Relevant bibliographies by topics / Academic leadership and development academy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic leadership and development academy'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Academic leadership and development academy"

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Howell, Lydia Pleotis, Priscilla S. Markwood, and Dani S. Zander. "The Association of Pathology Chairs’ Pathology Leadership Academy: Experience From the First 2 Years." Academic Pathology 6 (January 1, 2019): 237428951982630. http://dx.doi.org/10.1177/2374289519826309.

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Leadership development and succession planning are critical to ensure continued strength of academic pathology. The Association of Pathology Chairs developed the Pathology Leadership Academy to prepare future academic leaders. The purpose of this report is to describe: (1) Pathology Leadership Academy’s development and curriculum, (2) how Pathology Leadership Academy has met leadership development needs for individuals and academic departments in its first 2 years, (3) Pathology Leadership Academy’s future directions based on program feedback. Results were analyzed from pre- and postprogram needs assessment surveys of pathology chairs and from evaluations from Pathology Leadership Academy participants in the first 2 years. Pathology Leadership Academy curriculum was developed from topics identified as priorities in the chairs’ survey. Twenty-eight (90%) of 31 responding participants were very satisfied/satisfied with Pathology Leadership Academy. Of the 18 responding chairs who sent a participant to Pathology Leadership Academy, 11 (61%) reported that Pathology Leadership Academy met their faculty development goal. Of all responding chairs, 13 (32%) of 41 reported uncertainty as to whether Pathology Leadership Academy is meeting chairs’ goals. Chairs reported that Pathology Leadership Academy provided value to their faculty through preparation for a future leadership role, enhancing skills for a current role, and enhancing understanding of opportunities and challenges in academic medicine. Most chairs (27/43, 66%) said Pathology Leadership Academy should be offered again; 13 (32%) of 43 were uncertain, and 1 (2%) of 43 said no. Initial experience of Pathology Leadership Academy is positive and promising and provides opportunity for leadership succession planning in academic pathology. Pathology Leadership Academy will use participant and chair feedback for ongoing curricular development to ensure topics continue to address major needs of academic pathology.
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Burns, Elizabeth K., and David C. Prosperi. "Maturity and Leadership in the Planning Academy." Journal of Planning Education and Research 6, no. 3 (1987): 148–59. http://dx.doi.org/10.1177/0739456x8700600302.

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This paper begins to formalize a conception of maturity and leadership in the planning academy. Building on a pair of seminal papers by Krueckeberg (1984, 1985) and recent literature on academic unit leadership, this paper presents a descriptive and analytic overview of the planning academy and compares and contrasts leadership in planning education units against a situational model of academic leadership. The paper concludes with an agenda of possible research and programmatic directions designed to advance the intellectual field of planning thereby enhancing its institutional maturity.
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Korschun, Holly W., Dennis Redding, Gary L. Teal, and Michael M. E. Johns. "Realizing the Vision of Leadership Development in an Academic Health Center: The Woodruff Leadership Academy." Academic Medicine 82, no. 3 (2007): 264–71. http://dx.doi.org/10.1097/acm.0b013e31803078b5.

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Blackmore, Paul, and Richard Blackwell. "Strategic leadership in academic development." Studies in Higher Education 31, no. 3 (2006): 373–87. http://dx.doi.org/10.1080/03075070600680893.

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Akdere, Mesut, Louis Hickman, and Michael Kirchner. "Developing Leadership Competencies for STEM Fields: The Case of Purdue Polytechnic Leadership Academy." Advances in Developing Human Resources 21, no. 1 (2018): 49–71. http://dx.doi.org/10.1177/1523422318814546.

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The Problem Employers view today’s science, technology, engineering, and math (STEM) program graduates as deficient in interpersonal skills that are essential for team and organizational performance. However, STEM programs continue to effectively engage in interpersonal skills development in college level, instead placing the responsibility of such development on employers. The Solution A competency modeling framework should inform the design of such education programs, and this article describes such a framework and an educational program that used the framework to identify needed interpersonal skills and successfully develop them in STEM students. The framework will help HRD (human resource development) professionals take an active role in identifying the competencies needed for STEM program graduate success. The Stakeholders The article provides HRD academics with a framework to identify competencies needed for workplace success in a given academic field. As education programs such as described here are developed, STEM organizations may receive workers who are more productive and less in need of leadership development expenditure.
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M. Zapalska, Alina, Nick Zieser, and Tyler Kelley. "Leadership development in undergraduate programs: an example at the U.S. Coast Guard Academy." Problems and Perspectives in Management 14, no. 1 (2016): 30–43. http://dx.doi.org/10.21511/ppm.14(1).2016.04.

