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Purpose : To explore how the demographic factors impactthe dimensions / determinant of shared leadership in  IT  teams and what IT companies can do to construct better teams in the light of these findings in terms of better shared leadership promotion and execution. Design/methodology/approach : This study takes inputs from secondary data for extracting the dimensions / determinants  of Shared Leadership to be undertaken for study .The dimensions extracted from literature review were complex job demands , multidisciplinary team ,Interactions and deliberations , Self leadership, Super leadership, Coexistence of shared leadership with formal leadership. On the other hand it depends on inputs from primary data for delineating impact of demographic factors on shared leadership .Thus the study basically focuses on the impact and interaction of demographic factors  and  some of the important dimensions of Shared leadershipusing one way anova technique. Findings : The  study brings to light how the different demographic factors impact the different dimensions of shared leadership and also how companies can manage the demographic factors by selecting the team members with right demographic profile which may help successful working through shared leadership.  Research limitations and Implications: The Research is focussed at the team level and the responses of team members were incorporated in the investigations. The number of demographic factors and the dimensions of shared leadership undertaken for study  were limited in number and scope. Practical implications: Conceptualization of impact of demographic factors on dimensions of shared leadership can go a long way in helping the decision makers to incorporate team members from right demographic categories. Some demographic factors support shared leadership and its dimensions whereas other demographic factors may not. Originality /Value: Interaction between demographic factors and the dimensions of shared leadership influences the shared leadership’s functioning.

March 26, 2013 /3BL Media/ - The Shared Value Initiative, created in 2012 by FSG and fifteen funding organizations, will host the Global Shared Value Leadership Summit on Thursday, May 23, 2013 in Cambridge, Massachusetts. The Shared Value Initiative is cross-sector effort to bring together leaders from companies, civil society and governments to build a strong and engaged global community around shared value knowledge and practice. Featured Summit Content: Michael E. Porter of Harvard Business School and Chairman Peter Brabeck-Letmathe of Nestlé will converse on the role of executive leadership in driving shared value through the business. Vincent Forlenza, CEO of BD, Neal Keny-Guyer, CEO of Mercy Corps, and Judith Rodin, President of the Rockefeller Foundation, will provide a corporate and civil society executive's perspective on shared value, and how they tackle the complexities of managing cross-sector shared value relationships. In its third year, the Summit has proven to be the leading annual gathering focused exclusively on the emerging community of shared value practitioners from companies, nonprofits, and governments. Past attendees have benefited from the emphasis on shared value implementation, tools, and the latest research on how to engage in shared value most effectively. This invitation-only event will provide an interactive forum for engaging with 200 global practitioners as members of the new Shared Value Initiative community. Confirmed attendees span 20 countries. If you are a practitioner of shared value, and would like an invitation to the Summit on May 23rd, please contact Michelle Morgan-Nelsen, Communications Manager, Shared Value Initiative.

Have you missed an episode? Do you want to strengthen your leadership and communication styles and are looking for the star highlights from the past 6 months? Get ready to take notes, as we bring you the Shared Experience Extravaganza #3 \"Connecting the Dots in Leadership.\"In this episode, we reflect on the 'Greatest Hits' from our guests and our own experts on leadership and professional skills. These are the themes you can take away from this episode:How we think and deal with changeHow we can lead; the skills to developHow the future of training may look How we can connect to inspire, persuade, and motivateHow we can be better presenters and have better presentationsHow we can adapt when we may not have all the answersThank you to our guests, amazing leaders and experts who brought their insights, shared their 'failure ta-da' moments and inspired passion for leadership and communication styles. Diane Crawford: \"How to Use Neuroscience to Feel More Confident\"Rance Greene: \"Getting Started with Business Storytelling\"David Kelly: \"The 9 Behaviours of Leadership Part 1 & Part 2\"Betty Dannewitz: \"Soft Skills and Virtual Reality\"Rhonda Scharf: \"What Makes a Great Presenter?\"Christine Irons & Jon Neuhold: \"What Makes a Great Presentation?\"Caroline Cohen: \"You Don't Have to Know it All\"You can't have an extravaganza without a special guest: Joy Neuhold, Co-Owner of The Great Canadian Training & Consulting Company. Joy Neuhold knew she wanted to be a consultant and start her own business from a young age. After working for a small IT business and then moving up the career path for an insurance company within a year and a half, Joy took a travel break. She came back in 2002 to start what is now The Great Canadian Training & Consulting Company, offering a range of software and soft skills training across North America.Do you have a question or comment?  Send us an email at [email protected] out more free resources on software and soft skills with webinars, blogs, and toolsAnd don't forget to subscribe so you don't miss our upcoming episodes:Winning the Retention Game through RenewalLeading Complex Teams with ClarityAnd our series on Teams - Collaboration and Technology

