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The Chronicle’s On Leadership video series explores various aspects of campus leadership (video series)

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The Chronicle’s On Leadership video series explores various aspects of campus leadership (video series)

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The Chronicle 's On Leadership video series explores various aspects of campus leadership with top executives and other movers and shakers across academe.

Hosted by Chronicle editors and reporters, the series explores trending and relevant topics in higher education. Watch as the University of Missouri's interim president, Michael A. Middleton, talks about how to bring stability to a system rocked by racial issues; and as Sweet Briar College's president, Phillip C. Stone, talks about how to save a campus. Other executives at institutions small and large discuss race, sexual assault, managing change, student activism, social media, crisis management, and much more.

Think your campus executive should be interviewed for On Leadership? Let us know.

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The Chronicle 's On Leadership video series explores various aspects of campus leadership with top executives and other movers and shakers across academe. Hosted by Chronicle editors and reporters, the series explores trending and relevant topics in higher education. Watch as the University of Missouri's interim president, Michael A.

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Qualities of the Leader and the Manager (Image)

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Qualities of the Leader and the Manager (Image)

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University Governance and Academic Leadership (resource)

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University Governance and Academic Leadership (resource)

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Free online leadership course

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University Governance and Academic Leadership (HE) - Canvas Network | Free online courses | MOOCs

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The Canvas Network offers free online courses and classes from the world's leading universities. Find a MOOC and enroll now to get started on your new journey!

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Excerpts From the Higher Ed Leaders Forum (article)

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Excerpts From the Higher Ed Leaders Forum (article)

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From left: Frank Bruni, Allan Golston, Ruth Simmons and Margaret Spellings at The New York Times's Higher Ed Leaders Forum. Credit Credit Mike Cohen for The New York Times

At the Higher Ed Leaders Forum hosted by The New York Times, some of the nation's top education experts shared their thoughts about the biggest challenges facing educational institutions today and how to meet them. Following are excerpts from panel discussions and other onstage conversations. They have been edited and condensed.

Civics Without Cynicism Credit CreditVideo by The New York Times Conferences

We live in this tribal time in our politics; there's deep polarization. And let's be honest, if you look at the vote in the last election, Hillary Clinton won overwhelmingly among people with postgraduate degrees, college-educated whites; she lost by 40 points among noncollege-educated whites. Young people voted overwhelmingly for her over [Donald J.] Trump. And so campuses generally have a skew. And in this deeply polarized environment there is a lot of pressure. One of the professors at the University of Chicago invited Steve Bannon recently for a debate with Austan Goolsbee, the former chairman of the president's Council of Economic Advisers on globalism. And what could be richer than that?

And the campus was in an uproar. A lot of students and 100 faculty members signed a petition saying we shouldn't allow Steve Bannon on campus. The invitation was not rescinded. He himself decided, unfortunately in my view, not to come. But I don't think we can yield to that, and I think, you know, there may be some campuses that react differently than ours. We have a very strong commitment to free expression.

Colleges are supposed to be places where you learn how to deal with the world you're about to be in. And if you're in a funk by 10 a.m. because somebody wrote an offensive tweet, you're going to be in a safe house for the rest of your life. You need to deal with it. You need to learn how to counter it or ignore it, or whatever needs to be done. That's what a good academic experience should be. I was very fortunate to be invited to be on the faculty of the Kennedy School of Government at Harvard, to go to the faculty meetings and stuff, for two years. And I told the students, "The ones getting the best education here are the conservative students, because their views are challenged every day." About 3.7 percent of the registered voters in Cambridge are Republicans. That's a fact. So the dominant view is a little different. That's fine. But you need to have different ways to have your views challenged.

I think it's quite apparent that there are a host of people who feel left out. And what we see around the country is a reaction to, and to a certain degree of anger at, institutions that promote the idea that I am unworthy somehow, because I hold the wrong ideas, because my lifestyle is not appropriate in some way, because I'm not smart enough.

We talk about inclusiveness all the time, but we don't really mean it. When we say "inclusion," we mean inclusion if you agree with me, and if you believe in the same things. But we are so diverse and we believe in a lot of different things, some of which are admittedly pretty heinous things. But still, we're part of the human family. And the trick for us in higher education is to figure out a way to promote the values that we believe in, the standards that we know to be important, and at the same time make people feel included in that.

Higher education has historically been - and still is - an important bridge to opportunity and an engine for economic and social mobility. And for many people, that seems inaccessible. Either it doesn't meet the needs or it doesn't seem like it's a place for me or it's unaffordable. So building on that, I think as a system there's a view that it's not keeping up, it's not supporting and meeting the needs of students, and therefore one's ability to access the American dream is perceived as less.

I can't really identify a tipping point, but what I have seen is there's a sort of steady trend in the direction of increasing fragility and increasing vulnerability in students. Your impulse as a teacher is to sort of put your arms around them and make sure they don't hurt themselves, and that you don't hurt them, and that other students don't hurt them, in a way that wasn't an issue when I first started teaching. It looks like they're going to break if one bad thing happens. So certainly I think in the last 20 years of my time at Swarthmore, I was dealing with much more fragile people than I was in the preceding 20 years - there's no question.

The economy has changed so much, and now nearly every employer creating any new job is requiring some sort of postsecondary credential. So we have an entire population in California, over eight million individuals, who are in the work force but only have a high school diploma or some college but no credential. Those are nontraditional learners - those individuals who are stranded, who are stuck in the work force, who don't have any real opportunity to have wage gain, promotional opportunities, unless they get some sort of credentials.

So that's why we now look at them as students. These are individuals who need learning and certification and credentialing. So those are our students, and I guess you would consider them nontraditional, although pretty soon they'll be just as traditional as everybody else.

I think here is where income plays an advantage, and that well-off families, families that can pay the full fare at any institution, will find a home. And oftentimes they will find not only a home but may likely have money given to them to attract them into an institution. I think that many institutions are trying to address the students of the lowest income levels and for them they're finding students are getting full fare or all tuition and cost of attendance paid for.

And so a lot of institutions, many at sort of this private level, are becoming bimodal. So I think it's the families in the middle, the families able to pay some portion but maybe not all, who are finding themselves squeezed and challenged, and maybe are not able to meet that ideal of being able to go to the college they most want to go to. They're going to the college they most feel they can afford.

