Event Title
Leadership Development in Higher Education Administration: A Scholar-Practitioner Case Study
Date of Publication
2-2021
Document Type
Presentation
Abstract
K-16 leaders look toward improvement from a plethora of resources, often emulating leaders or transplanting practices into their own in hopes for the replication of success. This practice sharply contrasts the defining words that a leader is characterized by—innovator, pioneer, torch-bearer. These descriptors bring forth the essence rooted in Dewey’s (1916) work—reflection. However, the intentionality in the skill of reflection is one to consider in the preparation of educational leaders. This single case study examines how a systematic approach to personal reflection, coupled with intentional scholar—practitioner support through a faculty coaching mentor, impacts leadership efficacy.
Keywords
Higher Education Administration, Leadership
Persistent Identifier
http://hdl.handle.net/10950/2949
Leadership Development in Higher Education Administration: A Scholar-Practitioner Case Study
K-16 leaders look toward improvement from a plethora of resources, often emulating leaders or transplanting practices into their own in hopes for the replication of success. This practice sharply contrasts the defining words that a leader is characterized by—innovator, pioneer, torch-bearer. These descriptors bring forth the essence rooted in Dewey’s (1916) work—reflection. However, the intentionality in the skill of reflection is one to consider in the preparation of educational leaders. This single case study examines how a systematic approach to personal reflection, coupled with intentional scholar—practitioner support through a faculty coaching mentor, impacts leadership efficacy.