Leadership Ethics in Higher Education Administration

2020 ◽  
pp. 332-360
Author(s):  
John A. Henschke
Keyword(s):  
Higher Education ◽  
Adult Learning ◽  
Higher Education Administration ◽  
Visionary Leadership ◽  
Education Administration ◽  
Learning Needs ◽  
Leadership Ethics ◽  
Learning Programs ◽  
Doctoral Dissertations

This chapter begins with developing meaning of the word “ethics,” mainly related to rectitude, integrity, good, rely, trust, and congruent. Andragogy, defined as the art and science of helping facilitate the learning of adult individuals and organizations, is characterized as having six assumptions and eight elements, with five organizational dimensions. Peale suggests a trustworthy personal guidance censor system; Billington identifies seven characteristics of highly effective adult learning programs; McLagan asserts that time is needed to develop a system of ethical conduct; Bennis and Nanus provide a possible model of successful visionary leadership as that operates in organizations growing and flourishing economically in a “down economy.” The role of a university includes the lifelong learning needs of a total population being addressed. This chapter includes discussion of the development of the modified instructional perspectives inventory in its use in various organizations, assessing Henschke's scholarship and practice congruence, and listing its use in 30 doctoral dissertations. It concludes a story of how ethical administration conduct affected transformation of a brutal prison system into a humane one.

Implementing the Team Approach in Higher Education

2008 ◽  
Vol 22 (4) ◽  
pp. 245-251 ◽  
Author(s):  
Tracy M. Lara ◽  
Aaron W. Hughey
Keyword(s):  
Higher Education ◽  
Needs Assessment ◽  
Higher Education Administration ◽  
Critical Role ◽  
Education Administration ◽  
Team Approach ◽  
Academic Environment ◽  
Team Efficacy ◽  
The Difference

Many companies have implemented the team approach as a way to empower their employees in an effort to enhance productivity, quality and overall profitability. While application of the concept to higher education administration has been limited, colleges and universities could benefit from the team approach if implemented appropriately and conscientiously. The authors discuss some of the issues and concerns that are relevant to implementing the team approach in an academic environment. Suggestions for implementing teams in higher education are provided, including the difference between the team approach and traditional administration, the importance of a preliminary needs assessment, the development of an implementation plan, the critical role of leadership, dealing with issues of assessment and accountability, and the concept of team efficacy.

“The Job Is Yours!” Deconstructing the Gender Gap in Higher Education

2020 ◽  
Vol 23 (3) ◽  
pp. 85-91
Author(s):  
Angelina M. Gomez
Keyword(s):  
Higher Education ◽  
Gender Gap ◽  
Higher Education Administration ◽  
The United States ◽  
Education Administration ◽  
Gender Inequalities ◽  
Female Administrators ◽  
Mentoring Practices ◽  
Ambiguous Case

The underrepresentation of female Administrators in higher education is not decreasing even though education continues to be a field dominated by women. The overall percentage of women leading colleges and universities in the United States remains disproportionately low at 26%. This ambiguous case study examines whether or not the Higher Education Administration continues to perpetuate gender inequalities through simplistic and, often times, unconscious hiring and mentoring practices scaffolding upon good intentions.

Web 2.0 Technologies

2011 ◽  
pp. 208-218
Author(s):  
Teresa Torres-Coronas ◽  
Ricard Monclús-Guitart ◽  
Araceli Rodríguez-Merayo ◽  
M. Arántzazu Vidal-Blasco ◽  
M. José Simón-Olmos
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Adult Learning ◽  
Web 2.0 ◽  
Social Software ◽  
Web 2.0 Technologies ◽  
New Learning ◽  
Human Capacity

Web 2.0 technologies are playing an important role in building social capital through increasing flows of information, and building on knowledge and human capacity of learning. The purpose of this chapter is to show the role that social software, a component of Web 2.0 technologies, can play in higher education and adult learning. This chapter focuses on the role of Web 2.0 technologies in promoting learning. New learning paradigms and pedagogical applications are also discussed.

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