Journal articles: '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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Wrenn, Glenda, Victoria Johnson, Otega Edukuye, and Monifa Seawell. "Academic Psychiatry Elective: Mentored Academic Leadership Development for Medical Students." Academic Psychiatry 40, no. 3 (2015): 434–35. http://dx.doi.org/10.1007/s40596-015-0444-4.

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Carter, Brigit Maria, and Anne L. Derouin. "Strategies to Address Individual Level Social Determinants of Health Designed to Cultivate the Next Generation of Minority Nurse Leaders Committed to Health Equity." Creative Nursing 22, no. 1 (2016): 11–16. http://dx.doi.org/10.1891/1078-4535.22.1.11.

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In response to the need for increased racial and ethnic diversity in the nursing profession, the Duke University School of Nursing (DUSON) established the Academy for Academic and Social Enrichment for Leadership Development in Health Equity (Health Equity Academy). The aim of the Health Equity Academy is to improve the diversity of the nursing workforce by expanding nursing education opportunities for underrepresented minority (URM) students who are economically disadvantaged to prepare for, enroll in, and graduate from the DUSON’s Accelerated Bachelors of Science in Nursing program. The goal of this program is to cultivate URM nursing graduates with advanced knowledge and leadership skills who can address health disparities and positively influence health care issues currently plaguing underrepresented populations. The article discusses the Health Equity Academy framework, which consists of two unique components: the Pre-entry Immersion in Nursing and the Pathway to Success in Nursing (PSN). These two components are designed to address the nursing student individual level social determinants which could be potential barriers to success as well as provide support in their academic and professional development goals.

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Blackwell, Cindy, Richard Cummins, Christine D. Townsend, and Scott Cummings. "Assessing Perceived Student Leadership Skill Development in an Academic Leadership Development Program." Journal of Leadership Education 6, no. 1 (2007): 39–58. http://dx.doi.org/10.12806/v6/i1/rf1.

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Christensen, Brett, Erica Cormack, and Barb Spice. "Evaluating leadership development in an academic program." Performance Improvement 50, no. 1 (2011): 9–16. http://dx.doi.org/10.1002/pfi.20188.

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Lucas, Raymond, Ellen F. Goldman, Andrea R. Scott, and Valerie Dandar. "Leadership Development Programs at Academic Health Centers." Academic Medicine 93, no. 2 (2018): 229–36. http://dx.doi.org/10.1097/acm.0000000000001813.

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Muellenbach, Joanne Marie. "Academic Library Department Experience Fosters the Development of Leadership Skills Relevant to Academic Library Directorship." Evidence Based Library and Information Practice 12, no. 1 (2017): 134. http://dx.doi.org/10.18438/b80p8p.

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A Review of: Harris-Keith, Colleen S. (2015). The Relationship Between Academic Library Department Experience and Perceptions of Leadership Skill Development Relevant to Academic Library Directorship. The Journal of Academic Librarianship, 41(3), 246-263. doi:10.1016/j.acalib.2015.03.017  Abstract  Objective – This study sought to identify if the perception of library leadership skill and quality development is equal across departmental experience, and what are the leadership skills and qualities most commonly perceived to be used in each department.  Design – Quantitative online survey instrument.   Setting – Master’s colleges and universities from 728 institutions in the United States of America, as classified by the Carnegie Foundation.   Subjects – 666 academic library directors.   Methods – Selected participants, representing academic library administrative leadership, were contacted by email a maximum of four times and were invited to complete an online survey instrument composed of six sections. The first three sections contained the purpose and confidentiality statements, demographic information, and data on the past five positions held by respondents prior to their current directorship. The next two sections each had 25 statements on a 5-point Likert scale, to collect data on perceived leadership skills and qualities exercised by respondents in their most recent three positions. The final section had four open-ended questions to help explain the academic library directors’ responses and provide context for the ratings in previous sections of the instrument.   Main results – A total of 296 responses were received, for a 40.66% response rate, which was representative of the institution type demographics, including private non-profit, public, and private for-profit.   The first research question asked: is the perception of library leadership skill and quality development equal across departmental experience? The data used for this question involved all library departments: Access Services, Administration, Collection Development, Digital Library Services, Information Technology, Reference and Instruction, and Technical Services. When departments were compared pairwise on composite leadership skill scores, Administration was significantly higher than another department. Results showed that perceptions of leadership quality development appeared to be equal across departments, but leadership skill development was not, and in fact, there was a significant difference between the variances of the composite scores in the population.   The second research question asked: what are the leadership skills and qualities most commonly perceived to be used in each department? Results revealed that every leadership skill score except for time management was significant, indicating a difference among library departments based on individual leadership skill scores. Respondents perceived that there was a difference in leadership skill (but not leadership quality) development opportunity by department.   Departments were also compared pairwise on offering a greater opportunity to develop leadership skills, and overall, academic library directors perceived that there were significant differences in skill development by department. Furthermore, respondents overwhelmingly indicated that Administration was where they perceived the most leadership skill development opportunities. There was no perceived difference in leadership quality development by department. As well, some departments were reported to provide targeted, department-specific leadership skills, such as resource allocation and budget management.   Conclusion – This study offers strong evidence that development of many of the leadership skills necessary for success as an academic library director only present themselves to professionals once they enter the Administration department, the library director position, or the assistant director position.

