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"What are the characteristics and conditions that lead to
successful educational partnerships?What can we learn from
partnerships that fail, cannot be sustained over time, or cease to
benefit their partners?"This book serves as a guide to the
successful implementation of partnerships. It provides the context
and tools for readers who are responding to the increasing demands
of policy makers, funders and institutional leaders to use
partnerships to address local, state and federal issues, achieve
external mandates, meet public or internal agendas, or pursue
international collaborations. This guide provides an evidence-based
framework for institutional and organizational leaders to develop
the vision, shared values and norms to achieve the partnership
capital that will sustain an enduring relationship. It offers a
three-phase model of the development process of collaboration,
together with a tool box for those charged with partnering and
leading organizational change, and includes a template for both
creating new partnerships and sustaining existing ones.The authors
start by differentiating between traditional, often ad-hoc,
partnerships and strategic partnerships that align organizational
strategy with partnership actions; and by identifying the
importance of moving beyond incremental or surface first order
change to develop deep second order change through which underlying
structures and operations are questioned and new processes emerge
due to the partnership. They offer analyses and understandings of
seven key components for success: exploring motivations; developing
partner relationships; communicating and framing purpose; creating
collaborative structures and resources; leading various partnership
stages; generating partnership capital; and implementing strategies
for sustaining partnerships. Each chapter concludes with a case
study to provide more understanding of the ideas presented, and for
use in training or classes. This guide is addressed to policy
makers and educational leaders, college administrators, and their
non-profit and business partners, to enable them to lead and create
strategic partnerships and facilitate organizational change."
"What are the characteristics and conditions that lead to
successful educational partnerships?What can we learn from
partnerships that fail, cannot be sustained over time, or cease to
benefit their partners?"This book serves as a guide to the
successful implementation of partnerships. It provides the context
and tools for readers who are responding to the increasing demands
of policy makers, funders and institutional leaders to use
partnerships to address local, state and federal issues, achieve
external mandates, meet public or internal agendas, or pursue
international collaborations. This guide provides an evidence-based
framework for institutional and organizational leaders to develop
the vision, shared values and norms to achieve the partnership
capital that will sustain an enduring relationship. It offers a
three-phase model of the development process of collaboration,
together with a tool box for those charged with partnering and
leading organizational change, and includes a template for both
creating new partnerships and sustaining existing ones.The authors
start by differentiating between traditional, often ad-hoc,
partnerships and strategic partnerships that align organizational
strategy with partnership actions; and by identifying the
importance of moving beyond incremental or surface first order
change to develop deep second order change through which underlying
structures and operations are questioned and new processes emerge
due to the partnership. They offer analyses and understandings of
seven key components for success: exploring motivations; developing
partner relationships; communicating and framing purpose; creating
collaborative structures and resources; leading various partnership
stages; generating partnership capital; and implementing strategies
for sustaining partnerships. Each chapter concludes with a case
study to provide more understanding of the ideas presented, and for
use in training or classes. This guide is addressed to policy
makers and educational leaders, college administrators, and their
non-profit and business partners, to enable them to lead and create
strategic partnerships and facilitate organizational change."
Two-year colleges are facing major change. The majority will
undergo a turnover in college presidencies in the next ten years,
at a time when they are being asked to be engines for economic
growth, enable more students and a greater diversity of students to
gain 21st century qualifications, and provide a pathway to higher
degrees, all with reduced state and local funding. Recognizing that
future community college leaders at all levels will manage
increasingly complex organizations, and face very different
challenges than their predecessors, this book provides a
multidimensional model of leadership suited to these new demands
and environments. The model addresses issues of leader cognition,
race and gender, the importance of culture, and the need for more
collaborative modes of communication and decision making to frame
and implement change. It recognizes that there is no longer any one
way to lead, and that the next generation of leaders will be more
diverse, possess experience and qualifications from a wider variety
of careers, and follow new pathways to their positions. Leaders in
the future will possess a cultural competency that is fostered by
being lifelong learners.Through over 75 individual interviews with
leaders and campus members, Eddy is able to provide examples of the
model s components in practice and to illuminate which experiences
proved the most relevant for these leaders on their route to upper
administration. She shows how her model intersects with the
leadership competencies defined by the American Association of
Community Colleges, and proposes strategies for future leadership
development. This book is intended for anyone considering a
leadership position, at any level, in a community college; for
college administrators and boards responsible for leadership
development programs; and for individuals in corresponding
organizations who conduct training programs for aspiring leaders.
