Showing papers in "Journal of Leadership Studies in 2002"

Gender Differences in Leadership: Current Social Issues and Future Organizational Implications:

Abstract: Executive Summary This paper seeks to review and discuss recent literature devoted to the tasks of identifying and explaining gender difference in leadership behavior(s) and effectiveness. In addit...

Herding Academic Cats: Faculty Reactions to Transformational and Contingent Reward Leadership by Department Chairs:

Abstract: Executive Summary A study involving 440 university faculty members in 70 different academic departments explored the relationship between transformational and contingent reward leadership behaviors by university department chairs and faculty satisfaction with supervision, willingness to expend extra effort and organizational effectiveness. Results indicated that the idealized influence (charisma) factor of transformational leadership was significantly more predictive of desired organizational outcomes than has been reported in other settings. Surprisingly, contingent reward was not predictive in this setting. The unique characteristics of the employment arrangements and psychological contract between faculty and their institutions may make charismatic, relationship-oriented leadership a key determinant of department chair effectiveness. ********** An ongoing challenge facing leaders in higher education is balancing the demands between administrative control and faculty autonomy (Bennett, 1998; Birnbaum, 1992). Academic leaders must respond to the business pressures of controlling costs, maintaining enrollment, and fundraising while managing faculty who often view business interests as secondary to academic freedom and fealty to the academy (Raelin, 1995). A growing body of research has developed to explore academic leadership behavior within the context of these demands. The majority of research in this area has drawn from various traditional leadership theories, including path-goal theory (House, 1971), the initiating structure/consideration model (Stogdill & Coons, 1957), the situational leadership model (Hersey & Blanchard, 1977), and the leader-participation model (Vroom & Yetton, 1973, Vroom & Jago, 1988) to try to explain what makes for successful leadership in higher education, especially in the area of faculty administration. However, most of this research (e.g. Groner, 1978; Knight & Holen, 1985) addresses leadership from a transactional perspective; that is, viewing leaders as individuals who guide or motivate their followers toward established goals by clarifying role and task requirements (Bass, 1985a). More recently, leadership researchers investigating non-educational settings have focused on the concept of transformational leadership. Transformational leadership emphasizes the inspirational aspects of the relationship between leaders and followers. Among the many definitions provided by researchers and commentators, a relatively representative description is that transformational leaders are individuals who "... broaden and elevate the interests of their employees when they generate awareness and acceptance of the purposes and mission of the group, and when they stir their employees to look beyond their own self interest for the good of the group" (Bass, 1990b: 20). Transactional leadership, by contrast, emphasizes a quid-pro-quo exchange relationship between the leaders and followers. Bass suggests that a prototypical transactional leader/manager might approach followers by explaining "... what is expected of them and what compensation they will receive if they fulfill these requirements" (1990b: 19-20). This study addresses the issue of transformational leadership in higher education by exploring the affects of both transformational and transactional behaviors by academic department chairs on desired organizational outcomes. Department chairs are a particularly important group of leaders in higher education because they are responsible for as much as 80 percent of all administrative decisions made in colleges and universities (Knight & Holen, 1985). While academic department-level leadership has received some attention in the literature (Bennett, 1998; Deetz, 1992; Gomes & Knowles, 1999), the use of a transformational perspective to explore leadership effectiveness in this context has been sparse. Literature Review And Hypotheses Languishing and suffering from a lack of unifying theoretical perspective, leadership research and leadership theory were revitalized when they underwent a rapid and transforming paradigm shift in the 1980s (Hunt, 1999). …

Reconstructing Static Images of Leadership: An Application of Positionality Theory