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Berkowitz, Sean T., Janice C. Law, Paul Sternberg, and Shriji Patel. "Leadership Development in Ophthalmology: Current Impact and Future Needs." Journal of Academic Ophthalmology 13, no. 01 (2021): e32-e39. http://dx.doi.org/10.1055/s-0041-1723001.

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Abstract Importance There is a lack of peer-reviewed literature on leadership development programs (LDP) in ophthalmology. Research into LDP demographics, outcomes, and methodology is needed. Objective The aim of the study is to evaluate the extent to which LDPs targeting ophthalmologists meet the needs of emerging leaders. Design The design type of the study is cross-sectional analysis. Setting This study involves international setting. Participants The participants involved were ophthalmologists at any career level. Methods Routine internet search was used to identify LDPs targeting ophthalmologists. LDPs identified were categorized by the outcome data available into four levels based on prior literature. Participants were assessed using previously validated software for gender (Gender-API, 2020) and race or ethnicity (NamSor, 2020) Results Nine programs were identified which were classified into LDP generations. The first LDP in ophthalmology was the American Academy of Ophthalmology (AAO) LDP, which served as the nidus for the formation of four multinational LDPs, together forming the Global LDP. These LDPs were similar in size and scope; program size ranging from nine to 30 participants; a length of 1 to 2 years; with similar curricular offerings; with funding primarily derived from cost-sharing with a nominating society. The second generation of ophthalmology LDPs in the United States has targeted female scientists or faculty (Women's LDP by ARVO) and academic ophthalmology leaders (Academic LDP by Association of University Professors of Ophthalmology).The AAO's LDP appears increasingly diverse with approximately 13% women at inception, gradually increasing from 40 to 65% women in the last 5 years (n = 389). There has also been a notable increase in ethnic diversity. Conclusion and Relevance AAO LDP is the preeminent leadership training program for ophthalmologists, and it has influenced the creation of a new generation of LDP offerings. There remains a paucity of LDP evaluation metrics and reported outcomes. Newer iterations are successfully targeting academic leadership and attempting to address known disparities in gender and race or ethnicity. Further expansion of LDPs and related research can ensure equity and diversity in the pipeline.

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Sinclair, Doug, James R. Worthington, Gary Joubert, et al. "CAEP 2015 Academic Symposium: Leadership within the emergency medicine academic community and beyond." CJEM 18, S1 (2016): S1—S9. http://dx.doi.org/10.1017/cem.2016.9.

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AbstractObjectivesA panel of emergency medicine (EM) leaders endeavoured to define the key elements of leadership and its models, as well as to formulate consensus recommendations to build and strengthen academic leadership in the Canadian EM community in the areas of mentorship, education, and resources.MethodsThe expert panel comprised EM leaders from across Canada and met regularly by teleconference over the course of 9 months. From the breadth of backgrounds and experience, as well as a literature review and the development of a leadership video series, broad themes for recommendations around the building and strengthening of EM leadership were presented at the CAEP 2015 Academic Symposium held in Edmonton, Alberta. Feedback from the attendees (about 80 emergency physicians interested in leadership) was sought. Subsequently, draft recommendations were developed by the panel through attendee feedback, further review of the leadership video series, and expert opinion. The recommendations were distributed to the CAEP Academic Section for further feedback and updated by consensus of the expert panel.ResultsThe methods informed the panel who framed recommendations around four themes: 1) leadership preparation and training, 2) self-reflection/emotional intelligence, 3) academic leadership skills, and 4) gender balance in academic EM leadership. The recommendations aimed to support and nurture the next generation of academic EM leaders in Canada and included leadership mentors, availability of formal educational courses/programs in leadership, self-directed education of aspiring leaders, creation of a Canadian subgroup with the AACEM/SAEM Chair Development Program, and gender balance in leadership roles.ConclusionsThese recommendations serve as a roadmap for all EM leaders (and aspiring leaders) to build on their success, inspire their colleagues, and foster the next generation of Canadian EM academic leaders.

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Fields, Jacqueline, Natasha Ann Kenny, and Robin Alison Mueller. "Conceptualizing educational leadership in an academic development program." International Journal for Academic Development 24, no. 3 (2019): 218–31. http://dx.doi.org/10.1080/1360144x.2019.1570211.

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Mort Feldmann, Louise, Allison V. Level, and Shu Liu. "Leadership training and development: an academic library's findings." Library Management 34, no. 1/2 (2013): 96–104. http://dx.doi.org/10.1108/01435121311298306.

