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Strategic Leadership addresses deep and continuing issues relating to strategy, governance, management, and leadership in higher education during a period of rapid change. Each of these themes is at the heart of current debates about the capacity of universities to respond to new expectations, market realities, reduced state funding, globalization, technology, and a long list of other challenges. Dealing with these issues can immobilize colleges and universities, or it can cause them to become so market-driven that they will sacrifice their own legacy of academic values. This book places strategic planning in a new conceptual framework that is oriented to interactive leadership rooted in human agency and values. It will assist academic professionals, stakeholders such as trustees, and students of higher education to better understand and use strategic planning as an effective process and as a method of collaborative leadership.
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A decade ago, the majority of liberal arts colleges, suffering from a decline in resources, drifted from their traditional missions. This study looks at three insitutions and suggests that a clear mission is more than a common goal.
In these times of change and challenge in higher education, pleas for leadership have become frequent. However, the type of leadership required within this new context (of globalization, demographic changes, technological advancement, and questioning of social authority) may call for different skills, requiring a re-education among campus stakeholders if they want to be successful leaders. In the past twenty years, there has been a revolution in the way that leadership is conceptualized across most fields and disciplines. Leadership has moved away from being leader-centered, individualistic, hierarchical, focused on universal characteristics, and emphasizing power over followers. Instead, a new vision has emerged: leadership that is process-centered, collective, context-bound, non-hierarchical, and focused on mutual power and influence processes. This volume summarizes research and literature about new conceptualizations of leadership to inform practice. This is volume 31, number 6, of the ASHE Higher Education Report, a bi-monthly journal published by Jossey-Bass. See our entire list of ASHE Higher Education Report titles for a wide variety of critical issues facing Higher Education today.
Explores approaches to effective leadership and strategic management in the twenty-first century university that recognize and respond to the perceptions and attitudes of university leaders toward institutional structures. It examines the differences between treating universities as businesses and managing universities in a businesslike manner, what kinds of leadership will best address challenges, and how to gain consensus among constituents that change is needed. From historical background to modern e-learning techniques, we look at governance to find systems that are effectively structured to balance the needs of students, educators, administrators, trustees, and legislators.
How does the faculty of a small liberal arts college make meaning of their professional careers and their personal lives? In this book, based on a particular study at one small college in the Midwest, author Shah Hasan explores the narrative contours of the lives of four faculty membersFrancesca, Charles, Paula, and Rebecca. Utilizing the qualitative research approaches of extended interviews, narrative analysis, and narrative inquiry, the stories of their service at the college are excavated for patterns of ritualization and leadership.
Chapters of this issue of New Directions for Higher Education present tenets of codes of conduct for the presidency, academic deans, admissions officers, fund-raising professionals, faculty who teach undergraduate students, and faculty who teach graduate students. The need for such codes of conduct stems from the client-serving role of colleges and universities. Such clients include prospective donors, prospective students and their families, the individual college or university, faculty members, undergraduate and graduate students, and the knowledge base of the various academic disciplines. Because presidents, academic deans, admissions officers, fund-raising professionals, and faculty members experience role ambiguity and substantial autonomy in the performance of their roles, codes of conduct are needed to protect the welfare of the clients served. The authors offer recommendations for policy and practice regarding the proposed codes of conduct. Organizational constraints and possibilities of enacting such codes are also discussed.
How did the 1990s and early 21st century impact the evolution of the college presidency? The legitimacy and performance of higher education were called into question during this period, and respect for some of its leaders declined. An economic downturn and the concomitant change of student enrollment patterns have required presidents to lead in compromised conditions. The new emphasis on financial management and fund raising has opened the job of academic president to those with nontraditional backgrounds. These new presidents must gain legitimacy differently from those of more traditional backgrounds, who are struggling with their own legitimacy challenges. In order to understand legitimacy, Bornstein has spplied theory from the social sciences and higher education literature, proposing five factors that influence presidential legitimacy: Individual, Institutional, Environmental, Technical and Moral. She also proposes six threats to legitimacy: Lack of Cultural Fit, Management Incompetence, Misconduct, Erosion of Social Capital, Inattentiveness, and Gradiosity. In light of these threats, she suggests strategies for gaining and maintaining legitimacy. This book focuses on the impetus for leading change. Bornstein draws on numberouns sources for a theoretical perspective on the factors associated witht he president's role in creating legitimate change. She proposes a construct of four factors to implement legitimate change: Presidential Leadership, Governance, Social Capital, and Fund Raising. The concepts of transformational and transactional leadership are examined for their ability to facilitatle change. Bornstein finds their effectiveness limited and proposes "transformative leadership", a contextual approach that fits between transformational and transactional leadership in the conceptual continuum. Since presidents are often recruited on the basis of their academic experience, their legitimacy depends on securing resources to strengthen or transform their institution; fund raising is essential. Fina
Now available in paperback, this two-volume work is intended to help readers develop powerful new ways of thinking about organizational principles, and apply them to policy-making and management in colleges and universities.The book is written with two audiences in mind: administrative and faculty leaders in institutions of higher learning, and students (both doctoral and Master's degree) studying to become upper-level administrators, leaders, and policy makers in higher education.It systematically presents a range of theories that can be applied to many of the difficult management situations that college and university leaders encounter. It provides them with the theoretical background to knowledgeably evaluate the many new ideas that emerge in the current literature, and in workshops and conferences. The purpose is to help leaders develop their own effective management style and approaches, and feel confident that their actions are informed by appropriate theory and knowledge of the latest research in the field.Without theory, organizational leaders are forced to treat each problem that they encounter as unique–as if it were a first-time occurrence. While leaders may have some experience with a particular issue, their solutions are usually not informed by the accumulated wisdom of others who have already encountered and resolved similar situations. The authors approach the theory of the organization and administration of colleges and universities from three quite different perspectives, or paradigms, each relying on different assumptions about the “reality” of organizational life in colleges and universities. The positivist paradigm–primarily an omnibus systems theory–integrates the chapters into a comprehensive, yet easily accessible whole. Social constructionism, the second paradigm, is introduced in each chapter to illuminate the difficulty of seeking and finding meaningful consensus on problems and policies, while also addressing important ethical issues that tend to be overlooked in leadership thought and action. The third paradigm, postmodernism, draws attention to difficulties of logic and communication under the constraints of strictly linear thinking that “authorities” at all levels attempt to impose on organizations.This “multiple paradigm” approach enables readers to become more cognizant of their own assumptions, how they may differ from those of others in their organization, and how those differences may both create difficulties in resolving problems and expand the range of alternatives considered in organizational decision making. The book offers readers the tools to balance the real-world needs to succeed in today’s challenging and competitive environment with the social and ethical aspirations of all its stakeholders and society at large. The authors’ aim is to elucidate how administration can be made more efficient and effective through rational decision-making while also respecting humanistic values. This approach highlights a range of phenomena that require attention if the institution is ultimately to be considered successful.Also available:Volume 1: The State of the SystemTwo volume set