scholarly journals Looking Beyond the Toxic Triangle: Connecting Sexual Abuse to Failed Governance

2021 ◽  
pp. 34-54
Author(s):  
Sara Grummert ◽  
Raquel Rall
Keyword(s):  
Higher Education ◽  
Sexual Abuse ◽  
Intercollegiate Athletics ◽  
Governance Structure ◽  
Governing Boards ◽  
Destructive Leadership ◽  
Organizational Responses ◽  
Institutional Leadership ◽  
Organizational Perspective ◽  
New Framework

The authors aim to further theoretical conceptualizations of sexual abuse in college sport by providing a wider framework to better identify and combat abuse within organizations. Building on the Toxic Triangle of Destructive Leadership, the authors offer an analysis of destructive leadership from an organizational perspective that reconceptualizes destructive leadership as a group and organizational phenomena by centering governing board actions in previous cases of abuse. Through analysis of the NCAA governance structure and the governance structure of higher education at large, the authors provide rationale for advancing governing boards as a sport governing body and demonstrate how governing boards are inseparable from the governance structure of the NCAA. In analyzing the literature on organizational responses to sexual abuse in intercollegiate athletics, the authors posit a new framework to better identify, prevent, and combat abuse in sport and call for enhanced proactivity from institutional leadership to address sexual abuse.

scholarly journals The change of organizational structure of higher education institutions in Hungary: a contingency theory analysis

2018 ◽  
Vol 8 (1) ◽  
pp. 74-86 ◽  
Author(s):  
Gergely Kováts
Keyword(s):  
Higher Education ◽  
Organizational Structure ◽  
Contingency Theory ◽  
Higher Education Institutions ◽  
Governance Structure ◽  
Eastern European ◽  
Organizational Responses ◽  
Efficiency And Effectiveness ◽  
Management Roles ◽  
The Relationship

Abstract The management of higher education institutions has changed considerably over the last few decades. Most analyses in Europe usually focus on how the autonomy of institutions evolved, how the governance structure developed, and what kind of management roles and techniques appeared. Less attention has been paid to the change of formal organizational structure which, according to the contingency theory, has a significant impact on the efficiency and effectiveness of organizations. There is even less research on these issues in Central and Eastern European higher education. In this paper, the evolution of the organizational structure of Hungarian institutions is analyzed from a contingency theory perspective. The relationship between environmental factors (such as size, complexity, and stability of environment) and organizational responses (e.g., centralization and decentralization) is examined.

scholarly journals Organisational Characteristics That Facilitate Gender-Based Violence and Harassment in Higher Education?

2021 ◽  
Vol 11 (4) ◽  
pp. 138
Author(s):  
Pat O’Connor ◽  
Margaret Hodgins ◽  
Dorian R. Woods ◽  
Elisa Wallwaey ◽  
Rachel Palmen ◽  
...  
Keyword(s):  
Higher Education ◽  
Theoretical Perspective ◽  
Male Dominance ◽  
Related Phenomenon ◽  
Gender Based Violence ◽  
Organizational Responses ◽  
Academic Environments ◽  
Gender Based ◽  
And Gender ◽  
Organisational Level

Gender-based violence and sexual harassment (GBVH) by and towards academics and students has been under-theorised at an organisational level in higher education institutions (HEIs). The methodology involves a critical review of the literature on GBVH and organizational responses to it, locating it in the context of an analysis of organizational power. The theoretical perspective involves a focus on power and workplace bullying. It identifies three power-related characteristics of academic environments which it is suggested facilitate GBVH: their male-dominant hierarchical character; their neoliberal managerialist ethos and gender/intersectional incompetent leadership which perpetuates male entitlement and toxic masculinities. These characteristics also inhibit tackling GBVH by depicting it as an individual problem, encouraging informal coping and militating against the prosecution of perpetrators. Initiating a discussion and action at organizational and state levels about GBVH as a power-related phenomenon, challenging the dominant neo-liberal ethos and the hierarchical character of HEIs, as well as reducing their male dominance and increasing the gender competence of those in positions of power are seen as initial steps in tackling the problem.

scholarly journals Transforming Universities for the Digital Age - Policies – Business Models – Resources

2019 ◽  
Vol 5 (4) ◽  
Author(s):  
Eva Szalma
Keyword(s):  
Higher Education ◽  
Business Models ◽  
Career Guidance ◽  
Student Mobility ◽  
Classical Model ◽  
National Level ◽  
The European Union ◽  
Institutional Leadership ◽  
Strategic Factor ◽  
E Learning

Higher education systems in the European Union are operating in an increasingly fast-changing and competitive environment. They have to tackle key issues dealing with massification, career guidance, cost-efficiency, international attractiveness, student mobility. At a more operational level, digital practices and technologies support the change of several aspects of higher education institutions and new players providing expertise and methodologies undermine the classical model of university as a leading knowledge producer and disseminator.Such major transformations require modern governance arrangements and dynamic leadership. As outlined in the EU Modernization Agenda of Higher Education (2011), the major bottleneck found is the staff competence and preparedness, more specifically at the institutional leadership and executive management level.The interest for e-learning is not new but contrary to the obvious interest for equipment or management, this has not been enough for e-learning to impose itself. As stated by Paul Bacsich (2011) the presence of ICT in universities is a reality but the education transformation has not yet taken place. So far, initiatives are generally focused on operational (managerial) aspects. The D-TRANSFORM project starting in 2014 and ending in 2017[1] was the first European-funded project focusing on the fundamental strategic aspects of digital innovation of Higher Education. Through leadership schools, MOOCs, guidelines and stat-of-the-art reports it helped university governing bodies to define their own digital strategies and coordinate them with public policies defined at the European/national level and to be able to plan e-education according to the university needs and profile.[1] DigiTal Resources As a New Strategic FactOr for a Renovation and Modernization in HEType: Initiative supported by the ERASMUS+(2014- 2017)Budget: 1 M$

scholarly journals Public Higher Education Governing Boards Composition and Regional Difference in U.S.

