Leadership 2030: Renewed Visions and Empowered Choices for European University Leaders

Autor/inn/en	Olcott, Don, Jr.; Arnold, Deborah; Blaschke, Lisa Marie
Titel	Leadership 2030: Renewed Visions and Empowered Choices for European University Leaders
Quelle	In: European Journal of Open, Distance and E-Learning, 25 (2023) 1, S.74-92 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.2478/eurodl-2023-0006
Schlagwörter	Universities; College Administration; Futures (of Society); Trust (Psychology); Barriers; Strategic Planning; Open Universities; Distance Education; Administrator Attitudes; Technological Advancement; Global Approach; Pandemics; COVID-19; Technology Integration; Educational Change; Educational Planning; Leadership Styles; Leadership Effectiveness; Organizational Culture; Innovation; Foreign Countries; Economic Climate; Political Attitudes; Educational Policy; Higher Education; Educational Finance; Cultural Influences; Social Influences; International Cooperation; Talent; Organizational Change; Administrator Qualifications; Teacher Qualifications; College Faculty; Teaching Methods; Leadership Role; Europe + Suchen Sie Ihr Suchwort? University; Universität; College administrators; Hochschulverwaltung; Future; Society; Zukunft; Strategy; Planning; Strategie; Planung; Offene Universität; Distance study; Distance learning; Fernunterricht; Technological development; Technologische Entwicklung; Globales Denken; Bildungsreform; Bildungsplanung; Führungsstil; Führungseffizienz; Unternehmenskultur; Ausland; Wirtschaftslage; Political attitude; Politische Einstellung; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsfonds; Cultural influence; Kultureinfluss; Sozialer Einfluss; Internationale Kooperation; Internationale Zusammenarbeit; Begabung; Hochbegabung; Organisationswandel; Lehrqualifikation; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Europa
Abstract	This conceptual and descriptive study examines the critical issues, challenges and priorities for European higher education (HE) leaders, drawing upon the theory, practice and experience of leaders inside and outside the open and distance learning (ODL) field. Focussing on the emerging vantage points of the 4th Industrial Revolution (4IR), global trends and the post-pandemic HE landscape, the article discusses their impact on organisational architecture and the emerging leadership roles for driving organisational values, change and sustainability. The authors argue that to maintain institutional stability and agility, leaders must interpret the current zeitgeist to set priorities, build decision-action packages and embrace a new organisational architecture: one characterised by flexible structures, a clear vision of the desired future, a culture of trust and openness, a comprehensive and deep understanding and optimum application of employee skill and talent, and the effective implementation of digital tools and curriculum structures in pedagogically meaningful ways. Leaders must be adaptable, agile and innovative, with the capacity to understand, identify and support the forms of leadership appropriate to their strategic objectives and institutional culture. The paper concludes by targeting critical priorities and actions that leaders must navigate to create innovative and dynamic futures for their institutions. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01