Without a just cause, we start feeding people what they want rather than what they need. Ted Koppel talks about this in the news. He says: "We used to give people the news they needed, whether they wanted it or not. Now we give the news they want, whether they need it or not." And I don't have to go into the polarizing nature of news in America today, and what a vicious cycle that creates, and these echo chambers. I would argue that universities are leaning toward that same direction. We're giving people the classes they want whether they need them or not, and we're sometimes avoiding giving them the classwork they need, whether they want it or not - real important things that will help advance your just cause but, more important, will help advance them as human beings.

Because I can tell you in my work the people who make choices based on salary alone end up unhappy, end up in broken marriages and end up doing rather unethical things because they're so driven by the mighty dollar. Why aren't we teaching people? Let's put that in affirmative: You should teach. I strongly urge you to include things like confrontation, effective confrontation, communication skills.

You've heard already from younger generations with increasing rates of anxiety, increasing rates of depression, increasing rates of suicide. We're seeing it in these school shootings, where something like 80 percent of them are perpetrated by a kid - by children who are lacking good relationships. It's human relationships that are missing.

When we first learned that [the conservative scholar] Charles Murray was coming on our campus - he'd been invited by a student group - the first thing that we did is we put together an engagement team. That engagement team included the academic leadership of the university, our student affairs people, our public safety people, our facilities people, to have a dialogue with the students who were organizing the talk. To learn about what their goals were. To let the students know that we were fully committed not only for the right of the speaker to speak but the right of the audience to hear and the right of those who wanted to express dissent to be able to do so in a way that didn't preclude the others' rights.

Those discussions were about lots of tactical things, including what they'll wear, what the location of the talk would be, what access would look like. The students decided that they wanted to limit it to just University of Michigan students, which made things a little bit easier. Our public safety folks put together a plan to figure out how we were going to do things in case there was a disruption.

I think it's a great part of Brown's history that in the '60s this very clear policy was articulated. It says that any student organization or faculty member can invite any speaker of their choice onto campus. I remind students when they object to it that this was during the '60s. It was a time when the university president did not want antiwar protesters coming onto campus. So the policy was really put into place to protect people who wanted to bring in antiwar protesters or civil rights activists, and it's persisted over time. So if I have students who complain about it, I say, look, this policy has stood all groups well for over 50 years.

The hierarchy in the real world is very different than the hierarchy at universities. In the real world, Christians and today Jews - Jews are today's WASPs. You know, when I went to school, Jews were discriminated against. We couldn't get jobs in law firms, and we couldn't get jobs. But today, Jews can get jobs everywhere, and so we are not in any way marginalized in the major society.

[ WATCH MORE: Complete Interview With Mr. Dershowitz and Ralph Reed, moderated by Bari Weiss]

But on university campuses, the hierarchy is totally and completely different. Minorities are the most empowered. If they want to shut down a professor, if they want to claim they're victims of hate speech, they're going to get more attention than a Christian student or a Jewish Zionist student.

And so, you know, maybe that's fair. You give students four years or six years or eight years where the hierarchies are very different but you have to recognize they are very different. Affirmative action is not only an admission criteria today: It is a criteria for free speech. You get more free speech if you are a minority and less free speech if you're not, and I think that safe spaces are mostly reserved for minorities. Zionists and Christians and others aren't entitled to safe spaces.

In spite of the current occupant of the White House, we are living in a global era, and unless the president messes up higher education by making it difficult for international students to come to the United States - and he's well on his way to get that done - we have a comparative advantage as a consequence of the international footprint that we have with our universities. People from all over the world come here, not just to go to school but to become members of the faculty. So it is an international operation to begin with, higher education, and there's no question in my mind that the students get tremendous value.

And by the way, 75 percent of our students are international, not because we want it to be 75 percent - we don't have any geographic preference at all. But there's no question that they get tremendous benefit from being involved together, getting to know each other and working in international communities.

Carolina at this point has a 36 percent study abroad rate, which is in the top 20 of the public universities in the country. Thirteen percent of those students are going to Asia. We saw a 2 percent increase in the last year of student interest in Asia. But it's not a problem of interest, it's really a threefold problem.

There's a financial barrier; some of these students work so hard to get to Carolina and then they say, now I want to go to Shanghai, and that feeds into another barrier, which is a cultural family barrier. Some of these students have a very difficult time convincing their families this is something that they should do.

And I think the third one is maybe institutional, where these kids are so focused on their majors, particularly the science majors or the pre-meds, that getting off those tracks are difficult sometimes to study abroad. So what we've been trying to find and create and encourage over the last 12 years is more faculty-led programs, more partnerships with science labs, getting musicians to study abroad, getting linguists to study abroad, really opening it up as wide as we can. But certainly access and affordability will always be the challenge.

The four-year colleges and community colleges are a perfect opportunity to bring people together to live together, to work together, to socialize together. We have to do a better job, I think, of fostering interpersonal relationships. But I don't think we've done a very good job - I mean we don't even teach civics in many places anymore in America in the K-through-12 system. If you wait until college, it's too late. We've got to start earlier understanding people come from different faiths, different cultures, different races, religion. We're a melting pot. That's who we are as a country.

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Excerpts From the Higher Ed Leaders Forum

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At the Higher Ed Leaders Forum hosted by The New York Times, some of the nation's top education experts shared their thoughts about the biggest challenges facing educational institutions today and how to meet them. Following are excerpts from panel discussions and other onstage conversations. They have been edited and condensed.

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To Improve Leadership, Some Colleges Take a Cue From Industry (article)

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To Improve Leadership, Some Colleges Take a Cue From Industry (article)

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To Improve Leadership, Some Colleges Take a Cue From Industry: 360-Degree Reviews

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Being assessed by your colleagues as well as your supervisor can be difficult, administrators say, but it’s valuable.

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Great leadership starts with self-leadership (video)

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Great leadership starts with self-leadership (video)

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Great leadership starts with self-leadership | Lars Sudmann | TEDxUCLouvain

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Short video about core leadership theories (video)

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Short video about core leadership theories (video)

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Why we have too few women leaders - Sheryl Sandberg (Video)

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Why we have too few women leaders - Sheryl Sandberg (Video)

