Reframing Academic. Leadership. Lee G. Bolman. Joan V. Gallos. University of Missouri-Kansas City. To be published by Jossey-Bass Publishers (a Wiley.
Table of contents
- Applications in Higher Education
- Reframing Academic Leadership
- Reframing Academic Leadership - Lee G. Bolman, Joan V. Gallos - Google Книги
Would you like to change to the United States site?
Bolman and Joan V. Gallos offer higher education leaders a provocative and pragmatic guide for. Throughout the book, the authors integrate powerful conceptual frameworks with rich and compelling real-world cases to support academic leaders searching for the best in themselves and in their institutions. The book tackles thorny issues such as building institutional clarity and capacity, managing conflict, coping with difficult people, partnering with the boss, and developing leadership resilience.
Following in the tradition of Bolman and Deal's classic Reframing Organizations, Bolman and Gallos emphasize a pragmatic approach. They tease out the unique challenges and opportunities in academic leadership and provide ideas, tools, and encouragement to help higher education leaders see more clearly, feel more confident, and become more skilled and versatile in handling the vicissitudes of daily life.
Reframing Academic Leadership is the resource for those seeking to understand, develop, and manage colleges and universities. She is the coauthor of Teaching Diversity and the editor of Organization Development: Request permission to reuse content from this site. Reframing Academic Leadership Lee G. Added to Your Shopping Cart. Description "Colleges and universities constitute a special type of organization; and their complex mission, dynamics, personnel structures, and values require a distinct set of understandings and skills to lead and manage them well.
Gallos offer higher education leaders a provocative and pragmatic guide for Crafting dynamic institutions where the whole is greater than the sum of the parts Creating campus environments that facilitate creativity and commitment Forging alliances and partnerships in service of the mission Building shared vision and campus cultures that unite and inspire Serving the larger goals of the academy and society Throughout the book, the authors integrate powerful conceptual frameworks with rich and compelling real-world cases to support academic leaders searching for the best in themselves and in their institutions.
About the Author Lee G.
Applications in Higher Education
Permissions Request permission to reuse content from this site. Chapter 5 Respecting and Managing Differences: Leader as Compassionate Politician tackles head-on how leaders can best handle a reality they would often prefer to avoid: Chapter 6 Fostering a Caring and Productive Campus: Leader as Servant, Catalyst, and Coach examines the complexity and importance of managing people in ways that foster creativity and commitment on campus. Chapter 7 Keeping the Faith and Celebrating the Mission: Leader as Prophet and Artist uses a contemporary case at a well-known public university to explore ways that academic leaders can bring meaning and vision to their institution by embracing skills and strategies often associated with spiritual leaders and spirited artists.
Courage and Hope focuses on the deeply-personal relationship between higher education leaders and their work. The six chapters are written to sustain or awaken the search for the best in yourself and in your institution, and each offers pragmatic advice on how to handle a recurrent issue that can derail even the most skilled among us.
- The Commanders Desire;
- At Peace (The Burg Series Book 2).
- Icewine;
- A Song without End: Book of Love Songs for Newlyweds (Song of Our Marriage 1).
- See a Problem?.
- Lee Bolman!
Chapter 8 Managing Conflict explores a perennial hazard of administrative life: E ffective academic administrators manage it so as to foster creative problem solving, build commitment, and make wise trade-offs among competing institutional objectives. Chapter 9 Leading from the Middle examines the opportunities and challenges of working with multiple constituencies.
When academic leaders are buffeted by conflicting demands from every direction, what helps them cope? Chapter 11 Managing Your Boss addresses the important, but often neglected, issue of how to influence and work effectively with your boss and other key players above you in the institutional hierarchy. Leadership is sometimes equated to managing people who report to you, but wise academic leaders understand that leading up is every bit as important. The chapter offers a series of steps academic leaders can take to sustain their stamina and balance. Chapter 13 Feeding the Soul explores the ethical and spiritual dimensions of higher education leadership: We conclude with an Epilogue that challenges higher education leaders to find and embrace the sacred nature of their work.
Higher Education for the Public Good. Opportunities and Challenges in. It was front page news in America and around the globe when Lawrence H. Summers resigned the presidency of Harvard University in after a stormy, five-year tenure. Much of the commentary treated the story as specific to Summers and Harvard, but it is much more than that.
It is an emblematic tale containing vital lessons for contemporary academic leaders. This saga has much to teach because the similarities among colleges and universities—and what it takes to lead them—are as important and pervasive as their differences. Every institution of higher education is unique, but all have much in common. Welcome to the reality of academic leadership! Opportunities and Challenges The basic issues that can cripple university presidentcies are built into the daily lives of higher education administrators at every level, from chief executive to department chair and in support functions as well as in core academic units.
They envision the superlative levels of speed, efficiency, and unity of effort that they like to think typify their corporate worlds—and wonder why higher education holds onto arcane practices like faculty governance and cumbersome collegial decision- making processes. But business provides abundant examples of failure as well as success. Colleges and universities have some of the same elements found in almost any organization: Leaders in higher education should learn from advances in other sectors whenever they can.
Not every managerial wheel needs to be reinvented. But the differences between business and higher education do matter Birnbaum, It is different first because of its educational mission—a complex and variable mix of teaching, research, service, and outreach. Creating, interpreting, disseminating, and applying knowledge through multiple means for many different audiences and purposes is exciting and significant work, but it is not a simple job—nor is it one where in which outcomes are easy to observe or assess.
Students vary enormously in academic aptitude, in interests, in intellectual dispositions, in social and cultural characteristics, in education and vocational objectives, and in many other ways. Furthermore, the disciplines and professions with which institutions of higher education are concerned require diverse methods of investigation, intellectual structures, means of relating methods of inquiry and ideas to personal and social values, and processes of relating knowledge to human experience. Learning, consequently, is a subtle process, the nature of which may vary from student to student, from institution to institution, from discipline to discipline, from one scholar or teacher to another, and from one level of student development to another.