Abstract: Executive Summary This paper contributes to the mounting evidence that leadership is interpreted uniquely by diverse groups of people It draws on Positionality theory to moves beyond earlier research on women leaders that looked at gender exclusively instead exploring several different conditions that affect people's belief systems (gender, race/ethnicity, role within the institution, field of study, paradigm, level of administrator) The study entailed an ethnographic study of a community college, interviewing 36 faculty and administrators examining leadership beliefs and contextual conditions that impact diverse perspectives Results suggest that various aspects of people's background appear to be related to their leadership beliefs Findings illustrate the promise of Positionality theory for understanding multiple philosophies of leadership ********** Over the past three decades, evidence has amassed that traditional (hierarchical and authoritative) leadership models do not reflect the multiple ways that leadership is understood by diverse groups of people (Amey & Twombley; Astin & Leland, 1991; Bensimon, 1989; Cantor & Bernay, 1992; Morrison, 1991; Rosener, 1990; Shakeshaft, 1987) (1) Most studies have focused on gender (Amey & Twombley; Astin & Leland, 1991; Chemers & Ayman, 1993; Rosener, 1990; Shakeshaft, 1987) or individuals in positions of authority (Birnbaum, 1992) Because of the narrow focus on primarily gender, other possible differences in individual and group leadership definitions remains unknown In addition, the existing research does not examine the overlap of several aspects of a person's identity (in other words how race, gender, social class, position within the organization all impact an individual's leadership beliefs), presenting instead one-dimensional explanations of organizational participants' leadership beliefs, or definitions of leadership (Calas & Smirich, 1992) This study builds on earlier literature through the use of Positionality theory Researchers within this analytic tradition examine how various aspects of person's identity impact their beliefs and actions There are two primary reasons it is critical to understand the multiple leadership belief systems of organizational members First, research on diversity in organizations illustrates that not acknowledging and valuing difference leads to many organizational problems Including miscommunication, devaluation of employees, decreased productivity and inefficiency (Cox, 1993) Second, many organizations have moved away from hierarchical models of leadership toward participatory models that rely on interdependence and collective efforts (Astin & Leland, 1991; Bensimon & Neumann, 1993) These models are best implemented when organizational participants feel included in the leadership process (Rosener, 1990; Tierney, 1989; Weick, 1995) Without an awareness of the great variety of leadership beliefs within organizations, it is difficult to be inclusive This article presents an in-depth case study exploring the leadership beliefs of a diverse group of individuals (based on gender, race, role within the organization, and field of study) expanding the set of characteristics studied in leadership research I conducted an ethnographic study of a community college, interviewing 36 faculty and administrators examining how leadership beliefs are developed and enacted It is hoped that an understanding of the influence that diversity exerts on leadership beliefs and actions will help organizations to assess the extent to which they need to realign their leadership culture and processes to encompass a broader set of views about leadership Literature Review & Theoretical Framework The leadership literature examining diverse perspectives can be divided into two main categories: 1) research on gender and race (eg, Astin & Leland, 1991; Cantor & Bernay, 1993; Ferguson, 1984; Helegesen, 1990; Rosener, 1990; Statham, 1987); and, 2) cross-cultural studies (e …

Mentoring In Organizations: A Social Judgment Perspective For Developing Tomorrow's Leaders:

Abstract: Executive Summary Mentoring has been identified as an effective means of leadership development in organizations. This paper presents a theory of mentoring that proposes that effective mentorship f...

One University's Response to the Anti-Leadership Vaccine: Developing Servant Leaders

Abstract: Executive Summary This article addresses the need for institutions of higher education to be involved in the development of leaders who believe that power and authority are for helping others grow. A description of the Servant Leadership Program at Columbus State University is offered as one university's effort to address this need. Students commit to leadership development through academic study, extensive community service, and mentoring. The purposes of this paper are to explain the servant leadership philosophy and how it interfaces with major leadership theories and to describe how the philosophy is being applied through the CSU program. ********** "We give every appearance of sleep-walking through a dangerous passage of history," writes John Gardner (1990). "We see the life-threatening problems, but we do not react. We are anxious but immobilized." Gardner lists immensely threatening problems of our times such as terrorism, AIDS, drugs, threat of nuclear conflict, toxic waste, depletion of the ozone layer, and the very real possibility of economic disaster as current problems crying out for leadership (Gardner, 1990). Pulitzer Prize winning author James MacGregor Burns (1978) joins those calling for "compelling and creative leadership." Burns also argues that intellectual attention should be paid to the phenomenon. Burns points out that no central concept of leadership has yet emerged in modern times and that without a modern philosophical tradition we lack the very foundations for understanding a phenomenon that powerfully shapes our lives. The recently accumulated research, however, provides a strong tradition of leadership literature and studies. Bass & Stogdill's Handbook of Leadership: Theory, Research, & Managerial Applications (1990), for example, contains over 7,500 references. Such a research base makes an intellectual breakthrough now possible (Burns, 1978). Although the call for leadership has become "one of the keynotes of our time" (Burns, 1978), institutions of higher education have been slow to respond (Greenleaf, 1969). Robert Greenleaf, writing of the leadership crisis in the 1960's, agreed with Gardner that colleges seemed to administer an "anti-leadership vaccine" (Greenleaf, 1969). We, in fact, have the misfortune to live in the age of the antileader, according to Greenleaf. We've done a good job of educating cynics, critics and experts--the technical specialist who advises the leader or the intellectual who stands off and criticizes the leader, but no one wants to educate the leader himself (Greenleaf, 1969). With an increasing awareness of the need, the demand, and perhaps their mission, more colleges and universities are heeding the voices that call for their involvement. The Kellogg Foundation's Leadership reconsidered: Engaging higher education in social change (Astin & Astin, 2000) declares that higher education has the potential to produce future generations of transformative leaders who can help find solutions to our most vexing social problems. About 700 college programs now specialize in leadership development, a number that has doubled in the last few years (Reisberg, 1998). Columbus State University in Columbus, Georgia, took the initiative three years ago to define the kind of leadership development that might make substantive changes in students' lives. The CSU Servant Leadership Program, a collaborative effort between the university and multiple business and private partners, combines extensive community service, mentoring, and formal academic studies in such a way that the parts complement and reinforce each other. As the program took shape, questions arose concerning the meaning of "servant leadership," its theoretical framework, how the concept could be practically applied, and how future servant leaders might be helped to grow. The program is Columbus State University's answer to the "anti-leadership vaccine. …

