Demonstrating Equitable and Inclusive Crisis Leadership in Higher Education

2021 ◽  
pp. 1-7
Author(s):  
Jared A. Russell ◽  
Leslie D. Gonzales ◽  
Harald Barkhoff
Keyword(s):  
Academic Leadership ◽  
Crisis Leadership ◽  
Academic Leaders ◽  
Academic Workplace ◽  
Diversity And Inclusion ◽  
Leadership In Higher Education ◽  
Challenges And Opportunities ◽  
Inclusive Excellence ◽  
Academic Units ◽  
Systemic Violence

Academic leadership faces tremendous pressure to build sustainable environments that demonstrate a commitment to the principles of inclusive excellence. Currently, the convergence of dual global crises—the COVID-19 pandemic and reckoning of systemic violence and racism toward individuals from historically marginalized and oppressed groups—has led to prioritizing impactful inclusive excellence leadership processes that address justice, equity, diversity, and inclusion. However, too often, in times of crisis, the strategic prioritizing and, more importantly, allocation of resources to support inclusive excellence initiatives are seen as secondary, tangential, or nonessential to the core operational mission of academic units. In this article, the authors discuss the unique realities, challenges, and opportunities academic leaders face when leading an equitable and inclusive academic workplace and culture during and after a crisis. The authors provide fundamental inclusive excellence and justice, equity, diversity, and inclusion terminology and definitions. In addition, the authors provide attributes, behaviors, and action steps for demonstrating equitable and inclusive crisis leadership.

Leadership in Higher Education — Its Evolution and Potential

2006 ◽  
Vol 20 (3) ◽  
pp. 157-163 ◽  
Author(s):  
Bryan L. Smith ◽  
Aaron W. Hughey
Keyword(s):  
Higher Education ◽  
Private Sector ◽  
Student Affairs ◽  
Colleges And Universities ◽  
Academic Leadership ◽  
Student Affairs Administration ◽  
Current Crisis ◽  
Academic World ◽  
Academic Leaders ◽  
Leadership In Higher Education

Leadership is a key ingredient in the ultimate success or failure of any organization. In this article the authors review the research on leadership in general and then focus on how leadership in the academic world is similar to, yet distinct from, leadership in the private sector. Included in this discussion are a description of how leadership in colleges and universities has evolved, the characteristics that are unique to higher education together with their implications for effective leadership, and consideration of the immense challenges academic leaders face as they attempt to keep higher education responsive to the needs of business and industry. The authors also address the emergence of student affairs administration and the current crisis in academic leadership.

scholarly journals The role of leadership in promoting and supporting the Basic English curriculum design and delivery at two Vietnamese universities

2021 ◽  
Author(s):  
◽  
Thuy Thi Bich Tran
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Curriculum Design ◽  
Academic Leadership ◽  
Senior Leaders ◽  
Academic Leaders ◽  
English Curriculum ◽  
Leadership In Higher Education ◽  
Basic English