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Identify women who are professional leaders in your own community. Invite them to a screening of Sandberg's talk and ask them to react to her observations and share their own perspectives. How would they expand upon, refine or refute Sandberg's points? What other advice would they add for women in the workplace? According to one of the studies cited by Sandberg, women are doing about twice as much house work and three times as much child care as their spouses, even when both are working full-time jobs. Explore the causes of this phenomenon and the ways in which it's being reinforced. For example, consider the following: The New York Times: The Census Bureau counts fathers as 'child care' (02/08/2012) http://parenting.blogs.nytimes.com/2012/02/08/the-census-bureau-counts-fathers-as-child-care/?smid=tw-NYTMotherlode&seid=auto The Washington Post: Santorum and the bulletproof glass ceiling (01/31/2012) http://www.washingtonpost.com/blogs/she-the-people/post/santorum-and-the-bulletproof-glass-ceiling-would-we-be-as-understanding-of-a-mom-with-an-ill-child-campaigning/2012/01/31/gIQARcMyeQ_blog.html Design and distribute a survey for couples in your own community. Ask spouses/partners to answer individually, reporting on their own domestic responsibilities and what they perceive to be the responsibilities of their partner. Analyze the results in aggregate. What does the data show, in terms of the types of responsibilities and the amount of time spent for men vs. women? How accurately does each group perceive the responsibilities of the other? How happy is each group with the status quo, and what would they like to see change? Makers: Sheryl Sandberg http://www.makers.com/sheryl-sandberg The New York Times: The $1.6 billion dollar woman, staying on message (02/04/2012) http://www.nytimes.com/2012/02/05/business/sheryl-sandberg-of-facebook-staying-on-message.html?pagewanted=all US News & World Report: Business schools hope to shatter sturdy glass ceiling (06/15/2011) http://www.usnews.com/education/best-graduate-schools/top-business-schools/articles/2011/06/15/business-schools-hope-to-shatter-sturdy-glass-ceiling Fast Company: What glass ceiling? Killer career advice from women who lead by example (03/05/2012) http://www.fastcompany.com/1822755/shattering-the-glass-ceiling-leadership-lessons-for-successful-women The United Nations: The World's Women 2010: Trends and Statistics http://unstats.un.org/unsd/demographic/products/Worldswomen/WW2010pub.htm

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Why we have too few women leaders - Sheryl Sandberg

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Facebook COO Sheryl Sandberg looks at why a smaller percentage of women than men reach the top of their professions -- and offers 3 powerful pieces of advice to women aiming for the C-suite. As the COO at the helm of Facebook, Sheryl Sandberg juggles the tasks of monetizing the world's largest social networking site while keeping its users happy and engaged.

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8 Essential Qualities That Define Great Leadership (article)

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8 Essential Qualities That Define Great Leadership (article)

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Company leaders are facing a crisis. Nearly one-third of employees don't trust management. In addition to this, employers now have to cater to the needs of the millennial generation. On average, after graduating from college, a millennial will change jobs four times before they are 32. Most of them also don't feel empowered on their current jobs.

It's clear that many leaders are failing to foster a sense of trust and loyalty in their employees. Fortunately, that doesn't have to be the case. Managers who show great leadership qualities can inspire their teams to accomplish amazing things, according to Daniel Wang, the creator of Loopring Protocol and founder of the Loopring Foundation. Loopring is a decentralized automated execution system that trades across the crypto-token exchanges. The platform reduces the cost of trading and shields users from counterparty risk. I've distilled my conversation with Wang to eight of the most essential qualities that make a great leader.
1. Sincere enthusiasm
True enthusiasm for a business, its products, and its mission cannot be faked. Employees can recognize insincere cheerleading from a mile away. However, when leaders are sincerely enthusiastic and passionate, that's contagious. For instance, someone who worked with Elon Musk on the early stages of his SpaceX project said that the true driver behind the success of the project was Musk's enthusiasm for space travel.

Wang says being enthusiastic helps a leader identify existing key problems in his industry. "Any innovation starts from these problems and ends with products and services, with some of the key issues resolved," he said.
2. Integrity
Whether it's giving proper credit for accomplishments, acknowledging mistakes, or putting safety and quality first, great leaders exhibit integrity at all times. They do what's right, even if that isn't the best thing for the current project or even the bottom line.

"When people see evidence that leaders lack integrity, that can be nearly impossible to recover from," Wang said. "Trust lost is difficult to get back."
3. Great communication skills
Leaders must motivate, instruct and discipline the people they are in charge of. They can accomplish none of these things if they aren't very skilled communicators. Not only that, poor communication can lead to poor outcomes. Leaders who fail to develop these skills are often perceived as being weak and mealy-mouthed, according to Wang. It's also important to remember that listening is an integral part of communication.
4. Loyalty
The best leaders understand that true loyalty is reciprocal. Because of this, they express that loyalty in tangible ways that benefit the member of their teams. True loyalty is ensuring that all team members have the training and resources to do their jobs. It's standing up for team members in crisis and conflict.

"Great leaders see themselves as being in a position of service to their team members," Wang said. "Employees who believe leadership is loyal to them are much more likely to show their own loyalty when it matters."
5. Decisiveness
A good leader isn't simply empowered to make decisions due to their position. They are willing to take on the risk of decision making. They make these decisions and take risks knowing that if things don't work out, they'll need to hold themselves accountable first and foremost.

Further, bosses who aren't decisive are often ineffective. Too much effort working on consensus building can have a negative effect. Rather than simply making a decision, many leaders allow debate to continue, and then create a piecemeal decision that satisfies no one.
6. Managerial competence
Too many organizations try to create leaders from people who are simply good at their jobs. To be clear, those who emerge as being very good workers often have important qualities. They are the ones who have a strong understanding of the company's products and services. They understand company goals, processes, and procedures. All of these are important.

On the other hand, being good at one's job doesn't prove that someone possesses the other competencies they need. For example, can they inspire, motivate, mentor and direct? Wang illustrates with major league baseball. While nearly all coaches have backgrounds as major league players, the most winning players aren't necessarily the most successful coaches.
7. Empowerment
A good leader has faith in their ability to train and develop the employees under them. Because of this, they have the willingness to empower those they lead to act autonomously. Wang says this comes from trusting that their team members are fully up to any challenges they face. When employees are empowered, they are more likely to make decisions that are in the best interest of the company and the customer as well. This is true, even if it means allowing workers to go a bit off script.
8. Charisma
Simply put, people are more likely to follow the lead of those they like. The best leaders are well-spoken, approachable and friendly. They show sincere care for others.

"People at all levels of an organization find it easy to relate to them and follow their lead," Wang concluded.

Every one of these qualities is absolutely essential to great leadership. Without them, leaders cannot live up to their full potential. As a result, their employees will never perform as well as they can either. Because of this, organizations must learn the best ways to identify and also to develop these necessary traits in existing and emerging leaders.

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8 Essential Qualities That Define Great Leadership

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Company leaders are facing a crisis. Nearly one-third of employees don't trust management. In addition to this, employers now have to cater to the needs of the millennial generation. On average, after graduating from college, a millennial will change jobs four times before they are 32.

