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Relevant bibliographies by topics / Academic leaders

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Academic literature on the topic 'Academic leaders'

Author: Grafiati

Published: 4 June 2025

Last updated: 23 June 2025

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Journal articles on the topic "Academic leaders"

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Laury, Dean J. "Deaf Academic Leader's Perspective." Journal of Perspectives in Applied Academic Practice 8, no. 1 (2020): 104–14. http://dx.doi.org/10.14297/jpaap.v8i1.394.

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This article examines the question, “How do the intersectional relationships between the dual process, heuristic/bias, and decision-making models manifest in an educational leader’s decision-making framework when the leader possesses a deaf lens?” Perceptions that could have an emotional impact on the decision-making process are shared. Research in the field is discussed and supplemented by the author’s perspectives, experiences, and document analysis to articulate a proposed framework. The goal of implementing the proposed framework is to increase the probability of obtaining better decisions, given that educational leaders with deaf lenses tend to be visually receptive learners who depend on personal and professional philosophy and experience. The selected perceptions and phrases from the intersectional relationship categories forming the proposed framework were based on: A) information (sought and processing), B) time (as phase), and C) emotional responses. In this article, explored is the perspective of an educational leader with a deaf lens that led to potential influences upon the decision-making processes and validation of a new framework. However, the implication of this was that no single decision model is necessary the correct model or is responsible for any outcome. More significantly, the work demonstrated the proposed framework is to help other educational leaders with a deaf lens improve their knowledge, understanding, and perspective of their decisions since those decisions impact stakeholders. This framework and expertise can be beneficial to prospective educational leaders.

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Donnelly, John. "Comments: Academic Leaders." Journal of Petroleum Technology 62, no. 02 (2010): 16. http://dx.doi.org/10.2118/0210-0016-jpt.

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Birkhead, Susan, Patricia Edwards, Bridget Nettleton, Jane Oppenlander, and Marilyn Stapleton. "Roles and Skills for Effective Academic Nurse Leaders." Journal of the American Nurses Association - New York 3, no. 1 (2023): 22–32. http://dx.doi.org/10.47988/janany.28237684.3.1.

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Background: The extant nursing literature reveals limited information about specific aspects of the academic nurse leader role. To fully prepare academic nurse leaders for actualizing their roles, a deeper understanding of the knowledge and skills within these roles is needed. Objectives: This study assessed the extent to which academic nurse leaders are prepared for the challenges they face by measuring their perception of the importance of select leadership activities and their associated self-assessed level of competence with those activities. This study sought to answer the following research questions: What are the characteristics of the current New York state academic nurse leadership group? What are leaders’ beliefs about the importance of specific components of the leadership role? What are leaders’ beliefs about their competence in activities necessary for effective leadership and management? Methodology: Using a descriptive study method, academic nurse leaders in New York state (n=69) were queried using the Academic Nurse Leader Survey©. An email, using SurveyMonkey, was sent to academic nurse leaders for all NY state pre-and post-licensure nursing programs asking for their participation in the research study and asking them to forward the study to qualified individuals on their leadership team. Results: Fifty-two percent of the sample had worked 40 years or more in nursing; 54% worked 20 or more years in a faculty position. The majority of the respondents (58%) reported holding their current leadership position for 5 years or fewer. Activities were grouped into role dimensions. Findings demonstrate that competence was rated consistently lower than importance on all role dimensions with the largest gaps (15-24%) for the monitor, resource allocator/financial control, and strategic assessment dimensions, (p < .0005). Limitations: Sample size, sample geographic distribution, survey fatigue, format bias and response bias may be possible limitations. The format change from paper to electronic survey format may have contributed to the limited sample size since it is likely the time to complete the survey lengthened. The survey was restricted to academic nurse leaders in New York state. Response bias could have been a factor since the research team members may have been known to the respondents. Conclusions and recommendations: Future study of academic nurse leader role is warranted. Mixed method studies can be useful in extracting information about the lived experience of the academic nurse leader in relation to the activities and dimensions studied using the Academic Nurse Leader Survey©. It is suggested that the results may be used to further develop academic leaders both in formal and continuing education settings. Instruction in the areas of the largest gaps, monitor, resource allocator/financial control, and strategic assessment dimensions would be useful. Establishing academic nurse leader competencies across program types is also suggested, as well as strengthening accreditation standards around the development of academic nurse leaders.

