Leadership Practices

The objective of this article is to present two frameworks that examine how leadership practices should be implemented to cultivate diversity in higher education institutions. The two frameworks are: "Leadership practices for diversity" and "Diversity for leadership practices" (Aguirre & Martinez, 2002, p. 56). In the first framework, higher education leaders seek to transform the organizational culture of their institutions by eliminating exclusionary practices to: a) provide minority faculty with research opportunities; b) involve minority faculty in the decision-making process; and c) create a multicultural curriculum. The second framework involves the institution's preparation for institutional change by: a) enhancing the leadership's familiarity with diversity issues; b) acknowledging its responsibility to the diverse constituencies on campus; and c) promoting minority faculty and staff into senior-level positions.

Burkhardt, J. C. (2002). Boundary-spanning leadership in higher education. Journal of Leadership Studies, 8(3), 145-150.

The objective of this article is to explore the role of the leadership in the adaptive capacity of higher education institutions. In his introduction of the contemporary perspectives of higher education leadership, Burkhardt (2002) highlighted the fact

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the negative aspects of past leaderships such as the prevalence of the "old-boy network" that led to the entrenchment of white male leaders who engaged in discriminatory practices. More importantly, Chait argued that the contemporary environment calls for leaders who are able to engage in shared decision-making processes and teamwork. Therefore, past leaders and their practices will not be effective in the current higher education environment. Eddy, J. P., Murphy, S. D., Spaulding, D. J., & Chandras, K. V. (1997). 21st century leadership practices needed for higher education. Education, 117(3), 327-331. The objective of this article is to highlight the new leadership practices that should be implemented by higher education leaders in response to the current realities of contemporary higher education. According to Eddy et al. (1997), academic leaders need to adopt the following practices. First, they must establish and enforce high ethical standards. Second, they should adopt a shared decision-making approach that empowers faculty and promotes initiative. Third, they need to take responsibility for the performance of the graduates in response to the concerns of the major stakeholders in the educational system. Fourth, the
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Approximate Word count = 1200
Approximate Pages = 5 (250 words per page)

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