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Bhatia, K., J. K. Takayesu, C. A. Arbelaez, D. A. Peak, and E. S. Nadel. "Resident Interest Academies: Academic and Leadership Skills Development." Medical Science Educator 25, no. 3 (2015): 215–16. http://dx.doi.org/10.1007/s40670-015-0129-3.

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Servey, Jessica T., Joshua D. Hartzell, and Thomas McFate. "A Faculty Development Model for Academic Leadership Education Across A Health Care Organization." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052094887. http://dx.doi.org/10.1177/2382120520948878.

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Academic leadership in undergraduate and graduate medical education requires a specific set of leadership and managerial skills that are unique to academic leadership positions. While leadership development training programs exist for traditional leadership roles such as department chairs, executives, and deans, there are fewer models of leadership training specifically geared for academic leadership positions such as program and clerkship directors, and designated institutional officials. There are academic programs at the national level, but there is sparse literature on the specific decisions required to create such programs locally. With growing regulatory and accreditation requirements as well as the challenges of balancing the clinical and educational missions, effective leadership is needed across the spectrum of academic medicine. To meet this need for the military health care system in the United States, we used Kern’s six-step framework for curriculum development to create a 1-week academic leadership course. This paper describes the process of development, implementation, outcomes, and lessons learned following the initial 3 years of courses. Specific discussions regarding who to train, which faculty to use, content, and other elements of course design are reviewed. The course and process outlined in the paper offer a model for other organizations desiring to establish an academic leadership course.

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G, Hemakumar. "Study on Academic Leadership for Effective Governance in HEIs." Shanlax International Journal of Arts, Science and Humanities 8, S1-Feb (2021): 218–24. http://dx.doi.org/10.34293/sijash.v8is1-feb.3955.

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This paper made a study on academic leadership and found that leadership in academic field poses problems that are noticeably different than leadership in government agencies and companies.Paper absorbed that academic leaders need to work closely with teaching, learning, research, and scholarship to bring out the best among academics. A literature survey is done on academic leadership in higher education (HE) and issues on freedom of academic, which shows the great importance and relevance in this context. The paper discusses the University Governance Architecture and New Education Policy (NEP) for leadership and effective governance in HEIs, Academic Leadership, and selection of administrators according to NEP-2020. Paper discussed Transforming Regulatory System of HE in NEP-2020, Financing HEIs through the new body called HEGC (Higher Education Grants Council), General Education Council, PSSB (Professional Standard-Setting Bodies) designed in NEP-2020, and the Institutional Development Planning.

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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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Hamilton, Jillian, Michelle Fox, and Mitchell McEwan. "Sessional Academic Success: A Distributed Framework for Academic Support and Development." Journal of University Teaching and Learning Practice 10, no. 3 (2013): 146–62. http://dx.doi.org/10.53761/1.10.3.9.

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With approximately half of Australian university teaching now performed by Sessional Academics, there has been growing recognition of the contribution they make to student learning. At the same time, sectorwide research and institutional audits continue to raise concerns about academic development, quality assurance, recognition and belonging (Red Report, 2008; May, 2013). In response, universities have increasingly begun to offer academic development programs for Sessional Academics. However, such programs tend to be centrally delivered, generic in nature, and contained within the moment of delivery, while the Faculty contexts and cultures that Sessional Academics work within are diverse, and the need for support unfolds in ad-hoc and often unpredictable ways. In this paper we present the Sessional Academic Success (SAS) program – a new framework that complements and extends the central academic development program for Sessional Academics at Queensland University of Technology. This program recognizes that experienced Sessional Academics have much to contribute to the advancement of learning and teaching, and harnesses their expertise to provide school-based academic development opportunities, peer-to-peer support, and locally contextualized community building. We describe the program’s implementation and explain how Sessional Academic Success Advisors (SASAs) are employed, trained and supported to provide advice and mentorship and, through a co-design methodology, to develop local development opportunities and communities of teaching practice within their schools. Besides anticipated benefits to new Sessional Academics in terms of timely and contextual support and improved sense of belonging, we explain how SAS provides a pathway for building leadership capacity and academic advancement for experienced Sessional Academics. We take a collaborative, dialogic and reflective practice approach to this paper, interlacing insights from the Associate Director, Academic: Sessional Development who designed the program, and two Sessional Academic Success Advisors who have piloted it within their schools.

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Winston, Mark D., and Lisa Dunkley. "Leadership Competencies for Academic Librarians: The Importance of Development and Fund-raising." College & Research Libraries 63, no. 2 (2002): 171–82. http://dx.doi.org/10.5860/crl.63.2.171.