Leadership Practices and Diversity in Higher Education: Transitional and Transformational Frameworks:

Abstract: Executive Summary Diversity has deep roots in American society and a tenacious hold on its social fabric. Institutions of higher education have not been very responsive to the issues raised by rapidly growing diverse communities in the United States. The institutions' response to diversity is not unexpected given that higher education is relatively conservative about changing its institutional practices. In order to understand how higher education may respond to diversity issues we discuss two frameworks in this paper that focus on the association between leadership and diversity. Our purpose is to use the frameworks as heuristic tools for examining the type of leadership practices higher education can utilize in its response to diversity. By contrasting the two frameworks we show that how higher education responds to diversity depends on its decision to either transform or transition the organizational culture and institutional environment. ********** Diversity in higher education is sometimes treated like the family member or relative that is shielded from view or the presence of others in an effort to avoid embarrassment or unkind comments. Unfortunately, much like the family member or relative, diversity will not go away or disappear, especially in an emergent global environment. Ever since the Bakke decision in 1978, institutions of higher education have been reluctant to promote diversity as a necessary dimension toward building themselves into inclusive communities. The institutions' reluctance intensified following the Hopwood decision in 1998, that diversity is not a compelling reason for altering the institutional climate in higher education. The reluctance of higher education institutions to promote diversity can be attributed to the observation that diversity in higher education has "become an end in itself, rather than a means to a greater educational end," and because "universities have failed to establish the fundamental link between diversity and their educational missions" (Alger, 1997: 20). In the twenty years that lapsed between Bakke and Hopwood white Americans have become increasingly hostile toward diversity issues. In a recent national poll conducted by the Washington Post, the Henry Kaiser Family Foundation and Harvard University, researchers found that white Americans misperceive the socio-economic realities of African Americans, tending to hold unrealistically positive views of their progress. Moreover, these distorted views are linked to an unwillingness to support social policies and programs that create opportunities and provide support to minorities (Morin, 2001). If the social climate in American society is less supportive of initiatives that address diversity issues, how then can institutions of higher education respond to diversity? More importantly, how do leadership practices in higher education respond to diversity? Our purpose in this paper is to discuss and contrast two frameworks regarding the association between diversity and leadership in higher education. We examine the association by asking two questions: What types of leadership practices transition institutions of higher education to address diversity issues? What types of leadership practices transform institutions of higher education into an inclusive community for diversity issues? While we recognize that the term diversity is used in higher education to refer to multiple types of communities based on cultural, racial, ethnic or sexual identities, we limit our use of the term in this paper to minority (non-white) persons and their communities. We use the term leadership practices in this paper to identify actions at either the organizational or individual level that seek to determine goals and strategic planning within the organizational culture of higher education (see Ackoff & Pourdehnad, 2001; Schnebel, 2000). Diversity as a Concern Why is diversity important to higher education? …

Meeting the Leadership Challenge of a Diverse and Pluralistic Workplace: Implications of Self-Efficacy for Diversity Training

Abstract: Executive Summary Ways to maximize benefits of an increasingly diverse workforce and client base is a continuing concern for organizational leadership. The current processes for managing diversity ...

Telecommuting in the 21st Century: Benefits, Issues, and a Leadership Model Which Will Work:

Abstract: Executive Summary This article looks at the evolution of telework in the United States as well as the benefits and potential problems associated with this growing phenomenon. One of these issues, e...

Distance Education Leadership: An Essential Role For The New Century

Abstract: Executive Summary The proliferation of instructional technology in the past decade, particularly in higher education settings, is having a profound impact on how teaching and learning now occurs, and is transforming the means by which institutions reach and support an emerging worldwide market across time and distance. Yet, relatively little attention has been given to the dimension of distance education leadership. What has been the contribution of past leaders in establishing this field? Is there a unique role for current and aspiring leaders to play in this arena? Has research and experience provided useful data to guide "best practices? What constitutes effective leadership for distance education in the new century? These issues and questions are addressed in this assessment of distance education leadership. ********** A new role for the professoriate in the new century has been recognized and encouraged, especially as technology-assisted instruction has proliferated and changed the means by which faculty and students interact, as well as the manner in which educational entities must now do business to meet the demands of a digitized society. The literature describing the rapid evolution of distance education delivery systems over the past twenty years, particularly in higher education venues, has frequently categorized this phenomenon in three stages, from correspondence education, to technology-assisted education and, more recently, networked education. Although all three remain, with variants on each of these models, one theme which is consistent is that we are witnessing dramatic changes in how instruction is designed and delivered across time and space. As this dynamic becomes more frequent and more pervasive, faculty have been admonished to be more receptive and adaptive to opportunities for playing exciting new roles in the distance education arena. But it seems we have not yet paid adequate attention to new roles required of leaders within those institutions. Schools and colleges in this new era need leaders who have reflected on their experiences and internalized understandings about their own capacity to lead. This should apply no less to those in leadership roles in distance education within those institutions. Certainly, considerable attention has been given in recent years to various aspects of leadership in higher education, and the corpus of material in this domain is now quite substantial. We have benefited from useful inquiry and insight into, for example, how higher education leaders might adopt practices from their counterparts in business and industry; how administrators and faculty might work more collaboratively in what often seems to be an increasingly acrimonious environment; and we have finally recognized the important contributions of women academic leaders. Yet, a conspicuous lacuna remains: leadership as it applies to the fastest growing phenomenon in higher education- the proliferation of instructional technology, most notably evidenced in online courses that allow teaching and learning to occur over time and space. The intended purpose here is to better understand the role and impact of distance education leadership in higher education settings; offer insights and suggestions for "Best Practices" to those involved in, or aspiring to leadership roles; and generate increased interest in the study and practice of distance education leadership. For our purposes, leadership in distance education, as distinct from managerial functions in a variety of settings, is defined as a set of attitudes and behaviors that create conditions for innovative change, that enable individuals and organizations to share a vision and move in its direction, and that contribute to the management and operationalization of ideas. It is possible to play a leadership role without necessarily being an expert in the field. A university president or elected public official (e. …

