Advertisement

Effective Leadership for Curricular Change

  • Carole J. Bland
  • Lisa Wersal
Part of the Springer International Handbooks of Education book series (SIHE, volume 7)

Summary

Educational institutions are increasingly expected to make larger and quicker in their curricula to address expanding knowledge, advances in changes technology, and the needs of their graduates to succeed in a changing world. Thus, it is important to understand how leaders can best lead or facilitate curricular for understanding and change. This chapter reviews the dominant approaches studying leadership, and then focuses on recent research on academic leadership, for curricular change. Leadership behaviors found and specifically, leadership most effective in guiding educational organizations through curricular change include being “flexible”, developing and communicating a shared vision, viewing the organization through more than one perceptual “frame”, utilizing “assertive participative governance ”, building and maintaining a common organizational culture and set of values, and actively engaging in goal setting.

Keywords

Leadership Style Leadership Behavior Academic Medicine Shared Vision Curricular Change 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Bass, B. M. (Ed.). (1981).Stodgill’s handbook of leadership: a survey of theory and research.New York: Free Press.Google Scholar
  2. Bensimon, E. M., Neumann, A., & Bimbaum, R. (1989).Making sense of administrative leadership: The “L” word in higher education.Washington, D.C.: Association for the Study of Higher Education.Google Scholar
  3. Birnbaum, P. H. (1983). Predictors of long-term research performance. In S. R. Epton, R. L. Payne, & A. W. Pearson (Eds.)Managing interdisciplinary research(pp. 47–59). New York: John Wiley & Sons.Google Scholar
  4. Blackburn, R. T. (1979). Academic careers: Patterns and possibilities.Current Issues in Higher Education2, 25–27.Google Scholar
  5. Blake, R. R., & Mouton, J. S. (1994).The managerial grid.Houston, TX: Gulf Publishing Company.Google Scholar
  6. Bland, C. J., & Ruffin, M. T., IV. (1992). Characteristics of a productive research environment: Literature review.Academic Medicine67, 385–397.CrossRefGoogle Scholar
  7. Bland, C. J., & Schmitz, C. C. (1986). Characteristics of the successful researcher and implications for faculty development.Journal of Medical Education 61(January)22–31.Google Scholar
  8. Bland, C. J., & Schmitz, C. C. (1988). Faculty vitality on review: Retrospect and prospect.Journal of Higher Education59(2), 190–224.CrossRefGoogle Scholar
  9. Bland, C. J., & Schmitz, C. C. (1990). An overview of research on faculty and institutional vitality. In J. H. Schuster & D. W. Wheeler (Eds.)Enhancing faculty careers: Strategies for development and renewal(pp. 41–61). San Francisco: Jossey-Bass.Google Scholar
  10. Bland, C. J., Stamaman, S. M., Harris, D. L., Henry, R. C.&Hembroff, L. (2000a). “No Fear” curriculum change: monitoring curriculum change in the W.K. Kellogg Foundation’s National Initiative on Community Partnerships and Health Professions education program.Academic Medicine 75623–633.CrossRefGoogle Scholar
  11. Bland, C. J., Stamaman, S. M., Hembroff, L., Perlstadt H., Henry, R.&Richards, R. (1999). Leadership behaviors for successful university-community collaborations to change curricula.Academic Medicine 74(11)1227–1237.CrossRefGoogle Scholar
  12. Bland, C. J., Stamaman, S. M., Wersal, L., Moorhead-Rosenberg, L., Zonia, S., & Henry, R. (2000b). Curricular change in medical schools: How to succeed.Academic Medicine 75575–594.CrossRefGoogle Scholar
  13. Bolman, L. G., & Deal, T. E. (1991).Reframing organizations: artistry choice and leadership.San Francisco: Jossey-Bass.Google Scholar
  14. Bolman, L. G., & Deal, T. E. (1992). Leading and managing: Effects of context, culture, and gender.Educational Administration Quarterly28(3), 314–329.CrossRefGoogle Scholar
  15. Brooks, W. B., Orgren, R., & Wallace, A. G. (1999). Institutional change: Embracing the initiative to train more generalists.Academic Medicine74(1 suppl), S3–S8.Google Scholar