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The paper presents specific examples of leadership training practices and educational activities that have been successfully implemented in an undergraduate program at the U.S. Coast Guard Academy. The purpose of this study is to illustrate a model of experiential learning that facilitates leadership development in an undergraduate program. The integration of cadets’ learning in a classroom, during students’ engagement in service learning, community engagements, internships, and extra-curricular activities allows cadets to develop necessary leadership skills required for graduation and employment in the future. A structured experiential learning environment allows students to discover their own styles of self-leadership and explore new leadership approaches. Concrete experience, reflective observation, abstract conceptualization, and active experimentation are exercised in the learning communities that include faculty, coaches, students (peer groups) and the community they serve
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Tian, Jian-quan, Danmin Miao, Yongyong Xu, and Yebing Yang. "The leadership competency modeling of military academy cadets." Social Behavior and Personality: an international journal 37, no. 4 (2009): 525–37. http://dx.doi.org/10.2224/sbp.2009.37.4.525.

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The purpose of this paper is to introduce a four-year study about the development and validation of a leadership competency model for military academy cadets in the People's Liberation Army. Based on a literature review and experts' judgment, 11 components were selected to compose the leadership competency model. The model was validated by the academic and leadership performance of cadets after graduation. Results indicated that there was a significant positive correlation between competency evaluation and summated leadership performance assessment. The leadership performance assessment was significantly different between cadets who had higher and average competency evaluations. The results indicated that the competency model had good concurrent and predictive validity for the leadership performance of Chinese military academy cadets.
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Berman, Audrey. "Academic Leadership Development: A Case Study." Journal of Professional Nursing 31, no. 4 (2015): 298–304. http://dx.doi.org/10.1016/j.profnurs.2015.02.006.

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Savage, Grant T., W. Jack Duncan, Kathy L. Knowles, Kathleen Nelson, David A. Rogers, and Karen N. Kennedy. "Interprofessional Academic Health Center Leadership Development: The Case of the University of Alabama at Birmingham’s Healthcare Leadership Academy." Applied Nursing Research 27, no. 2 (2014): 104–8. http://dx.doi.org/10.1016/j.apnr.2013.07.001.

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Wong, Gabrielle Ka Wai. "Leadership and leadership development in academic libraries: a review." Library Management 38, no. 2/3 (2017): 153–66. http://dx.doi.org/10.1108/lm-09-2016-0075.

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Purpose The purpose of this paper is to highlight academic librarians’ understanding of leadership and leadership development, with the aim to shed light on further research that can inform and improve practices. Design/methodology/approach A literature review on academic library leadership was conducted. Particular attention was placed on the three common leadership modes in academic libraries: emergent leadership, team leadership and headship. The review covers librarians’ conception of leadership, desirable leadership capabilities and existing leadership development. Findings Librarians view leadership as a process of influence, and understand that leadership does not only come from formal leaders. Lacking is a more structured knowledge of what constitute effect leadership. In the literature, team and emergent leadership have not been adequately explored; most leadership research in the field takes on a headship approach. Research limitations/implications The publications reviewed were selective; not all papers on the topic were included. Practical implications Featuring the three leadership modes brings librarians’ attention to the crucial differences among them; and hence directs future discussion to a more focused approach that addresses each leadership mode specifically. Originality/value This paper differs from previous literature reviews on library leadership; it is the first one comparing and contrasting publications using the three leadership modes.
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Dissertations / Theses on the topic "Academic leadership and development academy"

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Ramukumba, TS, JE Bereda-Thakhathi, and ME Chokwe. "Needs of fellows enrolled for the Academic Leadership and Development Academy (ALDA) of the Sigma Theta Tau Lambda-at-Large Chapter, Africa." African Journal for Physical, Health Education, Recreation and Dance, 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001970.

