What style of leadership is best suited to direct organizational change to fuel institutional diversity in higher education?

Adserias, Ryan P.; Charleston, LaVar J.; Jackson, Jerlando F. L.

doi:10.4324/9780429444234-3

Cited by 7 publications

(11 citation statements)

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“…Sowell et al (2015) found that most interventions that aim to facilitate URM student degree completion focus on condescendingly “helping” or “fixing” the students, which takes the burden off the hegemonic institutional causation. Myriad findings suggest that the burden of adjusting to this environment cannot rest solely with students; the institutional culture must strive to become antiracist, equitable, and inclusive (Adserias et al, 2017).…”

Section: Stem Diversity Mentoring Programs Position Urm Students As Imentioning

confidence: 99%

Interrogating Structural Racism in STEM Higher Education

McGee

2020

Educational Researcher

291

248

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The racialized structure of STEM (science, technology, engineering, mathematics) higher education maintains gross inequities that are illustrative of structural racism, which both informs and is reinforced by discriminatory beliefs, policies, values, and distribution of resources. Thus, an examination into structural racism in STEM is needed to expose the marginalization of underrepresented groups in STEM and to improve understanding of the STEM policies, practices, and procedures that allow the foundation of racism to remain intact. I argue that, even at the top of the education hierarchy, Black STEM doctorate students and PhD degree holders consistently endure the racist residue of higher education institutions and STEM employers. Thus, this manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read “assimilate”) underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces. I argue that, without a critical examination of the structural racism omnipresent in the STEM, progress in racially diversifying STEM will continue at a snail’s pace.

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Section: Stem Diversity Mentoring Programs Position Urm Students As Imentioning

confidence: 99%

Interrogating Structural Racism in STEM Higher Education

McGee

2020

Educational Researcher

291

248

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“…Further, they assert that potentially early disadvantage with English as an additional language, female tokenism, differing gender values and home expectations impact adversely on leadership career progress for ethnic minorities. Narratives concerning the dearth of BME leaders within the Academy have previously been aligned to 'modest professional ambitions' which sought to facilitate assumptions of limited competence and professional desire (Adserias et al, 2017;Tate and Bagguley, 2017). Adserias et al (2017) conclude that the pervading discourse facilitates the rhetoric that BME leaders are deemed incapable to successfully lead, strategize and organize.…”

Section: Capturing the Notion Of Diversity And Leadershipmentioning

confidence: 99%

“…Narratives concerning the dearth of BME leaders within the Academy have previously been aligned to 'modest professional ambitions' which sought to facilitate assumptions of limited competence and professional desire (Adserias et al, 2017;Tate and Bagguley, 2017). Adserias et al (2017) conclude that the pervading discourse facilitates the rhetoric that BME leaders are deemed incapable to successfully lead, strategize and organize. The appetite by senior leaders in universities to dismantle a culture which marginalizes ethnic minorities and women from leadership hierarchies remains questionable.…”

Section: Capturing the Notion Of Diversity And Leadershipmentioning

confidence: 99%

“…While widening participation interventions have focused on student recruitment and better representation, inequalities continue to persist for academic ethnic minority staff, especially at leadership levels (ECU, 2015;Williams, 2013). As a site for social diversity, equity and inclusion, universities have a responsibility to incorporate diversity into their organizational structures and cultures (Adserias et al, 2017;Williams, 2013). Currently, there is a growing narrative which recognizes the need for higher education to undergo transformational change in order to reflect shifting demographic trends, which adequately prepare students to undertake their place within society (Mirza, 2017;Shepherd, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…While university institutions concern themselves with developing tokenistic equality and diversity widening participation interventions, the spiral of inequality which pervades continues to disadvantage potential BME leaders, who continue to experience a paucity of leadership opportunities available to them (Mirza, 2017;Rollock, 2016). The chasm in contemporary research and literature which explores race and leadership within education is discernible, primarily owing to the fragility and tensions that often arise when exploring and challenging racialized barriers regarding educational leadership for BME individuals (Adams, 2017;Adserias et al, 2017;Alexander, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Understanding race and educational leadership in higher education

Arday

2018

Management in Education

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The dearth of representation regarding Black and Ethnic Minorities (BME) in senior educational leadership roles within higher education has become a salient issue as egalitarian notions associated with equality and diversity continue to be contradicted by university institutions despite pressure towards greater diversification. Educational leadership in higher education, particularly when aligned to the primacy of race remains oblivious to some of the organizational barriers encountered by BME academics attempting to plot a career trajectory towards senior leadership. The diversification of senior leaders within the Academy has increasingly become an issue that while prevalent has stagnated due to the lack of visible BME senior leaders and penetrative change to address the disparity regarding the recruitment and promotion of more BME academics to leadership hierarchies. This paper will draw on a collective biography methodology which will utilize narratives from three BME academics in senior leadership positions within higher education, in an attempt to illuminate the challenges that saturate the Academy, with regards to leadership opportunities and career pathways for BME academics. The issues drawn upon identify synergies between constructions of race and leadership considering interplay between these two vehicles when situated within a higher education context.

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Pengaruh Consumption Abroad Dan Perkembangan Teknologi Terhadap Perubahan Kepemimpinan Strategis Pendidikan Tinggi

Triwiyanto

Junaidin

Abusamra

2021

JAMP

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Consumtion abroad is one of the real impacts of globalization, there is a movement of consumers going abroad and have non-resident status where services are consumed, including higher education. In Indonesia, economic growth is influenced by the level of education and technology, both of which converge in the classroom teaching and learning. Higher education has a strategic role to play in meeting education and technology in the teaching and learning classroom. The factors of knowledge and power, domestic politics, in education have a lot of influence on the development direction of this strategic field. Considered and careful strategic leadership, preserving distinctiveness, and promoting equality among cultures are the long-term commercial interests of higher education, as well as offering individual and social benefits. Key words: Consumption Abroad; technological developments; changes in strategic leadership Abstrak: Consumtion abroad merupakan salah satu dampak globalisasi yang nyata, terjadi arus perpindahan konsumen pergi ke luar negeri dan berstatus bukan penduduk dimana jasa dikonsumsi, termasuk pendidikan tinggi. Di Indonesia, pertumbuhan ekonomi dipengaruhi oleh tingkat pendidikan dan teknologi, keduanya bertemu di dalam kelas pengajaran dan pembelajaran. Pendidikan tinggi memiliki peran strategis terhadap pertemuan pendidikan dan teknologi dalam kelas pengajaran dan pembelajaran tersebut. Faktor-faktor pengetahuan dan kuasa, politik domestik, dalam pendidikan banyak memberikan pengaruh terhadap arah pengembangan bidang strategis tersebut. Kepemimpinan strategis yang dipertimbangkan dan berhati-hati, menjaga kekhasan, dan mempromosikan kesetaraan di antara budaya adalah kepentingan komersial jangka panjang dari pendidikan tinggi, serta menawarkan manfaat individu dan sosial. Kata kunci: Consumption abroad; perkembangan teknologi; perubahan kepemimpinan strategis

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What style of leadership is best suited to direct organizational change to fuel institutional diversity in higher education?

Cited by 7 publications

References 1 publication

Interrogating Structural Racism in STEM Higher Education

Interrogating Structural Racism in STEM Higher Education

Understanding race and educational leadership in higher education

Pengaruh Consumption Abroad Dan Perkembangan Teknologi Terhadap Perubahan Kepemimpinan Strategis Pendidikan Tinggi

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