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Evans, Linda. "University professors as academic leaders." Educational Management Administration & Leadership 45, no. 1 (2016): 123–40. http://dx.doi.org/10.1177/1741143215578449.

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In the UK the title ‘professor’ is generally applied only to the most senior academics – equivalent to North American full professors – and whom anecdotal evidence indicates to be often unprepared for the increasingly expansive academic leadership roles that they are expected to fulfil. The study reported in this paper was directed at exploring the reliability of such evidence, and the ways in which professors develop or prepare themselves, or are developed or prepared by others, for what are generally considered their professorial academic leadership roles. Data were gathered by questionnaires and interviews, revealing that excessive professorial workloads often result from confusion about what constitutes academic leadership and precisely what and how much is expected of professors. Yet despite an evident dearth of ‘official’, designated, academic leadership preparation and/or development provision, professors were resourceful in drawing upon their experience, networks and intellectual capacity to develop ways of becoming and being effective members of the professoriate.

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Evans, Linda, Matthew Homer, and Stephen Rayner. "Professors as Academic Leaders." Educational Management Administration & Leadership 41, no. 5 (2013): 674–89. http://dx.doi.org/10.1177/1741143213488589.

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Kekäle, Jouni. "Academic leaders as thermostats." Tertiary Education and Management 9, no. 4 (2003): 281–98. http://dx.doi.org/10.1080/13583883.2003.9967110.

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Noriey, Ismail Mohammed. "Senior Managers in the UK: The Development of Educational Leaders in Further Education Institutions." International Journal of Educational Management and Development Studies 4, no. 3 (2023): 63–89. http://dx.doi.org/10.53378/353004.

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The knowledge of the enhancement of the journey to educational leadership in the Further Education (FE) sector in the United Kingdom (UK) has attracted the attention of academics. The majority of the experiments reviewed illustrate the formal educational mechanisms that leaders have experimentally learned via their experiences in FE. However, this study proposed that in order to lead admirably, senior academic leaders need additional assistance for their training and hands-on leadership experience. With an emphasis on Gronn’s theory of leadership model, the major objective is to critically evaluate educational leadership development at FE institutions in the UK. This supports the recognition of leadership in Gronn’s model in career terms and explores the significant impacts of the four phases of Gronn’s model in the development of academic leaders. Additionally, this study is interested in learning about leaders’ experiences and how they view leadership in FE in general. This study used a mixed-method approach to ensure that the two main research questions were consistently addressed. Twelve leaders at the FBT participated in face-to-face interviews for the data-gathering process, while 61 leaders in the UK completed a questionnaire. The results showed that developing into an effective leader requires a number of factors, or what Gronn’s concept of the leadership journey refers to as four sequential phases. Four areas of critical impact were identified during the professional pathway: family influence, educational influence, influential people, and significant experiences. The leader’s major experiences, character traits, and leadership aspirations were all shaped by fostering knowledge. The research on educational leadership supports the idea that a school leader’s capacity is greatly influenced by their leadership, which is the implication of this study.

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Gopinath, R. "Assessment of Demographic Characteristics and Self-Actualization Dimensions of Academic Leaders in Tamil Nadu Universities: An Empirical Study." Asian Journal of Engineering and Applied Technology 9, no. 2 (2020): 1–7. http://dx.doi.org/10.51983/ajeat-2020.9.2.1091.

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The main aim of the research is to find out the details of demographic characteristics and priorities of self-actualization dimensions of academic leaders in Tamilnadu Universities. This report targets in identifying significant self-actualization dimensions and their importance. The conceptual framework of the paper is based on self-actualization and academic leader’s demographic characteristics. The demographic factors analyzedusing mean & standard deviation of self-actualization. For this purpose, a sample survey has been conducted taking a sample size of 419 using techniques multistage random sampling. In our research academic leaders belonging to different age groups, gender, educational qualification, different designation, salary and years of experience were surveyed. From the descriptive analysis most of the academic leaders is male and their age group is 49-53 years. Most of the academic leader’s qualification is Ph.D. and their designation are SCAA/AC/Chair/Co-ordinator. Most of the academic leader’s monthly income is Rs 150001 to 210000 and their experience 21 to 26 years. The further analysis is Equanimity has been ranked as top most self-actualization Dimensions. This implies that academic leaders give more importance to self-actualization. Academic leader’s role is important at any institution of higher education. Their demographic profile is influence to develop the institutions and job tasks they perform everyday have a directly influence on the organization’s ability to meet stakeholder expectations.

