Browsing by Subject "College administrators"
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Item Life stories of authentic leaders in higher education administration(2007) Meacham, Margaret Anne, 1959-; Kameen, Marilyn C.This study researched authentic leaders (Avolio & Gardner, 2005) who were selfaware of their values, beliefs, ethical philosophies, and character strengths while using this knowledge to strengthen their self-regulation. They used positive modeling to enhance follower development, which ultimately promoted veritable and sustainable outcomes personally and professionally that integrated with the authentic leader's purpose in life. Higher education, as a multi-billion dollar industry, uses shared governance that creates challenges for its leadership. Authentic leaders who hold senior administrative positions within higher education are often confronted with varying levels of administrative challenges, especially immoral, unethical, or illegal policies and practices. Senior administrators are often the frontline for creating, supporting, and maintaining either an inauthentic culture at their institution that supports the status quo or an authentic culture at their institution that promotes and supports positive change focused on the common good. This study reviewed the literature regarding eudaimonia, positive psychology, positive leadership, and higher education administration. The focus was on authentic leaders who were senior administrators in higher education administration. This study utilized life stories to identify the common themes within these senior administrators' lives that allowed them to develop into authentic leaders who had the moral courage to take courageous principled-action against immoral, unethical, and illegal policies and practices within their institutions. This study produced a theoretical model that was juxtaposed against Avolio and Gardner's (2005) Authentic Leader Model confirming their research, as well as extending their research into the moral courage and courageous principled-action research domains. This study has primary value for persons interested in having a deeper understanding of leadership, positive leadership, authentic leadership, moral development, moral courage, courageous principled-action, and higher education administration. This study has secondary value for persons interested in developing as an authentic leader, working effectively within higher education administration, or aspiring to develop the moral courage that will support their willingness and capabilities for taking courageous principled-action.Item The managerial roles of community college chief academic officers(Texas Tech University, 2002-05) Anderson, Philip WayneIn higher education administration, there is little information concerning the managerial roles of community college chief academic officers (CAOs). Because of this, many CAOs enter the position not knowing what to expect. Therefore, this study was designed to ascertain what managerial roles CAOs perform based on Mintzberg's (1973) taxonomy of managerial roles. Included in the study are environmental, personal, and situational variables associated to CAOs at community colleges across the country. The random sample is representative of the nation and is stratified by six accreditation regions. Understanding the managerial roles that are actually performed by CAOs will help community colleges in many ways. First, those who aspire to become CAOs will understand what managerial roles will be required of them and to better aid them in preparation for the position. Second, those who are in the position can use the information to help them be more effective. Third, hiring committees can use the information during the search and interview process for finding a new CAO by asking questions related to managerial roles actually performed.Item The organization of fine arts programs in doctoral/research institutions and the career lines of administrators that manage them(Texas Tech University, 2003-08) Lester, Gina MThis study examines the organization of fine arts disciplines in Doctoral/Research Universities and the career mobility patterns of those who administer them. Clouded definitions of fine arts disciplines and the difficulty of identifying their administrators have been barriers to research concerning the organization of fine arts in higher education (Morrison, 1973). Data were secured by a questionnaire mailed to a random, stratified sample of administrators in institutions considered to be 'more complex' or 'less complex' in their overall organizational structure. Descriptive statistics were used to describe the structural organization of fine arts programs and develop a profile, identify the career lines and possible boundaries to movement for the FAA. Results showed the majority of fine arts programs as separate from liberal arts programs in single discipline units or as fine arts coalitions in the following structures: colleges, schools, divisions, or departments. The more complex institutions showed greater signs of segregation between liberal arts and fine arts programs of study than less complex institutions. Only more complex institutions indicated some fine arts programs existed as competitive autonomies. The FAA profile portrays a married, Caucasian male between 50 and 59 who was appointed to his position from within the institution. He has served as the current FAA for a little over six years and has a Ph.D. in an arts related discipline. Results showed less than one-fifth (19.1%) of FAAs reporting any full-time arts-related work experience outside higher education representing an average of 4.78 years. Those individuals that reported full-time artistic experience as a professional artist/performer or in arts administration accounted for only 12.8% of the FAAs. Two four-sequence career lines were found representing just over 10 percent of the sample. In addition, five three-sequence career lines were also identified and represented over half of the sample. The most common career line followed was identified as the normative career path (Cohen & March, 1974). Both institutional level and institutional type constituted strong boundaries to movement to the FAA position. An overwhelming majority (94.4%) of FAAs remained employed in 4-year institutions throughout their careers. In addition, two-thirds of FAAs indicated employment in only doctoral/research institutions during their careers. Contrary to other career studies, state line was shown to be a weak boundary to movement to the FAA position (Clark, Twombly, & Moore, 1990; Cejda & McKenney, 2000). This study has broad implications for practice. First, aspirants to the FAA should obtain experience, both academic and administrative, in the doctoral/research institution. In addition, one must be willing to move in order for advancement towards the FAA position. The second implication concerns women and minorities. As in other studies on higher education administrators these two groups are not well represented. Mechanisms need to be put in place to facilitate upward movement from other positions within the academy. Lastly, findings indicate that the successful candidate will be from within the membership boundaries of 4-year, doctoral/research institution employment extending as far back as their third previous position. Search committees may find resources better spent looking at institutions fitting the above description.