Leadership in Higher Education HPSE-GE 2097

FALL 2011 LEADERSHIP IN HIGHER EDUCATION HPSE-GE 2097 25 West 4th Street Room C-17

Professor Teboho Moja Office Hours: By appointment School of Education 239 Greene Street, Suite 300 New York, NY 10003 Class Time: 4:55pm - 6:35pm

Tel. (212) 998-5589 Fax. (212) 995-4047 Email: [email protected]

COURSE OBJECTIVES This course is designed to give students an understanding of several major theoretical approaches that address leadership and study how leadership functions within higher education. The first part focuses on the context of higher education – structure and organization, and its leadership. The second part of the course will introduce leadership theories using case studies and written exercises to explore the characteristics of each theory. The last part deals with issues in leadership as part of exploring and developing ones own leadership skills. Students will thus engage with their own development as professionals.

The objectives of the course are to:  Review several historical and current approaches to understanding leadership  Develop understanding of organizational contexts and patterns of leadership behavior through application of theories.  Apply theories and concepts discussed in class through case studies and assignments.

COURSE REQUIREMENTS AND EVALUATION Throughout the course, we will be analyzing case studies. The class will be divided into groups and assigned case studies to analyze. A discussion of case studies can be conducted through Blackboard amongst group members. In addition, face to face discussion is also an option. To find out which group you are assigned to, please refer to the Blackboard. You are, however, expected to read each of the case studies. Please upload your assignments to blackboard by 12 noon the day before class (i.e. Wednesday) and bring a hard copy to class. Late assignments will be penalized.

Assignments: 1. Homework assignments. a. Describe a person you have known or read about who exemplifies characteristics and behaviors of leadership. Explain why you think that person is a leader. Due 9/15.

4/4/2018 b. Case studies assignments – see class schedule for due dates.

2. Learning Journal due 10/13 and 12/01 You will be expected to keep a journal with weekly entries. Put a date before you start your weekly entry and the topic for that week. You will hand in your journal mid-term and at the end of the semester indicating one entry you would like to be graded on. Journaling provides an opportunity for weekly reflections on what you are learning This journal provides a place for capturing your personal reflections on issues we address in class as well as on the broader experiences in your day to day life. Journaling also offers an opportunity to raise issues that you would like to discuss more broadly within the group

3. Philosophy Statement Write a Personal Philosophy of Leadership. In this assignment it is important to articulate a philosophy that guides your decision-making. The format of your philosophy is up to you. However, the following questions may guide you. When do you take risks? When do you share your vision? How much compromise do you make and in what areas? Under what circumstances might you lie? How if at all, do your religious views dictate your philosophy? What kinds of personal principles must be inviolate? How do you make decisions? On what grounds? In what time frames? When do you share information? When do you base decisions on evidence? When do you follow intuition? Due 11/03

4. Biography Report - Leadership Assessment Biography proposals due 10/06 in class and for discussion. The term paper of five pages is due on 12/08. Your paper should be a summary of the biography you are reading and should start to identify and outline some of the characteristics of the leader you have chosen. Use leadership theories in class readings for your analysis. The citations should include other writings on your chosen leader as well as the course readings.

All written assignments for this course should be in standard format (i.e., double spaced, 12 point, Times New Roman font, 1” margins on all sides). Any citations to the literature should be in APA format. APA style guides can be found in the bookstore.

CLASS ATTENDANCE AND PARTICIPATION Attendance is mandatory, except for extraordinary circumstances. If you have to miss class, please notify me by email in advance. Missed classes without prior arrangement will result in lower grades. Each person is important to the dynamic of the class, and therefore students are encouraged to participate in class discussions.

STUDENT GRADES

4/4/2018 Student grades are based on meaningful class participation and the quality of written assignments. Failure to turn in assignments will affect one’s grade, as will turning in assignments of poor quality.

For the midterm and final project, the factors that will be considered in grading will include: depth of analysis, originality and creativity, application of theory, use of literature, grammar, spelling, punctuation, and form.

Class participation 10% Homework 20% Journal 20% Final Project 50%

REQUIRED READINGS

Northouse, Peter. (2010) Leadership: Theory and Practice (5th ed.). Thousand Oaks, CA: Sage Publications. Note there is a 2011 edition which would be fine too. Davis, James R. (2003) Learning to Lead – A Handbook for Postsecondary Administrators. American Council and Rowman and Littlefield Publishers.

Own choice of a biography to be read for mid-term assignment as well as your final project. Biography chosen is to be approved by the instructor.

COURSE OUTLINE

Week One Introduction Introductory discussion of leadership Sept. 8 characteristics and behavior. Bring to class half page Review Syllabus and assignments. of how you describe Review group assignments. yourself as a leader. Week Two HIGHER EDUCATION Kezar and Eckel Article (BB link) Sept. 15 ORGANIZATION Governance and its Assignment due Challenges Week Three Leadership issues in Davis Chapter 1 & 2 Sept. 22 context Week Four Ethical Principles ACPA article and references in article (BBlink) Sept. 29 Northouse Chapter 15 Week Five LEADERSHIP Arthur G Jago: Leadership: Perspectives in October 6 THEORIES Theory and Research (BB link) Overview of theories Biography proposals due and discussed in class Week Six Trait and Skills Theories Northouse Chapters 1-3 October 13 Case Study 2.1 and 3.1 for Group A to report in class

4/4/2018 Week Seven Style, Situational, and Northouse Chapters 4-6 October 20 Contingency theories Journal Due

Case Study 4.3 and 5.3 for Group B to report in class Week Eight Path Goal, L-M Northouse Chapters 7-9 October 27 Exchange, and Case Study 9.1 and 9.2 for Group C to report Transformational in class leadership theories

Week Nine Authentic, Team Northouse Chapters 10-12 November 03 Leadership and Case Study 11.2 and 11.3 for Group D to Psychodynamic theories report in class

Week Ten LEADERSHIP Davis Chapter 3 - 5 November 10 DEVELOPMENT Leadership Skills

Week Eleven No face to face meeting Northouse chapter 13 November 17 BB discussion – Diversity and Gender Issues in Leadership Week Twelve Leadership Skills Davis Chapter 6 - 10

December 01 Week Thirteen Presentations December 8 Final Paper Due

Week Fourteen Presentations Final Papers Feedback December 15

Additional Readings

American College Personnel Association, (1992). Statement of Ethical Principles and Standards. ACPA: Washington, D.C. http://www.myacpa.org/au/documents/EthicsStatement.pdf

Kezar, A. & Eckel, P.D. (2004). Meeting Today’s Governance Challenges. The Journal of Higher Education, 75(4), 371-399.

4/4/2018 Nidiffer, J. (2001). New leadership for a new century. In Nidiffer, J. & Bashaw, C.T. (Eds.). Women Administrators in Higher Education (pp. 101-131). Albany, NY: State University of New York Press.

Tierney, W.G. (2000). Critical leadership and decision making in a postmodern world. In M.C. Brown (Ed.), Organization and Governance in Higher Education: ASHE Reader Series (pp. 537-549). Boston, MA: Pearson Custom Publishing.

Winston, R. B. & Creamer D. G. (1997). Supervising and managing staff. In R.B. Winston & D.G. Creamer, Improving Staffing Practices in Student Affairs. (pp. 180-218). San Francisco, CA: Jossey-Bass Publishers.