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Amjad, Faisal, Dr Muhammad Amin, Sundas Zahra Kayfi, Humera Amin, and Muhammad Naseem Abid. "Women Academic Leaders’ Experiences in Private and Public Universities of Pakistan." CARC Research in Social Sciences 3, no. 2 (2024): 146–55. http://dx.doi.org/10.58329/criss.v3i2.146.

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This qualitative study has investigated the experiences of women who hold academic leadership positions at Pakistani public and private universities in Lahore. With reference to society, organizations, families, and personal lives, it sought to examine the difficulties and sources of support faced by female academic leaders in Pakistani institutions. Semi structured interviews were conductedfor data collection by using convenient sampling technique. Thematic analysis has been used to examine the qualitative data. The major conclusions pointed to a range of obstacles and enablers that impact the leadership of female academics. The main obstacles that hinder female academic leaders are personal ones, such as their upbringing, lack of confidence, availability of resources and the ability to manage their time. The second most challenging collection of issues was social in nature and included unjust judgment and gender biasness, while institutional issues included politics inside the organization, favoritism, and jealousy. The support that women who hold academic leadership positions receive from higher authorities and faculty members in private v/s public colleges, however, is a significant difference between their experiences. As per the participants, private institutions offer equal opportunities for male and female students to develop as leaders, while public universities tend to give greater opportunities to males. The assistance faculty members of private colleges to their female leaders, who are comparatively more numerous and cooperative than the faculty members of public institutions, was another obvious distinction between their experiences. Faculty members, both male and female, appreciate the judgment of the female leader and follow her instructions just as they would that of the male leader. Compared to women leaders in public institutions, this is one of the main causes of the superior experiences that female academic leaders have in securing and carrying out leadership positions at private universities.

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Shazada, Gulap, and Naseer Ud Din. "Islamic Leadership Style and its Relation to the Academic Leaders’ Work Performance in Southern Universities of Khyber Pakhtunkhwa." Qlantic Journal of Social Sciences 5, no. 2 (2024): 46–56. http://dx.doi.org/10.55737/qjss.573131386.

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This descriptive study was conducted with the aims to investigate the academic leaders’ practice of Islamic leadership style in southern universities of Khyber Pakhtunkhwa, to find out the level of work performance of the academic leaders perceived by their teaching faculty, and to find out the correlation between academic leaders’ Islamic leadership style with their work performance. Data were collected from teaching faculty working in different departments of four universities located in southern Pakhtunkhwa. Mean, SD, and Pearson Coefficient Correlation were applied as statistical tests for data analysis. The study’s results showed that academic leaders of different departments in southern universities of Khyber Pakhtunkhwa, sometimes use Islamic leadership style, and their work performance is average, as perceived by their teaching faculty, Islamic Leadership style has strong correlation with academic leader’ work performance. Researchers recommended that academic leaders should practice Islamic leadership style as it ensures the exemplary performance of the leaders and organization as well.

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Dissertations / Theses on the topic "Academic leaders"

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Crawford, Galen R. "Academic Engagement of College Student Leaders." Wright State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wright1340835743.

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Banks, Vicki Kaplan. "Florida social studies leaders' perceptions regarding an afrocentric curriculum." Doctoral diss., University of Central Florida, 1998. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/17202.

