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Edited by Ellen Hazelkorn, Hamish Coates and Alexander C. McCormick
Ellen Hazelkorn, Hamish Coates and Alexander C. McCormick
This chapter puts the discussion of the book’s theme – quality, performance and accountability – into context, and introduces the ideas, structure and contributions of this book. It explores the book’s rationales and the three framing ideas. Next, it surveys the five parts of the book, and its 42 chapters that follow. The chapter concludes with suggestions for future progress in this field.
Gama Perruci and Sadhana W. Hall
When reviewing the promotional materials of most colleges and universities in the United States, we are hard pressed to find any without the use of the word “leader” or “leadership.” Yet, when we delve deeper into their catalogues and websites, the numbers dwindle. Teaching leadership goes beyond mission statements in which leadership is articulated. This chapter reviews the evolution of teaching leadership and its place in higher education. We approach the teaching of leadership as having three conceptual approaches – as an intellectual enterprise (the study of leadership), a focus on competency-building (leadership training), and the promotion of leadership development. We frame the teaching of leadership through four levels of analysis – individual, team/community, organizational, and global. At the end of the chapter, we combine these two perspectives (the three conceptual approaches and the four levels of analysis) to create an overarching map of the different topics that are used in the teaching of leadership.