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Leadership Style Charts from Around the World (Chart)

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Leadership Style Charts from Around the World (Chart)

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Different cultures can have radically different leadership styles, and international organizations would do well to understand them.

British linguist Richard D. Lewis charted these differences in his book " When Cultures Collide," first published in 1996 and now in its third edition, and he teaches these insights in seminars with major corporate clients.

From structured individualism in the U.S. to ringi-sho consensus in Japan, the charts seem intuitively correct, if not unilaterally true across a country.

Lewis acknowledges the risks of dealing in stereotypes: "Determining national characteristics is treading a minefield of inaccurate assessment and surprising exception. There is, however, such a thing as a national norm."

He argues that these patterns won't change any time soon: "Even in countries where political and economic change is currently rapid or sweeping, deeply rooted attitudes and beliefs will resist a sudden transformation of values when pressured by reformists, governments or multinational conglomerates."

With permission from the author, we are posting 24 charts of leadership styles from his book, with a brief summary of his comments about each below:

crossculture.com
British managers are diplomatic, casual, helpful, willing to compromise, and seeking to be fair, though they can be ruthless when necessary. Unfortunately, their adherence to tradition can result in a failure to comprehend differing values in others.

American managers are assertive, aggressive, goal and action oriented, confident, vigorous, optimistic, and ready for change. They are capable of teamwork and corporate spirit, but they value individual freedom and their first interest is furthering their own career.

French managers tend to be autocratic and paternalistic, with an impressive grasp of the many issues facing their company. Opinions of experienced middle managers and technical staff may be dismissed.

Swedish management is decentralized and democratic. The rationale is that better informed employees are more motivated and perform better. The drawback is that decisions can be delayed.

German managers strive to create a perfect system. There is a clear chain of command in each department and information and instructions are passed down from the top. Nonetheless, considerable value is placed on consensus.

East Asian countries tend to have a Confucian hierarchy, where the group is sacred and leaders are seen as benevolent.

In Latin and Arab countries, authority is concentrated in the chief executive, and family relations are very important, with ubiquitous nepotism.

Under the auspices of an autocratic government, Indonesia's business leadership is often entrusted to a resident Chinese professional class.

Leadership in the Netherlands is based on merit, competence, and achievement. Managers are vigorous and decisive, but consensus is mandatory, as there are many key players in the decision-making process.

Japanese top executives have great power in conformity with Confucian hierarchy but actually have little involvement in the everyday affairs of the company.

Efforts made by Russian managers to promote business through official channels may founder on the rocks of bureaucracy and Russian apathy. Using key people and personal alliances, the "system" is often bypassed and a good result achieved.

Australian managers, like Swedes, must sit in the ring with the "mates." From this position, once it is accepted that they will not pull rank, they actually exert much more influence than their Swedish counterparts, as the semi-Americanized nature of Australian business requires quick thinking and rapid decision making.

Finnish leaders exercise control from a position just outside and above the ring of middle managers, who are allowed to make day-today decisions. Finnish top executives have the reputation of being decisive at crunch time and do not hesitate to stand shoulder to shoulder with staff and help out in crises.

Spanish leaders, like French, are autocratic and charismatic. Unlike the French, they work less from logic than from intuition, and pride themselves on their personal influence on all their staff members.

Nepotism is also rife in traditional Indian companies. Family members hold key positions and work in close unison. Policy is also dictated by the trade group, e.g. fruit merchants, jewelers, etc. These groups work in concert, often develop close personal relations and come to each other's support in difficult times.

In democratic Norway, the boss is very much in the center of things, and staff enjoy access to him or her most of the time. Middle managers' opinions are heard and acted upon in egalitarian fashion, but top executives rarely abandon responsibility and accountability.

The older generation of Lithuanian managers has not completely freed themselves of bureaucratic habits from Soviet times, but young leadership is developing a more dynamic style, with Nordic encouragement.

Despite external pressures, the Polish retain many traditional romantic values. However, meritocracy increasingly dominates advancement in place of aristocracy.

Consensus is generally highly valued in China. In companies controlled by the state, a leadership group will decide policy. In the developing expansion of capitalist-style companies, leaders are emerging with reputations of competence; also, locally elected officials are becoming influential in the business sphere and may have only loose ties with Beijing.

Lacking an aristocracy, Israeli society attaches importance to achievement and dynamism when looking for leadership.

Traditionally, many Black South African societies were based on clans and lineages. This type of leadership still exists, but economic change, when South Africa became part of the total worldwide system of economic production and exchange, has weakened clan and tribal influence.

Turkish managers are still influenced by the tenets of Kemal Ataturk. A democratic republic is partially supported by the army, in a delicate balance with Islamic Fundamentalists.

Estonians are very individualistic. Status is gained by achievement, decisiveness, and energy.

Similar to Estonians, Latvians are individualistic. Everybody wants to be not so much a leader, but a manager in his or her own right. However, there is a tendency to respect firm, confident, knowledgeable leadership.
Charts taken and text summarized from "When Cultures Collide" with permission from author Richard Lewis.

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24 Charts Of Leadership Styles Around The World

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Different cultures can have radically different leadership styles, and international organizations would do well to understand them. British linguist Richard D. Lewis charted these differences in his book " When Cultures Collide," first published in 1996 and now in its third edition, and he teaches these insights in seminars with major corporate clients.

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Daniel Goleman Introduces Emotional Intelligence (video)

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Daniel Goleman Introduces Emotional Intelligence (video)

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Daniel Goleman Introduces Emotional Intelligence

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A Review of Leadership Theories, Principles and Styles and Their Relevance to Educational Management (article)

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A Review of Leadership Theories, Principles and Styles and Their Relevance to Educational Management (article)

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education

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A Review of Leadership Theories, Principles and Styles and Their Relevance to Educational Management

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This study was motivated by the premise that no nation grows further than the quality of its educational leaders. The purpose of this theoretical debate is to examine the wider context of leadership and its effectiveness towards improving school management. This academic evaluation examines recent theoretical developments in the study of educational leadership in school management.

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Academic Advising and Leadership (article)

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Academic Advising and Leadership (article)

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Susan Campbell, Advising Administration Commission Chair

Budgetary reductions and constraints; Dealing with technological change; Understanding and implementing assessment strategies; Accommodating students with disabilities; Increased role of advising in retention; Changing student demographics; Institutional recognition for advising; Providing for professional development needs of staff; Encouraging and rewarding faculty participation in advising.

