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| Autor/inn/en | Fritzsche, Sonja; Hart-Davidson, William; Long, Christopher P. |
|---|---|
| Titel | Charting Pathways of Intellectual Leadership: An Initiative for Transformative Personal and Institutional Change |
| Quelle | In: Change: The Magazine of Higher Learning, 54 (2022) 3, S.19-27 (8 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Fritzsche, Sonja) ORCID (Long, Christopher P.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-1383 |
| DOI | 10.1080/00091383.2022.2054175 |
| Schlagwörter | Higher Education; Values; Educational Practices; College Faculty; Empowerment; Leadership; Attitude Change; Organizational Change; Inclusion; Tenure; Faculty Evaluation; Faculty Development; Michigan |
| Abstract | Across higher education there is a misalignment between the policies and practices of evaluation and the core values for which universities profess to stand. Values of inclusion, transdisciplinarity, and publicly engaged scholarship are routinely undervalued in university practices of evaluation. Shifting attention toward high-impact ends of sharing knowledge, expanding opportunity, and mentorship and stewardship empower all members of the academic community, from faculty to staff, to create meaningful careers that contribute to the mission of the university. The Charting Pathways of Intellectual Leadership (CPIL) initiative in the College of Arts & Letters at Michigan State University is designed to empower staff and faculty to put their values into intentional practice by aligning institutional practices with the values that animate university life. After providing a brief overview of the CPIL initiative, the authors turn their attention to the practices of exclusion that prevent transformative change in higher education. (ERIC). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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