). Concomitantly, many higher educational institutions may lack the resources needed because of the aforementioned dwindling state budgets and overall shaky national economy, as well as skyrocketing costs of administration.
Not surprisingly, these trends have combined to make the accountability of educational leaders a timely issue, but one that remains under-studied. In this regard, these authors cite internal and external political pressures that are calling for such accountability concerning educational leadership's effectiveness as well as organizational-institutional efficacy (Armstrong et al.). Based on their review, Armstrong and his colleague conclude that the most critical issue facing departmental chairs is the disintegration of trust in leadership in higher education. Rebuilding and fostering trust is an essential component of effective leadership, and it appears that the 360-degree feedback model can provide educators at all levels with a framework in which to overcome such obstacles in this important area (Armstrong et al.).
According to Amey (2005), just as the area measuring the effectiveness of leaders in higher education remains relatively understudied, there is also a dearth of timely information concerning what attributes can be said to characterize an ideal leaders in higher education. As Amey emphasizes, "College presidents are perhaps the most studied groups of academic administrators, and yet, not enough is known about this key leadership role" (p. 604). This author reviews a recent publication (the Entrepreneurial College President by James L. Fisher and James V. Koch. Westport, CT: ACE/Praeger Publishers, 2004) that addresses this gap in the literature, which provides a comprehensive analysis of 713 current college presidents that are distinguished as either "entrepreneurial" or "representative" educational leaders.
While this type of analysis represents an important contribution to the study of the attributes of effective leaders in higher education, Amey maintains that entrepreneurial and effective are not quite synonymous, and suggests that what is viewed desirable attributes in one setting do not necessarily translate wholesale to others because of fundamental differences in values, culture and missions that distinguish one college or university from another. In her conclusion, Amey points out that more research in this area is needed before any meaningful insights can be gained from such studies, particularly in view of the qualitative nature of the enterprise.
In reality, though, measuring the effectiveness of leaders in higher educational settings is complicated by a number of factors, not the least of which is the different graduation rates that characterize different types of students. For instance, Krahenbuhl (2004) emphasizes that, "While working students may be classified as full-time, schedule conflicts often prohibit them from taking the coursework sequences that lead to graduation in four or even five years. Some colleges and universities have more commuting students, while others have more nontraditional...
Leader Effectiveness and Culture: The GLOBE Study The Global Leadership and Organizational Behavior Effectiveness Research Program (GLOBE) is a multi-phase, cross-cultural project that was carried out by investigators around the world to investigate inter-relationships between organizational culture, societal culture and organizational leadership (House et al. 2002). Robert, J. House saw the need for cross cultural leadership theory as well as research and conceived the action point of a global research undertaking
"The scheduling of courses in higher education institutions is already a challenge and considerable thought must be given to the development of a scheduling format for blended courses, which allows for meaningful and flexible reduction of classroom time" (Vaughan, Conclusion section,¶ 1) to best realize the benefits and overcome the challenges accompanying blended learning, leadership needs to be exhibited by those in administrative positions in higher education institution. "This
Gandhi as the figure of a leader. In this sense, particular emphasis will be attributed not to certain political events in Gandhi's life but rather to conceptual ideas that shaped his purposes. The practice of non-violence for which he has become famous will be assessed as well as certain social positions and economic perceptions. Key terms: non-violence, unity, sacrifice, truth, economy. Gandhi was the idealist. He was neither the first nor
Transformational leaders have the innate ability to motivate their team members by the vision of what they are trying to accomplish together (Hur, van den Berg, Wilderom, 591). Leaders at this level also show through personal effort why sacrificing for a goal is worth it (Pryor, Oyler, Humphreys, Toombs, 18). Contrasting my own leadership style, I have learned that being able to provide subordinates with an opportunity to take
E. job cuts, alternative pay leveling, increased productivity without increased reward. Leadership Job Design Leaders who are most effective at transformational leadership clearly elicit trust but they must then use all the skills they have developed to further the ideas into practice. One of the ways in which they can do this is by using the emotive and practical information they have as members of a team and as trusted and understanding
Leader Business Leadership: A Literature Review Bill Gates. Steve Jobs. Carly Fiorina. What do these names have in common? An easy one - they are all CEO's of major global corporations. They are businessmen, and women, at the tops of their professions, leaders of the international business community. But how did they get there? How did they achieve so much? How did they build organizations that are at once creative, competitive,
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