Book Review: Strategic Change in Colleges and Universities: Planning to Survive and Prosper

NASPA Journal ◽  
1999 ◽  
Vol 36 (2) ◽  
Author(s):  
Michael D. Parsons
Keyword(s):  
Higher Education ◽  
Strategic Change ◽  
Colleges And Universities ◽  
Business Community ◽  
Education Administration ◽  
Higher Education Administrators ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
Education Administrators ◽  
Academic Strategy

One of the enduring and unfortunate trends of the 1980s and 1990s has been the wholesale adoption of business language and methods by higher education administrators. Responding to public pressure to be more accountable, a changing environment, and the reality of having to do more with less, higher education leaders have looked to business methods and techniques for ways to rationalize the intellectual work and methods of discovery characteristic of the academy. In the process, they have alienated the faculty, won few friends in the business community, and impoverished the language of higher education administration. "Strategic Change in Colleges and Universities" represents one of the latest offspring of a literature whose lineage can be tracked backed to George Keller's (1983) "Academic Strategy."

Women Higher Education Administrators

2021 ◽  
pp. 36-54
Author(s):  
Tenisha L. Tevis ◽  
Meghan Pifer ◽  
Vicki L. Baker
Keyword(s):  
Higher Education ◽  
Women Leaders ◽  
Postsecondary Institutions ◽  
Education Administration ◽  
Future Research ◽  
Higher Education Administrators ◽  
Education Leaders ◽  
The Social ◽  
Higher Education Leaders ◽  
Education Administrators

In the multiple crises of 2020, a common narrative emerged about the effectiveness of women leaders in responding at the local, national, and international levels. Their behaviors suggested a reliance on adaptation. As microcosms of the social structures in which they exist, postsecondary institutions are not exempt from the task of leadership through crises; however, little is known about women leaders in higher education administration in times of crisis. Though having the ability to adapt has shown to be paramount for organizational success and thriving, it is virtually unknown whether women higher education leaders take an adaptive approach during crises. Thus, the authors went beyond recent headlines to understand women higher education leaders in contexts riddled with crises. Findings provide illustrative evidence of the six tenets of adaptive leadership to inform practice and future research.

Embracing The Grind: Why We Chose Higher Education Administration; Maybe You Should Too

2018 ◽  
Vol 62 (1) ◽  
pp. 346-348
Author(s):  
Tonya Smith-Jackson ◽  
Ann Bisantz ◽  
Christopher B. Mayhorn ◽  
Brian M. Kleiner ◽  
Kari Babski-Reeves ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Administration ◽  
Lessons Learned ◽  
Education Administration ◽  
Academic Experience ◽  
Higher Education Administrators ◽  
Life Balance ◽  
Administrative Roles ◽  
The Public ◽  
Education Administrators

Newspapers, broadcast agencies, and social media outlets frequently feature stories about higher education administrators who are terminated, forced to resign, or otherwise removed from their posts. While the events are based in reality, many across the nation, especially the public, faculty and students, might develop a very negative view of what it means to be a leader in higher education administration. Yet, higher education administration could be one of the most rewarding and growth-contributing careers for many. This panel consists of faculty from various universities who made the selfless choice to serve in challenging administrative roles. They will share their experiences; good, bad, and in-between. Discussions will include lessons learned and how to prepare for these positions, with applications to those with academic experience and those who may come from government or industry occupations that afford a degree skills and knowledge transfer to academia. Information will be provided about work-life balance as well.

Navigating the New Normal

2021 ◽  
pp. 120-133
Author(s):  
Mark Edward Fincher
Keyword(s):  
Higher Education ◽  
Colleges And Universities ◽  
New Normal ◽  
Individual Institution ◽  
Education Leaders ◽  
The Us ◽  
Higher Education Leaders

The higher education world within the US changed markedly and permanently with the COVID-19 shutdown in March of 2020. The exact impact of this change will vary by institution and be evolving for years, but higher education leaders will need to negotiate this changed environment in the most effective way possible for their individual institution. Unlike previous major changes, the COVID-19 shutdown greatly restricted options and resources at the disposal of higher education leaders. This presents an unprecedented challenge to those who are tasked with preserving and furthering their institutions. However, in the midst of this unexpected challenge to the very existence of some institutions, many now have developed the necessary capabilities to carry out their missions more broadly than ever before. It is the purpose of this chapter to explore the changes that are influencing colleges and universities in the US and to propose ways that chancellors and presidents can navigate these conditions to allow their institutions to survive and even thrive.

Strategic Leadership in Higher Education

2017 ◽  
pp. 1546-1555
Author(s):  
Sharon E. Norris
Keyword(s):  
Higher Education ◽  
Strategic Change ◽  
Strategic Leadership ◽  
Higher Education Administrators ◽  
University Administrators ◽  
College And University ◽  
Technological Advances ◽  
Leadership In Higher Education ◽  
Education Today ◽  
Education Administrators

Higher education administrators face unprecedented changes that require not only faster decisions but also strategic ones. Unfortunately, institutionalization and isomorphic pressures weigh heavily on college and university administrators making it challenging for these individuals to envision the type of changes needed to formulate diverse strategies and lead the strategic change necessary in higher education. How many of today's higher education administrators have the knowledge and skills necessary to successfully lead their colleges and universities through the competitive, global, and technological advances that influence education today? The focus of this chapter will be on the need for strategic leadership in higher education, the outcomes that results when higher education administrators lack strategic leadership skills, and why it is important for administrators to develop associative thinking and collaborative innovation skills in order to successfully navigate the future.