PM Netanyahu at intl. conference of air force commanders: "Israel deeply appreciates the strong leadership of @POTUS Trump and @SecPompeo's 12-point plan to block Iran's aggression. The appreciation is shared by many others in the Middle East. This is not just an Israeli position https://t.co/AMKuqRlfim Source: https://twitter.com/IsraeliPM/status/999294401028509698 Uploader: PM of Israel

The purpose of this mixed methods study was to identify what practical applications of shared leadership have been applied and which initiatives will further the building of trust and vision in a small town school district in an eastern region of a western state. A quantitative assessment survey was conducted in the fall of 2004 by the school district. A modified survey instrument was administered by the district in April, 2007. The former superintendent was interviewed at length during winter 2007-2008. A longitudinal analysis of both surveys, plus the interview data, provides a database for the administration as well as other school districts to vision and plan for the present and future development of shared leadership dynamics. The qualitative case study also provides insights for all stakeholders to learn how to participate in their school and community in overcoming embedded challenges to a leadership style change. The structure of shared leadership can be fragile in the early stages of development unless all leadership groups are supportive and engaged. The study seeks to provide an inside look into critical processes which must be in place and operating to achieve maximum effectiveness. Disengagement by any of the stakeholders may ultimately result in mediocrity or complete failure. Superintendent Interview Questions are appended.

School climate reform, an evidence-­-based strategy, supports K--12 students, school personnel, parents/guardians and community members learning and working together to promote pro-social education. Done well, these efforts will result in even safer, more supportive, engaging, helpfully challenging and harmonious schools. The U.S. Department of Education, the Center for Disease Control and Prevention, the Institute for Educational Sciences, President Obama's Bully Prevention Partnership, the US Departments of Justice and Education's School Discipline Consensus project, a growing number of State Departments of Education and foreign educational ministries support and/or endorse school climate renewal as a strategy to increase student learning and achievement, enhance school connectedness, reduce high school dropout rates, prevent bullying and other forms of violence, and enhance teacher retention rates. School leaders can build broad engagement through the following promising shared leadership strategies: (1) Set clear parameters to create balanced power and establish leadership as a partnership; (2) Engage all stakeholders in working together toward a shared purpose; (3) Ensure all participants share responsibility and accountability; (4) Recognize and embrace diverse perspectives in the group; and (5) Teach and value inner strength in all participants in shared leadership.

The purposes of this paper are twofold: (1) to propose a dual perspective combining cultural and political concepts as a basis for developing sociological understanding of teamwork in school leadership; and (2) to apply this perspective to examples from the interim findings of the research into senior management teams (SMT) in English secondary schools. There is widespread rhetoric about the value of team approaches to secondary school management. Much of North American research on secondary school improvement and effectiveness has tended to highlight the key role of the principal. British studies have generally acknowledged that while many headteachers and senior staff perceive themselves to work in a team, there is wide variation in their practice and in the evolving relationships among SMT members. An observational study was conducted of six schools, two of which were selected for more detailed study. Outlined is the rationale for a cultural and political perspective on interaction and their central concepts, which are applied to selected incidents and the issues they reflect. In conclusion, the paper indicates how the dual perspective may be employed to interpret other areas of their research findings. (Contains 28 references.) (RR)

The purposes of this paper are twofold: (1) to propose a dual perspective combining cultural and political concepts as a basis for developing sociological understanding of teamwork in school leadership; and (2) to apply this perspective to examples from the interim findings of the research into senior management teams (SMT) in English secondary schools. There is widespread rhetoric about the value of team approaches to secondary school management. Much of North American research on secondary school improvement and effectiveness has tended to highlight the key role of the principal. British studies have generally acknowledged that while many headteachers and senior staff perceive themselves to work in a team, there is wide variation in their practice and in the evolving relationships among SMT members. An observational study was conducted of six schools, two of which were selected for more detailed study. Outlined is the rationale for a cultural and political perspective on interaction and their central concepts, which are applied to selected incidents and the issues they reflect. In conclusion, the paper indicates how the dual perspective may be employed to interpret other areas of their research findings. (Contains 28 references.) (RR)