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University of Central Florida College of Education Thesis<br>The purpose of this research study was to gain insight into the perceptions Florida's leaders have regarding the inclusion of an Afrocentric curriculum. The leaders chosen for this study were the Florida Council for the Social Studies Board and the Association of Social Studies Supervisors. These leaders were sent a questionnaire that contained 57 statements about social studies curriculum content in a Likert scale format. The results of the survey were reported by using mean scores and frequency distributions. The Likert survery statements examined respondents' viewpoints with regard to diversity, Afrocentrism, and Eurocentrism. The results of the survey were used to infer the respondents' perceptions regarding the five research questions. 1. What was the perceived importance of considering the diverse nature of an ethnicity in respect to the development of curriculum and instruction? 2. What was the perceived level of interest regarding the incorporation of an Afrocentric perspective into the Social Studies Curriculum? 3. How did the respondents perceive the incorporation of an alternature curriculum maintaining diverse perspectives? 4. Did the respondents belive the social studies curriculum should be altered to cater to the learning styles of ethnic and cultural groups? 5. Was there a perceived need for diverse assessment techniques to gauge the academic success of students from various cultural and ethnic groups? The mean scores assigned to each research question indicated that the leaders in the social studies agreed that diverse cultures should be included within the mainstream curriculum and that alternative assessment techniques should be used to measure those ideas. However, there was little interest in permitting the ethnicity of the school's population guide curriculum and instruction decision. Furthermore, the leaders seemed more interested in a multicultural curriculum than a curriculum incorporating only an Afrocentric perspective.<br>Ed.D.<br>Instructional Programs<br>Education<br>Curriculum and Instruction<br>117 p.<br>ix, 117 leaves, bound : ill. ; 28 cm.

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Lucas, Nicholas. "Commercialism or Professionalism among Auditing Leaders." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/772.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf<br>Bachelors<br>Business Administration<br>Accounting

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Fazaeli, Ahmad, of Western Sydney Nepean University, and Faculty of Education. "Academic culture, attitudes and values of leaders, and students' satisfaction with academic culture in Australia's universities." THESIS_FE_XXX_FAZAELI_A.xml, 1998. http://handle.uws.edu.au:8081/1959.7/126.

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This study examined staff and leadership's attitudes to their work organisation and its environment, and, in particular, the extent to which they preferred a human or task orientation. The study then defined and measured the 'academic culture' of the institution and explored the different effects of emphasising human or task orientations on this academic culture. Finally, the relationship between academic culture and student satisfaction within the institution was explored in the research. The measure of academic culture encompassed 3 domains - planning, the way of doing things, and relationships. A set of survey research instruments was developed and piloted. These instruments measured, in addition to background characteristics of respondents, aspects of attitude to the organisation and perceptions of its academic culture. The results of the study provided evidence that stronger task-oriented attitudes of leaders and staff were associated with academic culture subscales based on 'clarity of the job' and 'goal setting' within the planning domain and 'job performance' within the way of doing things domain. Although the relationship was much weaker, stronger human-oriented attitudes were related to the academic culture subscales of 'communication and relationship' and 'social acceptance' within the relationship domain, and 'leader-subordinate interaction' in the way of doing things domain. In as much as a strong academic culture needs an emphasis on the 3 domains (planning, the way of doing things in an organisation, and relationships), the research suggested that staff and leadership need to be versatile and incorporate both task-oriented and human-oriented approaches. A number of measures of attitudes and perceptions of academic culture were significantly related to the demographic backgrounds of the participants. This emphasised the importance of treating the constructs as multi-dimensional and the leaders, staff, and students as heterogeneous groups. Finally, and importantly, student satisfaction measures were associated with higher academic culture scores<br>Doctor of Philosophy (PhD)

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Fazaeli, Ahmad. "Academic culture, attitudes and values of leaders, and students' satisfaction with academic culture in Australia's universities." Thesis, View thesis, 1998. http://handle.uws.edu.au:8081/1959.7/126.

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This study examined staff and leadership's attitudes to their work organisation and its environment, and, in particular, the extent to which they preferred a human or task orientation. The study then defined and measured the 'academic culture' of the institution and explored the different effects of emphasising human or task orientations on this academic culture. Finally, the relationship between academic culture and student satisfaction within the institution was explored in the research. The measure of academic culture encompassed 3 domains - planning, the way of doing things, and relationships. A set of survey research instruments was developed and piloted. These instruments measured, in addition to background characteristics of respondents, aspects of attitude to the organisation and perceptions of its academic culture. The results of the study provided evidence that stronger task-oriented attitudes of leaders and staff were associated with academic culture subscales based on 'clarity of the job' and 'goal setting' within the planning domain and 'job performance' within the way of doing things domain. Although the relationship was much weaker, stronger human-oriented attitudes were related to the academic culture subscales of 'communication and relationship' and 'social acceptance' within the relationship domain, and 'leader-subordinate interaction' in the way of doing things domain. In as much as a strong academic culture needs an emphasis on the 3 domains (planning, the way of doing things in an organisation, and relationships), the research suggested that staff and leadership need to be versatile and incorporate both task-oriented and human-oriented approaches. A number of measures of attitudes and perceptions of academic culture were significantly related to the demographic backgrounds of the participants. This emphasised the importance of treating the constructs as multi-dimensional and the leaders, staff, and students as heterogeneous groups. Finally, and importantly, student satisfaction measures were associated with higher academic culture scores

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Fazaeli, Ahmad. "Academic culture, attitudes and values of leaders, and students' satisfaction with academic culture in Australia's universities /." View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030821.110738/index.html.

