Higher Education Leadership Purpose Statement
The purpose of higher education leadership is to ensure organizational learning through the induction of most qualified men and women in educational institutions, at the same time keeping pace with rapidly changing educational standards by applying modern teaching and research methodologies, to embrace flexibility and creativity in virtual learning of diversified workforce across the globe. Higher education leadership aims to win the commitment and loyalty of personnel in order to achieve efficiency and effectiveness as well as to encourage change and innovation and lessen stagnation and conventional methods in learning. Since the increasing number of adjunct faculty members is employed for cost cutting, therefore, this study will assess the effectiveness of adjunct faculty in educational institutions through examining particular case scenarios. Given the observation, adjunct faculty is said to be less involved with students. Henceforth, the results will be helpful in determining the pros and cons of adjunct faculty as well as the repercussions arising out of their employment.
Literature Review
Role of leadership is indispensable in every field nowadays. Leadership in higher education strives to widen the horizons for learning, polishing the skills and capabilities of people to learn and be learned. Keeping in mind, the increasing workforce diversity, demanding schedules and workplace commitments, it is crucial for today's leader to address these and many other concerns in order to ensure motivation, satisfaction and loyalty on the part of followers. Leadership is defined as a process where a person influences a group of people to achieve certain goals and objectives. Effective communication, shared vision and a unified sense of direction are prerequisites for leadership (DuBrin, 1998).
An educational institution is no different from other organizations as far as the importance of leadership is concerned. Leaders in education sector can no longer function separately: rather, their actions and decisions must be driven by shared learning. They must be able to develop goals and targets, collaborate with people, act ethically and create sense of unified mission among the organizational members (Kenzer, Carducci & McGavin, 2006). Moreover, leaders in academia must possess strong negotiation skills, since they have to maintain a balance between the needs and demands of staff, students and external stakeholders (Smith & Hughey, 2006).
Leadership in higher education also termed as Academic Leadership has several dimensions. Broadly speaking, academic leadership is based upon teaching, research, strategic vision and networking, collaborative and motivational leadership, fair and efficient management, performance recognition and communication skills (Ramsden, 1998). Bryman (2007) compiled a list of desirable attributes of an academic leader. After interviewing 24 researchers across UK and USA, following attributes were narrowed down. I.e. sense of direction, integrity, credibility, collaboration, communication and decision making ability. The most important attribute of an academic leader is to create a working environment conducive to learning and growth (Bryman, 2007). Callow (2011) applied the transformational leadership model of Bass to higher education. Leader in higher education can practice the components of transformational leadership. I.e. individualized consideration (addressing the followers / teachers / staff / students' problems and concerns personally), inspirational motivation (creating and disseminating a shared vision for the institution), intellectual stimulation (encouraging creativity, learning and research).
Using the model of Academic Leadership by Ramsden (1998), Sathye found out that as compared to the leadership style of business or corporate organizations, academic leadership has a more evolving nature. It further concluded that in order to keep pace with speedy advancements in education, it is inevitable for an academic leader to quickly respond to learning and new developments. The author emphasized that an academic leader must be apolitical and should prioritize performance, goal specification and goal attainment (Sathye, 2004). Unlike business organizations, people in higher education are not prepared for assuming leadership roles, rather their vital concern is accomplishing educational excellence. Thus, they remain oblivious to the underlying problems and discrepancies thriving and perhaps damaging the organization (Hill, 2005).
Another daunting problem being faced by academic leaders today is to balance the education with employment. Mobility of workforce has not only created diversity, but is also responsible for decline in employment opportunities. In such circumstances, it is crucial for leaders in education to deliver not only mere graduates, rather knowledgeable and enlightened workforce.
Apart from the above concerns, another debatable issue in higher education leadership is gender. Previous literature is evident that women do not hold as much leadership positions in higher education as men do. Glass ceilings and certain preconceived notions about female leadership...
Higher Education Investment in Higher Education The literacy rate is one of the important indicators of a developed country hence governments focus on enhancing its infrastructure. There are many challenges to promote higher education as demographic and social factors act as barriers to admission for many candidates. The effect of these factors should be explored so that the negative outcomes can be controlled. Investment in Higher Education Formal education system is considered as one
Congress did more than just reauthorize the Act, though. It also required that state agencies be established that would be able to handle some of the work that accrediting agencies were once expected to do on their own (Crow, 2009). By doing that, it was assumed accreditation would be easy to attain for deserving schools, and the value of being accredited would be seen once again (Crow, 2009). It became
Higher Education 1970 -- 2000 Between 1970 and 2000, many changes took place in higher education. One of the largest ones was among the student population. Many more women started going to college, in some fields eclipsing the men who were attending classes for a better education and a more fulfilling career (Commission, 2006). That was not the only issue where the student body was concerned, though. Another large change was
Auto loans, credit card loans, and mortgages have all declined. Another issue plaguing higher education is how to curtail of abates the influence of these rising costs on the lives of their students. Many of these costs are indirectly correlated to tuition and are therefore uncontrollable in a market subsidized by government. However, many issues are directly related to the tuition, and are therefore controllable. These include student demographics, institution
Much like the argument of Carnoy (2005), Singh asserts the huge importance of education in a globalized structure. This article also resonates the disagreements of Carnoy (2005) and Kwiek (2001) -- i.e. The positive and negative effects of globalization in higher education with the author taking the side of Carnoy in the belief that higher education positively implicates a nation's economy. Unlike McPherson & Schapiro (2002), who argued against privatization
This work mainly dealt with current and rather specific issues surfacing on higher education in light of globalization. It made no attempt to provide conceptual clarifications on globalization and instead went beyond by simply asserting the current need to expand education systems dictated by the intensified call for higher education. The work is heavily focused on specific issues such as privatization of universities as well as the implication of demographic
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