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Private-sector research has addressed the issue of leadership competencies as a part of defining the nature of effective leadership, the leadership qualities and areas of knowledge needed by those who contribute to organizational success, and the educational preparation needed by leaders. The societal, organizational, and competitive changes affecting academic libraries point to the need for effective leadership and the identification of leadership competencies for academic librarians. This article presents a rationale for the identification of an important component of such a statement of leadership competencies in the context of the knowledge and skills associated with development and fund-raising. This issue is key for professionals who play an important role in ensuring the value and viability of their employing organizations, as well as in articulating the relevance of academic library and information services to an array of potential funding sources. The research presented here describes the areas of expertise, experience, and skills associated with academic development positions in colleges and universities as a basis for identifying leadership competencies that are relevant to academic librarians and administrators.

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Wong, Anne, Colleen McKey, and Pamela Baxter. "What’s the fuss? Gender and academic leadership." Journal of Health Organization and Management 32, no. 6 (2018): 779–92. http://dx.doi.org/10.1108/jhom-02-2018-0061.

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PurposeWomen continue to be disproportionately represented in top leadership positions. Leadership development programs typically focus on skills attainment. The purpose of this paper is to explore the perceptions and experiences of academic leaders in order to inform how leadership development programs may more effectively address the gender gap in leadership.Design/methodology/approachA sequential mixed methods study design was used. Participants completed the Leadership Practice Inventory ®(LPI) survey followed by individual interviews of a subset of participants. The survey results were analyzed and compared by gender using thet-test. Thematic analysis was used to compare themes across and between genders. Quantitative and qualitative findings were integrated in the final analysis.FindingsIn total, 65 leaders (38 women; 27 men) (37.7 percent response rate) participated in the survey. There were no significant demographic or statistical differences between women and men on any of the LPI® components. Five women and five men were interviewed. Thematic analysis revealed common leadership aspirations and values. Gender differences were noted in leadership attainment, mentorship and the influence of gender on leadership. While the male narratives reflected cognitive awareness of gender inequities, the female narratives also included lived experiences. Male participants focused on the importance of meritocracy whereas the female participants emphasized the gendered social and structural influences on leadership attainment.Practical implicationsLeadership development programs need go beyond generic “skills-building” in order to conceptualize leadership within a gendered social context. This framework will enable critical awareness and tools for developing both women and men’s fullest leadership potential.Originality/valueThis study was conducted in order to better understand how academic health leaders experience the intersection of gender and leadership. The findings contribute to the current literature by providing insight into perceptual gaps that exist at the level of practice between women and men leaders. In doing so, the authors discuss how leadership development programs may play a more effective role in addressing gender equity in leadership.

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Fahimirad, Mehrnaz, Khairuddin Idris, and Sedigheh Shakib Kotamjani. "Effective Academic Leadership of Learning and Teaching in Malaysian Higher Education." International Journal of Human Resource Studies 6, no. 4 (2016): 67. http://dx.doi.org/10.5296/ijhrs.v6i4.10337.

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This study provides an in-depth look at the practices of leadership in selected Malaysian Universities that have been identified as academic leadership. The findings of this study support the fundamental elements that have been previously identified by researchers and professional organizations, as academic leadership. Specifically, academic leaders focus on learning and teaching for students in relation to instructor development.This study employs a qualitative research approach. Thematic method was used to analyze the data. Data were collected through in-depth interview. Based on the findings of this study leadership works towards the future of the university through the development and involvement of instructors to facilitate teaching and learning at Malaysian universities.Based on the obtained results, Malaysian universities planned through sustained programs of educational development to use principles of learning and teaching effectively in designing learning environments for students. Secondly, academics need a supportive culture to put these principles into practice. To date creating learning culture depends not only on well-educated, well-meaning individual academics, but also on an academic community working together to create a student-centered attitude.

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Faircloth, Susan C. "Reflections on the Concept of Authentic Leadership: From an Indigenous Scholar/Leader Perspective." Advances in Developing Human Resources 19, no. 4 (2017): 407–19. http://dx.doi.org/10.1177/1523422317728935.

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The Problem This article draws on the author’s experiences as an American Indian administrator and faculty member in a public university. The dilemma presented here revolves around her struggle to reconcile her identity as an Indigenous person with the values, beliefs, and priorities of an academic institution solidly rooted in Western structures and traditions. The Solution The author draws on this dilemma as she reflects on the concept of authentic leadership as a practicable goal for Indigenous leaders within the academy. In doing so, she cites the need for a nuanced conception of authentic leadership that takes into account the complex identities of Indigenous peoples. The Stakeholders The dilemma presented here can be used by human resource development scholars and practitioners as a tool for examining and understanding the ways in which the concept of authentic leadership both conflicts and resonates with the personal and professional values of Indigenous scholars/leaders within academic environments.

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Hamzah, Siti Raba’ah, Azimi Hamzah, Jamilah Othman, and Sharmila Devi. "Impact of Islamic Values on the Leadership Style of Muslim Women Academics in Malaysia." Advances in Developing Human Resources 18, no. 2 (2016): 187–203. http://dx.doi.org/10.1177/1523422316641402.

