This paper discusses theories of leadership appropriate for the environment of higher education.
Written in 2005; 6,295 words; 35 sources; APA; $ 146.95
Paper Summary:
This paper explains that the widespread retirement of many of today's "Baby Boomer" higher education leaders will hasten the need for a new generation of education leaders and new leadership approaches; thereby, a fresh assessment of higher education leadership roles, styles, approaches, practices and goals is needed. The author points out that contemporary higher education leadership is most often characterized as collaborative rather than unilateral or hierarchical as in corporate leadership. The paper recommends participative, contingency (to an extent) and transformational leadership theories and practices as the best practices for tomorrow's higher education leaders but does not recommend dyadic role making or LMX theory.
Table of Contents
Introduction
Background of the Study
Increases in Female and Minority Higher Education Leaders
The Nature of Higher Education Leadership.
Leadership Theories
Participative Leadership Theory
Dyadic Role-Making Leadership Theory
Contingency Leadership Theory
Charismatic Leadership Theory
Transformational Leadership Theory
Emotional intelligence Leadership Theory
Adult Learning Theories and Practices and Higher Education Leadership (Knowles' "Andragogy" Theory)
Conclusions and Implications for Higher Education Leadership
From the Paper:
"Dyad role-making leadership theory, also known as Leader-Member exchange theory (LMX) "focuses on dyadic relationships, and roles carried out, between leaders and managers." In addition, the theory describes how leaders develop different exchange relationships over time with various subordinates. LMX theory is also called vertical dyad linkage theory, due to its focus on reciprocal influencing processes within vertical "dyads" consisting of an individual with supervising authority over another individual. The "dyads", within this theory, consist of two people (a leader and a subordinate, with the leader (e.g., college president or other high-level administrator) forming a separate "dyad" with each individual subordinate); the "roles" are their agreed-upon interacted relationships and (usually tacit) assumptions about one another and expectations of one another."
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