EDUC Leadership in Higher Education

Transcription

1 EDUC Leadership in Higher Education Fall 2013 University of Massachusetts Amherst Mondays, 3:35-6:05 p.m. 367 Hills South Instructor Kate Hudson, khudson@educ.umass.edu, 257 Hills South Office hours (either in person or virtual) are by appointment. Textbook & Readings Two books are required for the course they are: Northouse, Peter G. (2012). Leadership: Theory and practice (6th ed.). Thousand Oaks, CA: SAGE. American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author. Additional readings are available on the course Web site. Purpose This is a survey course on leadership and leading organizations in higher education. We will cover the conceptual foundations and practical applications of major theories of leadership from a wide variety of social science perspectives. Building upon this foundation, we will focus on contemporary perspectives on organizational leadership and investigate current issues associated with the study and practice of leadership in higher education. We will also cover the application of organizational leadership theory in higher education as it relates to students, faculty and administrators, incorporating the perspective of individuals, groups, institutions, and higher education systems. Objectives At the conclusion of this course, you should have developed an understanding of: The historical development and theoretical underpinnings of leadership and organization theory; Multiple perspectives on organizational leadership; The application of organizational leadership theory to real-life settings at various levels of analysis (individual, group, organizational, and systemic); Current issues and future trends in the study and practice of organizational leadership in higher education; Your own personal leadership perspectives and capacities. Expectations for Participation You are responsible for your own learning and for helping create a learning community! This includes Being ready to start class (promptly!) at the beginning of scheduled class meetings; Reading and studying assigned material in a thoughtful, critical, and reflective manner; Engaging with each other in meaningful dialogue in which participants openly examine ideas and assumptions in a manner that leads to fuller understanding of the issues; Submitting written assignments that are complete and properly formatted (conforming to APA guideline standards - this is an absolute must!) and on time. EDUC 674 Fall 2013 Hudson 1

2 The Role of Writing This class requires considerable writing of different kinds, including papers, blog entries, and participation in discussion boards. We are committed to helping you become better writers, including giving you useful feedback on your writing. If you have general questions or concerns about your writing, please talk to us (early in the semester is better!). Evaluated Activities and Experiences The following evaluated activities and experiences are structured to facilitate learning opportunities for each student. As a learner you are expected to complete: Class Participation (25 points) A mutually supportive, yet challenging and informed, dialogue with others facilitates the development of individual knowledge, attitudes, and values. Each of you is expected to engage in meaningful discourse at every in-person class meeting and through on-line interactions. Attendance is essential, as is careful preparation through thoughtful and integrative reading (reading means thorough studying, not mere skimming) of assigned materials. Class members are encouraged to bring questions, issues, critiques, and insights from the readings and other relevant materials to every class meeting and to the Moodle-based activities. Online participation is also essential. Expectations in this regard include: Provide feedback to your peers by commenting regularly on the case studies posted by colleagues in your peer working group. You are expected to post at least three extended responses over the course of the semester (see case study rubric for guidance) as well as offering more brief, ongoing commentary to each member of your group. Please feel free to check with me during the semester if you wish to know the status of your class participation grade. Individual Case Study (50 points) You will be responsible for developing a case study during the course of the semester by applying the concepts we are reading about in a specific context. In addition to incorporating the course readings you will want to find and use resources related to your particular case. Throughout the semester you will work in small groups (on-line and in-class), offering support, critiquing each other s ideas and discussing the development of each other s cases. This project will be completed in three stages. First you will submit an initial topic idea. Second, over the course of the semester you will post case study installments in Moodle that relate your case study to the content for the current course module. The final case study will include a summary of the case along with recommendations and an implementation plan. A hand-out with more detailed information will be provided in class and on the Moodle site. First draft of initial topic due: September 23 Case study installments (posted on Moodle): October 7 & 28; November 18 Feedback on colleagues case study installments: Oct. 15; November 4 & 25 Final paper due: December 9 EDUC 674 Fall 2013 Hudson 2

