Higher Education Leadership Research Paper

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Higher education is continuously changing and in desperate need of a structural revolutionary redesign. According to Marx (2006) the 21st century is the age in desperate need of preparation and planning – a time for leader to look ahead towards the future. In the past, many educators failed in this week, not knowing how different higher education would be in the next fifty years, almost anticipating a stagnant growth. Instead, however, more students than ever before are enrolling in colleges and universities and graduating, although many are graduating with thousands of dollars of student loan debt while remaining unemployed. This is where Fullan and Scott’s (2009) phrase turnaround leadership comes to surface, an idea which offers today’s …show more content…

Many times a culture changes but leaders refuse to adapt to their surroundings and choose to pursue resistance; however, as Marx (2006) states, “creating a future is the essence of leadership,” especially regarding the field of education (p. 3). He suggestion, as a result of an ever-changing society, is implementing a type of living strategy within the higher education society - a plan which has no definitive ending and is always evolving.

This idea is supported by Fullan and Scott (2009) as well. As they note, certain steps will need to be taken and implemented within the higher education field if change can ever take place or a type of “turnaround leadership”. Furthermore, Fullan and Scott(2009) continue to describe the steps necessary to create turnaround leadership in higher education, steps which begin with the assessment of institutional culture, then transition to designing and applying a new criteria within colleges and universities. These assessments, therefore, would further emphasize continuous implementation of …show more content…

Furthermore, it is essential that every single institution follow the same pattern so students are not confused by their future upon graduation. In other words, schools must match the trends and changes within society. Therefore, higher education must advocate for strong change, advocating for stimulating curriculum, which simultaneously integrates and encourages strong moral purpose and equally strong partnerships and relationships inside and outside a university (Drury,

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