Voice Dispossession and Attributional Accommodation for Career Persistence

This chapter presents the results of a systematic review to analyze the current research since 2019 for voice dispossession as attributional accommodation among women in higher education leadership. The authors sought to quantify and categorize these attributes to better identify the verbal and nonverbal accommodations made by women in higher education leadership to extend prior critical review of gender parity and equity for these leaders. Study findings may inform higher educational leadership to better understand voice dispossession among female leaders and the resulting attributional accommodations made to improve gender equity and parity for leadership roles in higher education.

Strategic Competencies and Skills for Future University Leaders

The aim of the chapter is to explore competencies and strategic skills required for future university leaders to be more agile in their daily activities. Coping with the pandemic has been particularly difficult for some universities because they serve several different stakeholder, albeit overlapping, functions. The focus will be on the strategic skills that are required for future university leaders and what needs to be done to change universities to be more agile in the future. To contribute to the development of best practices in higher education leadership through approaches and strategies that will be in line with future universities, data will be collected via literature review.

Higher Education Leadership in a Changing World

The coronavirus pandemic remains one of the most significant and unpredictable global public health crises. The disease (COVID-19) caused by the virus represents a complex and ambiguous adaptive crisis that prompted the rise of the allostatic higher education leader. These leaders were able to learn from the pandemic and inspire faculty to exhibit similar leadership behaviors such as connecting with people, distributing leadership, and communicating clearly. COVID-19 provided higher education leadership with the opportunity for mission-driven changes related to course delivery models, pedagogy, student choices, affordability, access, and opportunity, and the post-COVID-19 institute of higher education will be a better place to work, and more student-centric. Those academic leaders with the adaptive capacity to see the crisis as an opportunity will envision a continued role for new and disruptive technologies. The pandemic has also provided faculty leaders with an opportunity for self-reflection that in many cases was long overdue.