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The Problem The religious background of Muslim women academic leaders in Malaysia guides them in performing demanding roles in managing multiple responsibilities. To date, little is known about the impact of Islamic values on Muslim women leaders in institutions of higher learning, even though Islam is the official religion in Malaysia. In addition, the field of human resource development has done little to explore the leadership style of Muslim women. The Solution This paper presents findings and recommendations of a research conducted for the purpose of exploring, understanding, and presenting the impact of Islamic values on the leadership style of Muslim women academics in Malaysia. This inquiry is significant because it’s open the new sight for HRD scholar and practitioners to explore HRD in a leadership, women leadership, religious, and the role of Muslim faith in women academic leaders. It is hoped that the findings of this research will encourage HRD scholars and practitioners to consider integrated dimension to their scholarly thought and practice related to leadership style. The Stakeholders The outcomes of this research will be of interest to those women who are currently in leadership roles in academia, as well as those women interested in moving into these roles. It should also be of interest to higher education administrators and, particularly, those within higher education charged with developing leaders. Human resource development scholars and practitioners will also benefit from the contributions of this article to our general understanding of women in leadership roles.

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Ajay Prasad Dhakal, Manoj Kumar Chaudhary,. "COVID-19 PANDEMIC AND HUMAN RESOURCE DEVELOPMENT PRACTICE IN NEPALESE COMMERCIAL BANKS." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 1 (2021): 32–41. http://dx.doi.org/10.17762/itii.v9i1.88.

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A leadership style and its practice can be considered as the foundation of overall nations development. So, this paper majorly aims to explore the leadership style among academic leaders in his/her education sectors in overall. For this, a semi-structured interview questionnaire was applied to investigate and obtained opinion from the respondents. The results of this study exposed that extraordinary collaboration, responsibility, correspondence, and nurturing and strengthening are the major things that leads to the efficient academic operations. Thus, the paper concludes that academics of Nepal were favor of five leadership methods besides the task-oriented authority in Nepalese context. Finally, the finding of this research would anticipate a more extensive sense of direction towards successful academic’s sectors operations.

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Ajay Prasad Dhakal, Manoj Kumar Chaudhary,. "COVID-19 PANDEMIC AND HUMAN RESOURCE DEVELOPMENT PRACTICE IN NEPALESE COMMERCIAL BANKS." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 2 (2021): 01–10. http://dx.doi.org/10.17762/itii.v9i2.294.

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A leadership style and its practice can be considered as the foundation of overall nations development. So, this paper majorly aims to explore the leadership style among academic leaders in his/her education sectors in overall. For this, a semi- structured interview questionnaire was applied to investigate and obtained opinion from the respondents. The results of this study exposed that extraordinary collaboration, responsibility, correspondence, and nurturing and strengthening are the major things that leads to the efficient academic operations. Thus, the paper concludes that academics of Nepal were favor of five leadership methods besides the task-oriented authority in Nepalese context. Finally, the finding of this research would anticipate a more extensive sense of direction towards successful academic’s sectors operations.

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Nordin, Noorasyikin Binti. "Leadership Competencies Development Among Academic Staffs: A Preliminary Observation." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 7 (2021): 370–75. http://dx.doi.org/10.47405/mjssh.v6i7.868.

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Every organization needs a leader who is competent in managing change to meet the current demands of remaining competitive in the market, policy demands in government policy, information technology that is evolving day by day. Development of the global technologies required leadership competencies in order to achieve the organizational goal within the current trend setting. Hence, leadership competency development is embracing from time to time to fulfil the organization need not only in technology sector but also to cater the employee’s requirement such as skills, knowledges and abilities as well. Competent leaders manage to drive the employees towards the organization objective. They play their roles bringing the employees to work towards the strategic planning that have been plan ahead. This is essential because leader who perform well delegating task and to motivates employees to excellence and in the same time avoid conflict can easily adapt and participate in multicultural teams. This paper investigates the characteristics of leadership development programme that suit for the future leader among academic staffs.

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Hines, Samantha. "Leadership Development for Academic Librarians: Maintaining the Status Quo?" Canadian Journal of Academic Librarianship 4 (February 9, 2019): 1–19. http://dx.doi.org/10.33137/cjal-rcbu.v4.29311.

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Leadership development experiences within librarianship are immensely popular. The informal critiques that are leveled at these programs, however, claim that they serve only to reinforce the status quo and that they do not address the real issues affecting our profession, particularly those relating to racial and gender diversity. In order to critically determine the value of these programs, I examine them through the lens of critical race theory. Elements of critical race theory are illustrated through details solicited from the program coordinators and from available information on program websites and in professional literature. While these leadership programs frame themselves as creating transformational leaders, focusing on team-building, collaboration, and motivation, their curriculum and structure perpetuate the status quo in relation to librarianship's existing structural biases. There are steps that can be taken, however, to better develop diverse leaders with our professional values in mind.