Developing Leaders Through High School Junior ROTC: Integrating Theory with Practice

Abstract: Executive SummaryMany programs and opportunities exist in secondary education to develop leadership in high school students From athletics to clubs to student government, students are given numerous venues to act as leaders to their peers However, very few high school students are provided any type of formal leadership training through an educational processApproximately 3,000 high schools in the United States offer Junior ROTC (JROTC) as an elective in their curriculum Although the four military services offer separate programs, as a whole, JROTC is a youth development program designed to educate students for citizenship and to provide leadership opportunities for personal growth An academic curriculum of leadership instruction prepares students to assume greater responsibilities in leadership roles within the JROTC unit This integration of academic instruction with applied leadership skills is a unique and effective method of teaching leadership in an academic environment

Boundary-Spanning Leadership in Higher Education:

Abstract: Executive Summary The adaptive capacity of higher education is not only rooted in the ability for institutions to change one by one, but in a systems level capability which depends upon a specific form of leadership. This leadership process is constructed at the boundary between higher education at large and its interface with society. In this article, we examine the ways that this capacity is represented in the current issue of the Journal, and discuss how it might be intentionally cultivated as an asset critical to higher education's future. ********** Higher Education Leadership: A Changing Systems-Society Perspective The history of higher education reveals a remarkably adaptive nature. The academy, thought of in its collective sense, seems to have an inherent ability to respond to the changing needs of societies. This capacity to change, demonstrated over hundreds of years in a wide variety of different cultural and national contexts, is a reflection of continuous adaptation among individuals and institutions, but it is also rooted in an important special property enjoyed and evident at the "system" level of the enterprise, a particular form of leadership. Not only has higher education adapted to societal changes, it has also changed the societies in which it exists. This ability to be changed and at the same time to influence change in society, also requires a form of leadership, one rooted in higher education's deeply held traditions, values and sense of purpose. This article probes the idea of leadership as a capacity that is inherent in those systems which have the capacity to renew themselves in response to changes in their environments while influencing change in the environment at the same time. This leadership can be thought to take place at a boundary of the system where it interfaces with the society in which it resides. Understanding Higher Education as a Leadership System Robert Birnbaum (1988) suggests that systems share come common characteristics. They have interacting components, elements that, in effect, compose the system by their independent and interdependent activities. In the case of the system of higher education in the United States, these interacting components would be colleges and universities that operate as independent (and occasionally interdependent) entities, and all of the associations, agencies and direct constituents and influencers that comprise the higher education effort in the United States. Systems have boundaries which, in another way, define and limit them. In the case of the system of higher education in the United States, these boundaries are established by the licenses, charters and accreditation processes that separate colleges and universities from other institutions and activities within our society. Systems have inputs and outputs that characterize them as well. Within the system of US colleges and universities, inputs include (for example) students, employees, financial resources, buildings and curriculum. Outputs include graduates, research findings and services to society. Birnbaum goes on to observe that systems can be described as being either generally closed or generally open in their characteristics; and that among systems we can find those that are tightly coupled, (that is having internal structures that relate directly and predictably in response to a change anywhere in the system), or loosely coupled. When we speak of the "system" of higher education in the United States, we are speaking of individual colleges and universities, but also of all colleges and universities together. We are speaking of individual licenses, charters and missions and of the collective license, charter and mission. We are speaking for individual faculty, students, programs and investments and we are speaking of the whole investment and the whole benefit of higher education in the United States. …

Leadership in Children's Literature: Qualitative Analysis from a Study Based on the Kouzes and Posner Leadership Framework:

Abstract: Executive Summary This article presents the qualitative results of a study based on the Kouzes and Posner Leadership Framework. Selected works were subjected to a content analysis procedure that yielded frequency data in six categories, Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, Encouraging the Heart, and None. The works most frequently selected in each category were further examined. A summary of this additional analysis is presented in this article that is based on the dissertation, "A Content Analysis of Children's Literature Using Kouzes and Posner's Leadership Themes in Caldecott Medal Winners and Selected Honor Books".

