Higher Education Leadership Graduate Program Development

Freeman, Sydney; Chambers, Crystal Renée; Newton, Rochelle

doi:10.1002/ir.20162

Cited by 4 publications

(16 citation statements)

References 19 publications

(17 reference statements)

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“…Freeman and Kochan (2014) established a theoretical framework for higher education academic programs emphasizing the importance of balancing theory and practice, accounting for student choice, and demonstrating accountability for student learning. Freeman, Chambers, and Newton (2016) further identified the need for more systematic and forward-looking approaches to curriculum planning in leadership development programs.…”

Section: Higher Education As a Field Of Studymentioning

confidence: 99%

Setting a New Global Agenda: Learning from International Approaches to Higher Education Leadership Development

Freeman

Campbell

2019

JSPTE

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Aim/Purpose: This paper establishes a research agenda for learning from global approaches to higher education as a field of study by encouraging research into new methods and practices in leadership development from emerging scholars and practitioners around the world. Background: Significant growth has occurred in the number of academic programs, research centers, and scholars serving in the field of higher education in the last two decades. This presents an opportunity to expand methods and practices in a new and global direction. Methodology: Conceptual essay Contribution: We identify the need to expand research on higher education as a field of study beyond national and Western constructs. Findings: Several specific initiatives, resources, and potential research areas for future scholars are discussed, including curricular, pedagogical, and programmatic best practices and internal and external leadership development programs in higher education. Recommendations for Practitioners: By adopting best practices in leadership development from other national or regional settings, faculty who prepare higher education leaders can inspire innovation in their leadership development programs and reach diverse audiences. Recommendation for Researchers: Researchers in the field of study of higher education can use recently available resources to access global perspectives on the study of leadership development in higher education. Impact on Society: The development of professional leaders in higher education is critical to the future of social and economic development. Understanding the innovative approaches utilized by other countries for higher education leadership development can improve leader preparation efforts everywhere. Future Research: A concise research agenda is set forward for future scholars and practitioners.

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Section: Higher Education As a Field Of Studymentioning

confidence: 99%

Setting a New Global Agenda: Learning from International Approaches to Higher Education Leadership Development

Freeman

Campbell

2019

JSPTE

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“…Graduates from student affairs programs cited that an understanding of institutional diversity was particularly important as new professionals were often frustrated and confused by the organization of institutions that were different from their graduate institutions (Renn & JessupAnger, 2008). There has also been a call for more appropriate and supportive mentorship by faculty, and the ability to apply theoretical constructs to real-world problems through case studies and other methodologies (Austin, 2002a(Austin, , 2002bFreeman, Chambers, & Newton, 2016;Hammons & Miller, 2006;Renn & Jessup-Anger, 2008). These studies demonstrate the need for higher education generalist programs to adopt specific practices of community college leadership programs which support hands-on and real world experiences for all students (Amey, 2007).…”

Section: Implications For Graduate Higher Education Programsmentioning

confidence: 99%

“…More importantly, considering different higher education programs in community colleges expands assumptions about what learning is occurring in higher education and how that learning should be occurring. As Freeman et al (2016) write, "this seems to be a critical time to clarify comprehensively the historic and evolving purpose of the study of higher education . .…”

Section: Implications For Graduate Higher Education Programsmentioning

confidence: 99%

No Longer Junior Colleges: Integrating Institutional Diversity in Graduate Higher Education Programs

Lebron

Lester

2017

JSPTE

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Aim/Purpose: This article argues that given the isomorphic pressures on both community colleges and four-year institutions, historic divisions between community college leadership programs and general higher education programs are no longer serving the needs of new scholars and practitioners in the field. Graduate programs of higher education should integrate an understanding of community colleges and institutional diversity in meaningful ways throughout a graduate curriculum now focused on four-year institutions. Background: Community colleges and four-year institutions are engaging in isomorphic change which is weakening traditional boundaries between these sectors to create a more integrated system of higher education. Methodology: Using a framework of institutional isomorphism, this article reviews recent literature on changes within community colleges and four-year institutions and provides recommendations for infusing this isomorphism into graduate higher education programs. Contribution: By infusing an understanding of institutional diversity into all graduate course-work, educators can prepare future scholars and practitioners for a changing higher education landscape and expand beyond reductive representations of the higher education field.

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“…As faculty members propose a new program, they are at the mercy of a rational process that requires significant support and skill to navigate. The proposal must align with the mission and strategic plan of the organization while ensuring there is adequate capacity to implement and sustain the program (Conrad & Pratt, 1983;Dickeson, 2015;Freeman et al, 2016;Lee & Gilmour, 1977;Tierney, 1989). Faculty must have the support of their academic dean in order to move the proposal forward, making the role of the dean critical in the initial review of the proposal and also as a mediator to resolve any tensions or conflict.…”

Section: Chapter Two: Literature Reviewmentioning

confidence: 99%

“…They support education. Dickeson (2015) and Freeman et al (2016) refer to the academic plan as "the heart" of the strategic plan. It should have a reciprocal relationship with the creation and execution of the strategic plan (Freeman et al, 2016).…”

Section: Academic Planning and Program Developmentmentioning

confidence: 99%

Competing logics in academic program development

Zulkowski

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The purpose of this study was to understand how academic deans describe the competing logics influencing academic program development. Semi-structured interviews were used to collect data from eight participants employed as academic deans in mid-sized, private universities with a Basic Carnegie Classification as a Doctoral University. The study utilized interpretative phenomenological analysis as the strategy of inquiry. Analysis of the transcripts yielded five Group Experiential Themes and 13 subthemes. These themes were examined in the context of extant literature and through the use of the institutional logics branch of institutional theory as the theoretical framework. The findings suggested that multiple institutional identities contributed to the professional identifies of academic deans. Those identities were strategically activated during the academic development process. Academic deans were able to act as conduits for instituting the capacity of others. They leveraged organizational capacity as a mediator for competing institutional pressures and stabilized competing institutional logics through valuation of the organizational mission and culture. These findings highlighted the need for leaders to take personal inventory of their own institutional logics in order to call upon congruent and competing logics for solutions to organizational issues. Leaders must also understand capacity and capability that exist within their organizational environment, harnessing that to empower individuals and identify common goals to advance their organization.

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Higher Education Leadership Graduate Program Development

Cited by 4 publications

References 19 publications

Setting a New Global Agenda: Learning from International Approaches to Higher Education Leadership Development

Setting a New Global Agenda: Learning from International Approaches to Higher Education Leadership Development

No Longer Junior Colleges: Integrating Institutional Diversity in Graduate Higher Education Programs

Competing logics in academic program development

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