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The future success of our universities depends on academics' capacity to respond energetically to change. To help academics face new and uncertain demands, we need an entirely different approach to their management and leadership. This book shows academic leaders how to increase resource productivity and enhance teaching quality. It also demonstrates how leaders can help their staff through momentous change without compromising professional standards. Drawing on ideas from the world of business leadership as well as research into what makes academics committed and productive, Learning to Lead in Higher Education provides heads of departments and course leaders with practical tools they can use to improve their management and leadership skills. It shows academic and university leaders at all levels how they can turn adversity into prosperity.
Learning to Lead combines theory and practice with important topics such as human development, diversity, anti-bias, and social change. New to this edition is information on leadership connections in school-age care and nurturing leadership in children. Each chapter is designed to prompt self-evaluation and personal leadership development.
This is a book about leadership for college and university administrators, written by a professor of higher education who has also had a long administrative career. As Dr. Davis explains in the preface, leadership has been recognized recently as an activity that not only is associated with formal leadership roles, but also can bubble up in various places within the organization. Given that understanding, the author has written this book for a broadly defined audience of higher education administrators, including presidents, provosts, deans, and department chairs, as well as myriad administrators who work in student affairs, athletics, finance, admissions, funded research, development, and alumni relations, for example. The book also addresses the needs of those who facilitate leadership workshops, serve as mentors to potential leaders, and teach courses on higher education leadership and administration. While presenting all sides of key issues, the author calls for the reader to define his or her own position through a series of provocative questions in "Reflection" sections scattered throughout each chapter. Thus the book invites interaction and teaches administrators not what to think about leadership, but how to think about it. A directory of selected resources helps readers expand their learning through professional associations; key journals, magazines, and newspapers; and useful Web sites dedicated to postsecondary education. Notes at the end of each of the ten chapters list critical texts for further reading on the book's concepts, theories, and models. Valuable summaries of the best works on leadership and administration drawn from both higher education and business literature make this book an indispensable desk reference for the busy administrator. It may also soon be regarded as the best text available for leadership training for college and university administrators.
Initiate innovation and get things done with a guide to the process of academic change Change Leadership in Higher Education is a call to action, urging administrators in higher education to get proactive about change. The author applies positive and creative leadership principles to the issue of leading change in higher education, providing a much-needed blueprint for changing the way change happens, and how the system reacts. Readers will examine four different models of change and look at change itself through ten different analytical lenses to highlight the areas where the current approach could be beneficially altered. The book accounts for the nuances in higher education culture and environment, and helps administrators see that change is natural and valuable, and can be addressed in creative and innovative ways. The traditional model of education has been disrupted by MOOCs, faculty unions, online instruction, helicopter parents, and much more, leaving academic leaders accustomed to managing change. Leading change, however, is unfamiliar territory. This book is a guide to being proactive about change in a way that ensures a healthy future for the institution, complete with models and tools that help lead the way. Readers will: Learn to lead change instead of simply "managing" it Examine different models of change, and redefine existing approaches Discover a blueprint for changing the process of change Analyze academic change through different lenses to gain a wider perspective Leading change involves some challenges, but this useful guide is a strong conceptual and pragmatic resource for forecasting those challenges, and going in prepared. Administrators and faculty no longer satisfied with the status quo can look to Change Leadership in Higher Education for real, actionable guidance on getting change accomplished.
This book is designed to meet the needs of subject leaders and head of departments in secondary schools, offering practical advice and guidance to teachers taking on these demanding roles.
Through real-life single and multiple case studies, Learning to Lead Together addresses how principals and their staffs struggle with the challenge of shared leadership, how they encourage teacher growth and development, and how shared leadership can lead to higher levels of student learning. The cases show how shared leadership, a powerful adaptive change, is socially constructed across contexts and evolves as teachers and principals learn how to work together. The book also illustrates how principal preparation and professional development programs that utilize problem-based learning and provide opportunities for genuine collaboration with colleagues can provide school leaders with the skills they need to share leadership and accountability effectively.
In Turnaround Leadership for Higher Education, international authorities on organizational change Michael Fullan and Geoff Scott reveal how campus leaders can proactively meet the challenges and expectations facing their institutions. They show how certain leadership capabilities and change-capable cultures in higher education institutions must mirror each other—for the benefit of students and their futures, and for the academy and society. The authors draw on a solid knowledge base of change, which advocates for stimulating and integrating strong moral purpose and equally strong partnerships and relationships inside and outside the academy.

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