Reference no: EM131394888

Assignment

To prepare:

Review the Assignment Forum contributions made by you and your colleagues, and think about how to synthesize the collaborative experience.

To complete

Write an approximately 3-page paper including 2 pages in which you summarize the Assignment Forums listed below and 1 page in which you reflect on your own leadership development and goals. Identify three main concepts that you feel are important to incorporate in your own leadership.

Include your answers to the following questions:

•What are your strengths as a higher-education leader?
•In what areas do you require further development?
•How has this course work affected my notion of the role of the leader in higher education?
•How do I see myself promoting positive social change through my leadership?

Assignment Forums

Part 1: Role of Leadership in Higher Education

Whether it is a small, liberal arts college focused on undergraduate education or a huge, sprawling university, leading an institution of higher education can be a complex and challenging undertaking. Typically, leaders do not have complete authority over each of the departments and colleges on campus. However, they often bear responsibility for issues that may occur in those areas. Leaders grapple with budget shortfalls, surging or dwindling enrollments, retention and graduation rates, and competing priorities on campus and off. Fortunately, most institutions have a team of leaders to whom to distribute the challenges and who provide diversity in perspectives.

Part 2: Models in Higher Education

In the 12th century in Paris, scholars came from across Europe to attend the newly formed university known as the Sorbonne. Many of the characteristics of a modern university were already part of this early institution. You would recognize professors, students, libraries, lectures, and scholarly writing. This model has been the standard for higher education for centuries, but now it is changing. For leaders in higher education, navigating these changes can be challenging.

Part 3: Models and Context

Does a competency-based learning model change learning incentives for students? Does a blended learning program make sense for science courses with lab sections? This Part, you consider different learning models and their benefits and drawbacks. In each case, consider the context of the program, the student population, the institution, and other factors that contribute to the rationale for adopting a model.

Part 4: Sociopolitical Trends

Attracting and serving a diverse student population and recruiting and retaining a diverse faculty are priorities for many institutions. Most have implemented programs to address any historical deficits and actively work to make their campuses attractive to all students and scholars. These goals may be captured in a diversity statement, which publicly signals the institution's commitment to making the campus a welcoming and successful experience for all.

Part 5: Diversity Statements

Attracting and serving a diverse student population and recruiting and retaining a diverse faculty are priorities for many institutions. Most have implemented programs to address any historical deficits and actively work to make their campuses attractive to all students and scholars. These goals may be captured in a diversity statement, which publicly signals the institution's commitment to making the campus a welcoming and successful experience for all.

Part 6: Relationship with Community

Many colleges and universities located in small towns have had histories of rocky relationships with local communities. There are many reasons for this discord, including unequal incomes and opportunities and a perception of arrogance or disregard on the part of the institution's stakeholders. Many leaders at these institutions have recognized this disconnect and seek to repair and strengthen relations with outreach programs, services, and communication.

Part 7: Integrity

Integrity is crucial throughout the public sphere, but it is particularly important in higher education. Students must honestly present their own work. Research must be conducted safely, fairly, and honestly. Grades must be earned, not rewarded or purchased. Ensuring that all stakeholders in the university community act with integrity requires vigilance, on-going training, and strong systems and procedures.

Part 8: Ethics and Responsible Conduct

When a crisis occurs on campus, leaders must respond. They must act ethically and with integrity during and following the crisis. They must also examine the crisis to see if the institution needs to implement new policies or safeguards to prevent a recurrence. In particular, in times of declining funding, competing priorities can sometimes lead to ethical lapses.

Part 9: Sources of Funding

The budget of a large institution of higher education may run hundreds of pages in a spreadsheet. A large and complex university has a budget that reflects multiple sources of funding, competing priorities, uneven revenue from year to year, and increasing demand for lower costs and higher quality.

Part 10: Compliance

In the United States, as in most countries, universities must be accredited in order to confer degrees and to accept public funds. Accreditation is usually done by an agency or department of the government. In the United States, it is overseen by six regional commissions. In addition, specific licensures or programs are supervised by agencies that have that specific expertise.

Part 11: Professional Goals

As you consider whether you will seek a role in higher education leadership, this Part you have an opportunity to speak with such a leader. As you conduct your interview with this leader, try to envision yourself in a leadership role.

Attachment:- Attachments.rar