College Leadership: Learning from Experience

Abstract: Executive Summary This research paper is based on a content analysis of public speeches and writings of 32 college presidents representing all institutional types. The data analysis yielded five themes that presidents discuss in their public addresses: restructuring, leadership and governance, technology and the future, university as citizen, and diversity. Recommendations, from the presidents, to undertake these issues are also discussed. ********** People interested in issues affecting higher education listen closely to college presidents. Perhaps this is because in times of crisis or concern many recognize that presidents occupy strategic positions from which to interpret and articulate information about the academy. This may be why the presidency carries an aura of credibility (Flawn, 1990). As with most aspects of higher education, the presidency has been through a slow historical evolution (Brubacher & Rudy, 1997). The history of higher education in America has seen the college presidency move from an instructional and basic administrative role, most often held by clergymen, to an extensive position as chief executive officer of the institution. The former tended to be a weaker post as compared to the more potent modern presidential offices (Birnbaum, 1999). Early presidential power was not so much a function of personal character as it was a function of the degree of board, faculty or state control. During the 19th century, as scholarship began to outweigh clerical credentials in the academy, presidents emerged through the faculty ranks and were regarded as primus inter pares (Brubacher & Rudy, 1997). It was at this time that notable educational leaders such as Daniel Coit Gilman and Charles Eliot transformed the college presidency into a distinguished and powerful office. Today, the American college presidency has been elevated to great importance by tradition, formal title, institutional by-laws, and symbolism (Balderston, 1995). Organizational changes in contemporary higher education administrations have taken many specific tasks out of the hands of presidents and placed them into the hands of several subordinate offices. However, even with vice presidents, deans, chairs, registrars, librarians, and others working on many day to day campus operations, certain leadership responsibilities remain the duty of the president (Balderston, 1995). These areas of responsibility include: (1) reflecting upon and articulating the institutional values, goals, and mission; (2) acting as a local and regional community leader on issues affecting society; and (3) contributing, as a professional educational leader, to the national conversation on the present and future state of higher education. Specifically, presidents often reflect and articulate upon these three areas of responsibility in the public forum. As chief spokesperson for the institution, both internally and externally, the president is in an influential and powerful position to muse publicly about his or her institution, the larger societal issues, and higher education as a whole (Fisher & Koch, 1996; Green, 1997). Through published speeches, editorials, and articles in scholarly and lay journals, the office of the college and university president can be transformed into a "public" office and become a powerful platform from which to speak. From this platform the president's ideas may be widely disseminated and contribute to the national debate regarding these issues. The purpose of the study discussed in this paper is to present and analyze published works of contemporary college and university presidents who contribute to the national discourse on current and future affairs in higher education. Higher education is currently under fire from diverse constituencies to be both productive and accountable. American colleges and universities are often subject to what Stephen Trachtenberg, president of George Washington University, calls "bad press" (Trachtenberg, 1994, p. …

The Influence of the Leader Persona on Organizational Identity

Abstract: Executive Summary The following discussion focuses on the leader persona and organizational identity. It offers a theoretical perspective based on conceptualizations ofleadership and the leader persona taken from a study of college and university presidents and provosts. This was a study of women's leader personas (Curry, 2000). In it, I suggest that there is a place for insights into self along with cognitive development associated with what Yekovich (1993) refers to as "domain related knowledge" (pp. 146-166). This is significant not only for leaders but also for consideration of the construction of organizational identity.

Connecting Philosophic and Scholarly Traditions with Change in Higher Education

Abstract: Executive Summary Stimulated by experiences associated with the Kellogg Foundation's "Leadership for Institutional Change" (LINC) initiative, the authors argue for expanding the conventional notion of leadership required for higher education change. In addition to competently envisioning, organizing, and enacting change, we believe that change agents must become more familiar with the philosophical and scholarly traditions associated with the substance of intended change. We make our case by considering two contemporary change platforms in American higher education: the shift from teaching to learning in undergraduate education, and the quest to make colleges and universities more "engaged" (with society) institutions. Understanding the Academy as a tapestry of scholarly traditions--with distinct philosophical roots and conceptual frames of reference--night stimulate more academic change agents to reframe leadership and change in postmodern terms. Doing that will offer change platforms that are more embracing than declarative, more inviting than directive, and more connecting than restrictive. ********** The W.K. Kellogg Foundation (WKKF) invests significantly in developing the leadership qualities necessary for reforming and transforming higher education. There are numerous examples of how the Foundation--in practical and compelling ways--is working diligently to enhance higher education's understanding of change, the change process, and the leadership required to "make a difference." (i) This commitment is certainly reflected in WKKF's Leadership for Institutional Change (LINC) program. LINC is associated with the Foundation's multifaceted Food and Society initiative. (ii) LINC fosters innovative forms of leadership development and supports institutional change efforts in public higher education across the United States. LINC's distinguishing feature is the quest for discovering and developing context-relevant, inspiring, and connected models of leadership and change in public higher education. Special emphasis is placed on efforts that, in theory and practice, result in collaborative leadership and encourage the development of "engaged institutions." Toward those ends, all LINC projects nurture the capacity of faculty, students, staff, and administrators to discover new ways of working together and working collaboratively with external partners for the good of society. (iii) LINC project directors come together regularly, sharing what they are learning and delving more deeply into the nuances, complexities, and paradox associated with their work as higher education change agents. Conducted as conversations, the atmosphere resembles an "ecology of thought" (Isaacs, 1999, p. 35)--always involving reflective dialogue, sometimes giving way to generative dialogue. Reflective dialogue "explores underlying causes, rules, and assumptions to get to deeper questions and framing of problems." (Isaccs, 1999, p. 41) Narratives offer a frame of reference for reflective dialogue. "Stories of inspiration" are conceived, written, and shared about people--on campus and off--who have been `touched' by LINC. Generative dialogue "invents possibilities" as participants re-frame and consider issues in fresh ways. Recently, discussion of a LINC narrative revealed that a project director faced a particularly thorny set of issues. As the conversation ensued, the issues were reenvisioned--not as problems, but as outcomes typically associated with the creation of "alternative settings." (iv) Generative dialogue revealed a literature heretofore unknown to a LINC colleague--a potential vista of understanding, offering a vocabulary and potential solutions to the challenges this change agent faces in context. For example, research on alternative settings can inform this campus change agent about the factors associated with sustaining these delicate organizational forms, including how to artfully nurture connections between the alternative setting and the broader institutional environment. …

