The Handbook for Aspiring Higher Education Leaders

This study aims to promote the development of vocational education in our country energetically. The analysis is followed by introducing the course of development on vocational and technical education in Britain and summarizing the successful experience of vocation in our country with strengthening the funding and legislation for the state of vocational education as well as putting forward suggestions for reform and innovation of education to improve the system of certificates.

Globally, the petrochemical industry has increasingly become a vital component of numerous industrial processes as it provides raw materials for a wide range of products that find application in automotive, construction, and manufacturing. With the recent development in the petrochemical industry, the need to identify, select and develop future leaders based on evidence-based criteria has become significantly important to ensure leadership and business continuity in the petrochemical industry in the United Arab Emirates. The objective of the proposed paper is to determine the relationship between high employee performance and leadership potential ratings as two factors being considered in a talent pool wherein potential leaders are selected during succession planning. Fifty-five (55) high performing leaders whose performance rating is either exceed expectations or significantly exceed expectations were extracted and correlated against their potential ratings using correlational data statistical analysis. The composition of 55 high performing leaders came from various leadership levels such as section heads, supervisors, department managers, and vice presidents. Each employee's performance rating was correlated against each of the 5 factors that constitute leadership potential resulting in a unique correlational coefficient for each of the leadership potential factors. The result of the correlational research analysis revealed that there is no correlation between high employee performance and leadership potential ratings. Employees who have high performance at the current role do not necessarily become an effective leader in a higher and more complex leadership role. The correlation coefficient of each of the five factors against the employee's performance ratings: Performance and Innovation: −0.067 Performance and Performing: +0.086 Performance and Reflecting: +0.197 Performance and Risking: +0.190 Performance and Defending: +0.173 In order to establish that there is a strong correlation between the two variables, the correlation coefficient must be between .80 to 1.0. The findings supported the fact that after administering potential assessments and generating employee's potential rating plotted in the 9-box grid, some leaders still manually calibrate (decrease or increase) employee's potential rating and sometimes including performance rating. Furthermore, not all employees who are high performers and got high potential ratings were perceived as potential leaders nor demonstrated leadership effectiveness when promoted to a more senior role. This paper will present novel and additive information to leadership development and succession management by providing guidance on utilizing evidence-based indicators for leadership potential as an alternative to employee performance and potential ratings. Some of the practical implications to oil and gas and petrochemical companies using employee performance and potential ratings as inputs to the talent pool and leadership potential identification: Leadership development programs and readiness level progress in succession management must be anchored in evidence-based criteria on leadership effectiveness.Inputs to future leader's personal development plans must be aligned to factors contributing to an effective and successful leadership.Leadership potential assessments must be anchored based on evidence-based criteria on successful leadership.

The article analyzes the formation of leadership qualities of students in institutions of higher education. It is emphasized that the development of the leadership potential of education seekers is an urgent problem for institutions of higher education, since it is during the student years that active formation of value orientations, social position, and determination of life priorities of a young person takes place. Today, a student of higher education can independently make decisions, put forward new ideas, developing leadership potential. Therefore, with the aim of creating leaders of a new generation, the problem of developing the leadership potential of students of geography faculties is gaining relevance. Universities, acting as centers of education, science and culture, have significant opportunities for continuous development of the individual, including his leadership abilities. Accumulating and transmitting innovative pedagogical experience, the university creates a modern educational space that can train high-quality specialists who consciously assume the functions of management and effective leadership in various areas of professional activity. In order to develop and implement forms of work for the development of the leadership potential of geography students, the most effective organizational forms of socio-pedagogical work in the direction of the development of leadership potential have been singled out, namely, training that performs transformative, corrective, preventive and adaptive functions; the student scientific circle is aimed at communication, exchange of ideas and thoughts, improvement and development of knowledge of education seekers in scientific spheres of activity, personality formation; quest – a competition, sequential performance of pre-prepared tasks by individual players or teams; debate; Round Table; individual work; portfolio as a way of recording, accumulating, evaluating and self-assessing personal achievements over a certain period of time, etc. Special attention should be paid to the diagnosis of the leadership abilities of higher education students studying at the Faculty of Geography of the Yuriy Fedkovich Chernivtsi National University, conducted according to the methodology of E. Zharikov and Krushelnytskyi. This technique allows you to assess a person's ability to be a leader. After analyzing the results, we see that the leadership qualities of most of the applicants are below average, which is characterized by a lack of desire to communicate, a tendency to spend time alone. They don't feel active and relaxed. It is difficult for such students to establish contacts with people. They do not stand up for their point of view, they hardly tolerate criticism. They practically do not show initiative, do not make independent decisions. In practice, there is still a fairly significant proportion of students who, according to their personal manifestations, are quite non-initiative, do not have any expressed abilities and do not seek to express themselves, to achieve a prestigious social status by their own efforts. Such manifestations complicate the processes of their social adaptation and professional development. Therefore, the analysis of the state of study of the problem of leadership and the formation of leadership qualities in the works of Ukrainian and foreign scientists recognizes the insufficient level of research on the problem of the formation of leadership qualities among students of geographical universities. The development of modern interactive forms and methods of forming leadership qualities in students of geography faculties requires further scientific study.