  16. Bussigel, M., Barzansky, B. M., & Grenholm, G. G. (1988).Innovation processes in medical education.New York: Praeger.Google Scholar
  17. Cohen, J., Dannefer, E. F., Seidel, H. M., Weisman, C. S., Wexler, P., Brown, T. M., Brieger, G. H., Margolis, S., Ross, L. R., & Kunitz, S. J. (1994). Medical education change: A detailed study of six medical schools.Medical Education 28350–360.CrossRefGoogle Scholar
  18. Collins, J. C., & Porras, J. I. (1994).Built to last: successful habits of visionary companies.New York: HarperBusiness.Google Scholar
  19. Creswell, J. W., Wheeler, D. W., Seagren, A. T., Egly, N. J., & Beyer, K. D. (1990).The ccademic chairperson’s handbook.Lincoln, NB: University of Nebraska Press.Google Scholar
  20. Dansereau, R., Jr., Gaen, G., & Haga, W. J. (1975). A vertical dyad linkage approach to leadership within formal organizations: A longitudinal investigation of the role-making process.Organizational Behavior and Human Performance 1346–78.CrossRefGoogle Scholar
  21. Dill, D. D. (1986a). Research as a scholarly activity: Context and culture. In J. W. Creswell (Ed.)Measuring faculty research performance(pp. 1–23). New York: Jossey-Bass.Google Scholar
  22. Dill, D. D. (1986b, April). Local barriers and facilitators of research. Paper presented at the Annual Meeting of the American Education Research Association, San Francisco.Google Scholar
  23. Eastwood, K. W.&Louis, K. S. (1992). Restructuring that lasts: Managing the performance dip.Journal of School Leadership 2212–224.Google Scholar
  24. Epton, S. R., Payne, R. L., & Pearson, A. W. (Eds.). (1983).Managing interdisciplinary research.New York: John Wiley & Sons.Google Scholar
  25. Fiedler, F. E. (1967). Atheory of leadership effectiveness.New York: McGraw-Hill.Google Scholar
  26. Fiedler, F. E., & Garcia, J. E. (1987).New approaches to effective leadership: Cognitive resources and organizational performance. NewYork: John Wiley & Sons.Google Scholar
  27. Firestone, W. A.&Corbett, H. D. (1988). Planned organizational change. In N. Boyan (Ed.)Handbook of research on educational administration(pp. 321–340). New York: Longman.Google Scholar
  28. French, J. R. P., & Raven, B. (1959). The bases of social power. In D. I. Cartwright (Ed.)Studies in social power(pp. 150–167). Ann Arbor, MI: Research Center for Group Dynamics - Institute for Social Research, University of Michigan.Google Scholar
  29. Fullan, M. (1985). Change processes and strategies at the local level.Elementary School Journal85(3), 391–420.CrossRefGoogle Scholar
  30. Fullan, M.&Stiegelbauer, S. (1991).The new meaning of educational change.(2nded.) New York: Teachers College Press.Google Scholar
  31. Gibb, C. A. (1968). Leadership. In G. Lindzey & E. Aronson (Eds.)The handbook of social psychology(2nd ed.). Reading, MA: Addison-Wesley.Google Scholar
  32. Glaser, E. M.. Abelson, H. H., & Garrison, K. N. (1983).Putting knowledge to use: Facilitating the diffusion of knowledge and the implementation of planned change.San Francisco: Jossey Bass.Google Scholar
  33. Halpin, A. W. (1966).Theory and research in administration.New York: Macmillan.Google Scholar
  34. Hendricson, W. D., Payer, A. F., Rogers, L. P.&Markus, J. F. (1993). The medical school curriculum committee revisited.Academic Medicine 68(3)183–189.CrossRefGoogle Scholar
  35. House, R. J. (1971). A pathgoal theory of leader effectiveness.Administrative Science Quarterly 16321–338.CrossRefGoogle Scholar
  36. Hoyt, D. P., & Spangler, R. K. (1979). The measurement of administrative effectiveness of the academic department head.Research in Higher Education 10(4)291–304.CrossRefGoogle Scholar
  37. Kakabadse, A., Nortier, F.&Abramovici, N-B. (1998).Success in sight: visioning.London: International Thomson Business Press.Google Scholar
  38. Kaufman, A. (1998). Leadership and governance.Academic Medicine73(9 suppl), S11–S15.Google Scholar
  39. Kerr, S. (1984). Leadership and participation. In A. P. Brief (Ed.)Productivity research in the behavioral and social sciences(pp. 229–251). New York: Praeger.Google Scholar
