Leading Peers in an Academic Setting: Insights from the Front Lines

Autor/in	Haskins, Mark E.
Titel	Leading Peers in an Academic Setting: Insights from the Front Lines
Quelle	In: International Journal of Educational Management, 36 (2022) 5, S.828-835 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haskins, Mark E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-02-2022-0074
Schlagwörter	College Faculty; Leadership Qualities; Peer Relationship; Teacher Role; Teacher Leadership; Teacher Characteristics; Leadership Effectiveness + Suchen Sie Ihr Suchwort? Fakultät; Führungseigenschaft; Peer-Beziehungen; Lehrerrolle; Lehrerfunktionsstelle; Führungseffizienz
Abstract	Purpose: This article highlights and discusses numerous, specific leadership attributes that contribute greatly to enabling a university faculty member to be an effective leader of a group of their peers. As such, this article provides additional insights into the important construct of "transcollegial leadership" (Burns and Mooney, 2018). Design/methodology/approach: The personal "reflections on practice" (Schon, 1983) presented here are based on 40+ years of observing and experiencing university faculty leading groups of peers as well as numerous personal experiences of serving in such a leadership role. Findings: This article presents a robust array of specific, real-world-based insights that can contribute to enhancing the effectiveness of a leader of peers in a higher education institutional setting. Moreover, the ideas presented are offered to leaders of academic institutions as foci for potential faculty development initiatives and discussions. The ideas presented are clustered into six categories--process, resolve, integrity, mindset, excitement/energy, and respect. Practical implications: The actions and ideas presented pertaining to a university faculty member's capability to effectively lead a group of peers are widely and immediately actionable. The insights presented are also amenable to ongoing faculty development activities and discussions. Originality/value This article addresses the common challenge of effectively leading a group of one's faculty peers in an academic setting. As such, the article extends and embellishes the conceptual, institutional-level perspective presented by Burns and Mooney (2018) in this journal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01