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Thesis (Ph. D.) -- University of Western Sydney, Nepean, 1998.<br>Submitted to the Faculty of Education, The University of Western Sydney, in fulfilment of the requirements for the degree of Doctor of Philosophy April 1998. Bibliography : p. 331-384.

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Timmerman, Ashley. "When Leaders Repress: A Study of African States." Master's thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6368.

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When do leaders choose state-sponsored repression as a response to certain threats to the state? Conventional wisdom states that authoritarian regimes will be more likely to use these repressive acts in order to maintain law and order, as well as to suppress the opposition. However, previous literature on the subject fails to recognize the effect of irregular civil wars on this decision, as well as the types of repression that will – or will not – be used against citizens. I analyze cross-sectional time series data in 46 African states between 1990 and 2010 on human rights violations and their causes. The key independent variable is irregular civil war, but I also look at the effects of protest movements and domestic terror attacks to find the levels of human rights violations and the specific type of human rights violations used. Irregular civil war is the most important indicator for human rights violations, specifically, the use of killing and disappearances to silence the opposition and end the warfare.<br>M.A.<br>Masters<br>Political Science<br>Sciences<br>Political Science; International Studies Track

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Scull, Winfield Reed. "An inquiry into the theoretical dispositions of educational leaders." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186647.

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Educational policy and practice in this country and around the world sees those in formal positions of leadership as central figures in the reform of schooling. Given the central role that these persons play in that reform, and given the nature of the challenges that they face, educational leaders will need to develop new and innovative theoretical perspectives for viewing and understanding organizations. At this time, however, most theories of organization and leadership are limited due to their emphasis on the perspectives of white males. This study attempts to gain a theoretical picture of organizational leadership from the perspective of persons of color. Eight minority students from graduate programs in educational administration in the Tucson, Arizona, and Tacoma, Washington areas were interviewed with the purpose of capturing a sense of organizational theory from the perspectives of educational leaders of color. Drawing on the organizational frame research of Bolman and Deal (1984, 1991a, 1992a), the dispositions of leaders of color toward four traditional organizational theories were examined. Then, examination into their views of organization was extended to gain an idea of some of the issues that comprise the specific realities of organization for educational leaders of color. The findings from this study suggest that educational leaders of color have both a unique and powerful perspective to offer scholars and practitioners interested in a greater understanding of organization and leadership. The findings may also have implications for the research into organization theory, as well as for the design and direction of university educational administration programs.

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Lezama, Silvia M. "Equal education| School leaders support of English language learners' academic success." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3662516.

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<p> From a critical race theory perspective, this study examined how leaders in a California public school district support English language learners (ELLS) while implementing Proposition 227, a policy that strengthened the structures of inequality by imposing English as the language of instruction. The problem this study addressed was the effect Proposition 227 has had on school leaders' capacity to support the needs of ELLs. A qualitative multiple-case study, this study examined inconsistencies among tiers of leadership with regard to support systems for ELLs, irregular monitoring practices, and a lack of language resources. These findings also reveal a focus on oral and academic language development and outline professional development and review of ELLS' data as best practices.</p><p> This study employed nine semistructured interviews. Analysis is presented through a tiered leadership model that includes perceptions from board members, district administrators, and school principals. This study is vital to informing the literature on how leaders understand instruction for ELLs and implement support services in public schools.</p>

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White, Natasha. "Attitudes of School Leaders and the Academic Success of English Learners." Thesis, Notre Dame of Maryland University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13805837.