Graduate Programs In Organizational Leadership: A Review Of Programs, Faculty, Costs, And Delivery Methods:

Abstract: Executive Summary Graduate level education in professional degree programs, such as organizational leadership, is changing and evolving rapidly. As consumers demand non-traditional scheduling arrangements and mediated "any time, any place" learning, educational institutions have had to look at these options. This study explored the nature of graduate education in organizational leadership considering specifically the program focus, the characteristics, the faculty, costs, and delivery methods utilized. Based on the data gathered by reviewing more than 40 degree programs, there are clear indications that educational institutions are beginning to meet the needs of the non-traditional learner. Given the evolution of higher education, more specific research should be conducted.

Preparing School Leaders in Post-Apartheid South Africa: A Survey of Leadership Preferences of Principals in Western Cape

Abstract: Executive Summary This study examined the self-reported leadership practices of a group of principals in South Africa. All subjects completed the Leadership Practices Inventory (LPI), which measured five characteristics of leadership practice; challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. ANOVA procedures revealed no differences (.05 level) between two groups of school leaders based on higher education institution attended. Age range was related to "encouraging the heart" and gender to "enabling action." ********** This is a study to determine leadership preferences of school leaders in Mitchell's Plain, a disadvantaged area of Western Cape province. To better understand school leaders, their responses to the Leadership Practices Inventory (LPI) were evaluated based on institution of last degree, gender, union membership, race/ethnicity, age range, and whether they were principals or deputy principals (role). The null hypotheses are that there are no significant differences among the leaders based on these factors. The Need for Change Children in township schools are eloquent in expressing their fears of violence and hopes for the future. They demonstrate the need for change and the challenge that faces the education system. Here is an example of their stories, written in their own words toward the end of the apartheid regime. "When I am old I would like to have a wife and to children a boy and a girl and a gib house and to dogs and freedom My friends and I would like to meat together and tok" (Moagi, 8 years old). This is representative of school children's voices in South Africa, taken from Two dogs and freedom: Children of the townships speak out, 1986 (pp. 6-55). The passage portrays students' state of mind and indirectly, the state of education in the townships less than a generation ago. These children indicate the need for a monumental restructuring of the education system before each person can feel safe, be educated, and feel like a contributing part of society. Such changes will not come quickly or easily. Nkabinde (1997) wrote to provide "insights and challenges in seeking alternatives to Bantu education" (p. xiv). She noted, "Apartheid, which has dominated South Africa for decades and has imposed a deleterious effect on the educational system, is beginning to crumble. Nevertheless, the negative effects of apartheid and apartheid education are incalculable and will persist long after the demise of the system" (p. 19). Asmal and James (2001) were also critical of the school system developed during apartheid. Because of the assault on civil life in the townships, little real education was possible. They noted, "The democratic government inherited the black school not as a place of learning, but as a place of struggle and resistance" (p. 198). Why is it that the transformation of South African society is so important? To overcome its hierarchical, paternalistic, violent, racist, and inefficient history (Department of Education, 1995, Carrim and Shalem, 1999, Jansen, 1990). The old system institutionalized a system of preferences and inequalities that created social and intellectual rifts among racial groups. The white population was relatively pampered and privileged. All others were, to different degrees, officially treated as inferior beings. King (1998) explained the situation as follows. "It must also be recalled that South Africa entered this new policy environment with a human development situation in which the black population was on par with the Democratic Republic of Congo and the white population on par with Canada" (p. 4). Significance of the Study By 1996, one third of the principals in the Western Cape were new to the job and most of these were persons of color (Gelderbloem, 1996). It is important to know the characteristics of this new generation of school leaders. …