Likewise, those employed at four-year universities may find value
in the model as a developmental tool."
This volume provides a critical examination of the status of women
and gender in higher education today. Despite the increasing
numbers of women in higher education, gendered structures continue
to hinder women's advancement in academia. This book goes beyond
the numbers to examine the issues facing those members of academia
with non-dominant gender identities. The authors analyze higher
education structures from a range of perspectives and offer
recommendations at individual and institutional levels to encourage
activism and advance equality in academia.
When faculty climb the ranks into leadership positions, they come
with years of knowledge and experience, yet they are often
blindsided by the delicate interpersonal situations and political
minefields they must now navigate as university administrators.
What are the specific skills that faculty need to acquire when they
move into administrative positions, and how can they build upon
their existing abilities to excel in these roles? What skills can
other mid-level leaders learn to help in their positions? Using an
engaging case study approach, Leading for Tomorrow provides readers
with real-world examples that will help them reflect on their own
management and communication styles. It also shows newly minted
administrators how they can follow best practices while still
developing a style of leadership that is authentic and uniquely
their own. The book's case studies offer practical solutions for
how to deal with emerging trends and persistent problems in the
field of higher education, from decreasing state funding to
political controversies on campus. Leading for Tomorrow gives
readers the tools they need to get the best out of their team,
manage conflicts, support student success, and instill a campus
culture of innovation that will meet tomorrow's challenges.
The contributions of community colleges to society are
well-documented. Yet, today's community colleges are at a cross
road. Decreases in funding support, a push for college completion,
attention on developmental course work, and a host of other demands
create a dynamic context for community college operations. Who
leads these colleges matters as they face these demands and how
they lead influences outcomes. Pending leadership retirements
provide a prime opportunity for thinking about community college
leadership in new ways. Entering this environment are prospective
and aspiring leaders who are often not adequately prepared for the
complexities of managing in a paradoxical organization. The era of
accountability puts a fine point on the need for leaders to pay
heed to the policy making process and to requirements dictated by
state legislative bodies and accreditation bodies. Foundations and
grant funders serve as instigators for changes in community
colleges, as well and also support research into ways to link
employer needs to college curricular changes. This book argues that
neo-leaders are required to lead transformational change for today
and tomorrow's community colleges. No longer can we rely on single
leaders atop a hierarchy. Talent throughout the institution must be
tapped. The authors argue that networked leadership is needed. For
networked leadership, we begin to advance thinking about the role
of networks and connections among leaders throughout the college
and beyond the college's walls. This volume outlines underlying
values critical for neo-leaders and offers questions leaders at
various levels can use to jumpstart the type of courageous
conversations needed on campus. The tools presented in this book
provide current and aspiring leaders with resources to prepare for
successfully leading the way and developing new leaders to shape
the future. Our community colleges and their students require
nothing less.
The contributions of community colleges to society are
well-documented. Yet, today's community colleges are at a cross
road. Decreases in funding support, a push for college completion,
attention on developmental course work, and a host of other demands
create a dynamic context for community college operations. Who
leads these colleges matters as they face these demands and how
they lead influences outcomes. Pending leadership retirements
provide a prime opportunity for thinking about community college
leadership in new ways. Entering this environment are prospective
and aspiring leaders who are often not adequately prepared for the
complexities of managing in a paradoxical organization. The era of
accountability puts a fine point on the need for leaders to pay
heed to the policy making process and to requirements dictated by
state legislative bodies and accreditation bodies. Foundations and
grant funders serve as instigators for changes in community
colleges, as well and also support research into ways to link
employer needs to college curricular changes. This book argues that
neo-leaders are required to lead transformational change for today
and tomorrow's community colleges. No longer can we rely on single
leaders atop a hierarchy. Talent throughout the institution must be
tapped. The authors argue that networked leadership is needed. For
networked leadership, we begin to advance thinking about the role
of networks and connections among leaders throughout the college
and beyond the college's walls. This volume outlines underlying
values critical for neo-leaders and offers questions leaders at
various levels can use to jumpstart the type of courageous
conversations needed on campus. The tools presented in this book
provide current and aspiring leaders with resources to prepare for
successfully leading the way and developing new leaders to shape
the future. Our community colleges and their students require
nothing less.
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