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<p> English Learners (ELs) are one of the fastest growing student populations across the country and in the State of Maryland. In tandem with the growth of this diverse student group has been increasing accountability for public schools to ensure academic success for all students. Annual reports of school progress reveal persistent achievement gaps between English speaking students and ELs. This study investigated the relationship between the beliefs and expectations of school leaders and the academic success of English Learners. </p><p> A correlational causal comparative, quantitative study was conducted using principal perception survey data and Maryland State assessment data. Principals' perceptions were not found to be good predictors in reducing the achievement gap between English Learners and English proficient students on state assessments. However, a statistically significant relationship was found between school practices and a change in the mathematics achievement gap. Also, principal training was found to have a significant positive relationship to school practices. </p><p> These findings, along with survey perception data, underscore the need for targeted professional development for school leaders to combat systemic practices and beliefs that may contribute to the achievement gap between language minorities and their monolingual counterparts. The results may be useful to State leaders as they consider certification requirements for school administrators. </p><p> District policies that restrict research and suppressed assessment data served as limitations to this study. Further investigation into principals' perceptions and an assessment of principal adequacy to close the achievement gap is warranted by State education leaders.</p><p>

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Books on the topic "Academic leaders"

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1947-, Hoppe Sherry L., and Speck Bruce W, eds. Identifying and preparing academic leaders. Jossey-Bass, 2003.

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A, Perman Jay, and Clawson D. Kay 1927-, eds. Pearls for leaders in academic medicine. Springer, 2008.

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Conley, Aaron, and Genevieve G. Shaker. Fundraising Principles for Faculty and Academic Leaders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66429-9.

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1965-, Gregory Gwen Meyer, ed. The successful academic librarian: Winning strategies from library leaders. Information Today, Inc., 2005.

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1954-, Olson Gary A., and Presley John W, eds. The future of higher education: Perspectives from America's academic leaders. Paradigm Publishers, 2009.

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Hunt, Penelepe C. Development for academic leaders: A practical guide for fundraising success. Jossey-Bass, 2012.

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1954-, Olson Gary A., and Presley John W, eds. The future of higher education: Perspectives from America's academic leaders. Paradigm Publishers, 2009.

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Mallon, William T. Finding top talent: How to search for leaders in academic medicine. Association of American Medical Colleges, 2009.

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Seldin, Peter. Evaluating and developing administrative performance: A practical guide for academic leaders. Jossey-Bass Publishers, 1988.

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Buller, Jeffrey L. Best practices in faculty evaluation: A practical guide for academic leaders. Jossey-Bass, 2012.

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Book chapters on the topic "Academic leaders"

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Mukhopadhyay, Marmar. "Nurturing and Leading the Leaders." In Academic Leadership. Routledge India, 2023. http://dx.doi.org/10.4324/9781003376545-8.

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Carr, Victoria. "Academic considerations." In Authentic School Improvement for Authentic Leaders. Routledge, 2024. http://dx.doi.org/10.4324/9781003440000-15.

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Parkin, Doug. "Programme leaders as educational and academic leaders." In Supporting Course and Programme Leaders in Higher Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003127413-18.

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Ruben, Brent D., Richard De Lisi, and Ralph A. Gigliotti. "Academic Leadership." In A Guide for Leaders in Higher Education, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003442769-2.

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Carpenter, Heather L. "Assessing Nonprofit Academic Programs." In Preparing Leaders of Nonprofit Organizations. Routledge, 2022. http://dx.doi.org/10.4324/9781003294061-18.

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Djamali, Arjang, Fahad Aziz, and Dana Clark. "Feedback in Academic Medicine." In Emerging Leaders in Academic Medicine. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-80358-1_8.

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Djamali, Arjang, Fahad Aziz, and Dana Clark. "Finances in Academic Medicine." In Emerging Leaders in Academic Medicine. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-80358-1_5.

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Djamali, Arjang, Fahad Aziz, and Dana Clark. "Academic Appointment and Promotions." In Emerging Leaders in Academic Medicine. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-80358-1_10.

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Ngowi, Alfred. "Recruiting and Developing Academic Leaders." In Engineering Education for a Smart Society. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60937-9_7.

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Eve, Juliet. "Academic almanac." In Supporting Course and Programme Leaders in Higher Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003127413-15.

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Conference papers on the topic "Academic leaders"

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Zhu, Chang. "DIGITAL ACADEMIC LEADERSHIP OF RESEARCH LEADERS IN UNIVERSITIES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2216.

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SAKAS, DAMIANOS P., and T. E. SIMOS. "ADMINISTRATIVE FACULTIES OF ACADEMIC LEADERS." In Proceedings of the International Conference on ICMMS 2008. IMPERIAL COLLEGE PRESS, 2010. http://dx.doi.org/10.1142/9781848165106_0003.

