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:10.1080/13613324.2016.1260233

Cited by 52 publications

(32 citation statements)

References 32 publications

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“…Other research has found positive results utilizing a combination of both transformational and transactional leadership (Kezar & Eckel, 2008;Bensimon, 1993;Wolverton & Gmelch, 2002;Bass & Riggio, 2006). Adserias, Charleston, and Jackson (2017) concluded that neither transactional or transformational leadership style was consistently better in terms, ensuring the fulfillment of a diversity agenda. This paper builds on the Kezar and Eckel (2008) work to contend that for a tertiary institution located in homogeneous demographic populations the full range leadership style would be better suited for advancing a diversity management system.…”

Section: Discussionmentioning

confidence: 99%

Transformational Leadership Theory and Exploring the Perceptions of Diversity Management in Higher Education

2019

JHETP

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With the introduction of diversity policies and diversity management programs, the intent of the top administration and what is enforced at the lower levels may vary. This paper examines underlying factors that would impact the perception of the established diversity management program by lower-level employees in tertiary education institutions. We will then outline how transactional leadership and transformational leadership of the supervisors may impact the perceptions of diversity management in higher education. We will conclude by focusing on areas for future research in diversity management within the higher education context.

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Section: Discussionmentioning

confidence: 99%

Transformational Leadership Theory and Exploring the Perceptions of Diversity Management in Higher Education

2019

JHETP

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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%

“…While widening participation interventions have focused on student recruitment and better representation, inequalities continue 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). Presently, 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 due to the fragility and tensions which often arise when exploring and challenging racialized barriers towards educational leadership for BME individuals (Adams, 2017;Adserias et al, 2017;Alexander, 2017).…”

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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“…There is a lower rate of people of color among the faculty population (C. L. Brown, 1998). The commitment of university leadership is vital to diversifying the faculty (Adserias, Charleston, & Jackson, 2017; M. E. Brown & Treviño, 2006;Rosser, 1990;Wells, 1998). To represent these students and faculty, universities need to enact diversity plans that are more than representational and that are supported by action (Chesler, 2004).…”

Section: Problem Statementmentioning

confidence: 99%

How do faculty experience the university mission? : a descriptive case study of one university’s approach to its core values

Lynette¹

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This research study captured the stories of 11 university faculty about their lived experiences with the university's social justice mission. Key findings revealed: (a) faculty of color described experiencing racism on campus, (b) faculty of color felt marginalized on campus, (c) faculty developed their understanding of the mission over time, (d) the mission was experienced differently by faculty of color than by White faculty, (e) peer group support was vital for retaining faculty of color, and (f) there was little evidence of collective overt challenges to the dominant ideology of the university. The study used a case study methodology to understand how tenured and tenure-track faculty made meaning of and understood a university's mission at a private university in the western United States. Campus documents were analyzed and 11 faculty members were interviewed. Data were analyzed using the in vivo coding method and were interpreted through a critical race theory framework. Results indicate that more can be done by universities in the United States to create inclusive campuses and to retain faculty of color.Suggestions for actionable steps are offered. These results are significant because they inform higher education leadership that the work of implementing their mission is never over and that the higher education community must continuously strive to be more inclusive, equitable, and accessible.

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

Cited by 52 publications

References 32 publications

Transformational Leadership Theory and Exploring the Perceptions of Diversity Management in Higher Education

Transformational Leadership Theory and Exploring the Perceptions of Diversity Management in Higher Education

Understanding race and educational leadership in higher education

How do faculty experience the university mission? : a descriptive case study of one university’s approach to its core values

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