A Study of the Relationship of Butler's Conditions of Trust To Birnbaum's Organizational Models: Implications for Leaders in Higher Education:

Abstract: Executive Summary This article presents research findings from a dissertation study that sought to expand the level of knowledge regarding the issue of trust in leadership relationships. Specifically, the research was to determine whether selected aspects of trust are related to specific organizational models. The problem of the study was to determine if any relationships exits between an organizational model and the level of trust subordinates place in their leader. The study found statistically significant relationships between higher education institutions perceived to conform to Birnbaum's collegial, political, and anarchical institutional models and Butler's loyalty, availability, and openness conditions of trust. ********** Leadership, its concepts, theories, practices, and problems have been topics of study for centuries. Consequently, much has been written on various aspects of these subjects. However, new data gathered through detailed research into any subject often results in new questions. For example, several researchers have described alternative schema for categorizing and defining essential organizational characteristics or behaviors that make it possible to understand some types of organizational successes or failures (Birnbaum, 1988; Bolman & Deal, 1991; Higgins, 1997; Weick, 1990). This research seeks to expand the level of knowledge regarding issues of trust in leadership relationships. Specifically, it endeavors to learn whether selected aspects of trust relationships are related to specific organizational models. Robert Birnbaum (1988) examined the inherent processes of four organizational models of higher educational institutions. According to Birnbaum, organizational models are determined by their degree (tightness or looseness) of coupling. He labels these models of organizations as collegial, bureaucratic, political, and anarchical. From this information, extracts the most positive aspects of each model which he uses to propose a fifth model. This new model of organization is referred to as cybernetic. While Birnbaum's work has been accepted by the academic community, there has been little research designed to test the accuracy of his findings regarding organizational models. Interest in the area of organizational models, and especially Birnbaum's work inspired Higgins (1997) to design an instrument to test Birnbaum's theory regarding the concept of coupling. Through her research, Higgins sought to determine the existence of any relationship between "the perceived organizational model of the educational institution and the perceived degree of coupling of on-and-off campus continuing education offices" (Higgins, 1997 p.2). Models are just one of numerous ways to look at how organizations operate. There are other aspects including the size, purpose, type of leader and the level of trust within the organization. Trust is a source of significant interest in leadership studies. Butler (1994) is one who has significantly contributed to this growing body of knowledge. One aspect of leadership is trust, which is characterized as a significant factor for effective leadership, and organizational management. In Leadership: Paving the Road to Trust, Robert Glasser asserts that trust and leadership go hand in hand in successful organizations. Several other noted authorities on this topic have echoed the critical relationship between the two. John Gardner addressed the question on this issue in his 1990 work, On Leadership, writing, "much depends on the general level of trust in the organization. Leaders can do much to preserve the necessary level of trust." Burt Nanus also touched on the factor of trust to leadership in The Leader's Edge, and Visionary Leadership. Closely aligned to the idea that trust is important to organizational leadership is the idea that there are various levels, or conditions of trust. …

An Interview with Donna Shalala

Abstract: Biography Donna E. Shalala became the fifth President of the University of Miami on June 1, 2001. President Shalala has more than 25 years' experience as an accomplished scholar, teacher, and administrator. She is also a professor of political science, epidemiology and public health, and education. Born in Cleveland, Ohio, President Shalala received her A.B. in history from Western College degree from The Maxwell School of Citizenship and Public Affairs at Syracuse University. A leading scholar on the political economy of state and local governments, she has held tenured professorships at Columbia University, the City University of New York (CUNY), and the University of Wisconsin. She served as president of Hunter College of CUNY from 1980 to 1987 and as chancellor of the University of Wisconsin-Madison from 1987 to 1993. In 1993 President Clinton appointed her Secretary of Health and Human Services (HHS) where she served for eight years, becoming the longest serving HHS Secretary in U.S. history. At the beginning of her tenure, HHS had a budget of nearly $600 billion, which included a wide variety of programs including Social Security, Medicare, Medicaid, Child Care and Head Start, Welfare, the Public Health Service, the National Institutes of Health (NIH), the Centers for Disease Control and Prevention (CDC), and the Food and Drug Administration (FDA). As HHS Secretary, she directed the welfare reform process, made health insurance available to an estimated 3.3 million children through the approval of all State Children's Health Insurance Programs (SCHIP), raised child immunization rates to the highest levels in history, led major reforms of the FDA's drug approval process and food safety system, revitalized the National Institutes of Health, and directed a major management and policy reform of Medicare. At the end of her tenure as HHS Secretary, The Washington Post described her as "one of the most successful government managers of modern times." Before becoming HHS Secretary, President Shalala served as Chancellor of the University of Wisconsin-Madison. She led what was then the nation's largest public research university, raising more than $400 million for the university's endowment, and spearheaded a $225 million state-private partnership program to renovate and add to the university's research facilities. In 1992 Business Week named her one of the top five managers in higher education. She joined the Carter administration as Assistant Secretary for Policy Development and Research at the Department of Housing and Urban Development. In 1980, she assumed the presidency of Hunter College, City University of New York. She is a Director of Gannett Co., Inc. (an international news and information company in the print, television, and Internet industries), UnitedHealth Group (a diversified health and well-being enterprise), the Henry J. Kaiser Family Foundation, and the Lennar Corporation (a home-building company). She was recently selected for ex officio membership in The Florida Council of 100. President Shalala has more than three dozen honorary degrees and a host of other honors, including the 1992 National Public Service Award and the 1994, Glamour magazine Woman of the Year Award. She has been a John Simon Guggenheim Fellow and has been elected to the National Academy of Education; the National Academy of Public Administration; the American Academy of Arts and Sciences; the National Academy of Social Insurance; The American Academy of Political and Social Science; and the Institute of Medicine, National Academy of Sciences. Interview Nance Lucas: Looking back at all your various leadership positions and roles that you've had, what would you say are some of the leadership lessons that occurred over time? Donna Shalala: I certainly matured as a leader. Lesson one - don't jump on every issue immediately just because it looks like you have to make that decision immediately because you may not have to. …

