TURNAROUND LEADERSHIP FOR HIGHER EDUCATION
WHILE ACADEMIA IS SLOW TO ADOPT CHANGE IN any form, university leaders are under tremendous pressure to institute change on their campuses in order to keep pace with rapidly evolving conditions. Change leaders at all levels of the university need to grapple with both the content and the process of change.
In Turnaround Leadership for Higher Education, international authorities on organizational change Michael Fullan and Geoff Scott reveal how campus leaders can proactively meet challenges and expectations facing their institutions. They show how certain leadership capabilities and change–capable cultures in higher education institutions must mirror each other for the benefit of students and their futures, the academy, and society. The authors draw on a solid knowledge base of change, which advocates for stimulating and integrating strong moral purpose and equally strong partnerships and relationships inside and outside the academy.
Throughout the book the authors examine how successful leaders, no matter what their organization, "listen, link, and lead." In so doing, the leaders bring about change, not by implementing visions from their power base, but by reconciling divisions to achieve reform that motivates different groups to unify their change efforts. Fullan and Scott also show what the focus of change should be one that will improve the learning experiences of all students.
Turnaround Leadership for Higher Education offers a much–needed resource that answers the key questions, "How can universities lead change from within? What should be the focus of the turnaround? What leadership capabilities will be needed to lead this transformation?"
About the Authors.
1. Universities and the Challenges of the Twenty–First Century.
2. Failed Strategies.
3. The New Agenda.
4. Making It Happen: Building Quality and Capacity.
5. Leadership Capacity for Turnaround.
6. Leadership Selection and Learning.
7. Lead, Lead, Lead.
In Turnaround Leadership Fullan and Scott lay out a new agenda for leadership, both in how we view leadership and how we act as leaders. They argue that higher education has not approached leadership in an effective way.
Based on the authors own research and focus groups of administrators, Fullan and Scott describe the steps necessary to create turnaround leadership in our institutions. The steps begin with the assessment of institutional culture, then moves to developing a new agenda which emphasizes assessment and continuous implementation of improvements. The authors then note that we must understand how turnaround leaders should act and use that knowledge to develop additional leaders.
Hopefully the book will start some serious discussion about the goals of leadership in higher education
NACADA Journal, Issue 30(1)