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Abstract Academic Leadership and Development Academy (ALDA) was instituted by the Tau Lambda-at-Large Chapter Sigma Theta Tau International (STTI). In 2011-2012 ALDA intended goal was to emancipate participants to be able to take professional leadership positions, generate a funded research project, professional networking muscle and collaboration, including publishing in an accredited journal. The purpose of the study was to explore and describe the needs of the fellows enrolled for the 2011-2012 ALDA leadership programme. The word ‘fellow’ refers to all candidates who were selected to participate in the ALDA programme. The programme was tailor-made to develop and prepare professional nurses for middle or high level leadership positions within the academic environment. Four African universities and colleges were involved. The research design was qualitative, exploratory, and descriptive in nature. The target population included all 2011-2012 fellows of the ALDA of the Sigma Theta Tau Lambda-at-Large Chapter Africa. The sample consisted of all 14 fellows of the 2011-2012 ALDA who were involved in programme. This programme was the first of its kind in Africa engineered by ALDA in Africa in 2011. Data gathering was a self-report through naïve sketches. Tesch’s eight steps of data analysis were applied. An independent coder was engaged to improve trustworthiness of the data. The results showed that fellows needed professionalism and recognition; communication and setting the stage; and more collaboration with research expects. At first the programme did not have a clear curriculum content outlined and as such fellows were dissatisfied for some time which affected the progress as expected by both the fellows and the faculty. Faculty refers to experts involved in the programme. However, fellows managed to work cooperatively with one another, thus promoting a social learning environment and providing opportunities of collaborative research studies in the future.
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Thomas, Robert W. "Teaching tomorrow's leaders a comparison of leadership development at the United States Military Academy and United States Naval Academy /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA380918.

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Thesis (M.S. in Leadership and Human Resource Development) Naval Postgraduate School, June 2000.<br>Thesis advisor(s): Crawford, Alice; Thomas, Gail Fann. "June 2000." Includes bibliographical references (p. 73). Also available in print.
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Provenzano, John. "Risk, Resiliency, and Outcomes among LiFE Sports Youth Leadership Academy Participants." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429707526.

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Volpe, Dennis J. "Educating tomorrow's leaders today : a comparison of the officer development programs of the United States Naval Academy and the United States Air Force Academy." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FVolpe.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2003.<br>Thesis advisor(s): Alice Crawford, Jeff McCausland. Includes bibliographical references (p. 91-94). Also available online.
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Dodd, Diana Ricchezza. "Student leadership, the development of the emerging individual in academic contexts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0003/MQ42062.pdf.

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Cook, Margaret Caldwell. "Redefining leadership in a higher education context : views from the front line." Thesis, Edinburgh Napier University, 2016. http://researchrepository.napier.ac.uk/Output/978802.

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The study aim was to investigate the perceptions of senior leaders within the sector to determine their views of the key challenges in contemporary academic leadership and to inform practice for the future. Academic leadership is a key component of the success or otherwise of an academic institution. There is significant literature around the issue of academic leadership the emphasis of which is based around the perceptions of academic staff and how they would wish to be led. The work was undertaken from an interpretivist perspective using a phenomenological research design to elicit an understanding of the views of senior managers through conducting semi-structured interviews and a focus group with senior university leaders. The interview process afforded the respondents the opportunity to recount their own experiences in their own terms with their own emphasis on what was important to them within the broad structure of the four core categories drawn from the literature: definitions of leadership; leadership in an HEI; academic leadership and leadership development. The findings from this study provides a contribution through considering senior leaders perceptions on how best to lead the academic staff to maximise their contribution to the institution and ultimately to better serve the needs of students. Practice implications include the forwarding of a framework for the consideration of the development of academic leaders within the Higher Education context.
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Thomas, Keith Trevor, and mikewood@deakin edu au. "Understanding educational process in leadership development." Deakin University. School of Social and Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051110.134710.