Of all the critical issues identified during the annual Advising Administration Commission meeting in Ottawa, these were among the most salient. However, more important than the list itself is what it represents, that is, the increasing complexity of academic advising administration. This complexity parallels that of higher education in general and, for many of us, has begun to reshape our campus roles. Whether reflected in our titles or not, as campus experts on academic advising, our positions are increasingly viewed as (and are) central to student persistence and success. We ought to be delighted - the important role academic advising plays in student retention continues to receive heightened attention, to wit, the popularity of the Academic Advising Handbook, the comments about advising made by John Gardner and Vincent in this spring's satellite downlink sponsored by the National Resource Center on the First-Year Experience and Students in Transition, and the concern for advising by regional accrediting associations. That which we have worked so hard to achieve-broad-based recognition of the importance of academic advising is literally on our front doorsteps.

As academic advising administrators, are we ready to capitalize on this expanded interest? Are we as equipped as we ought to be to lead the academic advising agenda? Are we able to move forward on what appears to be an ever-growing, increasingly complex list of critical issues? Or have the struggles for recognition and support for academic advising been so long and arduous and the tasks of administration so 'daily' that we no longer have the energy or time to focus on the bigger picture?

Our ability to take advantage of opportunities to further the academic advising agenda means revitalizing, or structuring, as the case may be, our roles as campus change-agents. From my vantage point, this means engaging in professional development that provides grounding in a lot of areas but, in particular, organizational theory and leadership. This grounding provides us with insight into the complexity of the organizations within which we work, the multi-dimensional nature of being human, and a perspective on what motivates individuals and groups. What emerges from these insights are tools we can use to be effective in navigating our 'systems,' negotiating for resources, and facilitating the development of a cohesive community committed to academic advising.

It is a great time to engage in this type of professional development. Organizational and leadership theory has come a long way since Max Weber and the 'trait' and 'behaviorists' of the 30's, 40's and 50's. With each addition of new research, we learn more about how truly complex organizations and the concept of leadership can be. In particular, the literature that explores organizations holistically and leadership in the context of relationships is very exciting, significant, and particularly relevant to higher education. My personal favorites are the works of Lee Bolman and Terrence Deal.

In Modern Approaches to Understanding and Managing Organizations (1984) and Reframing Organizations (1997), Bolman and Deal present four frames through which to view organizational processes; these frames also provide a 'roadmap' through which to trace organizational theory. The Structural Frame focuses on organizational rationality and such processes as division of labor and coordination of activities. The Human Resource Frame focuses on the fit between people and the organization and assumes the needs of each are not mutually exclusive. In the Political Frame conflict is viewed as a naturally occurring phenomenon and resolved through bargaining, negotiation, and coalition building. Finally, the Symbolic Frame explores the organization as a culture and the development of shared meaning.

Bolman and Deal suggest that we each have a frame 'preference' through which we tend to view organizational situations the problem is, of course, that not all situations call for the same frame. At times policies and procedures (Structure) are in order, while at other times, the development of a common vision (Symbolic) might best suit the situation. The challenge is to develop a facility with each of the frames such that one is able to apply them appropriately, thereby increasing leadership effectiveness. Their work speaks to the relationship-embedded nature of organizations and, thus, the need to understand individual and group differences and similarities. In Leading with Soul (2001) and Escape from Cluelessness (2000), Bolman and Deal immerse us in the leadership relationship. In Escape, they remind us that, "Leadership isn't about position or solo heroics. It's about working with people to help them figure out where they want to go, how they can get there, and how they can summon the courage to move ahead" (2000, pp. 197-98).

In Leading with Soul, they refer to the Gifts of Leadership - Authorship, Power, Love, and Significance - as those things that add spirit and meaning to our work. Through Authorship, the leader fosters the conditions through which others can put their own signatures on work; through Power, the leader finds that she/he can give away power and actually get more; through Love the leader demonstrates that she/he cares enough to find out what really matters to others; and, finally, the Significance of it all emerges from working with others, doing something worth doing, and having a sense of pride of association.

Taken together these works provide us with a framework through which to view and engage our organizations and a way to cultivate a community committed to academic advising. Is this enough? No, but it is a beginning. We also need to be involved in NACADA activities. NACADA continues to explore expanded opportunities for administrator growth through the summer institute for administrators, Commission activities, the organizations Professional Development Task Force, etc. Through active engagement in the Associations work, we not only educate ourselves, we help NACADA continue to develop a powerful community committed to advancing academic advising.

Susan Campbell
University of Southern Maine
SCAMP@USM.MAINE.EDU
References
Bolman, L.G., and Deal, T.E. Modern Approaches to Understanding and Managing Organizations. San Francisco: Jossey-Bass, 1984.
Bolman, L.G., and Deal, T.E. Reframing Organizations: Artistry, Choice, and Leadership, 2nd edition. San Francisco: Jossey-Bass, 1997.
Bolman, L.G., and Deal, T.E. Escape from Cluelessness. New York: AMACOM, 2000.
Bolman, L.G., and Deal, T.E. Leading with Soul: An Uncommon Journey of Spirit (revised edition). San Francisco: Jossey-Bass, 2001.

Cite this article using APA style as: Campbell, S. (2002, June). Advancing academic advising through leadership. Academic Advising Today, 25(2). Retrieved from [insert url here]

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Advancing Academic Advising Through Leadership

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Susan Campbell, Advising Administration Commission Chair Budgetary reductions and constraints; Dealing with technological change; Understanding and implementing assessment strategies; Accommodating students with disabilities; Increased role of advising in retention; Changing student demographics; Institutional recognition for advising; Providing for professional development needs of staff; Encouraging and rewarding faculty participation in advising.

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When Kathleen Yosko, now CEO of Northwestern Medicine's Marianjoy Rehabilitation Center, began her first job as a hospital president, there was no onboarding process planned, and no one to welcome her. Thinking it was a mistake, Yosko called her headquarters for advice. They told her, "Just do whatever a president does."

Fortunately, Yosko was a seasoned leader and she intuited where to start. But for many others, our first forays into leadership felt much like Yosko's first day: knowing how to start was not obvious. In many companies, individuals are promoted because of their technical skill - they are gifted engineers, accountants, or marketers - but that does not mean they are prepared for leadership. Leadership is a skill that can be learned, but it takes intentionality.