College Presidents: Voices of Civic Virtue and the Common Good of Democracy:

Abstract: Executive Summary America's colleges and universities have contributed significantly to civic virtue and the common good of democracy. College presidents undergird this heritage by affirming the relationship of education to fundamental civic virtues and values of democracy. Contemporary presidents and their actions navigating controversies and issues are exemplary of this continuing commitment today despite the challenges of increasing pluralism and diversity. The argument presented is that presidents can and should use the values of the academy to express their voice to respond to these situations and to recreate a civil religion capable of maintaining the civic virtue and common good of democracy. ********** The history of the relationship between higher education and democracy in America is a long one, traceable to the founding of colonial colleges and of the Republic. Despite their enormous variety, America's colleges and universities, both private and public, have from colonial times enjoyed close ties and contributed significantly to civic virtue and the common good essentially embedded in democratic society and the nation. As the leaders of the academy, college presidents have with remarkable consistency affirmed the important relationship of a college education to fundamental civic virtues and values, and the civil demands and responsibilities of democracy. Presidential appeals and actions have underscored the engagement of colleges and their students in upholding the critical social and civic virtues engrained in American society and fundamental to the formation of democracy. At times this has required firm criticism and disagreement with national and state policies, yet still underscoring the high ideals of a deeper democratic spirit. For example, in 1970, John Kemeny, President of Dartmouth College, responding to protests of the Vietnam War and the killings of two students at Kent State argued before his campus community that the nation was facing nothing less than a constitutional crisis. He proceeded to liken the circumstances facing the College--his decision to suspend the remainder of the term in order for students and faculty to examine the issues of provoking that crisis--to those of the Revolutionary War. (1) But whether as critic or servant, presidents have educated and challenged both college communities and the public about civic duty and about the values critical to democracy. Presidents regularly exert leadership directing the attention of their communities to civic life beyond the gates of the academy. The civic duty of the educated is rooted in expectations about the contributions students should be led to make to society, to the nation, and to the world. It is in this realm of the values and spirit of democracy that presidents make the case for the crucial connection between the ivory tower and the world outside the gates. As they do so, presidents tend to stress two major themes--the importance of education to democracy and to the development of the civic virtues--both of which are crucially linked to the aforementioned fundamental principles of the American nation. (2) The rhetoric and actions of college and university presidents about civic virtue and democratic principles are also substantially shaped by three concomitant elements. Presidential philosophy about the relationship of the academy to democracy nearly universally reflects these political and educational assumptions. First is that the democratic heritage of the nation is imbued with fundamental moral, religious, and spiritual beliefs. Second is the notion that America's colleges have an incumbent duty to nurture the principles underlying civic virtue and democratic values, and that the students' education should inspire the upholding of those values. Lastly is the Jeffersonian tradition that educated citizens are crucial to maintaining democracy. Public education is federally established and funded because a literate citizenry is essential to the health of democracy. …

Book Reviews: 20/20 Foresight Hugh Courtney Harvard Business School Press — 2001 209 pages. $29.95 Hard-cover

Abstract: Hugh Courtney, a consultant with McKinsey & Company, bases this book on a multiyear research effort on the formation and execution of strategy under conditions of high uncertainty. Courtney’s basic premise is that &dquo;... the real issue is how to make the best strategy choices you can, accepting the ever presence of uncertainty.&dquo; (p. ~3). He partitions uncertainty into four levels and guides decisionmakers step-by-step through making strategic choices in each of these levels, a process he calls, &dquo;20/20 Foresight.&dquo;

Book Reviews: Meeting the ethical challenges of leadership: Casting light or shadow: Craig E. Johnson Sage Publications, 2001 260 pages, $29.95 Soft-cover

Abstract: Chapter 6 provides a toolkit for each level, which includes situation analysis tools, end products and a decision-making model. In the Level 1 toolkit, traditional tools (Porter’s Five Forces, market research, SWOT analysis, and discounted cash flow) are used to produce point forecasts and discounted cash flow valuation models, thus selection of the strategy that maximizes the company’s objective is made. In Level