Recognizing creative leadership: Can creative idea expression negatively relate to perceptions of leadership potential?

Even though diversity is currently conveyed as a ubiquitous principle within institutions of higher education, professionals of color still face issues such as discrimination, the glass ceiling, lack of mentoring, and limited access to career networks. Unfortunately, an open channel does not exist for professionals of color to express their frustrations and genuine concerns.The narratives in No Ways Tired present a powerful voice about the experiences of student affairs professionals of color in higher education, including intersecting identities such as race, class, and gender. Furthermore, the narratives are nuggets of personal truth that can serve as a lens for professionals of color who wish to develop strategies to succeed as they traverse their careers in higher education. Through the sharing of their visions of success, lessons learned, and cautionary tales, the authors openly offer insights about how they have created a way to survive and thrive within higher education in spite of challenges and distractions. They also articulate a vision where student affairs professionals of color can develop fully, be authentic, use their agency, and effectively contribute. This book includes recommendations for professionals of color at all levels within higher education and ways to construct opportunities to flourish. The ultimate goal for this book is to promote discussions regarding how professionals of color can be more proactive in developing strategies that are conducive to their professional and personal success as they navigate their higher education careers.

The Review of Higher Education Fall 1982. Volume 6. No. 1 Pages 69 to 78 Copyright © 1982 Association for the Study of Higher Education All Rights Reserved SOME PERSPECTIVE ON HARD TIMES Joseph F. Kauffman Our Association is not so old that one can refer to a “ tradition” in pres­ idential addresses. We are glad to be together again each year and the As­ sociation president’s address usually reflects the incumbent’s scholarly or professional interest. It may be a paper on one’s ongoing research or a portion of a book that one is developing. At least that is my recollection of the addresses of my two most recent predecessors. My own career in higher education has combined practitioner with pro­ fessor—or vice versa—but whatever the nature of my responsibilities, 1have always valued most highly my membership in this Association and its fore­ runner, the Association of Professors of Higher Education (APHE). If 1may be permitted a personal note, it was always my aspiration to spend the latter part of my professional life free of administrative duties so that 1 could attempt to be professor/scholar—or at least be more reflective and contemplative about our field. 1 seized that opportunity in 1973 when 1 left a college presidency to return to the UW-Madison as professor. (In fact, I was on a panel at the APHE program in Chicago, in 1974, speaking on “ The Practitioner As Professor.” ) When 1 agreed to have my name placed on the ASHE ballot in 1979, I had no idea that 1 would ever be in the position l now hold. If I had known, I would not have accepted the opportunity to serve ASHE in this capacity for it has been difficult for me to meet fully all of my responsibilities to the membership. Although I still teach one course each semester, and work with a dozen Ph.D. candidates, I am unable to find time for studying or scholarly pursuits. I have returned to the “ administrative trenches,” as one reviewer of my last book described it. (What keeps me going is the knowledge that, as a sexagenarian, I cannot keep doing this much longer!) As the Executive Vice President of one of the largest University Systems Presidential address delivered at the Annual Meeting of the Association for the Study of Higher Education, Washington, D.C. March 2, 1982. Joseph F. Kauffman is Executive Vice President of the University of Wisconsin System and Professor of Educational Administration. University of Wisconsin-Madison. 69 70 The Review of Higher Education in the United States, I do have an existential perspective that I would like to share with you this evening. 1 think my experience is transferable to others as well—thus I will generalize from it. The one overwhelming concern that dominates all others in higher education today is MONEY. It preoccupies Deans, Vice Presidents, and Presidents as well as faculty. It affects all thinking about the future, as well as the present. (Those who are not here tonight to hear this, probably could not get travel funds or afford to come to Washington at their own expense!) The subject of MONEY dominates concerns with student enrollments, tuition policy, the Federal and State role in higher education, the who pays—who benefits debate, admissions standards, arguments over quality, faculty morale, col­ lective bargaining, governance, libraries, the new technology, the future of graduate education and even issues of academic freedom. It is all pervasive. As one who chose education as a field of endeavor to avoid the hurly burly values of the marketplace, it is disconcerting to find money as the dominating force on each agenda. 1am more than ever resolved that in my future teaching of would be educational leaders, there will be a proper concern with re­ sources—their acquisition, management, allocation and defense. That can no longer be left solely to a business office! It was a decade ago that Earl Cheit (1971) used the term “ the new depression in higher education,” to describe the general erosion of the financial position of a selected group of institutions he had studied under the auspices of the Carnegie Commission on Higher...