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Chongcharoen, Koolchalee. "MULTICULTURAL LEADERSHIP AND THE ROLE OF THAI SCHOOL LEADERS." In 54th International Academic Virtual Conference, Prague. International Institute of Social and Economic Sciences, 2020. http://dx.doi.org/10.20472/iac.2020.054.008.

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Šrobárová, Soňa, and Štefánia Maržiňanová. "Vademecum lídra." In Nové trendy profesijnej prípravy v Ozbrojených silách. Akadémia ozbrojených síl generála Milana Rastislava Štefánika, 2023. http://dx.doi.org/10.52651/ntpp.b.2023.9788080406486.163-173.

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International surveys and practice have shown that the most effective leaders are people who have managed to create a balance between personal talent, professional education and professional management skills. A leader must also be a strategist, and strategy cannot be reduced to just techniques and methods. The Leader's Vademecum as an academic handbook is oriented towards a set of procedures and guidelines that touch and are related to issues of leadership and management within the Academy of the Armed Forces in the Slovak Republic. These questions are related to the performance of tasks and the presentation of appropriate attitudes on the part of commanders, academic teachers, university management and cadets. It defines the ways of proceeding in the processes of command, education, as well as in organizational and administrative matters. Effective education, or rather the formation of leaders in AOS, will be largely determined by the appropriate coordination of the activities of the above-mentioned academic groups. Each of them has a reserved, very important role that must be fulfilled in achieving the intended goal. And this goal is the education of a citizen, a patriot, a commander and a leader.

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Idris, Jeffri. "Understanding School Leaders’ Challenges and Needs in THE Management of Multigrade Classrooms." In International Academic Conference on Education. Acavent, 2019. http://dx.doi.org/10.33422/iaceducation.2019.11.673.

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Guo, Rongxiang, and Hui Xu. "Several Principles Followed by Construction of the University Academic Leaders." In 2nd International Conference on Management Science and Industrial Engineering (MSIE 2013). Atlantis Press, 2013. http://dx.doi.org/10.2991/msie-13.2013.155.

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Segovia-Nieto, Laura, and Andrés Ramírez-Velandia. "Do we need empathy or compassion in our political leaders? A case of Colombian political leaders." In Proceedings of the 4th International Conference on Social, Business, and Academic Leadership (ICSBAL 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsbal-19.2019.44.

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Hager, Frank. "GENDER AND LEADERSHIP – DO FEMALE LEADERS PERFORM A DIFFERENT, BETTER OR EVEN A HEALTHIER LEADERSHIP STYLE?" In 43rd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.043.011.

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Mishra, Nandita. "Perception of Company Leaders on opportunities and Challenges of Integrated Reporting in India." In International Academic Conference on Management and Economics. Acavent, 2019. http://dx.doi.org/10.33422/conferenceme.2019.11.651.

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Mitra, Joydeep. "The national science foundation and its quest for tomorrow's academic leaders." In 2009 IEEE/PES Power Systems Conference and Exposition (PSCE). IEEE, 2009. http://dx.doi.org/10.1109/psce.2009.4840145.

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Reports on the topic "Academic leaders"

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.

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Willis, Larkin, Aneesha Badrinarayan, and Monica Martinez. Quality criteria for systems of performance assessment for school, district, and network leaders. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/439.730.

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The Quality Criteria for Systems of Performance Assessment capture a set of research-based expectations for what it takes to support high-quality performance assessment systems within k–12 schools, districts, and networks. The Quality Criteria are based on a review of relevant literature and have been vetted by a panel of academic scholars and practitioner-experts.

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Yilmaz, Ihsan, and Raja M. Ali Saleem. Military and Populism: A Global Tour with a Special Emphasis on the Case of Pakistan. European Center for Populism Studies (ECPS), 2022. http://dx.doi.org/10.55271/pp0010.

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Although populism has become a focus of research in the last decade, there hasn’t been much academic work on how militaries around the world have reacted/acted to the rise of populist leaders. There is some timeworn research on the relationship of militaries in Latin America with various left-wing populist governments and leaders from the 1930s to 1970s. Given that populism was largely understood in the context of left-wing politics, with the rise of right-wing populism, the literature on the military and populism needs to be advanced by studying the relationship between right-wing populism and the military. This article aims to address this gap by looking at the right-wing populism case study of Pakistan, where the military has actively participated in the rise of a religious populist leader. To situate the case study within the larger literature of the military and populism, the dynamics and history of military associations with populism and populist leaders are revisited in the article’s first part.