In the past half century, the study of leadership has grown, offering many new theories and frameworks for exploring what it means to be a leader, and how to do leadership well. In this article, we outline five current leadership theories, and offer resources and suggestions for integrating the theories into your own leadership practice. We will explore:

1. Transformational Leadership

2. Leader-Member Exchange Theory

3. Adaptive Leadership

4. Strengths-Based Leadership

5. Servant Leadership

But First, A Quick Review of Leadership History

Before we begin, we need to put leadership theory and practice in the context of history, to understand how the field of study has evolved. The earliest theories of leadership were the Great Man Theories, which emerged in the late 1800s. (Perhaps you can see one primary fault with these theories, just from their name: they assumed only half the world's population could even be considered for leadership.) The Great Man concept evolved into trait-based theories of leadership, which defined leadership by a leader's characteristics, most of which were considered innate. You were either lucky enough to be born with them, or you weren't. (Starting, first, with a Y chromosome.) For many of us, our first understanding of leadership may have aligned with these theories: leaders were often men with dominant personalities. We still see this theory at play unconsciously today, when someone is overlooked for a leadership role because of a quiet personality.

In the middle of the last century, the study of leadership shifted from the study of traits to the study of behaviors: not who the leader is but what the leader does. This allowed for an understanding that leadership could be developed in others. The most prominent leadership theories today build on this understanding, and begin to integrate the perspective of followers and the contextual circumstances in which leaders and followers interact. As business, and our understanding of human nature, grows more complex, leadership theories and frameworks should evolve to accommodate the new contexts and understandings.

Defining Leadership

Before we unpack contemporary theories of leadership, we need to define the term itself. Leadership theory scholar Dr. Peter Northouse defines leadership as "a process whereby an individual influences a group of individuals to achieve a common goal." This definition makes clear that leadership is not a trait or behavior, and it is not a position. You are not made a leader by your job title, you are made a leader by your influence.

Finally, contemporary theories of leadership wrestle with the motivations of leaders: can you be a leader if your goal is selfish or even malicious? The classic question is, "Was Adolf Hitler a leader?" Theories of leadership must wrestle with the moral implications of a leader's motivations. As you'll see in several of the theories below, many theories would answer the question of Hitler with a firm no: Hitler was a dictator, but not a leader. He had positional authority, but did not show true leadership.

To begin our exploration of leadership theories, let's start with one of the most researched and referenced today, transformational leadership.

Transformational Leadership

The concepts of transformational leadership were brought to prominence by political sociologist James MacGregor Burns, in the late 1970s. Burns identified two types of leadership,

Transactional: where a leader influences others by what they offer in exchange, the transaction;

Transformational: where a leader connects with followers in such a way that it raises the level of motivation and morality.

Those two words - motivation and morality - are important, as it demands that transformational leaders be committed to a collective good. This may be a societal good, such as starting a community center or improving air quality, or a more personalized good, such as helping direct reports reach their own potential.

Activating transformational leadership:

If Kathleen Yosko, the hospital CEO who was thrown into leadership with little direction, wanted to employ transformational leadership strategies in her work, she might start with four factors researchers find present in transformational leaders. Northouse (2016) outlines these factors, which can serve as a starting place for test driving transformational leadership:

1. Idealized influence, or charisma: Transformational leaders have an uncanny ability to make you want to follow the vision they establish.

2. Inspirational motivation: Communication is a vehicle of inspiration for transformational leaders; they use words to encourage others and inspire action.

3. Intellectual stimulation: Transformational leaders stretch others to think more deeply, challenge assumptions, and innovate.

4. Individualized concern: Finally, while focused on the common good, transformational leaders show care and concern for individuals.

Leader-Member Exchange Theory

The concept of individualized concern has some carry-over to our second theory, Leader-Member Exchange Theory (LMX). To understand this theory, you only need to think back to junior high: almost every student could be divided into two categories, popular or unpopular.

LMX theory explains that in any group or organization, there are in-group members and out-group members. In-group members work well with the leader, have a personality that fits with the leader's, and are often willing to take on extra tasks or responsibilities. Out-group members are less compatible with the leader; they may hold dissenting opinions, have clashing personalities, or be less willing to take on extra assignments. Not surprisingly, in-group members are more likely to earn promotions; out-group members are more likely to leave.

Activating LMX theory:

For followers, applying the concepts of LMX theory is easy: align yourself with the leader, take on extra tasks, and expect positive results. For leaders, LMX offers a greater challenge, because making your team as productive as possible will mean finding ways to turn out-group members into in-group members. Individualized concern, the final factor of transformational leadership, may offer one path to converting out-group members.

Additionally, LMX theory has important implications for improving diversity and inclusion. If minorities, women, or people with disabilities routinely identify as out-group members, the leader should ask the question, "What is required to be an in-group member here, and are we creating unintentional barriers for others?"

More on Leadership Theory

Continue learning about leadership theory in the next article in this series, where we'll discuss Adaptive Leadership, Strengths Based Leadership, and Servant Leadership, along with the usefulness of leadership theories. >> Read more in part 2 of this series.

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Amber Johnson is the Center's Chief Communications Officer and Senior Research Associate; she is also a doctoral student in the Center's Ph.D./D.B.A. Program in Values-Driven Leadership.

Want more on Leadership Theory? Find an interview on why leadership theory matters, at this link.

Reference:

Northouse, P.G. (2016). Leadership: Theory and practice (7 th ed.). Thousand Oaks, CA: Sage Publishers, Inc.

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5 Leadership Theories & How to Apply Them

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When Kathleen Yosko, now CEO of Northwestern Medicine's Marianjoy Rehabilitation Center, began her first job as a hospital president, there was no onboarding process planned, and no one to welcome her. Thinking it was a mistake, Yosko called her headquarters for advice. They told her, "Just do whatever a president does."

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Transformational Leadership and Academic Advising (article)

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Transformational Leadership and Academic Advising (article)

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Matthew L. Kelly, University of Missouri—Kansas City

Over the previous decade or so, researchers have become increasingly interested in studying charismatic and transformational leadership. The termscharismatic and transformational are very closely related. They refer to the process of influencing major change throughout an organization and its membership in order to push an organization toward common goals and objectives (Slack, 1997). The transformational leader is one with certain personality traits. Ross and Offerman (1997) showed a distinct link between transformational leadership style and personality attributes. Transformational leaders had high scores in nurturance and pragmatism and lower scores in areas related to criticalness and aggression. Overall, transformational leadership involves leaders and followers raising each other to higher levels of achievement (Slack, 1997). This ability to raise levels of achievement in students is a crucial characteristic of a successful academic adviser.