Women academicians’ career progression in higher education has attracted the attention of research across the globe. Although, some significant strides have been made, however women academicians still face barriers to progress in the academia. This study is aimed to know the systematic barriers that slow down women academicians’ academic careers in higher education of AJK. We employed quantitative research design and used cross-sectional research method in this study. We selected a sample of 28 women academicians by means of table of random numbers. We collected data by using a questionnaire from one of the public sector universities of AJK while using simple random sampling technique. The findings of the study showed that women academicians face many barriers that significantly affect their career progression. These include barriers in representation, decision-making, recruitment, and research and development. We conclude that women academicians’ slower progress is owing to the male dominated structure of higher education. Based on the findings, we suggest adopting and reinforcing gender-sensitive measures to revisit the hierarchal structure of higher education to ensure equal representation of women in higher education careers.

Skills and knowledge in leadership are frequently cited as being key to delivering a vision of quality services and this supposes a relationship between ‘effective leadership’ and transforming services. How students engage with learning about their own leadership potential, however, is a challenge to educators. Leaders are constantly presented with moral and ethical choices within a rapidly changing and challenging environment and are expected to promote distributory and participatory leadership models. This paper shares our experiences of arts-based leadership pedagogy where students were encouraged to confront fundamental moral challenges in their everyday work and to develop leadership skills in moral analysis and judgement through the examination of case studies embodied within well-known literary works. A structured evaluation demonstrated that this method facilitated deeper learning in relation to the students' interrogation of key leadership concepts, and promoted a safe learning environment for engaging in the experience of taking up a leadership and respective followership roles.

Leadership is central to everything that happens in a group, and the leader is held responsible for the group’s success or failure concerning achieving the set objectives. One of the realities followers anticipate in leadership is the degree of proven effectiveness in handling the group’s affairs. The type of relationship structure established within the group determines how far and well the organization goes. This research investigated the relational factors in leadership practices in Nigerian churches with a focus on two denominations, viz The Redeemed Christian Church of God (a frontline Pentecostal Church with the highest record of branches in Nigeria) and The Nigerian Baptist Convention (an evangelical denomination that has lived more than 100 years with many branches in Nigeria). It addressed the problem of the relationship between leadership and followership within the church context employing the new psychology of leadership theory proposed by Alexander Haslam and tried to determine the extent of its practice and applicability within the ecclesiastical soil of Nigeria. The objectives of the research are fourfold viz: to identify leadership factors responsible for the stability of the Baptist denomination and the steady multiplication of the Redeemed Church; to assess the visibility of the new psychology of leadership in the two churches, to critically engage the new psychology of leadership to identify its strength and weaknesses; and to evaluate the four pillars of Haslam to harness its strength for more effective leadership in the Nigerian Baptist Convention and the Redeemed Christian Church of God. Literature from leadership scholars and theories were interacted with to create a valid theoretical framework for the research. The scholars’ arguments about the meanings and practices of leadership were used to form the foundation of the research. The research interacted with the views of Bass, Kouzes and Posner, Northouse and Yukl as primary sources for this research among other experts on the broad subject. Chapter two discussed leadership as a concept. The different perspectives of scholars in their efforts to define the concept were presented along with what a person’s personality may contribute to leadership. Haslam et al. suggested four leadership engagement rules in the new psychology of leadership. They viewed that leaders need to be “in-group prototypes”, “in-group champions”, “entrepreneurs of identity”, and “embedders of identity”. These four cardinal rules/pillars of the work of Haslam et al. were used to suggest actions that could make the leadership experience more beneficial to the Church context. The suggestions were focused on what the leaders, potential leaders, and followers can do as they play their parts responsibly as in-group members. Findings from the study reveal a high degree of relationship between leaders and followers within the denominations based on leadership practice. This accounts for the exceptional stability and growth patterns that distinguish the denominations from others on the ecclesiastical soil of Nigeria. Leaders are perceived to be effective when they identify with the group and motivate the group members to achieve set goals. Followers also have a stronger sense of belonging when they are involved in the day-to-day life of the group, and their commitments are assured.