The purposes of this paper are twofold: (1) to propose a dual perspective combining cultural and political concepts as a basis for developing sociological understanding of teamwork in school leadership; and (2) to apply this perspective to examples from the interim findings of the research into senior management teams (SMT) in English secondary schools. There is widespread rhetoric about the value of team approaches to secondary school management. Much of North American research on secondary school improvement and effectiveness has tended to highlight the key role of the principal. British studies have generally acknowledged that while many headteachers and senior staff perceive themselves to work in a team, there is wide variation in their practice and in the evolving relationships among SMT members. An observational study was conducted of six schools, two of which were selected for more detailed study. Outlined is the rationale for a cultural and political perspective on interaction and their central concepts, which are applied to selected incidents and the issues they reflect. In conclusion, the paper indicates how the dual perspective may be employed to interpret other areas of their research findings. (Contains 28 references.) (RR)

For more details, see the University of Florida George A. Smathers library catalog: http://uf.catalog.fcla.edu/permalink.jsp?20UF030033301

Peak Moment 97: Mediator Anne Oliver would have us move back to our wisdom and forward to new social forms that are inclusive, respect all voices, and share leadership. She uses "Appreciative Inquiry" where we tell each other our stories, and out of our successful experiences, find values that can lead us into the future.

Ways in which roles are being redefined as school systems move toward organizational structures based on shared decision making are described in this paper. Specifically, teachers need training to function as effective decision makers and principals must learn to be instructional facilitators. Principals acting as facilitators must possess skills in conflict resolution, communication, and group processes. The superintendent, as a facilitator of organizational change, has ultimate responsibility for coordination, implementing, and sustaining shared decision making. The board of education must support systemwide collaboration, develop guidelines, and exercise authority as a policymaker. A conclusion is that the implementation of shared decision making must encompass the entire organizational structure of a school district. (LMI)

The Minnesota Extension Service sought to have adult learners provide local leadership for establishing educational priorities as well as to have them become actively involved in the organizational change and program-planning process. Because it was found that many citizens are unprepared for such leadership roles, the extension service developed a program to educate adults for extension education leadership. The program provided training in needed knowledge and skills, opportunities for significant leadership roles, and reinforcement and recognition for assuming leadership. Thus far, the change in the way in which the extension program is operated has been progressing smoothly, and community involvement has increased in extent and quality. The increased citizen involvement in extension activities that has resulted from the leadership training has had significant effects on the state's extension program. In some counties, the community members who have joined county extension committees are urging the professional staff to accept the concept of clustering county committees into groups and to take a more cooperative approach. It is also believed that citizen participation has been an important factor in the extension program's movement from a university subject matter emphasis to an issue emphasis. The leadership training, although designed to make adults assume a more active leadership role within the extension program, has also appeared to encourage many program participants to become more involved in other community activities as well. (MN)

The Minnesota Extension Service sought to have adult learners provide local leadership for establishing educational priorities as well as to have them become actively involved in the organizational change and program-planning process. Because it was found that many citizens are unprepared for such leadership roles, the extension service developed a program to educate adults for extension education leadership. The program provided training in needed knowledge and skills, opportunities for significant leadership roles, and reinforcement and recognition for assuming leadership. Thus far, the change in the way in which the extension program is operated has been progressing smoothly, and community involvement has increased in extent and quality. The increased citizen involvement in extension activities that has resulted from the leadership training has had significant effects on the state's extension program. In some counties, the community members who have joined county extension committees are urging the professional staff to accept the concept of clustering county committees into groups and to take a more cooperative approach. It is also believed that citizen participation has been an important factor in the extension program's movement from a university subject matter emphasis to an issue emphasis. The leadership training, although designed to make adults assume a more active leadership role within the extension program, has also appeared to encourage many program participants to become more involved in other community activities as well. (MN)

The Minnesota Extension Service sought to have adult learners provide local leadership for establishing educational priorities as well as to have them become actively involved in the organizational change and program-planning process. Because it was found that many citizens are unprepared for such leadership roles, the extension service developed a program to educate adults for extension education leadership. The program provided training in needed knowledge and skills, opportunities for significant leadership roles, and reinforcement and recognition for assuming leadership. Thus far, the change in the way in which the extension program is operated has been progressing smoothly, and community involvement has increased in extent and quality. The increased citizen involvement in extension activities that has resulted from the leadership training has had significant effects on the state's extension program. In some counties, the community members who have joined county extension committees are urging the professional staff to accept the concept of clustering county committees into groups and to take a more cooperative approach. It is also believed that citizen participation has been an important factor in the extension program's movement from a university subject matter emphasis to an issue emphasis. The leadership training, although designed to make adults assume a more active leadership role within the extension program, has also appeared to encourage many program participants to become more involved in other community activities as well. (MN)

This research is concerned with leadership structures and social relations in sports teams and wants to find out which other associations with other sports related variables exist. We use social network analysis and combine it with traditional analysis in psychology.