Burns (1978), who is generally credited with the first real analysis of transformational leadership, realized that not all leaders were transactional and that leadership could involve more of an emotional bond with subordinates (in this case, advisees). He termed this new styletransformational. Transformational leadership involves stimulating subordinates into action and requires personalities that are more active and ideas that are more proactive than reactive (Bass, 1985). Bass (1985), one of the earliest theorists to study transformational leadership, stated that, based on Maslow's hierarchy of needs, transformational leaders could elevate those around them from a lower to a higher level of need. Maslow stated that people must satisfy the need for survival and can only then satisfy other needs in hierarchical fashion according to importance for survival. These leaders succeed in raising subordinates to a greater awareness of surroundings and the effects of action upon those surroundings. The awareness of surroundings and the understanding of tasks necessary to change surroundings ultimately result in a transformational organizational culture (Bass, 1985).

Lee Iaccoca is well-known as a successful transformational leader who had the ability to transform the ideals and attitudes of those surrounding him. Iaccoca took over the head of the Chrysler Corporation when it was in a time of distress—the most important time for the emergence of a transformational leader, according to Bass (1998). Although Chrysler was a very large corporation, Iaccoca had the ability to transform the ideals of his closest subordinates and, as a result, to reshape the corporate culture. Because a transformational leader encourages others to become transformational leaders, eventually the hierarchy of the corporate culture is filled with effective transformational leaders at all levels (National Research Council, 1997).

Even though most theorists agree that transformational leaders are more effective in smaller organizations, Iaccoca is considered a good example of transformational leadership as it relates to Maslow's hierarchical needs theories (Bass, 1998). Iaccoca had a high level of interaction with a small group of people and, within Chrysler, created levels of organization that did not previously exist. This development of organizational levels was tantamount to the reinvention of Chrysler corporate culture. In today's world, organizations that have transformational leaders throughout all levels of management have become the most successful (Joyce, 1999).

Transformational leadership involves several key factors: emotions, values, self-esteem, goals, and needs. When incorporated into leadership style, these factors can result in greater aspirations, greater efforts, lower turnover or absenteeism, performance beyond expectation, and higher job satisfaction (Chelladurai, 1999). According to Burns, transformational leadership involves leaders and followers (in this case, advisers and advisees) who raise one another to higher levels of motivation, as the leader appeals to the ideals and values of subordinates. Later, Bass expanded upon the earlier theories of Burns in the development of the Multifactor Leadership Questionnaire (Slack, 1997), suggesting that transformational leaders enhance subordinate confidence and increase awareness of goals.

Bass identified seven areas of leadership behavior that would identify transactional and transformational leadership. These seven areas are charismatic leadership, inspirational leadership, individual consideration, intellectual stimulation, contingent rewards, management by expectation, and laissez-faire. The first four areas identify transformational leaders. Items five and six identify transactional behaviors. Finally, the laissez-faire characteristic identifies individuals who do not possess leadership characteristics. These first four areas and the concept of laissez-faire characteristics should be considered in order to fully understand transformational leadership style.

Behaviors of Transformational Leaders

Charismatic leadership is the degree to which the leader is seen as charismatic by followers. Although the term charisma may be overused, charisma is used in the realm of political and social science to describe leaders who have profound and extraordinary effects on their followers (Bass, 1985). Charisma was examined in conceptual terms in relation to the organizational sciences by House (1977), who incorporated charisma into his path-goal theory. Bass examined several characteristics of charisma and how they relate to transformational leadership style. Charisma depends on followers as well as leaders: a charismatic leader receives an intense emotional component of devotion, reverence, and blind faith from followers (Bass, 1985). During a crisis or distress situation, a charismatic leader is seen as a savior, and a transformational leader is most effective. The connection between charismatic and transformational leadership is the crisis or distress within an organization. Thus, charismatic leadership is a characteristic of transformational leadership (Bass, 1985).

Inspirational leadership relates to how a leader inspires an organization as a whole. Inspirational leadership is the continuation of charismatic leadership. Charisma motivates individuals whereas inspirational leadership motivates the entire organization. The inspirational leader is capable of arousing the subordinates to become part of the organizational culture and environment. The inspirational leader instills pride in individuals, using pep talks and motivational speeches to build organizational morale, and uses his or her own behavior to set an example of what is expected (Bass, 1985). Inspirational leadership is also similar to charismatic leadership in that it must be perceived by the followers in order to be effective. The inspirational importance of a leader is important when subordinate commitment is essential for effective organizational performance.

Individual consideration is the characteristic that shows how much a leader gives personal attention to subordinates. Subordinates are considered individually and treated differently according to their needs and capabilities. This individual consideration can take many forms. Expression of appreciation for a job well done is the most frequently used individual consideration (Bass, 1985). Individual consideration is also a major part of leader member exchange, in which the leader shares expectations with subordinates. Individual consideration is most important in development behaviors and delegation. Consideration is given to subordinates in the areas of development such as career counseling and performance progress. The consideration of the capabilities of individuals can also allow a leader to determine the capability for responsibility and workload of a subordinate and to assess the amount and importance of delegation to subordinates. Individual consideration is an important aspect of transformational leadership (Bass, 1985).

Intellectual stimulation allows a leader to promote new ideas and to challenge the old ways of operating within an organization. In addition to the other characteristics of leadership, transformational leaders can stimulate extra effort from their subordinates through intellectual stimulation. Intellectual stimulation involves the arousal and change in followers' problem awareness and problem solving through the use of thought and imagination with relation to beliefs and values (Bass, 1985). This aspect of transformational leadership allows for long-term focus on strategy and intellect in addition to the short-term thinking involved with crisis control and immediate problem solving. Leaders can articulate vision to followers. Intellectual stimulation is also related to the charismatic proponent of transformational leadership. Charismatic leaders tend to have excellent abilities in communicating vision. The intellectual stimulation by the transformational leader is most often needed when the organization faces poorly structured situations. Intellectual stimulation results in the transformation of structure into well-structured solutions for organizational problems (Bass, 1985). Possibly the most important aspect of intellectual stimulation is how it relates to the intelligence of the subordinate. The leader must be able to determine the intellect of the subordinate and then, through the use of individualized consideration, decide the level of task that can be intellectually assigned to that subordinate.

With analysis of the four main areas or characteristics of the transformational leader, it can be seen that they are interdependent and must exist effectively with each other. The absence of any one area results in the ineffectiveness of the transformational leader. Additionally, the improper use of such characteristics results in loss of follower loyalty and consequently loss of leadership effectiveness (Slack, 1997).