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsLuis PonjuanLuis Ponjuan is an Assistant Professor of Higher Education Administration in the College of Education at the University of Florida.Valerie Martin ConleyValerie Martin Conley is an Associate Professor of Higher Education and Director of the Center for Higher Education in the College of Education at Ohio University.Cathy TrowerCathy Trower is Senior Research Associate and Research Director at The Collaborative on Academic Careers in Higher Education (COACHE) in the Harvard University Graduate School of Education.

Over the past few decades, scholars have directed increasing attention toward the socialization of physical education faculty members’ recruitment, preparation, and ongoing socialization. Parallel research trajectories have, however, resulted in varied approaches to conceptualizing and labeling the phases or types of socialization experienced by this occupational group. With the view of academic journals as spaces for discourse surrounding divergent approaches to conceptualizing and conducting research, the purpose of this research note was to overview two contrasting conceptualizations of physical education teacher education faculty socialization and propose a unified approach for moving forward in future research. Differing perspectives are reviewed, and an updated conceptual framework for understanding socialization into and through academic roles is proposed. We argue that this model better captures the diversity in and provides flexibility for the backgrounds that draw individuals into careers in higher education and their experiences once serving among the faculty in academia.

Leadership is increasingly becoming a major research focus in both the corporate and higher education sector (HES). Previous studies have shown that different leadership styles play a significant role in promoting both employee wellbeing and organizational outcomes. However, at present there is a lack of clear understanding of how leadership style, employee wellbeing and organizational outcomes such as job satisfaction, organizational commitment and turnover intention concurrently interact in the HES context, particularly within Australian regional university settings. A review of leadership studies literature also suggests that researchers have either focused on the relationship between a specific leadership style and wellbeing; leadership styles and organizational outcomes, or the relationship between wellbeing and organizational outcomes. However, rarely do empirical studies examine all three concurrently. More expansive and pluralist research approaches are needed if we are to better understand the contextual complexities of leadership in the current HES. For a complex organization such as a university, an effective way of examining leadership may be by applying leadership theories that examine a diverse range of leadership styles that may have both positive and negative outcomes. The Full Range of Leadership Theory (FRLT) examines transformational, transactional and laissez-faire leadership styles within a single continuum that may provide a way to concurrently examine how these differing leadership styles may impact on leadership effectiveness in the HES context. In this review paper, drawn from a current PhD study, contexts for leadership practice in HES today will be explored, then leadership studies literature more generally will be reviewed to locate amenable leadership approaches for this work. Lastly, possibilities for leadership approaches that concurrently address issues of wellbeing and outcomes will be discussed. Specifically, the FRLT will be used as a frame to examine transformational, transactional and laissez-faire leadership approaches within a single continuum as to identify how FRLT may differ from or concur with leadership theories and approaches understood more generally to fit within post-heroic leadership studies standpoints.

Leadership and the Future of Emergency Systems

Administrative careers in higher education have typically been examined from an individual orientation, placing attention on the demographics and background characteristics of those holding a particular office. This study follows the structural perspective, examining the sequence of positions held by individuals who currently occupy the position of chief academic officer (CAO) in public community colleges. Six, three-sequence career lines are identified, representing the experiences of 43.9% of the sample. In addition, a faculty position emerges as the most common entry port to the career lines and the community college labor market.

This paper examines the experiences of women in educational administrative positions in public Schools in Islamabad, Pakistan by using a qualitative research design. In-depth interviews were conducted with head teachers from twenty girls’ model schools from urban areas of Islamabad. The findings of this study reveal that school leadership is not as simplistic and easy as assumed. Instead, it is complex and challenging due to personal and organizational constraints. The data shows that the participants felt reluctant to take leading positions as a result of work-family conflict. Furthermore, they also feared to be able to balance household responsibilities and administrative tasks. While some felt reluctant to work as leaders due to their attributes, others who opted to take the leading positions made personal sacrifices. Moreover, several organizational rules and regulations such as maternity leave and policies regarding child care were believed to distract teachers thus providing hurdles in their careers. It can be concluded that women navigate through these personal and organizational constraints to prove themselves as effective leaders. The findings from this study may offer useful insights to early-career women who aspire to work as potential leaders. These also have implications for policymakers concerned with school education in the country.
 Keywords: School Principals, Leadership, Barriers, Family Conflict, Pakistan