This is the protocol for a scoping review. A scoping review synthesizes the knowledge acquired through all studies conducted on a specific question or topic. This process can improve our understanding of a phenomenon and possible inconsistencies in the findings. It can also help identify research gaps that will shed light on research questions for future research agendas. The objectives are to identify (1) a unique and accurate definition for shared leadership; (2) the correlates of shared leadership and, therefore, what theoretical models researchers have developed about shared leadership; (3) how researchers assess shared leadership; (4) interventions that render shared leadership effective, and (5) research gaps and suggested areas that will move the shared leadership agenda forward.

This study was intended to test if people expect teams with shared leadership to be more effective than teams with single leadership with people with experience managing teams.

We live in the world of knowledge, and knowledge keeps increasing in shape and complexity. As a result, no single individual has the repository of knowledge required to effectively manage an organisation all alone to affect organisational performance positively. This explains why administration is explained as doing things through the efforts of others. This assertion supports the idea of shared leadership so that the skills and competencies required to lead organisations today are found in more than one individual in the organisation. This paper seeks to examine the concept of shared leadership, characteristics of shared leadership, and types of partnership at the faculty level, benefits and limitations of shared leadership. The paper concludes on recommendations for enhancing shared leadership at the faculty administration level.

We live in the world of knowledge, and knowledge keeps increasing in shape and complexity. As a result, no single individual has the repository of knowledge required to effectively manage an organisation all alone to affect organisational performance positively. This explains why administration is explained as doing things through the efforts of others. This assertion supports the idea of shared leadership so that the skills and competencies required to lead organisations today are found in more than one individual in the organisation. This paper seeks to examine the concept of shared leadership, characteristics of shared leadership, and types of partnership at the faculty level, benefits and limitations of shared leadership. The paper concludes on recommendations for enhancing shared leadership at the faculty administration level.

Problem Statement: The current study's purpose is: First, to examine the relationship between shared leadership and distributed leadership, which, despite having many similar aspects in theory and practice, are defined as separate concepts. Second, to compare the two approaches and dissipate the theoretical contradictions. In this sense, the main aim of the study is to examine administrators' shared leadership and distributed leadership levels, the relationships between shared leadership and distributed leadership, and the predictive power of shared leadership over distributed leadership. Purpose of Study: The aim of the study is to examine, compare, and remove the specified conceptual contradictions between the distributed leadership and shared leadership, many similar aspects of which are highlighted despite their different nominations. Method: The study utilized a relational survey model and causal design to examine the relationship between shared leadership and distributed leadership and the predictive power of shared leadership over distributed leadership. In the current study, shared leadership and its sub dimensions were regarded as the independent variable, whereas distributed leadership was used as the dependent variable in the context of causal research design. Findings and Results: The findings of the study show that according to participant views, administrators have high levels of shared leadership and distributed leadership; however, the levels are not very high. Based on the perception of participants, there is a positive, medium-level, and significant relationship between the Shared Leadership Scale and the Distributed Leadership Scale. Therefore, we can argue that there is a relationship between shared leadership and distributed leadership, but this relationship is not very distinctive. It is observed that all these leadership concepts are close to one another in meaning and can be used interchangeably. The results of this study suggest using the term "collective leadership" instead to bridge the gap between distributed leadership and shared leadership and prevent cognitive complexity. According to participant views, administrators have high levels of shared leadership and distributed leadership; however, the levels are not very high. There is a relationship between shared leadership and distributed leadership, but this relationship is not very distinctive. Recommendations: Therefore, it can be argued that shared leadership and distributed leadership approaches are separate leadership approaches and that it is not suitable to use them interchangeably, although they share many common points.

Professional Development Schools provide many different opportunities for the supervision of pre-service teacher. One of these options is the Shared Supervision of student teachers in which the university faculty member and the supervising classroom teacher now work together to complete observations, provide feedback, and complete summative evaluations of the student teachers' progress. This method of supervision was recently adopted in an elementary PDS, and this manuscript details how Shared Supervision was implemented, as well as recommendations for improvement in future programs.