<p>The purpose of this research study was to explore the role of leadership in supporting the Basic English curriculum design and delivery at two selected Vietnamese non-language major universities specialising in Finance and Accounting. Studies on academic leadership and distributed leadership in higher education are well documented in Western literature (Bolden, Gosling, O’Brien, Peters and Haslam, 2012; Bryman, 2007; Cardno, 2012); however leadership in higher education is largely under-researched in developing countries like Vietnam. Moreover, curriculum design impacts on the wellbeing and effectiveness of higher education (Barnett & Coate, 2005). Leadership is necessary to effect change (Oliver & Huyn, 2010) and therefore potentially to impact on curriculum design and delivery. The role of leadership in making the Basic English curriculum more relevant for graduate students and ensuring that they are better prepared for the workplace is of particular interest in the Vietnamese university context.  This qualitatively-focused case study design, with a small quantitative component, guided by an interpretivist/ constructivist theoretical framework aimed to explore how academic leaders promote the Basic English curriculum design and delivery in the Vietnamese university context. Data were collected through in-depth individual interviews with senior academic leaders and company directors, focus group interviews with English as a foreign language (EFL) lecturers, observations of a curriculum meeting, and an online survey by graduates from the two selected universities. The study employed thematic data analysis techniques. Research shows that the curriculum framework in Vietnamese universities promulgated by the Ministry of Education and Training (MoET) results in heavy workloads for academic staff (Gropello, Thomas, Yemenez, Chchibber, & Adams, 2008; Van, 2011). This negatively affects their wellbeing and may reduce their effectiveness as teachers and researchers.  The findings from the study provided evidence that leadership practices in Vietnam were influenced by Confucian values. It also showed that the personal barriers academic leaders and EFL lecturers face vary according to gender. However, academic leadership in Vietnamese higher education contexts in this study reveals a mixture of distributed and collaborative leadership in curriculum design and delivery which can provide insights for other Vietnamese universities. It also revealed that senior leaders and EFL lecturers appear to work collaboratively to solve the issue of curriculum design and delivery.  The findings have implications for policy development and practice. Suggestions made by employers and graduates to institutional leaders, curriculum developers and lecturers are to consider redesigning the curriculum to have a more communicative focus and more oral practice to ensure graduates are better prepared for work. The study has brought insights for senior leaders on how to create successful collaboration with their colleagues and partners in curriculum design and renewal and provided guidance on the enhancement of educational leadership practices in the two chosen universities. The results of this study have contributed to closing the current gaps in understanding how leadership at all levels in higher education impact on curriculum design and delivery. This study will be useful not only in the Vietnamese context but also in other countries where English is taught as a second or foreign language.</p>

Leadership in Higher Education

2021 ◽  
pp. 137-150
Author(s):  
Ülkühan Bike Esen
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Business Leaders ◽  
Academic Leadership ◽  
Academic Leaders ◽  
Academic Environments ◽  
Leadership In Higher Education ◽  
Success In Higher Education

The undeniable effect of education on economic development has also increased the importance of the success in higher education. The success of a higher education institution depends not only on the success of the academics it has, but also its leaders. These leaders in higher education institutions are referred as “academic leaders.”.Academic leaders are leaders who motivate academics in universities, faculties, or departments and provide challenging opportunities as well as creating appropriate academic environments for academics to improve themselves. Academic leaders have more responsibilities than business leaders. Because their success or failure affects not only a business but also the whole society, this broad influence of academic leaders requires further examination of the issue. This requirement is the basis of this chapter. The aim of this chapter is firstly to define academic leadership and then to emphasize the strategies that can be applied to the success of academic leadership.

AGU Ethics Diversity and Inclusion: Leveraging Partnerships to Achieve Inclusive Excellence

2020 ◽  
Author(s):  
Billy Williams ◽  
Brooks Hanson ◽  
Robin Bell
Keyword(s):  
Scientific Misconduct ◽  
Strategic Plan ◽  
Diversity And Inclusion ◽  
Strategic Initiatives ◽  
Ethics Policy ◽  
Challenges And Opportunities ◽  
Inclusive Excellence ◽  
American Geophysical ◽  
American Geophysical Union ◽  
Preliminary Program

&lt;p&gt;The American Geophysical Union, a scientific society of &gt; 60,000 members worldwide, has undertaken strategic initiatives over the past twenty-four months, to help spotlight and address important issues around ethics, diversity and inclusion.&amp;#160; Most recently, this work has focused on building partnerships and a unique coalition of societies to help extend and promote leading ethics and diversity practices across STEM. These recent advancements build on AGU&amp;#8217;s earlier work of establishing an updated AGU Ethics Policy which defines sexual harassment as scientific misconduct and its more recent adoption of an updated AGU Diversity and Inclusion Strategic plan &amp;#8211; providing a vision and roadmap for AGU to operate as a model organization for advancing diversity and inclusion in science.&lt;/p&gt;&lt;p&gt;This presentation will review AGU global demographics considerations, highlight key features of the AGU Diversity and Inclusion Strategic plan, and will include an update on key programmatic work and unique resources provided through the AGU Ethics and Equity Center and its partner organizations. AGU&amp;#8217;s role in the formation of a consortium of more than 120 scientific societies to help leverage D&amp;I-related leading practices and influence culture change&amp;#8212;will also be discussed, including progress to date, preliminary program metrics, and remaining challenges and opportunities.&lt;/p&gt;

scholarly journals The role of leadership in promoting and supporting the Basic English curriculum design and delivery at two Vietnamese universities