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Day, Rita. Integrating a Business Industry Advisory Board within the Triple Helix Framework. Vilnius Business College, 2024. https://doi.org/10.57005/ab.2024.4.2.

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The Triple Helix Model of Innovation, which emphasises the dynamic interactions between academia, industry, and government, offers a powerful framework for fostering innovation and economic development. Embedding a Business Industry Advisory Board (BIAB) within this model can enhance collaboration, ensure alignment with market needs, and provide a strategic platform for knowledge transfer. A BIAB typically consists of industry leaders, business experts, and policymakers who advise academic institutions on curriculum development, research agendas, and engagement with industry trends. This advisory board can bridge universities, or business colleges and the business sector, ensuring that academic output is aligned with real-world challenges and opportunities. In the context of the Triple Helix, integrating a BIAB strengthens the industry pillar by deepening its connection with academia and government, creating a feedback loop that benefits all three elements. Thus enabling, better decisionmaking, a more informed strategic plan, and ultimately enhancing the student-centred approach to academia.

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Higgins, Steve, Emma Dobson, Jonathan Kay, and Patrick Okwen. Using meta-analysis to explore the transferability of education mid-range theories to Cameroon, Chad, Nigeria and Niger: Final academic report – Evidence synthesis. Centre for Excellence and Development Impact and Learning (CEDIL), 2022. http://dx.doi.org/10.51744/crpp2.

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Our project sought to recontextualise a popular evidence portal from the English education system to Cameroon, Chad, Niger and Nigeria. The Teaching and Learning Toolkit is a resource that summarises the global evidence for 30 different pedagogical approaches in plain language so that it can inform the decisions of school leaders in England. This paper shares the evidence synthesis for the project.

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.

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Akhmedjanova, Diana, and Komiljon Karimov. Covid-19’s Effects on Higher Education in Uzbekistan: The Case of Westminster International University in Tashkent. TOSHKENT SHAHRIDAGI XALQARO VESTMINSTER UNIVERSITETI, 2020. https://doi.org/10.70735/azco9450.

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Higher education (HE) in Uzbekistan moved to distance learning since the beginning of the pandemic with uneven results. Universities responded with different approaches to ensure safety of their communities and continue teaching and learning, often online. Westminster International University in Tashkent (WIUT) faced considerable challenges with distance learning including access to technology and the Internet, lack of skills for teaching online and understanding how students learn best in the new mode. Only 14% of faculty used this approach before. Based on WIUT’s initial experience, we recommend: Universities and educational leaders analyze the technology, software, and skills of academic staff and students—can they access and feel comfortable with online learning? Use a learning management system (LMS) that will meet the requirements and needs of academic staff and students. Teachers should supplement with other tools or methods as useful. Design and deliver professional development workshops and trainings for academic staff and students for effective online learning and use of technologies.

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Merritt Johnson, Alexandra, Sherenna Bates, and Kimberly Smith. Hidden in Plain Sight: The Opportunity to Bridge District Equity Gaps by Fostering Collaborations with BIPOC Solution Providers. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/197.

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Despite extensive educational reform efforts, social position and identity continue to affect the academic success of historically and systematically excluded students in the United States. To address this, it is imperative to involve BIPOC communities in the creation and selection of education solutions aimed at reducing this inequity. Although BIPOC solution providers possess the expertise and innovative solutions required to meet HSE students’ needs, they often encounter barriers that limit their access to districts and education markets. To bridge this gap, Digital Promise’s Center for Inclusive Innovation has introduced two innovative approaches: Learning Salons and Solution Showcases. Learning Salons facilitate collaboration and engagement between BIPOC solution providers and district leaders, addressing specific challenges faced by HSE students. Solution Showcases offer an event where district leaders can explore teaching and learning solutions designed by BIPOC providers. This report focuses on the experiences and perspectives of BIPOC solution providers and district leaders navigating the education landscape and highlights their insights from Learning Salons and Solution Showcases. It also highlights factors to consider in overcoming barriers to partnerships between districts and BIPOC solution providers.

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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.

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