Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

Transformational Leadership: Industrial, Military, and Educational Impact

According to recent data, only 3 percent of all college and university presidents are women of color. While the numbers remain disturbingly low, some of these women of color are making history as the "first" of their gender, race, and ethnicity to become president of a public, baccalaureate degree–granting college or university. In this article, Caroline Sotello Viernes Turner presents biographical sketches of three of these women. They are acknowledged to be the first Mexican American, Native American, and Asian Pacific/Asian American women who are presidents of such colleges in the United States. Women from these respective racial and ethnic groups have become university presidents only recently. Using in-depth interviews and cross-case comparisons, the author examines the paths these women presidents have taken and how their narratives contribute important information about women of color in higher education administration. She asserts that from their stories we can learn about the "pathway to the pres...

Pathways to the Presidency: Biographical Sketches of Women of Color Firsts

This article investigates how discourses circulating in diversity policies reflect and produce perceptions about diversity in higher education. This study, utilizing the method of policy discourse analysis, examines 21 diversity action plans issued at 20 U.S. land-grant universities to understand how these policy documents frame diversity. Analysis revealed dominant discourses of access that construct images of the diverse person as an outsider . Findings suggest that well-intentioned attempts to create a more inclusive campus climate may unwittingly reinforce practices that support exclusion and inequality.

Constructing Outsiders: The Discursive Framing of Access in University Diversity Policies

Many researchers have explored faculty engagement in service-learning. However, scholarship rarely considers ways in which the discourses used by faculty to describe service-learning — the stories they tell about what it is they are doing and why — construct images of subject positions, problems, and solutions that inform our beliefs about service-learning and our practice. The purpose of this study was to understand the dominant discourses used by faculty to explain service-learning. The nomination files of 109 exemplary faculty nominated for the Thomas Ehrlich Award were analyzed. Findings indicate that faculty use four dominant discourses regarding the purposes and significance of service-learning: a model of teaching and learning, an expression of personal identity, an expression of institutional context and mission, or embedded in a specific community partnership. These findings affirm those of previous studies regarding faculty attraction to and motivation for involvement in service-learning, but also point to continuing challenges in institutionalizing service-learning in higher education.

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Service-Learning Is ... How Faculty Explain Their Practice

This article examines how discourses of leadership reflect and produce particular perceptions about leaders and leadership in higher education. An analysis of 103 articles published by The Chronicle of Higher Education between 2002 and 2003 reveal four predominant discourses shaping images of leaders: autonomy, relatedness, masculinity, and professionalism. These discourses construct images of leaders as experts, beneficiaries, heroes, tyrants, negotiators, and facilitators. This article discusses how these leadership images align with modalities of power.

Suzanne P. Gordon

Papers

Re/thinking Practices of Power: The Discursive Framing of Leadership in The Chronicle of Higher Education