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This thesis is a case study of educational process in the leadership development program of the Australian Defence Force Academy. The intention is to determine the relative emphasis in educational process on the conventional command and managerial compliance (Type A) style and the emergent contingent and creative (Type B) style of leadership. The Type A style is theorised as emphasizing hierarchy and control, whereas the emphasis in a Type B style is on adaptive and entrepreneurial behaviour. This study looks at the learning process in a cultural and structural context rather than focus on curriculum and instructional design. Research in this wider context is intended to enable development processes to successfully bridge a gap between theory and practice, implicit in studies that identify theories 'in-operation' as different from the theories 'espoused' (Argyris 1992, Savage 1996). In terms of espoused and in-use theory, the study seeks to produce a valid and reliable result to the question: what is the relative emphasis on the two leadership styles in the operation of the three educational mechanisms of curriculum, pedagogy (teaching practice) and assessment? The quantitative analysis of results (n = 114) draws attention to both leadership styles in terms of two and three-way relationships of style, cadet or work group and service type. The data shows that both Type A and Type B leadership styles are evident in the general conversation of the organisation. This trend is present as espoused theory in the curriculum of the Defence Academy. However, the data also confirm a clear and strong emphasis towards command and managerial compliance as theory-in-use, particularly by cadets. This emphasis is noticeably evident in the teaching and assessment practice of the Defence Academy. Other research outcomes include the observation that: Contextually, while studies show it is difficult to isolate skills from their cultural and biographical context (Watkins, 1991:15), this study suggests that it is equally difficult to isolate skills development from this context. There is a strong task or instrumental link identified by cadet responses in terms of content and development process at the Defence Academy, in contrast to the wider developmental emphasis in general literature and senior officer interviews. There is a lack of awareness of teaching strategies and development activity consistent with espoused Type B leadership theory and curriculum content. This gap is compounded by the use in the Defence Academy of personnel without teaching expertise or suitable developmental experience. The socialisation of cadets into the military workplace is the primary purpose of training. This purpose appears taken for granted by all concerned - staff, cadets and senior officers. Defence Academy development processes appear to be faced with a dilemma. Arguably, training and learning from experience are limited approaches to development. Training, which involves learning by replication, and learning from experience, which is largely imitative, are both of little use when people are faced with novel and ambiguous situations. This study suggests that in order to support the development of capabilities that go beyond training based competence a learning and development approach is needed. This more expansive approach requires educational planners to consider the cultural and social context that can inadvertently promote the status quo in practice over espoused outcomes.
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Kennedy, Robert. "Leadership development revisited : an assessment of midshipmen learning processes at the United States Naval Academy." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA359404.

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Thesis (M.S. in Leadership and Human Resource Development) Naval Postgraduate School, December 1998.<br>"December 1998." Thesis advisor(s): Alice Crawford, Gail F. Thomas. Includes bibliographical references (p. 91-93). Also available online.
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Zaleski, Patrick J. "An assessment of the leadership education and development program at the United States Naval Academy." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FZaleski.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2003.<br>Thesis advisor(s): Alice Crawford, Gail Fann Thomas. Includes bibliographical references (p. 71-72). Also available online.
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Brosseit, Brett A. "Law school academic support professionals' perceptions about development of students' critical thinking." Thesis, BARRY UNIVERSITY, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718737.

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<p>Recent research suggests that many U.S. students graduate from college with under-developed critical thinking skills. College graduates with deficits in critical thinking skills who pursue legal education face difficult barriers to academic and professional success which, if not effectively addressed, may impact the affected students, as well as the legal profession and society as a whole. Legal education is likewise facing intense criticism regarding educational practices and graduates? level of preparation for the competent practice of law. The purpose of this study was to construct a comprehensive theory of the development of critical thinking skills in law students. Through a process of grounded analysis, the researcher developed a conceptual model of the development of critical thinking in law students based on interview data collected from 14 academic support professionals at third- and fourth-tier law schools in the U.S. The model, referred to as the Critical Thinking in Law Students (CTLS) Model, considers student learning needs, student learning challenges, and legal education system challenges, and identifies twelve factors to optimize the development of critical thinking in law students. The CTLS Model may help law school governing authorities, law school administrators, law school faculty, law school academic support professionals, and law students better understand how critical thinking develops in law students so that students may achieve their full academic, intellectual, and professional potential.
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Books on the topic "Academic leadership and development academy"

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

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Best practices of literacy leaders: Keys to school improvement. Guilford Press, 2012.

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Thomas, Robert W. Teaching tomorrow's leaders: A comparison of leadership development at the United States Military Academy and United States Naval Academy. Naval Postgraduate School, 2000.

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Bulian, Giovanni, and Yasushi Nakano. Small-scale Fisheries in Japan. Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-226-0.

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This collection of essays brings together a range of critical approaches, from varying disciplinary backgrounds, to provide an in-depth overview of the past and current status of small-scale fisheries in Japan. The book attempts to map out some of the major themes relating to community-based fisheries-management systems, environmental sustainability, lottery systems for allocating fishing spots, fishing livelihoods, local knowledge, social vulnerability to environmental hazards, socioeconomic factors affecting small-scale fisheries development, history of destructive fishing practices, women’s entrepreneurship in the seafood sector, traditional leadership systems, religious festivals, and power relationship between local communities and government agencies. The aim of this book is then to provide a comprehensive and multifaceted analysis of the cultural richness of this fishing sector, which still plays a key role in the broad academic debates focused on the potential small-scale fishery trajectories within the context of global scenarios.
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Responding to societal expectations: A special issue from the European academy of business in society and Vlerick Leuven Gent management school. Emerald Group Pub., 2005.

