Academic Leadership and Governance of Higher Education: A by Robert M. Hendrickson

By Robert M. Hendrickson

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"The publication is content material wealthy for these trying to find specified historical past info on quite a lot of themes. The checklist is way too lengthy to copy the following, yet suffice it to claim that it is a finished paintings that addresses matters regarding organizational dynamics, coverage frameworks, executive pursuits, educational courses, school duties, trusteeship, worldwide schooling, criminal issues, strategic making plans, and, after all, scholar good fortune. If there's one entire textual content you're ready to review approximately larger schooling, make it this one."―The division Chair

“A treasure trove of vital ideas and sensible knowledge for an individual drawn to learning the nuances of powerful educational management in better schooling. The authors mix key concept and real-world perception in ways in which are incisive, fascinating, and informative. A entire consultant and necessary source for pro directors and newly appointed board participants alike.”?Joseph P. Zolner, Senior Director of upper education schemes, Harvard Graduate institution of schooling

To meet the hot and speedily altering calls for dealing with today’s greater schooling managers and leaders – from division chairs to trustees – this booklet deals assistance on find out how to successfully discharge their obligations and the way to enhance their abilities for handling their relationships with inner and exterior stakeholders. It additionally presents a large knowing of the constitution and features in their establishment and of the correct loci of decision-making.

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Additional resources for Academic Leadership and Governance of Higher Education: A Guide for Trustees, Leaders, and Aspiring Leaders of Two- and Four-Year Institutions

Example text

The relative autonomy enjoyed by the medieval guilds provided a historical foundation for new forms of higher education to emerge in the earliest years of the United States. Though the earliest American colleges barely resemble any of the higher education organizations of today, the European model of individual and independent guilds provided a historical template for creativity and individuality that permitted highly varied organizational interpretations on what higher education should look like in the development of a learned society.

In a 1974 review of the literature, Peterson found that fewer than 200 research-based articles dealing with the subject had been published at the time. Since then hundreds of studies have surfaced in academic journals, books, book chapters, reports, dissertations, and conference papers. In sum, the discussion about the nature of higher education is quite expansive, and many different terms have been used to describe academic organizations. There is no way to provide a complete overview of the study of higher education institutions as organizations.

For a faculty member in a college of arts and science of a large university, for example, the dean is much less likely to have direct knowledge of his or her disciplinary expertise than if the faculty member worked in a college of education. Departments in a college of education tend to have greater affinity with each other than do those in arts and science colleges, which include a range of departments from English to chemistry. The result is that a dean of arts and science will have to rely more on the advice of others to assess faculty member performance than would a dean of education.

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