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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 Fourteen: Reconceptualizing Campus Shared Governance and Leadership in Higher Education: The Role of Midlevel Administrators (Hugo A. García / Kim Nehls / Kimberly M. Florence)

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CHAPTER FOURTEEN

Reconceptualizing Campus Shared Governance AND Leadership IN Higher Education

The Role of Midlevel Administrators

HUGO A. GARCÍA, KIM NEHLS, AND KIMBERLY M. FLORENCE



INTRODUCTION

Postsecondary institutions are complex hierarchical organizations with a shared governance structure as its hallmark. Unlike the other economic sectors of the United States, where there is a strong top-down management system, higher education institutions are comprised of various actors embedded within a loosely-coupled system where shared governance is espoused. Gayle, Tewarie, and White (2003) state that “University governance refers to the structure and process of [collaborative] decision making across issues that are significant for external as well as internal stakeholders within the university” (p. 1).

Much of the literature on leadership and change in higher education focuses on traditional governance roles such as presidents, chancellors, and provosts (Kezar, 2012; Kezar, Carducci, & Contreras-McGavin, 2006). Other research focuses entirely on the role of faculty within the shared governance structure of higher education; indeed, the American Association of University Professors (AAUP) has from its inception in 1915 stressed the importance of faculty participation in the decision making process (Tierney & Lechuga, 2004). With strong foci on ← 211 | 212 → positional leaders and tenured faculty, shared governance may present challenges to midlevel staff and administrators. Various higher education associations have stressed the importance of staff involvement in the decision making process and inclusion in shared governance (e.g., Ackerman, 2007).

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