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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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Nix, Kristie S. CULTIVATING LEADERSHIP: ADMINISTRATIVE DEVELOPMENT STRATEGIES FOR ACADEMIC DEANS IN COLLEGES AND UNIVERSITIES. 1989.

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In Search of Academic Quality. Palgrave Macmillan, 2015.

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Altbach, Philip G., Maria Yudkevich, and Laura E. Rumbley. Academic Inbreeding and Mobility in Higher Education: Global Perspectives. Palgrave Macmillan, 2015.

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The Arc Of The Academic Research Career Issues And Implications For Us Science And Engineering Leadership Summary Of A Workshop. National Academies Press, 2014.

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Book chapters on the topic "Academic leadership and development academy"

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Jabbour, Salma K., and Sue S. Yom. "Disease Site Leadership." In Career Development in Academic Radiation Oncology. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71855-8_22.

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Newton, Warren P. "Faculty Development and Promotion in Academic Medicine." In Management and Leadership Skills for Medical Faculty. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27781-3_22.

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Newton, Warren P. "Faculty Development and Promotion in Academic Medicine." In Management and Leadership Skills for Medical Faculty and Healthcare Executives. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45425-8_26.

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Yom, Sue S., and Iris C. Gibbs. "Leadership Versus Service: What’s the Difference? Is There a Difference?" In Career Development in Academic Radiation Oncology. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71855-8_21.

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Akhyamova, Inna A., Ksenia A. Mitrofanova, and Alexander A. Pronin. "Academic Leadership as a Goal for Municipal University Development." In Leadership for the Future Sustainable Development of Business and Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74216-8_39.

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Monastyrskaya, Tatiana, Natalia Mikidenko, and Svetlana Storozheva. "Leadership and Entrepreneurial Competencies Evaluated by the Academic Community." In Leadership for the Future Sustainable Development of Business and Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74216-8_35.

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Ivanova, Oksana, Larisa Bilalova, and Ramzil Gabdulkhakov. "Theoretical Aspects of Academic Leadership Issues in Modern Russia." In Leadership for the Future Sustainable Development of Business and Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74216-8_5.

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Strielkowski, Wadim, and Oksana Chigisheva. "Social, Economic, and Academic Leadership for Sustainable Development of Business and Education in the Future: An Introduction." In Leadership for the Future Sustainable Development of Business and Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74216-8_1.

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Li, Jian, and Xudong Zhu. "Knowledge-Based Epistemological Dimension of Higher Education with Chinese Characteristics: Faculty Development, Academic Innovation, and Leadership." In Perspectives on Rethinking and Reforming Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3474-0_8.

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Reis-Marques, Carlos, Luís Filipe Lages, and Valentine Vix Caminati. "VCW for Social Impact in a Developing Country: Personal Development and Entrepreneurship in a Leadership Academy." In Springer Texts in Business and Economics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13020-6_9.

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Conference papers on the topic "Academic leadership and development academy"

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Diallo, Lamine. "Leadership Academic Program Development in North America: Theoretical and Contextual Challenges." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5599.

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Abstract: The development of a new academic field of study is always confronted by many challenges including carving a space for the program but also defining and designing a curricular that is unique and different from existing traditional academic programs. The research and debates about leadership academic education contribute to a rich debate about program design, content, curriculum and positioning. This paper explores the different levels of the theoretical debate about the best approaches to provide leadership education in colleges and universities in North America. Although the area of program design still lacks harmonization, many areas of agreement have emerged over the years. Keywords: Leadership Education, Curricular Design, Program Development.
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Boe, Ole, and Haakon Hjortmo. "THE NORWEGIAN MILITARY ACADEMY´S CONCEPT OF LEADERSHIP DEVELOPMENT." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2097.

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Shomad, Bukhori Abdul. "Implementing Islamic Leadership Values in Pancasila." In 2nd Southeast Asian Academic Forum on Sustainable Development (SEA-AFSID 2018). Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210305.083.

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Parker, Mary Jo. "A STEM Model Encouraging Post-Baccalaureate Pathways for First Generation, Underrepresented Undergraduates." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9461.

