leaders along their careers. The content and format of this book reflect the authors' views that leadership development is most effective when it is an intentional, reflective, and systematic experience. While they espouse the practice of general principles of leadership, they also take into account the unique context of higher education with its numerous internal and external stakeholders, multiple missions, particular organizational governance, and a culture that fosters individual autonomy and creativity.
Today's college and university leaders face complex problems that test their political acumen as well as their judgment, intellect, empathy, and ability to plan and improvise. How do they thoughtfully and creatively rise to the challenge? In Leading Colleges and Universities, editors Stephen Joel Trachtenberg, Gerald B. Kauvar, and E. Gordon Gee bring together a host of presidents and other leaders in higher education who describe how they dealt with the issues. Each contributor has been effective as a president or other significant leader in postsecondary education. In this book they share real-life examples and stories that illustrate how they have dealt with the challenges they encountered. Together they answer these and other core questions: • How do you manage college athletics, faculty, a governing board, donors, and a local community? • What do you need to know about crisis management and legal affairs? • When should you be outspoken in the media and when should you be quiet? The book does not shy away from hot contemporary issues, tackling such controversial matters as free speech, Title IX, athletics, fraternities, student and faculty diversity, and board relations. Presidents and would-be presidentsâ€”as well as boards, search committees, state boards, legislators, and others involved in higher educationâ€”will find much helpful guidance in this timely book.
Within higher education, power is often perceived negatively. Rather than avoiding the idea of power, this book explores the importance of embracing and effectively engaging power to affect positive change on campus. Understanding Power and Leadership in Higher Education gives college and university administrators the tools to understand the relationship between leadership, power, and influence within higher education. Highlighting real stories of effective college and university administrators, this book helps readers understand and analyze the use of power, preparing leaders for the realities of today’s administrative environment.
Daryl G. Smith’s career has been devoted to studying and fostering diversity in higher education. She has witnessed and encouraged the evolution of diversity from an issue addressed sporadically on college campuses to an imperative if institutions want to succeed. In Diversity's Promise for Higher Education, she analyzes how diversity is practiced today and offers new recommendations for effecting lasting and meaningful change. Smith argues that in the next generation of work on diversity, student population mix and performance will no longer be acceptable indicators of an institution's diversity effectiveness. To become more relevant to society, the nation, and the world while remaining true to their core mission, institutions must begin to see diversity, like technology, as central to teaching and research. She proposes a set of practices that will help colleges and universities embrace diversity as a tool for institutional success. This thoughtful volume draws on 40 years of diversity studies. It offers both researchers and administrators an innovative approach to developing and instituting effective and sustainable diversity strategies.
SERVANT LEADERSHIP FOR HIGHER EDUCATION "Given the myriad of complex problems facing higher education, it is difficult to imagine that an administrator at any level of the institution could be effective without engaging in servant leadership. Higher education is a service industry and, consequently, this text is a must read for practicing administrators who are committed to effective leadership." –MARY LOU HIGGERSON, Ph.D., vice president for Academic Affairs and dean of the college, Baldwin-Wallace College "Finally a thoughtful book on servant leadership with direct application to higher education. Includes many strategies for developing servant leadership in self, others, and organizations." –DR. GARY L. FILAN, executive director, Chair Academy "With Servant Leadership for Higher Education Dan Wheeler brings the gauzy platitudes sometimes associated with servant leadership down to earth in a set of field-tested principles. I finished the book fantasizing about how much better off our colleges and universities would be if our leaders behaved like this!" –JON WERGIN, professor of educational studies, Ph.D. in Leadership & Change Program, Antioch University "This is a must read for anyone thinking about becoming an academic leader. In the academy, it is not about command and control–it's about serving your colleagues. Dan Wheeler's book 'nails it' as nothing is more critical to leaders than success in serving their colleagues." –WALTER GMELCH, dean and professor, School of Education, University of San Francisco
To meet the new and rapidly changing demands facing today’s higher education managers and leaders – from department chairs to trustees – this book offers guidance on how to effectively discharge their responsibilities and how to develop their skills for managing their relationships with internal and external stakeholders. It also provides a broad understanding of the structure and functions of their institution and of the appropriate loci of decision-making. The authors go beyond the positions of leadership to emphasize the qualities of creativity, commitment, collaboration, delegation and courage that are essential to steer a unit, college or university through successful and enduring change Recognizing that the hallmark of higher education in the United States is a diversity of institutional types, this book enables the reader to relate issues of environment, organization and management to his or her specific institution, from not only the presidential perspective, but from the vantage point of trustees, provosts, vice presidents, deans, and department heads. By covering all these functions—as well as the role of external stakeholders—in a single volume, this book offers readers a comprehensive view of how institutions respond to external forces and internal issues, and how these impact organizational structure, functions and decision-making in their roles, and the institution at large. The book is informed by these three essential principles: • Sound institutional decisions must be based on a clearly articulated mission and set of core values; • Successful institutional adaptation to a changed environment must be grounded and aligned with the fundamental mission and core values; and • Successful academic leaders must be able to create and foster partnerships, bringing diverse individuals and interests together around a shared vision and mission grounded in common values. This handbook is divided into five units. The first introduces the reader to the scholarly field of higher education and establishes the contextual framework for the rest of the book. The second investigates the multifaceted and often complex relationships that exist between institutions of higher learning and the external constituencies. The third focuses how college and university presidents and their board of trustees keep an institutional mission focused while adapting to changes in the environment, while the fourth analyzes how colleges and universities fulfill their core mission through shared democratic partnerships. The concluding unit concerns how effective academic leaders implement their institution’s academic mission. Both scholarly and accessible, this book is intended to be of interest to a broad audience, ranging from graduate students in higher education administration programs to members of institutional governing boards, and everyone in leadership positions in between. All of the authors have completed graduate work in a higher education administration program, and collectively have had experience with academic administration at every level through to the university presidency. Two of the authors are currently faculty in leading higher programs teaching classes in administration and organizational theory and have published widely in the scholarly field. One has been a member of a governing board. Study questions suitable for leadership training and graduate courses are provided online. See hot link at top right of this page.
A revolution has been taking place in the ranks of higher education. University and college presidents—once almost invariably the products of "traditional" scholarly, tenure-track career paths, up through the provost’s office—are rapidly becoming a group with diverse skills and backgrounds. The same is true for many deans and administrative leaders. In Higher Calling: The Rise of Nontraditional Leaders in Academia, Scott C. Beardsley, dean of the University of Virginia’s prestigious Darden School of Business, offers a new vision of leadership for today’s higher education. Grounded in the author’s own inspirational story of leaving McKinsey & Company in pursuit of a new source of meaning in his professional life, Higher Calling employs research gathered from search firm executives who now play king or queen maker in presidential and dean searches. It also takes into account information from U.S. liberal arts colleges—considered by many to be the bellwethers of change—to explore what set of strengths an institution of higher education needs in a leader in the twenty-first century. Beardsley explores the widely varying definitions and associated numbers of traditional and nontraditional leaders and asks, Why are U.S. colleges and universities hiring nontraditional candidates to lead them into the future? How are the skills required to lead higher education institutions changing? Or has the search process changed, resulting in a more diverse set of candidates? Providing not only an analysis of nontraditional leaders in higher education but also strategies for developing skills and selecting leaders, Beardsley offers a wealth of information for the modern university in the face of change.