Building Academic Leadership Capacity E-Book

Walter H. Gmelch

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 403

Veröffentlichungsjahr: 2015

Beschreibung

A clear, systematic road map to effective campus leadership development Building Academic Leadership Capacity gives institutions the knowledge they need to invest in the next generation of academic leaders. With a clear, generalizable, systematic approach, this book provides insight into the elements of successful academic leadership and the training that makes it effective. Readers will explore original research that facilitates systematic, continuous program development, augmented by the authors' own insight drawn from experience establishing such programs. Numerous examples of current campus programs illustrate the concepts in action, and reflection questions lead readers to assess how they can apply these concepts to their own programs. The academic leader is the least studied and most misunderstood management position in America. Demands for accountability and the complexities of higher education leadership are increasing, and institutions need ways to shape leaders at the department chair, dean, and executive levels of all functions and responsibilities. This book provides a road map to an effective development program, whether the goal is to revamp an existing program or build one from the ground up. Readers will learn to: * Develop campus leadership programs in a more systematic manner * Examine approaches that have been proven effective at other institutions * Consider how these approaches could be applied to your institution * Give leaders the skills they need to overcome any challenge The field of higher education offers limited opportunity to develop leaders, so institutions must invest in and grow campus leaders themselves. All development programs are not created equal, so it's important to have the most effective methods in place from day one. For the institution seeking a better way to invest in the next generation of campus leaders, Building Academic Leadership Capacity is a valuable resource.

Leseprobe

Table of Contents

Title Page

Copyright

Dedication

The Authors

Preface

Chapter 1: The Call for Academic Leadership Development

The Cost of Poor Administrative Preparation

But Don't Current Programs for University Administrators Already Fill This Need?

A New Paradigm for Developing Academic Leaders

Case Study: The Academic Leadership Forum

Assessment Methodology

Leadership Development Results

Conclusion

References

Resources

Chapter 2: Strategy

The Definition of Leadership

Academic Leadership

Should Your Strategy Include a Distinctive Focus?

The Three Habits

Clarifying the Strategy

References

Chapter 3: Structure

Champion the Cause

Plan Comprehensively

Take Stock

Staff the Program Adequately

Allocate Sufficient Resources

Sustain the Charge

Clarifying the Structure

References

Resources

Chapter 4: Systems

Systems and Leadership Development

Propositions for Developing Leadership Education Systems

Designing a More Flexible System

Conclusion

Clarifying the System

References

Chapter 5: Staff

Staffing Models

Training the Trainers

Clarifying Staffing Issues

References

Chapter 6: Skills

Strategies for Skill Development

The Importance of Developing a Broad Base of Skills

Best Practices in Developing Leadership Skills

Clarifying Skill Development

References

Chapter 7: Style

Mission and Vision

Specific Focus

Modes of Interaction

Distinctive Program Activities

Desired Program Outcomes

Style and Local Culture

Competing Values Framework

Clarifying the Style

References

Resources

Chapter 8: Shared Values

Shared Institutional Values

Leaders' Socialization Strategies

Two Case Studies in Promoting Shared Values

Incorporating Personal Values into Leadership

Clarifying Shared Values

References

Resources

Chapter 9: Putting It All Together: Comprehensive Academic Leadership

Do You Have the Components You Need?

Are There Points of Overlap or Connection among Those Components?

What Do These Connections Suggest about the Program's Identity?

Inclusive Academic Leadership

Final Thoughts

References

Appendix Resource Guides

More from Wiley

Index

ATLAS

End User License Agreement

Pages

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

95

96

97

98

99

100

101

102

103

104

105

106

107

108

109

110

111

112

113

115

116

117

118

119

120

121

122

123

124

125

126

127

128

129

130

131

132

133

134

135

136

137

138

139

140

141

142

143

144

145

146

147

148

149

150

151

152

153

154

155

156

157

158

159

160

161

162

163

165

166

167

168

169

170

171

172

173

174

175

176

177

178

179

180

181

182

183

185

186

187

188

189

190

191

192

193

194

195

196

197

198

199

201

202

203

204

205

206

207

208

209

210

211

212

213

214

215

216

217

218

219

220

221

222

223

224

225

227

228

229

230

231

232

233

234

235

236

237

238

239

240

Guide

Cover

Table of Contents

Preface

Begin Reading

List of Illustrations

Figure 1.1

Figure 2.1

Figure 2.2

Figure 4.1

Figure 5.1

Figure 7.1

Figure 7.2

Figure 8.1

Figure 8.2

List of Tables

Table 5.1

Table 5.2

Table 6.1

Table 6.2

Table 6.3

Building Academic Leadership Capacity

A Guide to Best Practices

Walter H. Gmelch

Jeffrey L. Buller

Cover Design: Wiley

Cover image: © Rudi Sebastian | Getty

Copyright © 2015 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

A Wiley Brand

One Montgomery Street, Suite 1000, San Francisco, CA 94104-4594—

www.josseybass.com/highereducation

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax [phone], or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax [phone], or online at www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986, or fax [phone].

Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some material included with standard print versions of this book may not be included in e-books or in print-on-demand. If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com. For more information about Wiley products, visit www.wiley.com.

Library of Congress Cataloging-in-Publication Data

Gmelch, Walter H.

Building academic leadership capacity / Walter H. Gmelch, Jeffrey L. Buller.

1 online resource.—(Jossey-Bass higher and adult education series)

Includes bibliographical references and index.

Description based on print version record and CIP data provided by publisher; resource not viewed.

ISBN 978-1-118-98931-9 (pdf)—ISBN 978-1-118-98930-2 (epub)—

ISBN 978-1-118-29948-7 (hardback) 1. Education, Higher–Administration.

2. Educational leadership. 3. College administrators. I. Buller, Jeffrey L. II. Title.

LB2341

378.1’01–dc23

2014044989

FIRST EDITION

The Jossey-Bass Higher and Adult Education Series

For Val Miskin, Irene Hecht, Mary Lou Higgerson, and Peter Seldin, our dear colleagues, friends, and co-conspirators, and for Saeed M. Alamoudi, the hardest-working man in academic leadership

The Authors

Walter H. Gmelch is one of the leading researchers in the study of academic leaders in higher education today. Formerly the dean of the School of Education at the University of San Francisco (2004–2013) and currently professor of leadership studies, he also served as dean of the College of Education at Iowa State University and interim dean of the College of Education, professor, and chair of the Educational Leadership and Counseling Psychology Department at Washington State University. Currently Gmelch also serves as director of the National Center for the Study of Academic Leadership. He has published over two hundred articles, twenty-seven books and monographs, and numerous scholarly papers in national and international journals. Gmelch is the author of three books on leadership with Val Miskin (Chairing an Academic Department, Leadership Skills for Department Chairs, and Productivity Teams: Beyond Quality Circles) and two on management and stress (Coping with Faculty Stress and Beyond Stress to Effective Management). With Irene W. D. Hecht and Mary Lou Higgerson, he coauthored The Department Chair as Academic Leader. Recently he has coauthored four additional books on the deanship: College Deans: Leading from Within, The Dean's Balancing Act, The Changing Nature of the Deanship, and Seasons of a Dean's Life. With John Schuh, he coauthored The Life Cycle of a Department Chair.

Jeffrey L. Buller has served in administrative positions ranging from department chair to vice president for academic affairs at a diverse group of institutions: Loras College, Georgia Southern University, Mary Baldwin College, and Florida Atlantic University. He is the author of The Essential Department Chair: A Comprehensive Desk Reference, Academic Leadership Day by Day: Small Steps That Lead to Great Success, The Essential College Professor: A Practical Guide to an Academic Career, The Essential Academic Dean: A Practical Guide to College Leadership, Best Practices in Faculty Evaluation: A Practical Guide for Academic Leaders, and Positive Academic Leadership: How to Stop Putting Out Fires and Start Making a Difference. Buller has also written more than two hundred articles on Greek and Latin literature, nineteenth- and twentieth-century opera, and college administration. From 2003 to 2005, he served as the principal English-language lecturer at the International Wagner Festival in Bayreuth, Germany. More recently, he has been active as a consultant to the Ministry of Higher Education in Saudi Arabia, where he is assisting with the creation of a kingdom-wide Academic Leadership Center. Along with Robert E. Cipriano, Buller is a senior partner in ATLAS: Academic Training, Leadership, and Assessment Services, through which he has presented numerous training workshops on developing leadership in higher education.

Preface

Those of Us Who serve as academic leaders often come to our positions in an unusual way. Whereas in most professions, people train specifically for that career, receive a credential that signifies their mastery of the basic skills needed to succeed in the field, and then become more acquainted with the practicalities of their professions through internships or entry-level positions, academic leaders tend to be selected in a different and rather idiosyncratic way. They devote many years to advanced learning and research in a particular academic field, enter the professoriate where many of their responsibilities (such as teaching, serving on committees, and developing curricula) have little or nothing to do with the actual courses they took in school, and then, if they are successful at that, they are selected for even more tasks for which they have received no formal training whatsoever: proposing and implementing budgets, mediating disputes, setting priorities, managing facilities, hiring staff, supervising employees, evaluating peers, and engaging in countless other administrative tasks.