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Banker, Darshna Vaghela, and Kanika Tandon Bhal. "Academic Leadership in India – Development of a Multidimensional Measure." Academy of Management Proceedings 2020, no. 1 (2020): 17601. http://dx.doi.org/10.5465/ambpp.2020.17601abstract.

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Pounder, James S. "Transformational classroom leadership: a basis for academic staff development." Journal of Management Development 28, no. 4 (2009): 317–25. http://dx.doi.org/10.1108/02621710910947353.

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Olson, Linda. "Academic leadership development program: A case study in progress." Performance & Instruction 21, no. 8 (2008): 21–23. http://dx.doi.org/10.1002/pfi.4170210812.

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Humenna, Olena. "DOUBLE/JOINT DEGREE PROGRAM DEVELOPMENT: STAGES AND ACADEMIC LEADERSHIP." Polonia University Scientific Journal 41, no. 4 (2020): 56–61. http://dx.doi.org/10.23856/4107.

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Hays, Danica G., Stephanie A. Crockett, and Rebecca Michel. "A Grounded Theory of Counselor Educators' Academic Leadership Development." Counselor Education and Supervision 60, no. 1 (2021): 51–72. http://dx.doi.org/10.1002/ceas.12196.

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Nguyen-Truong, Connie K. Y., Jacqueline Leung, and Kapiolani Micky. "Development of a Culturally Specific Leadership Curriculum through Community-Based Participatory Research and Popular Education." Asian/Pacific Island Nursing Journal 5, no. 2 (2020): 73–88. http://dx.doi.org/10.31372/20200502.1086.

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Background: The purpose of this innovative capacity building pilot project was to develop, implement, and evaluate a nine-workshop curriculum, Rekki Lemnak [Thinking of] Parent Leadership, to prepare community and academic partners for community organizing within the Micronesian Islander community. The purpose of the partnership was to build team leadership and research capacity to lay a foundation for implementing a change in healthcare and school systems. Working collaboratively helped ensure access to shared leadership through the learning by doing approach, enabling a culturally responsive method to build a sustainable partnership. Approach: Community-based participatory research and Popular Education tenets and reflection were used as a guide in the development of the Rekki Lemnak [Thinking of] Parent Leadership curriculum. Nine workshops (two hours for eight workshops and three hours for one workshop) were held over a period of a year. Community and academic partners developed the learning objectives, capacity building topics, experiential activities, and an evaluation on the strengths and areas for improvement. The partnership consisted of seven Micronesian Islander parent leaders who are residents from the community at large, the Micronesian Islander Community organization including the Executive Director who is a community primary researcher and certified community health worker, and a Micronesian Islander-certified community health worker staff member, and the academic primary nurse researcher and another academic nurse researcher from Washington State University. A range from five to 10 partners with an average of eight attended the workshops, of which an average of five Micronesian Islander parent leaders attended the workshops. Community partners from the Micronesian Islander Community organization and the academic primary nurse researcher co-led four workshops. Community partners from the Micronesian Islander Community organization and MI parent leaders led two workshops respectively; academic nurse researcher partners led one workshop. Outcomes: We identified three main themes: initially shy and humble MI parent leaders who through their participation transformed to empowered voices, togetherness—coming from different Islands and academia, and the need for more outreach to Micronesian Islanders. Conclusions: Key elements of the Rekki Lemnak [Thinking of] Parent Leadership curriculum may be translatable to other community and academic partnerships. Culturally responsive research is more than a process in conducting a study. This requires an ongoing investment to establish and sustain authentic partnerships to conduct research with MI communities.

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Weiner, Sharon Gray. "Leadership of Academic Libraries: A Literature Review." Education Libraries 26, no. 2 (2017): 5. http://dx.doi.org/10.26443/el.v26i2.187.

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This review synthesizes what is known about the characteristics and leadership style of university librarians and academic library directors. It is the leadership of the library that determines whether a philosophy and vision are articulated and to what extent they are implemented. Leadership influences a library's effectiveness, institutional role, and adaptability. Publications on recruitment, leadership potential identification, career development, roles and responsibilities, and characteristics and management style were included.

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Jooste, Karien, Jose Frantz, and Firdouza Waggie. "Challenges of academic healthcare leaders in a higher education context in South Africa." Educational Management Administration & Leadership 46, no. 4 (2017): 692–708. http://dx.doi.org/10.1177/1741143216688468.