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The University of Houston-Downtown supports a STEM program, Scholars Academy (SA) within the College of Sciences and Technology dedicated to enhancing, preparing, and enlightening minority, underrepresented, and first-generation majors seeking entrance into workforce, graduate, and professional programs of preparation. Over the past 18 years the University of Houston-Downtown Scholars Academy has implemented a series of success components supporting the nurturance of post-baccalaureate graduate and professional pursuit yielding a 51% acceptance rate into medical school, over 68 professional degrees (ranging from MD to DO to DDS and DPharm) earned by alumni, over 20 PhD degrees, and over 900 minority/underrepresented undergraduates moving into professional/graduate fields. Briefly, STEM success components consist of 1) Freshman Ramp Up support; 2) Academic Skill Monitoring; 3) Mentoring, peer to peer and PhD to undergraduate; 4) Career and Research Skill Development support; and finally 5) Leadership Development through Community Engagement support.
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Monteiro, Antonio, Carlos Décio, Jose Peres de Almeida, Jorge Silvério, and Diana Dias. "LEADERSHIP OVER ACADEMIC DEGREES: HOW HIGHER EDUCATION TAUGHT TO BE A LEADER." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2191.

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Smirnova, Veronika, Yuliya Vasileva, and Anna Sardarian. "Development of studentsr leadership competencies: a case of summer schools." In 2nd International Conference on Social, Economic and Academic Leadership (ICSEAL 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icseal-18.2018.37.

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Nurdin, Diding, and Bambang Ismaya. "Implementation of Transformational Leadership Aspect of "Inspirational Motivation" - Behavior in Leadership of Higher Education Academic Development." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007044305500553.

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Surnina, Nadezhda, and Elena Shishkina. "Leadership in the Development of Infrastructure Systems in the Region." In 6th International Conference on Social, economic, and academic leadership (ICSEAL-6-2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200526.054.

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Batrakova, Tetyana, Oleg Gelikh, and Alla Shapovalova. "Socially responsible development strategies of the leading regional enterprises." In 2nd International Conference on Social, Economic and Academic Leadership (ICSEAL 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icseal-18.2018.15.

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Kaposloz, Hryhorii, Natalia Ivanova, and Iryna Mostova. "Motivational Preconditions of Specialist Leadership Development in the Process of Training." In 6th International Conference on Social, economic, and academic leadership (ICSEAL-6-2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200526.036.

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Reports on the topic "Academic leadership and development academy"

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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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Herbert, Sian. Covid-19, Conflict, and Governance Evidence Summary No.30. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.028.

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This fortnightly Covid-19 (C19), Conflict, and Governance Evidence Summary aims to signpost the UK Foreign, Commonwealth and Development Office (FCDO) and other UK government departments to the latest evidence and opinions on C19, to inform and support their responses. Based on the feedback given in a recent survey, and analysis by the Xcept project, this summary is now focussing more on C19 policy responses. This summary features resources on: how youth empowerment programmes have reduced violence against girls during C19 (in Bolivia); why we need to embrace incertitude in disease preparedness responses; and how Latin American countries have been addressing widening gender inequality during C19. It also includes papers on other important themes: the role of female leadership during C19; and understanding policy responses in Africa to C19 The summary uses two main sections – (1) literature: – this includes policy papers, academic articles, and long-form articles that go deeper than the typical blog; and (2) blogs &amp; news articles. It is the result of one day of work, and is thus indicative but not comprehensive of all issues or publications.
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Herbert, Sian. Covid-19, Conflict, and Governance Evidence Summary No.29. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.020.

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This fortnightly Covid-19, Conflict, and Governance Evidence Summary aims to signpost the UK Foreign, Commonwealth and Development Office (FCDO) and other UK government departments to the latest evidence and opinions on Covid-19 (C19), to inform and support their responses. Based on feedback from the recent survey, and analysis by the Xcept project, this edition, as a trial, focusses less on the challenges that C19 poses, and more on more on the policy responses to these challenges. The below summary features resources on legislative leadership during the C19 crisis; and the heightening of risks emanating from C19’s indirect impacts – including non-C19 healthcare, economy and food security, and women and girls and unrest and instability. Many of the core C19 themes continue to be covered this week, including anti-corruption approaches; and whether and how C19 is shaping conflict dynamics (this time with articles focussing on Northwestern Nigeria, Myanmar’s Rakhine State, and the Middle East). The summary uses two main sections – (1) literature: – this includes policy papers, academic articles, and long-form articles that go deeper than the typical blog; and (2) blogs &amp; news articles. It is the result of one day of work and is thus indicative but not comprehensive of all issues or publications.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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