Leading the University: The Roles of Trustees, Presidents, and Faculty

Autor/inn/en	Legon, Richard; Lombardi, John V.; Rhoades, Gary
Titel	Leading the University: The Roles of Trustees, Presidents, and Faculty
Quelle	In: Change: The Magazine of Higher Learning, 45 (2013) 1, S.24-32 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2013.749144
Schlagwörter	College Administration; College Faculty; Trustees; College Presidents; Teacher Role; Administrator Role; Leadership Effectiveness; Governance; Decision Making; Governing Boards; Data; Interprofessional Relationship; Teamwork; Pennsylvania; Virginia + Suchen Sie Ihr Suchwort? College administrators; Hochschulverwaltung; Fakultät; Treuhandanstalt; College president; Hochschulpräsident; Lehrerrolle; Führungseffizienz; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Decision-making; Entscheidungsfindung; Governing body; Governing bodies; Leitungsgremium; Daten
Abstract	Recent leadership failures at a couple of major public universities suggest that we should revisit the question of how colleges and universities should be governed. This article presents the authors' views on the leadership roles of trustees, presidents, and faculty. They describe how those roles can be effectively played and point out some of the ways in which they can go wrong. Given the challenges now facing higher education and the changes that sometimes threaten to overwhelm it, effective leadership is more important than ever. The authors hope that their comments will initiate a public discussion of how leaders can negotiate the difficult terrain ahead and move their institutions, and the larger enterprise, forward. (Contains 6 resources.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10