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Universities are in a highly competitive environment, needing strong academic leadership. Some heads of departments have been appointed into leadership positions in a healthcare faculty after having been mere academics for a few years. They are more likely to experience challenges. This study aimed to explore the views and understanding of heads of departments in a healthcare faculty on being appointed as academic leaders in a higher education context in South Africa. A qualitative design using 12 individual unstructured interviews was conducted with all the heads of departments in a health sciences faculty. Open coding was conducted and two themes emerged, focusing on the varied skills needed for academic leadership positions and developing leadership skills amongst senior academics. The findings indicated that development of senior academics in leadership should be undertaken by a knowledgeable professional in formal or informal settings, to encourage mentorship and more regular group meetings, while addressing the core role of a leader. Implications of these findings for a faculty of health sciences and suggestions for leadership succession in future are discussed.

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Servey, Jessica T., Thomas McFate, and Brian V. Reamy. "Academic Medicine in the Military Health System: Problems and Solutions for Academic Leadership Development." Military Medicine 183, no. 1-2 (2017): 7–10. http://dx.doi.org/10.1093/milmed/usx026.

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Coe, Catherine, Cleveland Piggott, Ardis Davis, et al. "Leadership Pathways in Academic Family Medicine: Focus on Underrepresented Minorities and Women." Family Medicine 52, no. 2 (2020): 104–11. http://dx.doi.org/10.22454/fammed.2020.545847.

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Background and Objectives: Leadership positions in academic medicine lack racial and gender diversity. In 2016, the Council of Academic Family Medicine (CAFM) established a Leadership Development Task Force to specifically address the lack of diversity among leadership in academic family medicine, particularly for underrepresented minorities and women. approach: The task force was formed in August 2016 with members from each of the CAFM organizations representing diversity of race, gender, and academic position. The group met from August 2016 to December 2017. The task force reviewed available leadership development programming, and through consensus identified common pathways toward key leadership positions in academic family medicine—department chairs, program directors, medical student education directors, and research directors. consensus development: The task force developed a model that describes possible pathways to several leadership positions within academic family medicine. Additionally, we identified the intentional use of a multidimensional mentoring team as critically important for successfully navigating the path to leadership. Conclusions: There are ample opportunities available for leadership development both within family medicine organizations and outside. That said, individuals may require assistance in identifying and accessing appropriate opportunities. The path to leadership is not linear and leaders will likely hold more than one position in each of the domains of family medicine. Development as a leader is greatly enhanced by forming a multidimensional team of mentors.

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Terry, Vita, James Rees, and Carol Jacklin-Jarvis. "The difference leadership makes? Debating and conceptualising leadership in the UK voluntary sector." Voluntary Sector Review 11, no. 1 (2020): 99–111. http://dx.doi.org/10.1332/204080519x15634331938320.

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This paper sets out to assess the state of the academic, and policy and practice, debate around leadership in the UK voluntary sector context. There has been a lack of sustained academic interest in the notion of leadership in the UK, and equally a lack of dialogue between academia, policy and practice. As a result, it is often far from clear whether there is any agreement about what leadership consists of, and the difference that ‘improved’ leadership might make. The paper considers what is meant by leadership in the voluntary sector, and considers three dominant approaches that have been used to frame leadership in debates within the sector. The three themes we identify in existing literature are person-centred approaches, process approaches, and debates that are concerned with issues of representativeness. In particular, it draws attention to the over-reliance on individual or person-centred accounts of leadership in the sector. The paper posits instead the promise of accounts that draw attention to collective notions of leadership, and the implications of a more widespread adoption of such frames for leadership development practice and research.

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Gigliotti, Ralph A. "An exploratory study of academic leadership education within the Association of American Universities." Journal of Applied Research in Higher Education 9, no. 2 (2017): 196–210. http://dx.doi.org/10.1108/jarhe-11-2015-0080.

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Purpose We are seeing a growing number of efforts to strengthen the capacity of leaders in higher education, such as those programs offered by the American Council on Education and the Big Ten Academic Alliance; yet, the existing scholarly literature is limited in this area. The purpose of this paper is to add to the body of scholarship on academic leadership education by summarizing the current state of formal training and development initiatives within the Association of American Universities (AAU), focusing primarily on the experiences and perspectives of academic deans and associate deans. Design/methodology/approach This study consisted of a qualitative review of current academic leadership initiatives promoted on the AAU member institution websites. Additionally, the author conducted interviews with deans and associate deans from AAU institutions to explore dominant themes associated with academic leadership in more detail. Findings An analysis of the AAU member websites led to the development of a comprehensive matrix consisting of nearly 30 single-spaced pages of leadership initiatives, separated by institution and coordinating office(s). Based on the interviews with deans and associate deans, three communication-centered themes related to the study and practice of academic leadership emerge: academic leadership as the art of cultivating relationships, academic leadership as a direct response to “wicked problems,” and academic leadership as a mosaic of administrative competencies. Practical implications Acknowledging the value of their experience in variety leadership development programs, the responses from current deans and associate deans may encourage the development of future programs in this area – programs that provide opportunities for faculty and staff collaboration and equip current and future leaders with the skills and concepts for navigating the complex and contested environment within which contemporary colleges and universities must survive. Additionally, the initial findings from this project may be included in the curriculum of formal and informal academic leadership initiatives. Originality/value As leading academic research institutions, one may expect to find a number of well-developed best practices in the area of leadership training and development. Focusing on this group provides a useful benchmark for understanding the methods and content of academic leadership programs. Furthermore, representing the diversity of American research institutions, the AAU provides a broad sample of institutions for this research project. As a point of entry into this area of research, the conversations with deans and associate deans, coupled with the findings of the AAU website review, provide a unique perspective into academic leadership development – an area of growing scholarly and applied importance.