2021 ◽  
Author(s):  
◽  
Thuy Thi Bich Tran
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Curriculum Design ◽  
Academic Leadership ◽  
Senior Leaders ◽  
Academic Leaders ◽  
English Curriculum ◽  
Leadership In Higher Education ◽  
Basic English

<p>The purpose of this research study was to explore the role of leadership in supporting the Basic English curriculum design and delivery at two selected Vietnamese non-language major universities specialising in Finance and Accounting. Studies on academic leadership and distributed leadership in higher education are well documented in Western literature (Bolden, Gosling, O’Brien, Peters and Haslam, 2012; Bryman, 2007; Cardno, 2012); however leadership in higher education is largely under-researched in developing countries like Vietnam. Moreover, curriculum design impacts on the wellbeing and effectiveness of higher education (Barnett & Coate, 2005). Leadership is necessary to effect change (Oliver & Huyn, 2010) and therefore potentially to impact on curriculum design and delivery. The role of leadership in making the Basic English curriculum more relevant for graduate students and ensuring that they are better prepared for the workplace is of particular interest in the Vietnamese university context.  This qualitatively-focused case study design, with a small quantitative component, guided by an interpretivist/ constructivist theoretical framework aimed to explore how academic leaders promote the Basic English curriculum design and delivery in the Vietnamese university context. Data were collected through in-depth individual interviews with senior academic leaders and company directors, focus group interviews with English as a foreign language (EFL) lecturers, observations of a curriculum meeting, and an online survey by graduates from the two selected universities. The study employed thematic data analysis techniques. Research shows that the curriculum framework in Vietnamese universities promulgated by the Ministry of Education and Training (MoET) results in heavy workloads for academic staff (Gropello, Thomas, Yemenez, Chchibber, & Adams, 2008; Van, 2011). This negatively affects their wellbeing and may reduce their effectiveness as teachers and researchers.  The findings from the study provided evidence that leadership practices in Vietnam were influenced by Confucian values. It also showed that the personal barriers academic leaders and EFL lecturers face vary according to gender. However, academic leadership in Vietnamese higher education contexts in this study reveals a mixture of distributed and collaborative leadership in curriculum design and delivery which can provide insights for other Vietnamese universities. It also revealed that senior leaders and EFL lecturers appear to work collaboratively to solve the issue of curriculum design and delivery.  The findings have implications for policy development and practice. Suggestions made by employers and graduates to institutional leaders, curriculum developers and lecturers are to consider redesigning the curriculum to have a more communicative focus and more oral practice to ensure graduates are better prepared for work. The study has brought insights for senior leaders on how to create successful collaboration with their colleagues and partners in curriculum design and renewal and provided guidance on the enhancement of educational leadership practices in the two chosen universities. The results of this study have contributed to closing the current gaps in understanding how leadership at all levels in higher education impact on curriculum design and delivery. This study will be useful not only in the Vietnamese context but also in other countries where English is taught as a second or foreign language.</p>

scholarly journals CAEP 2015 Academic Symposium: Leadership within the emergency medicine academic community and beyond

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S1-S9 ◽  
Author(s):  
Doug Sinclair ◽  
James R. Worthington ◽  
Gary Joubert ◽  
Brian R. Holroyd ◽  
James Stempien ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Expert Panel ◽  
Development Program ◽  
Academic Community ◽  
Academic Leadership ◽  
Leadership Roles ◽  
Next Generation ◽  
Academic Leaders ◽  
Gender Balance ◽  
And Gender