2017 ◽  
Author(s):  
HYUNJU PARK ◽  
Qiong Zhu
Keyword(s):  
Higher Education ◽  
Regional Differences ◽  
Regional Difference ◽  
Governing Boards ◽  
Public Higher Education ◽  
State University ◽  
The Public ◽  
Board Type ◽  
Type Selection ◽  
Middle West

Using The Public Higher Education Boards Database designed by Association of Governing Boards of Universities and Colleges (AGB) in 2008, this paper reviewed prior studies of governing boards and investigated regional differences of boards' characteristics including board type, selection method, board composition, provision condition, term length, supervision, and meeting frequency. The results show tha: (1) highly centralized state university governance with more political control exist in West and Middle West; (2) governing boards in Northeast are more autonomous with high percentage of alumni and self-perpetuating members and less political affiliations; (3) more faculty participations appear in South and West, and most Middle West boards do not have removal process and longer length of term.

Higher Education: A New Framework ‐a commentary

1992 ◽  
Vol 7 (1) ◽  
pp. 83-89 ◽  
Author(s):  
Alan Bryman ◽  
Leonard Cantor
Keyword(s):  
Higher Education ◽  
New Framework

Do learning organizations learn? Higher education institutions and pandemic response strategies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael T. Miller
Keyword(s):  
Higher Education ◽  
Organizational Behavior ◽  
Structural Changes ◽  
Higher Education Institutions ◽  
Well Being ◽  
Content Type ◽  
Institutional Leadership ◽  
Response Strategies ◽  
Global Pandemic ◽  
The Usa

Purpose This study was designed to address the problem of how higher education institutions, as organizations designed to promote learning, responded to the COVID pandemic and the suspension of in-person instruction. The purpose of this paper was specifically to explore how institutions go about learning from the pandemic to better prepare themselves for the future that they will face. Design/methodology/approach A researcher-developed survey instrument was distributed electronically to 300 faculty leaders at randomly selected universities in the USA. With three follow-up e-mail requests, the survey had a 31% usable response rate. Findings Survey results indicated that institutional leadership did not make strong use of shared governance in responding to the COVID pandemic in creating operational response strategies. Further, institutions did not alter their policies or make structural changes to be more adept in facing the challenges of a global pandemic and its impact on the financial well-being of the institutions. Although institutions did make changes to their attitudes about students, these were not developmental changes but rather behavioral modification expectations. Originality/value This study drew upon data collected after the first three months of the global COVID pandemic, providing an important first-look at organizational behavior in response to a largely unplanned global event.

Faculty as Leaders in the 21st Century University

2019 ◽  
pp. 248-266 ◽  
Author(s):  
Sharmila Pixy Ferris ◽  
Maureen C. Minielli
Keyword(s):  
Higher Education ◽  
Leadership Styles ◽  
Critical Incident ◽  
The United States ◽  
Administrative Leadership ◽  
Academic Leaders ◽  
Institutional Leadership ◽  
Convenience Sampling ◽  
The Rich ◽  
Rich Data

Increased participation in institutional leadership is one of the most important changes demanded of contemporary faculty. This chapter summarizes findings based on interviews of eight current academic leaders. Interviews employed a qualitative ethnographic approach, strengthened by Flanagan's classic critical incident technique with purposive convenience sampling. Leadership narratives from lived experiences of interviewees illuminate issues, problems, perspectives, and opinions about contemporary academe, including changes in higher education and with today's college students. This chapter discusses administrative leadership tools and provides insider insights about idealistic expectations for administrative leadership styles versus realistic actualizations. This chapter further discusses useful skills in four areas: communication, collaboration, organization, and work-life balance. The rich data from the interviewees provide rare perspectives of how contemporary faculty-turned-leaders can view and influence leadership responses to the changing face of higher education in the United States.

Civic Value of National Service

2020 ◽  
pp. 265-280
Author(s):  
Jarrad D. Plante ◽  
Amanda Kinzey ◽  
Brooke M. Renney
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Best Practices ◽  
Ethical Dilemmas ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Public University ◽  
National Service ◽  
Service Program ◽  
Institutional Leadership

Research from one large public university highlights that on average, of the 10,000 students who graduate, 650 students, or 8% of participating graduates, indicate ‘volunteering' or ‘taking time off' as their immediate next step post-graduation. This creates a ‘service year' opportunity. A pilot study was conducted on the civic value of national service within a population of students who graduated from one large public university and participated in at least one national service program to understand the civic value of national service. The pre-, during-, and post-service year experiences are examined with respect to ethical dilemmas and best practices within higher education leadership. Action steps for ethical best practices created by institutional leadership will foster a connection for students and national service opportunities as a pathway from college to career.

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