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Aluise, John J., Stephen P. Bogdewic, and Curtis P. McLaughlin. "Organizational development in academic medicine." Health Care Management Review 10, no. 1 (1985): 37–44. http://dx.doi.org/10.1097/00004010-198501010-00005.

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Yue, Xiaoyao, Yan Ye, Xu Zheng, and Yanan Yang. "Principal Investigator’ Perceptions of Effective Academic Leadership in Chinese Research Institutions and Universities." Journal of Education and Learning 10, no. 5 (2021): 122. http://dx.doi.org/10.5539/jel.v10n5p122.

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Academic leadership is considered a key factor in university and research institute development. In a competitive environment, the role of academic leadership has become increasingly important. At present, China is committed to building world-class universities and advanced research institutes, while academic leadership is one of the key factors. Thus, what is the ideal academic leadership in China&rsquo;s institutional environment? What professional qualities should principal investigators have? This study investigates these issues with in-depth interviews of six principal investigators. The finding shows that the definition of academic leadership by principal investigators refers to academic expertise, assigning the team member, setting a direction, academic social skills, managing team member relationships, boosting team morale, and teamwork skills. Furthermore, academic expertise is often supposed to be more important than other abilities. In terms of competence, the definitions of leadership by Chinese principal investigators and the literature on Western academic leadership are similar.

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Bharwani, Aleem, Theresa Kline, Margaret Patterson, and Peter Craighead. "Barriers and enablers to academic health leadership." Leadership in Health Services 30, no. 1 (2017): 16–28. http://dx.doi.org/10.1108/lhs-05-2016-0023.

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Purpose This study sought to identify the barriers and enablers to leadership enactment in academic health-care settings. Design/methodology/approach Semi-structured interviews (n = 77) with programme stakeholders (medical school trainees, university leaders, clinical leaders, medical scientists and directors external to the medical school) were conducted, and the responses content-analysed. Findings Both contextual and individual factors were identified as playing a role in affecting academic health leadership enactment that has an impact on programme development, success and maintenance. Contextual factors included sufficient resources allocated to the programme, opportunities for learners to practise leadership skills, a competent team around the leader once that person is in place, clear expectations for the leader and a culture that fosters open communication. Contextual barriers included highly bureaucratic structures, fear-of-failure and non-trusting cultures and inappropriate performance systems. Programmes were advised to select participants based on self-awareness, strong communication skills and an innovative thinking style. Filling specific knowledge and skill gaps, particularly for those not trained in medical school, was viewed as essential. Ineffective decision-making styles and tendencies to get involved in day-to-day activities were barriers to the development of academic health leaders. Originality/value Programmes designed to develop academic health-care leaders will be most effective if they develop leadership at all levels; ensure that the organisation’s culture, structure and processes reinforce positive leadership practices; and recognise the critical role of teams in supporting its leaders.

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Qadoori, Fayaq Mashal. "The impact of cognitive abilities Academy of effective leadership in the areas of organizational development A Case Study in the University of Tikrit." Journal of University of Human Development 2, no. 2 (2016): 294. http://dx.doi.org/10.21928/juhd.v2n2y2016.pp294-316.

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The research aims at determining the correlation and effect between the(Cognitive abilities of leadership) and(The areas of organizational development) , has been applied at(Tikrit University) Through a form questionnaire distributed to(34) academic leaders of (University colleges). (SPSS) program is applied for the purpose of analyzing the data collected from the specimen. Generally, the research tries to find answers the following questions:  Is there a perception among the strategic minds in the researched the importance of cognitive abilities and areas of organizational development for their organizations educational organization? Is there a correlation between the impact of the strategic thinker capabilities and the development of educational organization in the surveyed areas of relationship?.  The research found a set of conclusions and the most important is; The difference in academic leaders in philosophy and decisions lead to variation and differences in the effectiveness of the adopted development areas by educational organizations. proven a decrease in the level of contribution to the effectiveness of cognitive abilities in the areas of organizational development in spite of moral influence. . In addition, it provides a set of proposals. The most important to reconsider building academic work tasks of leadership in educational organizations and to contain their contents and ambitions .Make the dimensions of a standard cognitive abilities to those prescribed in the leadership of the organized labor.

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

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