CURRENT ARTICLE • January 17th Group of academic leaders discuss in library

Developing Critical Cross-cultural Communicative Competence in Academic Leaders

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According to Chun and Evans (2018), continued white hegemonic practices in university and college administration and faculty have failed to develop a representative institutional culture and organizational structure that is responsive to the needs of diverse students and faculty. The

OTHER RECENT ARTICLES

December 17, 2018

Pitfalls of Using Student Comments in the Evaluation of Faculty

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The use—or misuse—of student ratings of instruction (SRIs) in faculty evaluation is a frequent topic in higher education news. Unfortunately, popular press articles on the topic often garner more attention than the vast empirical literature. A recent review of the research by Linse (2017) pointed to common misperceptions about SRIs, offering administrators evidence-based advice on appropriate SRI interpretation.


December 10, 2018

Teaching and Learning Centers as Catalysts for Faculty Diversity Development

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Consider the experience of Jordan, a fourth-year political science major, who was told by his professor that many African-American students do not pass her class (Brooms, 2017). This stereotyping can create a self-fulfilling prophecy, or what Claude Steele describes as a “stereotype threat,” which impacts students’ performance by challenging their academic ability or competence.  


December 3, 2018

Petty Principles for Leaders in Higher Education

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Higher education leaders have an opportunity to make an impact on the education and development of a diverse population of students and help them become contributing citizens in society. However, the job comes with a myriad of challenges that can confound both novice and experienced leaders alike.

In this post, I offer seven tips to help guide academic decision-making. In a play on my last name, I call them “petty principles.”


November 19, 2018

Emotional, Physical, Financial, and Mental Health Effects of Noncollegial Colleagues

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Tracy Ford has just completed her PhD and is searching for a full-time position in a university. She is a much sought-after young academic as she has published six articles and presented at a national conference. Also, she has experience in teaching in an adjunct position, and her evaluations were outstanding. She is attending a national conference and is searching job listings for a position. One university catches her eye, and she is excited, as it is in the part of the country where she wants to reside, and the position sounds as if it was written specifically for her. Tracy discusses with colleagues the department where she will be if she is offered the job. The response by everyone she speaks with is the same: WARNING. TOXIC. STAY AWAY. People explain that the department is lethal and dysfunctional. Members of the department are in open warfare with each other. In sum, it is an awful place to work. She does not apply, and no one else does either.


November 12, 2018

Can Innovation Be Taught?

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As budgets tighten at colleges and universities, academic leaders are repeatedly urged to be more entrepreneurial in their approaches. “It’s time to think outside the box,” we’re told. “Be creative. Be daring. Be innovative.” But what do you do if you’re not a naturally innovative person? Or how can you be creative if the people who work in your area rarely seem to display much creativity? In short, can innovation be taught? And even if it is taught, can it be learned?


leadership development November 8, 2018

Assessing the Impact of Leadership Development, Part 2: The Holton Model

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Elwood F. “Ed” Holton III, former director of the School of Human Resource Education & Workforce Development at Louisiana State University, recognized as early as 1996 that the Kirkpatrick Model of Training Assessment, although so widely adopted that it has become virtually an industry standard, had several serious drawbacks (Holton, 1996). To begin with, he noted that the Kirkpatrick model is essentially a taxonomy, or classification scheme, and he stated, “One shortcoming of taxonomies is that they do not fully identify all constructs underlying the phenomena of interest, thus making validation impossible” (Holton, 1996, p. 6).