Empowerment versus Laissez-Faire Leadership

Empowerment is a term that has been linked to transformational leadership in recent studies (Fullam, Lando, Johansen, Reyes, & Szaloczy, 1998). Empowerment is moving decision making to the levels at which competent decisions can be made. In order for empowerment to be effective, solid leaders must be present throughout all levels of management in an organization. Through one study, it was found that the majority of nurses exhibit transformational leadership behaviors. Nurses tend to have a high degree of sociability with superiors, subordinates, and patients. This high degree of sociability accompanied by the "human factor" within the field of nursing allows transformational leaders to be successful as managers in the health care field (Tracey, 1998). Once again, the emergence of transformational leaders occurs with groups of people educated in small, close-knit groups with a high opportunity for participation during learning. Nurses tend to be successful in situations of empowerment by using well-built transformational leadership skills (Fullam, Lando, Johansen, Reyes, & Szaloczy, 1998).

What happens when empowerment goes bad? This kind of leadership is referred to aslaissez-faire leadership. Laissez-faire leadership is the extent to which the leader abdicates or relinquishes his or her leadership role. This type of leader avoids providing direction and support, shows lack of caring for what the followers do, and buries himself or herself in busy work (Bass, 1998). Laissez-faire leadership has also been termed "the dark side of empowerment." This poor leadership most often results in negative effects for the organization. This type of academic advising results in a lack of academic direction and goal setting from the student. Other effects of laissez-faire leadership are social loafing and over-delegation (Bass, 1998). It is crucial that the transformational leader avoid laissez-faire leadership in order to remain an effective leader.

Transformational leaders tend to do several specific things. They tend to question organizational assumptions and to use nontraditional thinking for problem solving, to exhibit collaborative problem solving and decision making behaviors, to contemplate a future orientation and to consider the future impacts of current decisions in relation to the organization as a whole (Tracey, 1998). Academic advisers who are transformational leaders are sensitive to feelings and relationships. They tend to lead through empowerment (Scott, 1999).

Summary

In relation to academic advising, transformational leadership can influence major changes in the attitudes and assumptions of students and help build a commitment for academic goals and objectives (Slack, 1997). It is important for university leadership to identify transformational leadership behavior in potential academic advisers and campus leaders. Podsakoff, MacKenzie, Moorman, and Fetter (1990) helped to develop a self-assessment questionnaire designed to evaluate charismatic and transformational leadership behavior. If transformational characteristics were shown to manifest themselves during undergraduate education, hiring committees could target potential employees from specific styles or types of undergraduate institutions.

With a more complete understanding of transformational leadership, future application of this leadership style is possible. Researchers, instructors, and academic advisers should explore the realm of transformational leadership as it relates to their role in the organization and profession. Current university leaders should actively pursue transformational leaders and place them into advising roles on campus, allowing for the evolution of the advising structure and increasing the success of academic advising strategies. According to Slack (1997), we cannot ignore the role that transformational leadership plays in the successful organization.

References

Bass, B. (1985).Leadership and performance beyond expectations. New York: The Free Press.

Bass, B. (1998).Transformational leadership: Industry, military, and educational impact. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Burns, J. (1978).Leadership. New York: Harper & Row.

Chelladurai, P. (1999).Human resource management in sport and recreation. Champaign, IL: Human Kinetics.

Fullam, C., Lando, A., Johansen, M., Reyes, A., & Szaloczy, D. (1998). The triad of empowerment: Leadership, environment, and professional traits.Nursing Economics, 16, 254–259.

House, R. (1977). A 1976 theory of charismatic leadership. In Hunt, J. and Larson, L. (Eds.),Leadership, the cutting edge. Carbondale, IL: Southern Illinois University Press.

Joyce, W. (1999).Mega change: How today's leading companies have transformed their workforces. New York: The Free Press.

National Research Council. (1997).Enhancing organizational performance. Washington, DC: National Academy Press.

Podsakoff, P., MacKenzie, S., Moorman, R., & Fetter, R. (1990). Transformational leader behaviors and their effects on followers' trust in leader, satisfaction, and organizational citizenship behaviors.The Leadership Quarterly, 1(2), 107–142.

Ross, S., & Offerman, L. (1997). Transformational leaders: Measurement of personality attributes and work group performance.Personality & Social Psychology Bulletin, 23, 1078–1087.

Slack, T. (1997).Understanding sport organizations: The application of organization theory. Champaign, IL: Human Kinetics.

Tracey, J. (1998). Transformational leadership or effective managerial practices?Group & Organizational Management, 23, 220–237.

Additional Resources

Carless, S. (1998). Gender differences in transformational leadership: An examination of superior, leader, and subordinate perspectives.Sex Roles: A Journal of Research, 39, 887–896.

Glanville, J. (1999). Political socialization or selection? Adolescent extracurricular participation and political activity in early adulthood.Social Science Quarterly, 80, 279–290.

Viegas, S., Brun, J., & Hausafus, C. (1998). Leadership development for family and consumer sciences college undergraduates.Journal of Family and Consumer Sciences, 90, 47–51.

About the Author

Matt Kelly is director of Student-Athlete Services at the University of Missouri—Kansas City. He can be reached at kellymat@umkc.edu or 816-235-1164.

Published in The Mentor on January 1, 2003, by Penn State's Division of Undergraduate Studies
Available online at dus.psu.edu/mentor
Privacy and Legal Statements | Copyright | © The Pennsylvania State University | All rights reserved

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The Mentor: An Academic Advising Journal

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Matthew L. Kelly, University of Missouri-Kansas City Over the previous decade or so, researchers have become increasingly interested in studying charismatic and transformational leadership. The termscharismatic and transformational are very closely related. They refer to the process of influencing major change throughout an organization and its membership in order to push an organization toward common goals and objectives (Slack, 1997).

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What Are the Biggest Challenges You’ve Faced as a Female Leader? (article)

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What Are the Biggest Challenges You’ve Faced as a Female Leader? (article)

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Leadership & Governance

We posed that question to several current and former college presidents. Here are their stories of confronting - and overcoming - biases and stereotypes.

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We posed that question to several current and former presidents. Here are their stories of confronting - and overcoming - biases and stereotypes.

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What Are the Biggest Challenges You've Faced as a Female Leader?

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Leadership & Governance We posed that question to several current and former college presidents. Here are their stories of confronting - and overcoming - biases and stereotypes. Premium content for subscribers. Subscribe Today We posed that question to several current and former presidents. Here are their stories of confronting - and overcoming - biases and stereotypes.

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4 Types of Educational Leadership (article)

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4 Types of Educational Leadership (article)

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Spread the loveThere are four major styles of leadership which apply well in the educational setting. While each of these styles has its good points, there is a wide berth of variation, and in fact, transformational leadership is truly an amalgamation of the best attributes of the other three.