  40. Knight, W. H.&Holen, M. C. (1985). Leadership and the perceived effectiveness of department chairpersons.Journal of Higher Education56(6), 677–690.CrossRefGoogle Scholar
  41. Lewin, K., Lippitt, R., & White, R. K. (1939). Patterns of aggressive behavior in experimentally created “social climates”.Journal of Social Psychology 10271–299.CrossRefGoogle Scholar
  42. Lindberg, M. A. (1998). The process of change: stories of the journey.Academic Medicine73 (9 suppl), S4–S10.Google Scholar
  43. Locke, E. A., & Latham, G. P. (1984).Goal setting: a motivational technique that works!Englewood Cliffs, NJ: Prentice Hall.Google Scholar
  44. Locke, E. A., Fitzpatrick, N. W., & White, F. M. (1983). Job satisfaction and role clarity among university and college faculty.Review of Higher Education6(4), 343–365.Google Scholar
  45. Louis, K. (1992). Organizational change. In M. C. Alkin (Ed.)Encyclopedia of Educational Research(6`s ed., pp. 941–947). New York: Macmillan: Maxwell Macmillan International.Google Scholar
  46. Miles, M.&Louis, K. (1987). Research on institutionalization: a reflective review. In M. Miles, M. Ekholm, & R. Vandenberghe (Eds.)Lasting school improvement: Exploring the process of institutionalization(pp. 25–44). Leuven, Belgium: ACCO (Academic Publishing Company).Google Scholar
  47. Pelz, D. C., & Andrews, F. M. (1966).Scientists in organizations: Productive climates for research and development.New York: John Wiley & Sons.Google Scholar
  48. Pineau, C., & Levy-Leboyer, C. (1983). Managerial and organizational determinants of efficiency in biomedical research teams. In S. R. Epton, R. L. Payne&A. W. Pearson (Eds.)Managing interdisciplinary research(pp. 141–163). New York: John Wiley & Sons.Google Scholar
  49. Rice, R. E.&Austin, A. K. (1988). High faculty morale: What exemplary colleges do right.Change 20(2)50–58.CrossRefGoogle Scholar
  50. Richards, R. W. (Ed.). (1996).Building partnerships: Educating health professionals for the communities they serve.San Francisco: Jossey-Bass.Google Scholar
  51. Robert, M. (1991).The essence of leadership: Strategy innovation and decisiveness.New York: Quorum Books.Google Scholar
  52. Rollins, L. K., Lynch, D. C., Owen, J. A., Shipengrover, J. A., Peel, M. E., & Chakravarthi, S. (1999). Moving from policy to practice in curriculum change at the University of Virginia School of Medicine, East Carolina University School of Medicine, and SUNY-Buffalo School of Medicine.Academic Medicine 74(1Suppl), S104–S111.Google Scholar
  53. Ross, L. L., Appel, M. H., & Kelliher, G. J. (1999). The role of the generalist physician initiative in the merger of Hahnemann University and the Medical College of Pennsylvania.Academic Medicine 74(1Suppl), S16–S23.Google Scholar
  54. Seldin, P. and Associates. (1990).How administrators can improve teaching: moving from talk to action in higher education.San Francisco: Jossey-Bass.Google Scholar
  55. Senge, P. M. (1994).The Fifth discipline field book: Strategies and tools for building a learning organization.New York: Currency, Doubleday.Google Scholar
  56. Sergiovanni, T. J., & Corbally, J. E. (Eds.). (1984).Leadership and organizational culture: New perspectives on administrative theory and practice.Urbana: University of Illinois Press.Google Scholar
  57. Sims, H. P. Jr., Gioia, D. A. and Associates. (1986).The thinking organization: Dynamics of organizational social cognition.San Francisco: Jossey-Bass.Google Scholar
  58. Skipper, C. E. (1976). Personal characteristics of effective and ineffective university leaders.College and University 51(2)138–141.Google Scholar
  59. Stodgill, R. M. (1959).Individual behavior and group achievement.New York: Oxford University Press.Google Scholar
  60. Vroom, V. H., & Yetton, P. W. (1973).Leadership and decision making.Pittsburgh: University of Pittsburgh Press.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2002

Authors and Affiliations

  • Carole J. Bland
    • 1
  • Lisa Wersal
    • 1
  1. 1.University of Minnesota Medical SchoolUSA

Personalised recommendations