It is largely due to this strange career pathway that campuses and university systems decide to create their own leadership development programs. But these programs also have a few peculiarities. Rather than borrowing from successful practices developed by similar programs at other schools, they reinvent the wheel. In many cases, they assume that just as anyone who is a skilled researcher in an academic discipline can teach that discipline, those who are effective as administrators can train others to be like them. They also assume that this training will produce meaningful results even though the administrators who provide it have no background in how effective training is done and may never have given serious reflection to why their own practices have been successful.

Developing Academic Leadership is intended to remedy that situation. This book is a guide for those who want to begin or improve a program that prepares others for leadership roles and draws on best practices as they are found in model programs all over the world. We have worked extensively with administrators who have built successful programs and have established programs at the institutions where we work. We have also conducted research into effective training procedures, the results of which we present in the pages that follow. At the end of most chapters, we have included a section designed to help readers reflect systematically on how they might apply certain concepts to their own programs. These sections—called “Clarifying the Style,” “Clarifying Shared Values,” and the like—are intended to provide a bridge between theory and practice at the same time that they review several of the key principles of that chapter.

We are grateful to earlier researchers into effective leadership development programs at colleges and universities whose work provided invaluable background to this study:

Gailda Pitre Davis whose study of leadership development programs is available through the American Council on Education (

www.acenet.edu/news-room/Pages/On-Campus-Leadership-Development-Programs-A-Sampling-of-.aspx

)

The Education Advisory Board whose April 10, 2008, research brief,

In-House Leadership Development Programs for Faculty and Staff

, is available to subscribers only

The University of California report

Preparing Faculty for Academic Management

published in January 2007

John Schuh, Robert Reason, and Mack Shelley who collaborated with Walt Gmelch to conduct a year-long study for the Center for Academic Leadership and Research Institute for Studies in Education that resulted in

The Call for Academic Leaders: The Academic Leadership Forum Evaluation Project

Most important, we thank the many organizers and directors of successful leadership development programs who were so generous in sharing information about their program's goals, structure, history, staffing, and budget. Among those to whom we owe a debt of gratitude are:

Larry Abele, former provost of Florida State University and the director of the Institute for Academic Leadership of the State University System of Florida

Kevin Gecowets, director of the Center for University Learning at Kennesaw State University

David Kiel, leadership coordinator in the Center for Faculty Excellence at the University of North Carolina at Chapel Hill

Nancy LaGuardia, teaching and learning consultant for the Center for Teaching of Capital Community College and director of the Schwab Institute

Libby Roderick, associate director of the Center for Advancing Faculty Excellence at the University of Alaska Anchorage

Pamela Strausser, senior consultant in organizational development for faculty and staff for the Leadership Development Academy at Cornell University

Christina (Tina) Hart, vice president of institutional effectiveness at Indian River State College in Florida

Brent Ruben, executive director of the Center for Organizational Development and Leadership at Rutgers University

Former deans Ben Allen and Jim Melsa and executive assistant Heidi Eichorn who cocreated and delivered the Academic Leadership Forum program at Iowa State University

John Schuh, the director of the Emerging Leader Academy at Iowa State University

Blannie Bowen, vice provost for academic affairs, who has led programs for academic leaders at Penn State University for over two decades

David Diehl, director of the Center for Teaching and Learning Excellence, Houston Community College

Val Miskin, professor of management at Washington State University, who has blended his business leadership expertise with the needs of studying department chairs

Mimi Wolverton, professor emeritus of educational leadership at the University of Nevada, Las Vegas, who has done so much to advance the research on and knowledge about academic deans in the United States

James C. Sarros, professor of management at Monash University, for his collaboration in undertaking comprehensive studies of deans and heads of departments in Australia

Finally, we are grateful to Sandy Ogden, Megan Geiger, and Selene Vazquez for research and editorial assistance.

No matter whether you are just considering the creation of an academic leadership program or already have one that you would like to make even better, we hope that this study of best practices and emerging paradigms will be useful to you. Certainly we have enjoyed communicating with so many dedicated directors of creative centers and programs; universally they were passionate about what they did and committed to making their institutions even better. As you read this book, remember that what you do when you prepare others for academic leadership is critically important. We wish you the greatest possible success in your work to develop academic leadership in higher education.

December 2014

Walter H. GmelchSan Francisco, California

Jeffrey L. BullerJupiter, Florida

Chapter 1The Call for Academic Leadership Development

Where Have All The leaders gone? Have they ever really been here? In the corporate world, some of the most widely quoted experts in management have complained that advances in leadership simply have not kept up with achievements in other areas:

We have learned a great deal over the last decade about designing more sophisticated interventions to educate our future leaders. Yet in other ways, we have simply progressed from the Bronze Age of leadership development to the Iron Age. We have advanced, but we have yet to truly enter the Information Age. (Conger and Benjamin, 1999, 262–263)