Introduction To many, leaders are not born, but made.
Austerity is now the norm for higher education. Even esteemed ivory institutions are making cuts. States like California have transformed their higher education systems through draconian budget cuts. Small, marginal colleges are laying off staff and closing departments.
We are clearly facing many challenges, fiscal as well as existential. Most institutions are like Dorothy's house in the Wizard of Oz: New York Times columnist Thomas Friedman, writing in May, reminds us of the huge paradigm shift we are currently witnessing in American business: I would suggest that for today's educational leaders, the requirement is to develop a completely new model of leadership, one that borrows from the tech industry.
In his piece, Friedman quotes Amazon's founder, Jeff Bezos, that today's leaders must "think of yourself not as a designer but a gardener Higher education is and has always been filled with visionary leaders.
Everyone who has ever applied for the position of dean or higher has been asked to describe their vision.
Strong-willed personalities have been prized and rewarded. Decisive, gut-level decision making has been the norm. Our challenges are many, but just maybe our challenges provide opportunities if we are smart enough to see them and nimble enough to seize them.
Clearly, some institutions are plotting right now about how to move forward. But most are simply petrified by fear or stagnant because of tradition and will not be able to decisively move. They are like the proverbial ostrich with its head in the sand, refusing to see reality and hoping the danger will soon pass.
We have been reading for some time about how technology is challenging higher education.
Edupunks, Edupreneurs, and the Coming Transformation of Higher Education and others have questioned the core value of traditional higher education. Kamenetz argues, along with folks such as Jim Groomthat large-scale MOOCS massive open online courses and places such as the University of the People offer a new delivery model for education that is in essence sans university.
A person can take courses from a smorgasbord of places, piecing together an education. Some have even suggested that eventually so-called badges will replace credits. These efforts are clearly redefining place-bound higher education institutions. Large, rich, and well-respected universities, such as Harvard, MIT, and Stanford, have launched into this world with abandon, offering free courses to anyone who wants them.
This only increases their reputation and seems to make their degrees more attractive. One could say, therefore, this effort is terrific marketing.
But what about the smaller, less-wealthy places? They may have good regional reputations, but aspire higher. Are there opportunities for them? I think so, for the nimble amongst them. Today's university is in fact up for grabs. And maybe this is a good thing.
Mark Taylor questions the use of departments and disciplines. Andrew Hacker questions the value of tenure. Ellen Schrecker reminds us we have lost our soul; Andrew DelBanco tries hard to remind us of our values; Richard Arum and Josipa Roksa tell us we are "academically adrift" and Professor X In the Basement of the Ivory Tower points to the hidden and faceless contingent faculty who do the bulk of the teaching.Leadership Styles of Principals In Native Schools In Saskatchewan A Thesis Submitted to The Faculty of Graduate Studies College of Education University of Saskatchewan.
How can a college president, provost or dean truly lead in an era such as ours when old methods and styles don't seem to work? I would suggest that for today's educational leaders, the requirement is to develop a completely new model of leadership, one that borrows from the tech industry.
Leadership Styles of Principals In Native Schools In Saskatchewan A Thesis Submitted to The Faculty of Graduate Studies College of Education University of Saskatchewan.
THE RELATIONSHIP BETWEEN SERVANT LEADERSHIP AND ORGANIZATIONAL COMMITMENT A Dissertation Presented to The Faculty of Tennessee Temple University. THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND SCHOOL CLIMATE IN BOTSWANA SECONDARY SCHOOLS by OYETUNJI, CHRISTIANAH OLUWATOYIN submitted in accordance with the requirements for the degree of DOCTOR OF EDUCATION in the subject secondary schools through the headteacher’s appropriate use of leadership styles in different situations with a.
Charismatic leadership is a leadership style that is identifiable but may be perceived with less tangibility than other leadership styles (Bell, ). Often called a transformational leadership style, charismatic leaders inspire eagerness in their teams and are energetic in motivating employees to move forward.