Abstract
This chapter focuses on various factors requiring changes in higher education leadership, such as societal pressures, availability of financial support, labor market characteristics and expectations for job-ready college graduates, and the tension between institutional processes and the degree to which internal/external stakeholders are involved in decision-making processes. In this light, leadership development has become critically important in creating the necessary cadre of professionals committed to the mission and vision of institutions of higher education they lead. As a clearer focus on effectiveness and differential impact on the emerging leadership skills of participants is still needed, this chapter proposes a theoretical framework infusing andragogical principles into leadership development.
TopChallenges In Higher Education And The Need For Effective Leaders
In synchronicity with the evolution of the higher education sector, the concept of leadership acquired additional significance over time. Leadership can be thought of as a complex process aimed at establishing a relationship toward a common goal within a particular context (Perruci, 2011, as cited in Sowcik, Andenoro, McNutt, & Murphy, 2015). Charisma-led leadership was centered on the idea that individuals are born to lead. Scientific management followed, elevating leadership to include processes designed to help individuals become efficient leaders. The next iteration was focused on the need for a more engaged/engaging leader, who would become transformational through leadership development (Kelly, 2019, as cited in Roux, 2020). Increasingly convoluted layers of multi-sector attributes that come into play to activate leadership skills across a plethora of environments require flexible planning and execution of strategic moves that factor in scenarios dealing with an unpredictable future highlighting diminishing resources and a stronger competition for them. At the same time, too much information, coupled with data abuse could become a particular contextual parameter that may end up delaying or blocking change by potentially leading to a lack of trust in leadership and/or planning processes (Mack, 2015). An analysis of the evolution of organizations points to greater complexity and maturity over time, leading up to the current stage where a full range of organizations have become more aware of their societal impact, thus emphasizing stronger ethical considerations supporting enhanced community-focused collaboration (Roux, 2020). In this light, organizations have become more agile and invested in providing value-added products/services/solutions to customers (individuals, groups, or other organizations), while deploying a less hierarchical structure to secure a competitive advantage by more pro-active decision making (Heerwagen, 2016, as cited in Roux, 2020).
Key Terms in this Chapter
Instructional Strategies: Techniques used by teachers/instructors to engage learners in activities designed to develop knowledge bases, skills sets, and associated dispositions.
Andragogy: Set of guiding principles and associated practices focused on adult learning.
Leadership: Set of behaviors demonstrated by individuals at the top ranks of an organization/institution aimed at providing a sense of direction, informed by organizational/institutional vision and/or mission, managing daily operations, and ensuring ethical principles and integrity.
Leadership Development: Process by which individuals are engaged in learning opportunities in order to develop their ability to provide a sense of direction, manage daily operations, and demonstrate ethical principles and integrity.
Instructional Technology: Computer-based tools used to facilitate/enhance learning.