Perceived Differences of Leadership Behaviors of Deans of Education: A Selected Study

Beck-Frazier, Susan; White, Lawrence T.; McFadden, Cheryl

doi:10.12806/v6/i1/rf4

Cited by 10 publications

(4 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…With this aspect, it will be a better understanding to see department heads not as professionals but as a part of the teaching staff in addition to all responsibilities. It is possible to find various studies on the leadership behaviors of deans (Beck-Frazier, White & McFadden, 2007;Parker, 2014) and department heads (Bellibaş, Özaslan, Gümüş, & Gümüş, 2016;Bryman, 2007;Dimici, Seggie, Hacıfazlıoğlu, & Caner, 2016) in the field. However, it seems that there is a gap in the research about the direct instructional leadership behaviors of department heads.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Yükseköğretimde Öğretimsel Liderlik: Bölüm Başkanlarının Görüşleri

Karaaslan¹,

Akin

2019

Kuramsal Eğitimbilim

View full text Add to dashboard Cite

This study aims to investigate the instructional leadership practices in universities by analyzing the views of department heads. A qualitative method and a case design was used. Data were gathered through a semistructured interview form developed by researchers via face-to-face interviews. The sample consists of 26 department heads from six different faculties of a university in Karadeniz region of Turkey. Participants were determined through maximum variety sampling technique. Results demonstrate that department heads have spent most of their time for administrative issues. For the professional development of the academicians, they give more importance to social and psychological support studies. It is emphasized that guidance and supervision activities are important for the effective implementation of the curriculum. They work for ensuring the courses are being planned according to constructivist approach. In order to provide students sophisticated development, it is stated that social, cultural and sport activities are usually carried out. In addition, it has been understood that department heads should have positive leadership skills such as being successful in their field, renewing themselves constantly and having effective communication skills in order to be a good instructional leader. Based on the results, it is recommended to decrease workloads and to train department heads about educational administration and instructional leadership to support their leadership roles.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Alanyazında dekanların (Beck-Frazier, White & McFadden, 2007;Parker, 2014) ve bölüm başkanlarının (Bellibaş, Özaslan, Gümüş, & Gümüş, 2016;Bryman, 2007;Dimici, Seggie, Hacıfazlıoğlu, & Caner, 2016)…”

Section: Introductionunclassified

Yükseköğretimde Öğretimsel Liderlik: Bölüm Başkanlarının Görüşleri

Karaaslan¹,

Akin

2019

Kuramsal Eğitimbilim

View full text Add to dashboard Cite

show abstract

“…The model is also helpful in comparing differences in leadership between national contexts. For example, in American universities, the human resource frame was found to be the dominant leadership orientation, followed by the structural frame (Beck-Frazier et al, 2007 , p. 101; Sypawka et al, 2010 , p. 67), with the political frame being employed the least (Maitra, 2007 , p. 101; Welch, 2002 , p. 105). In job advertisements for university presidents in Canada, more emphasis is placed on their symbolic roles than on their human resource roles (Lavigne & Sá, 2021 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

University managers or institutional leaders? An exploration of top-level leadership in Chinese universities

2023

View full text Add to dashboard Cite

In China, higher education institutions (HEIs) have a governance arrangement in which the university president and the party secretary occupy key roles. However, their legal roles as institutional leaders are vaguely specified in existing legal frameworks. Based on a four-dimensional theoretical model, this paper (i) clarifies the leadership roles in the dual governance structure, (ii) explores how HEI leaders (i.e. presidents and party secretaries) perceive their leadership, and (iii) applies the unique Chinese practices as a valuable test bed for critical reflections on how existing theoretical models of leadership are relevant in Chinese contexts. Through in-depth interviews with six top-level leaders from six Chinese public HEIs, our findings indicate that Chinese HEI leaders apply more structural than symbolic dimensions in their leadership practices. Whereas studies on institutional leadership conducted outside China tend to highlight the symbolic dimensions of leadership practices, our study suggests that top-level Chinese HEI leaders may assume the role of university managers rather than institutional leaders. We offer some reflections on the relevance of existing theoretical models of leadership and suggest the directions for further theoretical enhancement.

show abstract

“…Subsequently, senior faculty members hold leadership positions without adequate preparation. Moreover, to strengthen organizational effectiveness the expectations placed on senior faculty are often excessively high (Beck-Frazier, White & McFadden, 2007). Often academic leaders address the resulting work-overload inadequately (Rowley & Sherman, 2003).…”

Section: Introductionmentioning

confidence: 99%

Effective Leadership Development in Higher Education: Individual and Group Level Approaches

Braun¹,

Nazlic²,

Weisweiler³

et al. 2009

Journal of Leadership Education

View full text Add to dashboard Cite

Research in commercial organizations has provided a multitude of examples on how leadership development can effectively foster employees' performance and work-related attitudes such as commitment or satisfaction. In contrast, to date systematic leadership development is largely lacking for employees in higher education. However, we suggest that the positive effects of leadership development in commercial organizations also apply to the academic context. Thus, the purpose of this applied article is to present two approaches to the development of leadership in higher education. More specifically, we provide a detailed description of two different programs offered to researchers at a large German university. The first program constitutes a leader development initiative for junior faculty on an individual level, whereas the second focuses on the development of leadership within university departments on a group level. We provide recommendations for establishing and evaluating effective leadership development in higher education.

show abstract

Perceived Differences of Leadership Behaviors of Deans of Education: A Selected Study

Cited by 10 publications

References 12 publications

Yükseköğretimde Öğretimsel Liderlik: Bölüm Başkanlarının Görüşleri

Yükseköğretimde Öğretimsel Liderlik: Bölüm Başkanlarının Görüşleri

University managers or institutional leaders? An exploration of top-level leadership in Chinese universities

Effective Leadership Development in Higher Education: Individual and Group Level Approaches

Contact Info

Product

Resources

About