AbstractObjectivesA panel of emergency medicine (EM) leaders endeavoured to define the key elements of leadership and its models, as well as to formulate consensus recommendations to build and strengthen academic leadership in the Canadian EM community in the areas of mentorship, education, and resources.MethodsThe expert panel comprised EM leaders from across Canada and met regularly by teleconference over the course of 9 months. From the breadth of backgrounds and experience, as well as a literature review and the development of a leadership video series, broad themes for recommendations around the building and strengthening of EM leadership were presented at the CAEP 2015 Academic Symposium held in Edmonton, Alberta. Feedback from the attendees (about 80 emergency physicians interested in leadership) was sought. Subsequently, draft recommendations were developed by the panel through attendee feedback, further review of the leadership video series, and expert opinion. The recommendations were distributed to the CAEP Academic Section for further feedback and updated by consensus of the expert panel.ResultsThe methods informed the panel who framed recommendations around four themes: 1) leadership preparation and training, 2) self-reflection/emotional intelligence, 3) academic leadership skills, and 4) gender balance in academic EM leadership. The recommendations aimed to support and nurture the next generation of academic EM leaders in Canada and included leadership mentors, availability of formal educational courses/programs in leadership, self-directed education of aspiring leaders, creation of a Canadian subgroup with the AACEM/SAEM Chair Development Program, and gender balance in leadership roles.ConclusionsThese recommendations serve as a roadmap for all EM leaders (and aspiring leaders) to build on their success, inspire their colleagues, and foster the next generation of Canadian EM academic leaders.

scholarly journals University professors as academic leaders

2016 ◽  
Vol 45 (1) ◽  
pp. 123-140 ◽  
Author(s):  
Linda Evans
Keyword(s):  
North American ◽  
Leadership Preparation ◽  
Academic Leadership ◽  
Anecdotal Evidence ◽  
Leadership Roles ◽  
University Professors ◽  
Academic Leaders ◽  
Intellectual Capacity ◽  
The Uk

In the UK the title ‘professor’ is generally applied only to the most senior academics – equivalent to North American full professors – and whom anecdotal evidence indicates to be often unprepared for the increasingly expansive academic leadership roles that they are expected to fulfil. The study reported in this paper was directed at exploring the reliability of such evidence, and the ways in which professors develop or prepare themselves, or are developed or prepared by others, for what are generally considered their professorial academic leadership roles. Data were gathered by questionnaires and interviews, revealing that excessive professorial workloads often result from confusion about what constitutes academic leadership and precisely what and how much is expected of professors. Yet despite an evident dearth of ‘official’, designated, academic leadership preparation and/or development provision, professors were resourceful in drawing upon their experience, networks and intellectual capacity to develop ways of becoming and being effective members of the professoriate.

scholarly journals Promoting inclusive metrics of success and impact to dismantle a discriminatory reward system in science

PLoS Biology ◽  
2021 ◽  
Vol 19 (6) ◽  
pp. e3001282
Author(s):  
Sarah W. Davies ◽  
Hollie M. Putnam ◽  
Tracy Ainsworth ◽  
Julia K. Baum ◽  
Colleen B. Bove ◽  
...  
Keyword(s):  
Paradigm Shift ◽  
Systemic Change ◽  
Reward System ◽  
Well Being ◽  
Impact Factors ◽  
Value System ◽  
Academic Leaders ◽  
Diversity And Inclusion ◽  
Marginalized Groups ◽  
Principles Of Justice

Success and impact metrics in science are based on a system that perpetuates sexist and racist “rewards” by prioritizing citations and impact factors. These metrics are flawed and biased against already marginalized groups and fail to accurately capture the breadth of individuals’ meaningful scientific impacts. We advocate shifting this outdated value system to advance science through principles of justice, equity, diversity, and inclusion. We outline pathways for a paradigm shift in scientific values based on multidimensional mentorship and promoting mentee well-being. These actions will require collective efforts supported by academic leaders and administrators to drive essential systemic change.

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