3 Points for each part of the case study: Initial case: ungraded 1 st installment: 5 points 2 nd & 3 rd installments: 10 points each Final case: 25 points Included as part of your participation grade Feedback to colleagues on their case studies 89 Personal Leadership Statement/Analysis (25 points) This is a two-part assignment. Leadership Statement Part I due September 16 Prepare a brief essay that explores how you understand the concept of leadership. For Part I you are not expected to refer to outside references or to have done any of the course readings. Post your assignment to Moodle Assignments. Some of the questions you may want to reflect upon include: What is your view of leadership? Why is leadership important? What kind of a leader do you want to be? Who are the leaders you have most admired and why? How does leadership relate to your current work and future goals? Remember this is an essay, not a list of unconnected responses to the questions above! There are two purposes for this assignment. It is an opportunity for you to begin reflecting about leadership and for the instructors to get a better idea of your interests and needs as we explore this complex topic together. Please note that there are no right or wrong answers to these questions this part is NOT graded. It is pass/fail) and if you turn it in on time you pass. This paper should be approximately 5 pages in length. Leadership Statement Part II due December 2 In Part II, you will analyze/critique your original statement as well as reflect on what you learned about leadership in higher education through your case study. You should make specific references to both the case and related literature, and should be at least 8-10 pages in length. Post to Moodle Assignments. Some questions you will want to cover in this section include: How has your perspective changed over the course of the semester based on the readings and discussions from this course? What theories, models or perspectives are most useful to you? What more do you want to know about leadership? How do you plan to keep learning how to apply what you have learned in professional or other settings? What did you learn about leadership in higher education from your case? How did your thinking about your case evolve over the course of the semester? What did you learn that surprised you? What questions remain unanswered about your case? EDUC 674 Fall 2013 Hudson 3

4 Grading Scale A = A- = B+ = B = B- = C+ = C = C- = Academic Honesty Since the integrity of the academic enterprise of any institution of higher education requires honesty in scholarship and research, academic honesty is required of all students at the University of Massachusetts Amherst. Academic dishonesty is prohibited in all programs of the University. Academic dishonesty includes but is not limited to: cheating, fabrication, plagiarism, and facilitating dishonesty. Appropriate sanctions may be imposed on any student who has committed an act of academic dishonesty. Instructors should take reasonable steps to address academic misconduct. Any person who has reason to believe that a student has committed academic dishonesty should bring such information to the attention of the appropriate course instructor as soon as possible. Instances of academic dishonesty not related to a specific course should be brought to the attention of the appropriate department Head or Chair. Since students are expected to be familiar with this policy and the commonly accepted standards of academic integrity, ignorance of such standards is not normally sufficient evidence of lack of intent. Access The University of Massachusetts Amherst is committed to providing an equal educational opportunity for all students. If you have a documented physical, psychological, or learning disability on file with Disability Services (DS), Learning Disabilities Support Services (LDSS), or Psychological Disabilities Services (PDS), you may be eligible for reasonable academic accommodations to help you succeed in this course. If you have a documented disability that requires an accommodation, please notify the instructors within the first two weeks of the semester so that we may make appropriate arrangements early in the semester. Observance Of Religious Holidays University policy and Massachusetts State law permits students to miss class in order to observe religious holidays. Students who need to miss a class must notify the instructors in advance. EDUC 674 Fall 2013 Hudson 4

5 Course Modules & Readings Welcome 9/9 Introduction Northouse, Ch. 1 (pp. 1-18) 9/16 (also below) Section One: Achievement-Oriented Leadership Individual Leadership Northouse, Ch. 2 & 3 (pp ) 9/16 Behavioral Leadership Northouse, Ch. 4 & 5 (pp. pp ) Blanchard, Ch. 5 (pp ) Contingent Leadership Northouse, Ch. 6 & 7 (pp ) Blanchard, Ch. 11 (pp ) Section Two: Relationship-Oriented Leadership Transactional Leadership Northouse, Ch. 8 (pp ) & 12 (pp ) Yukl, Ch. 6 (pp ) Inclusive Leadership Northouse, Ch. 15 (pp ) Kezar (pp. 6-11) Eagly & Chin (pp ) Fisher Yoshida & Geller (Ch. 7, pp ) Maher & Tetreault (Ch. 4, pp ) Feminist Leadership Northouse, Ch. 14 (pp ) Manning, Ch. 14 & 15 (pp ) Mason & Goulden (pp ) Acker (pp ) Section Three: Values-Oriented Leadership Ethical Leadership Northouse, Ch. 16 (pp ) Fine (Ch. 8, pp ) Shapiro & Stefkovich, Ch. 2 (pp ) Transformational Leadership Northouse, Ch. 9 (pp ) & 10 (pp ) Rost (Ch. 5, pp ) Porter & Daniel (Ch. 11, pp ) Authentic Leadership Northouse, Ch. 11 (pp ) Benner, Ch. 1 (pp. 2-15) George, Ch. 4 (pp ) & 8 (pp ) Leadership Statement I due 9/23 Initial Case Study due 9/30 10/7 Case Study Installment #1 due 10/15 (Tues., but UMass Mon.) 10/21 Feedback on Case Study due 10/28 Case Study Installment #2 due 11/4 Feedback on Case Study due 11/13 (Wed., but UMass Mon.) EDUC 674 Fall 2013 Hudson 5