Colleges and universities must respond to a host of forces. They face pressures from multiple fronts to become more accountable, businesslike, and market-- oriented in service to individuals, government, and industry. In the wake of the financial meltdown, budgets in at many institutions were decimated by precipitous drops in endowments or state funding at a time when student demand for courses and services kept growing.
As in many other specialized professions, much of their performance can be assessed only by their peers. Their expertise supports faculty claims that they are uniquely qualified to make decisions about the core teaching and research activities of the institution. Faculty thus attain levels of individual autonomy and collective power beyond most employees in other sectors.
The faculty role in institutional governance varies by institution, but it consistently creates challenges and dilemmas for academic administrators, who often find themselves in a turbulent and contested in-between zone, chronically buffeted by the conflicting concerns, viewpoints, and agendas of faculty, students, other administrators, governing boards, and a variety of important external constituents. This governance conundrum gives rise to distinctive assets and liabilities in higher education.
Reframing Academic Leadership
The same processes that foster individual creativity, initiative, and flexibility also buttress institutional inertia. The same safeguards and freedoms protect both the highly productive and the ineffective. The same arrangements that give faculty substantial control of their own affairs and contributions can lead to departments or schools that get sicker every year as personal and intellectual conflicts lead educated professionals to behave much like squabbling children or bullying mobs. Colleges and universities are centers of learning and hope.
Reframing Academic Leadership - Lee G. Bolman, Joan V. Gallos - Google Книги
They are also complex organizational beasts—and the work of academic leaders in taming and directing them only becomes harder as the demands increase while public support erodes. A major national survey, for example, asked more than five hundred academic leaders to provide analogies that capture their daily life at work. Others were more creative and idiosyncratic: Taken together, these images add up to a familiar portrait of complicated and chaotic work in which great effort produces scant impact. They also point to the need for understanding and for solid preparation in order to tackle the complexity and to strengthen leadership skills and resolve.
But such preparation is rare in the context of academic norms and higher education career paths. A study of two thousand academic leaders in the United States surveyed between and found that only 3 percent had received any type of leadership training or preparation Gmelch, Additional research in the United States U. With the work of colleges and universities so difficult yet vital to the lives of individuals, communities, industries, and nations, findings like these are cause for deep concern.
They were also a driving force behind the development of this book. Purpose of the Book Reframing Academic Leadership is designed to serve all who labor doggedly in the academic trenches to bring quality teaching, research, and service to those who need it. It offers perspectives for understanding the unique dynamics of the academy as well as realistic and practical ideas and strategies to get the cats to follow, the jelly to stick, and the pea to move uphill—without too many scraped or bent noses.
It was written to challenge readers to reflect on their experience and to consider new ways of thinking and leading. You may already know or suspect that what got you where you are now may not be enough going forward. Leadership preparation for higher education is of two kinds, and this book is written to offer both. Leadership sage and former university president, Warren Bennis, captured this mission well when he noted,: A second mode of preparation is more personal and behavioral. Leadership requires individual qualities like courage, passion, confidence, flexibility, resourcefulness, and creativity—the foundations of healthy leadership resolve and stamina.
We strengthen those in ourselves when we compare our worldview with what others see and when we understand how the mindsets we have formed from our everyday experiences close us off to options and to new learning. Higher education cases that are sprinkled through the book offer opportunities to think about what you might have done—or done differently—in similar situations. Leadership success rests in the quality of the choices made by leaders, and they leaders can make better choices when they are mindful about their thought processes and actions. Research and experience tell us that academic leaders go awry for two reasons: Larry Summers at Harvard is a case in point.
The goal of this book is to reduce your risk of falling into similar traps by helping you expand the ideas and understandings that you bring to your work and the self-awareness essential for using them effectively. You can enhance your capacities to side-step the snares through better understanding of three, over-arching issues: Leading is a social process that involves relationships of influence, learning, and exchange. How leaders think about others and their situations, learn from their experiences, and translate that into effective action make all the difference.
Informed choice requires knowing self, others, and context. Part II Two Reframing Academic Leadership Challenges takes a big- picture look at academic leadership and addresses four recurrent challenges for campus administrators: It The focus here is on lays out a framework for action: Courage and Hope strengthens academic leaders for the inevitable twists, turns, and bumps in the road. Courage and confidence come from knowing how to handle thorny situations and from recognizing that there is hope and possibility on the other side of challenge.
Our approach builds from multiple sources: W Our approach builds from our work as higher education teachers, scholars, and administrators and from the experiences of the many other academic leaders with whom we have worked, consulted, and studied. Our perspectives in this book are deeply informed by a conceptual framework that has been important to our individual and collective work developed by Bolman and Deal , , a and b, ; and Gallos, , , , , c , This perspective argues that it is easier to understand colleges and universities when you learn to think of them simultaneously as machines, families, jungles, and theaters.
Each of those images corresponds to a different frame or perspective that captures a distinctive slice of institutional life. The capacity to embrace multi-frame thinking is at core of the model of academic leadership effectiveness developed in this volume. The image of the machine, for example, serves as a metaphor for the task-related facets of organizations. Colleges and universities are rational systems requiring rules, roles, and policies that align with campus goals and purpose.
Academic leaders succeed when they create an appropriate set of campus arrangements and reporting relationships that offer clarity to key constituents and facilitate the work of faculty, students, staff, and volunteers. The family image focuses on the powerful symbiotic relationship between people and organizations: When the fit is right, both benefit. Effective academic leaders create caring and productive campus environments where aall find ways tto channel their full talents to the mission at hand and to work cooperatively with important others.