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Innovative Approaches to Educational Leadership

Selected Cases

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Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton

Of late, leadership has come to include individuals in elementary, secondary and tertiary institutions who do not necessarily carry leadership titles.  Faculty in preK-16 institutions, along with other staff and community people, have increasingly begun to take on leadership responsibilities as shared leadership is articulated and practiced more and more in education.  This volume focuses on educational leadership--broadly defined.  More specifically, following several research-based thought pieces in which the authors define and discuss this new conception of leadership, contributors offer preK-16 case study illustrations of this recent conception of educational leadership.  Readers will use this casebook as a foundational text for courses in teacher education, educational leadership, business and higher education. It includes detailed chapters focused on teacher leadership, principal leadership and higher educational leadership.
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Chapter Five: Process Education Leadership: Shifting the Paradigm (Joann Horton / Daria J. Willis / Isiah Brown)

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CHAPTER FIVE

Process Education Leadership

Shifting the Paradigm

JOANN HORTON, DARIA J. WILLIS, AND ISIAH BROWN



LEADERSHIP DYNAMICS

Good leadership at the top is not sufficient for the environment of the 21st century! We are living in a time when two crucial elements for social change are present—new values and economic necessity. Globalization, deregulation, democratization and technology are characteristics of the competitive arena of the Knowledge Age (Uhl-Bien, Russ, & McKelvey, 2007). The complexity of problems and issues demands that corporate and higher education institutions be managed differently. Institutions must deal with shrinking resources and demands for greater outcomes (Growe, 2011). If organizations are to meet these challenges, new leadership models must be examined (Uhl-Bien et al., 2007). Effective leadership can transform organizations by creating visions of potential opportunities, securing staff commitment to change and instilling new cultures. They can also adapt strategies to mobilize individuals and resources.

Our history shows that varied structures and requirements have placed us in a milieu that is more authoritarian than collaborative. The Industrial Age (early 20th century) was highly structured, with power directed from the top creating an environment that tended to be rigid. People and processes operated in a closed system. Institutions were highly organized, with a singleness of perspective that included management being Eurocentric and male-dominated. Leaders were trained to lead from the top of the organization, with limited input from others. They...

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