Behind the Curve: Higher Education's Efforts to Implement Advanced Information Systems

2018 ◽  
Vol 15 (2) ◽  
pp. 77-91
Author(s):  
Cory Campbell ◽  
Timothy J. Fogarty
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Colleges And Universities ◽  
Education Sector ◽  
Higher Education Administrators ◽  
Hostile Environment ◽  
Adoption And Implementation ◽  
Education Administrators

ABSTRACT A rapidly changing and increasingly hostile environment creates incentives for organizations in the higher education sector to invest in high capability information systems technology. However, effective adoption and implementation of such systems has been rarer than one would expect. Using interviews of higher education administrators, this paper identifies structural, cultural, and strategic reasons for this shortfall. That which must be overcome to prepare colleges and universities for the information-intensive future is discussed.

scholarly journals Towards Inclusive Education for Special Need Students in Higher Education from the Perspective of Faculty Members: A Systematic Literature Review

2021 ◽  
Vol 17 (4) ◽  
pp. 201
Author(s):  
Nur Haziqah Muhamad Zaki ◽  
Zurina Ismail
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Inclusive Education ◽  
Systematic Literature Review ◽  
Tertiary Education ◽  
Education Administration ◽  
Higher Education Administrators ◽  
Campus Environment ◽  
The Government ◽  
Education Administrators

Abstract: Special need individuals’ participation in various sectors including education has gained full attention and support from the government. However, they remain underrepresented in getting access to tertiary education. Higher education is committed in providing inclusive campus environment for special need students. Currently, there are several issues faced by higher education administration in providing inclusive campus. Studies that systematically review the literature on issues and challenge in providing inclusive campus for special need students (SNS) remain insufficient. Hence, this article intends to present a systematic literature review on the challenges in creating inclusive campus environment among higher education administrators. The review was based on the publication standard, namely ROSES (RepOrting standards for Systematic Evidence Syntheses). Two leading databases of Scopus and Web of Science, and five supporting databases were selected. Based on the thematic analysis, this review has four main themes namely 1) special need student; 2) inclusive campus; 3) challenges; 4) faculty member. The study offered several significant contributions for practical purposes. Findings from this review offer an insight for the higher education administrator to strategize in creating an inclusive campus for the SNS. To be more certain, future studies on SNS inclusively especially in Malaysia context are recommended.   Keywords: Higher Education, Inclusive environment, Special need student 

scholarly journals Organizational Change Management in Higher Education through the Lens of Executive Coaches

2021 ◽  
Vol 11 (6) ◽  
pp. 269
Author(s):  
Dimitrios Vlachopoulos
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Change Management ◽  
Academic Community ◽  
Structured Interviews ◽  
Organizational Change Management ◽  
Executive Coaches ◽  
Leadership In Higher Education ◽  
Education Leaders ◽  
Higher Education Leaders

This study investigated perceptions of organizational change management among executive coaches working with British higher-education leaders and factors that make leaders effective when managing change. This basic qualitative research used semi-structured interviews with eight executive coaches selected through purposeful sampling. As main challenges to efficient, inclusive change management, participants mentioned leaders’ lack of a strategic vision or plan, lack of leadership and future leader development programs, and lack of clarity in decision-making. They recognized that leaders’ academic and professional profiles are positively viewed and said that, with coaching and support in leadership and strategic planning, these people can inspire the academic community and promote positive change. Additional emphasis was given to the role of coaching in the development of key soft skills (honesty, responsibility, resiliency, creativity, proactivity, and empathy, among others), which are necessary for effective change management and leadership in higher education. The paper’s implications have two aspects. First, the lessons of the actual explicit content of the coaches’ observations (challenges to efficient change management and views of leaders); second, the implications of these observations (how coaching can help and what leaders need).

scholarly journals The Effects Of Different Sections And Students Pre-Course Interest On An Instructors Teaching Evaluations

2007 ◽  
Vol 4 (3) ◽  
Author(s):  
Obeua S. Persons
Keyword(s):  
Higher Education ◽  
Teaching Effectiveness ◽  
Higher Education Administrators ◽  
Teaching Evaluations ◽  
Teaching Ability ◽  
Education Administrators

This study has identified two important factors, unrelated to an instructor’s teaching ability, which can affect an instructor’s teaching evaluations.  The first factor, which has never been examined in any prior studies, is the section effect.  This study finds that teaching evaluations differ significantly across sections of the same course taught by the same instructor.  This section effect cannot be explained by six student-related variables.  The second factor, which is students’ pre-course interest measured at the beginning of a course, is found to be positively related to teaching evaluations.  These findings suggest that higher-education administrators may want to consider the section effect and the students’ pre-course interest when they evaluate an instructor’s teaching effectiveness for promotion, tenure and merit decisions.

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