6 Wrap-up No class 11/18 Case Study Installment #3 due Followership Kelley (p ) Chaleff, (pp. 6-8) & Ch. 6 (pp ) Kellerman, Ch. 1 (pp. 3-23) & Ch. 2 (pp ) 11/25 Feedback on Case Study due Wrap-up Rost (Ch. 6, pp ) 12/2 Leadership Statement II due References for Course Readings 12/9 Final Case Study due Acker, S. (2012). Chairing and caring: Gendered dimensions of leadership in academe. Gender and Education, 24(4), Benner, R.B. (2007). Virtue theory and leadership theory: Cross-cultural models for administrators and faculty. In D.M. Hellmich (Ed.), Ethical leadership in the community college: Bridging theory and daily practice (pp. 2-15). Bolton, MA: Anker Publishing Co. Blanchard, K, et al. (2010). Situational leadership II: The integrating concept. In K. Blanchard et al., Leading at a higher level. Upper Saddle River, NJ: FT Press. Chaleff, I. ( 2009). The courageous follower (3 rd ed.). San Francisco, CA: Berrett-Koehler Publishers. Cheung, F.M., & Halpern, D.F. (2010) Women at the top: Powerful leaders define success as work + family in a culture of gender. American Psychologist, 65(3), Eagly, A.H., & Chin, J.L. (2010). Diversity and leadership in a changing world. American Psychologist, 65(3), Fine, M.G. (2007). Women, collaboration, and social change. In J.L. Chin, B. Lott, J.K. Rice, & J. Sanchez-Hucles (Eds.) Women and leadership: Transforming visions and diverse voices (pp ). Malden, MA: Blackwell Publishing. Fisher Yoshida, B., & Geller, K. D. (2009). Transnational leadership development: Preparing the next generation for the borderless business world. New York, NY: American Management Association. Kellerman, B. (2008). Followership: How followers are creating change and changing leaders. Boston, MA: Harvard Business Press. Kelley, R. (1993). How followers weave a web of relationships. In W.E. Rosenbach & R.L. Taylor (Eds.) Contemporary issues in leadership (3rd ed.), (pp ). Boulder, CO: Westview. Kezar, A. (2000). Pluralistic leadership: Bringing diverse voices to the table. About Campus, 5(3), Maher, F.A., & Tetreault, M.K.T. (2007). Privilege and diversity in the academy. New York, NY: Routledge. Manning, K. (2013). Organizational theory in higher education. New York, NY: Routledge. Mason, M.A., & Goulden, M. (2004). Do babies matter (part II)? Closing the baby gap. Academe, 90(6), Northouse, P. G. (2012). Leadership: Theory and practice (6 th ed). Thousand Oaks, CA: SAGE. EDUC 674 Fall 2013 Hudson 6

7 Porter, N., & Daniel, J.H. (2007). Developing transformational leaders: Theory to practice. In J.L. Chin, B. Lott, J.K. Rice, & J. Sanchez-Hucles (Eds.) Women and leadership: Transforming visions and diverse voices (pp ). Malden, MA: Blackwell Publishing. Rost, J.C. (1993). Leadership for the twenty-first century. Westport, CT: Praeger. Shapiro, J.P., & Stefkovich, J.A. (2001). Ethical leadership and decision making in education. Mahway, NJ: Lawrence Erlbaum Associates. Yukl, G. (1997). Leadership in organizations (4 th ed). Upper Saddle River, New Jersey: Prentice Hall. EDUC 674 Fall 2013 Hudson 7