Governance and Leadership in Higher Education.

Autor/in	Millett, John D.
Institution	Academy for Educational Development, Inc., Washington, DC. Management Div.
Titel	Governance and Leadership in Higher Education.
Quelle	In: Management Forum, 3 (1974) 8, (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Administrative Organization; College Administration; Educational Administration; Governance; Higher Education; Leadership; Leadership Qualities; Leadership Responsibility + Suchen Sie Ihr Suchwort? College administrators; Hochschulverwaltung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Führung; Führungsposition; Führungseigenschaft
Abstract	Leadership in the academic community arises from the necessities of the structure of governance within a college or university. It is obvious that the structure of governance comes first, and the leadership role follows from it. Governance is both a structure and a process. It is a structure that legitimates power groups and power relationships. It is a process for making basic decisions about purpose and form of governance, either implicit or explicit. Leadership is also a structure that establishes roles or influences the behavior of other persons in a social unit. It is a process of encouraging, persuading, and even of directing others to make decisions and to perform in accordance with decisions. The only two models for governance and leadership in higher education today are the institutional governance model and the community governance model. Interest in the community governance model is waning at the moment. Yet the institutional governance model will be different in the future from what it has been in the past. It will gradually be replaced by one in which institutional leadership perforce will exert ever more influence on academic affairs. Necessarily, this new kind of institutional leadership will require much more extensive information sharing, more lengthy consultation, and more careful sharing of authority than in the past. (Author/PG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01