The role of the principal is rapidly changing. Once seen as building managers tasked with bus schedules and student discipline, principals now lead a range of school-level reform efforts. But not all principals are equipped to lead dramatic student achievement gains or know which actions to prioritize. Research on school leaders in urban areas demonstrated that principals only spent between 8 to 17 percent of their time on instructional leadership activities because they found it difficult to carve out time for improving instruction and they were unsure which actions offered the most promise. Fortunately, research indicates which principal actions can amplify great teaching and increase student achievement. Through an in-depth analysis of more than 200 public schools, New Leaders found that the most effective principals took action in three intersecting areas: as instructional leaders, principals support teachers in improving classroom instruction; as talent managers, principals manage staff (such as recruiting, hiring, developing, and retaining exceptional talent), build learning communities, and provide ongoing feedback; and as culture builders, principals create great places to work and learn. Together, these three areas define the role of the principal. In order to support states and local educational agencies (LEAs) in advancing the principalship--including investing time, focus, and resources in the role--this brief recommends federal policymakers: (1) Sharpen the focus on leadership; (2) Improve the use of existing resources; (3) Encourage alignment of human capital policies to a new vision of leadership; (4) Support the conditions that allow principals to be effective; and (5) Invest in a learning agenda. [For the full series, see "Prioritizing Leadership: New Leaders' Federal Policy Platform" (ED559351).]

Collaboration is tough even in ideal circumstances. How do you begin to effect change when nearly half of the families in a district speak a language other than English in the home, but traditional education models rarely emphasize the strengths of cultural or linguistic diversity? Or when nearly all students live in low-income families and face social and economic challenges beyond the classroom? The "We Are A Village" initiative began in 2013 as a collaboration--funded by a U.S. Department of Education Investing in Innovation (i3) grant--between the Rhode Island, Central Falls School District (CFSD), Children's Friend (providing Head Start and preschool), Bradley Early Childhood Clinical Research Center, and the Annenberg Institute for School Reform at Brown University. The project focused on improving school readiness and academic achievement in five schools that serve young children, from preschool to third grade, using strategies recommended in the Head Start Family and Community Engagement framework and embedding the evidence-based Incredible Years (IY) Teacher Classroom Management and Parenting programs. "Village" draws on the knowledge that collaborative relationships between families and schools, and between schools and community agencies, can greatly benefit children. A culture of collaboration set the standard for the entire district, valuing the resources, energy, time, and expertise of school personnel, families, and the community. In Central Falls, they discovered that the work of true family engagement can be slow, hard, and painful at times, but very rewarding.

viii, 112 pages ; 23 cm

viii, 112 pages ; 23 cm

viii, 112 pages ; 23 cm

viii, 112 pages ; 23 cm

A cross-sectional examination of the inter-relationships amongst shared athlete leadership, teamwork, and thriving in sport.

A cross-sectional examination of the inter-relationships amongst shared athlete leadership, teamwork, and thriving in sport.

Based on a study of 256 exemplary community college presidents, this book examines the attributes of outstanding leaders and their ability to orchestrate organizational change. Chapter 1 provides the background for the study, emphasizes the importance of leadership, and identifies attributes common to transformational leaders; that is, leaders who work with their followers so that each raises the other to higher levels of motivation and morality. Chapter 2 summarizes leadership theory and offers a discussion of transformational leadership and its place in a rapidly changing society. After chapter 3 reviews the study methodology, chapters 4 and 5 present findings on the demographic and leadership characteristics of the presidents selected for in-depth study. Chapters 6 through 10 discuss key elements of transformational leadership, including shared vision, teamwork and collaborative decision making, institutional climate and the relationship between the institution and the individuals within it, motivation as a means of achieving followers' acceptance of the shared vision, and personal values, integrity, and commitment to learning. Chapter 11 examines women in community college leadership roles. Finally, chapter 12 presents a summary of the research, a discussion of the problems faced by minority leaders, and a review of study implications. The survey instruments and an 85-item bibliography are appended. (ALB)

Based on a study of 256 exemplary community college presidents, this book examines the attributes of outstanding leaders and their ability to orchestrate organizational change. Chapter 1 provides the background for the study, emphasizes the importance of leadership, and identifies attributes common to transformational leaders; that is, leaders who work with their followers so that each raises the other to higher levels of motivation and morality. Chapter 2 summarizes leadership theory and offers a discussion of transformational leadership and its place in a rapidly changing society. After chapter 3 reviews the study methodology, chapters 4 and 5 present findings on the demographic and leadership characteristics of the presidents selected for in-depth study. Chapters 6 through 10 discuss key elements of transformational leadership, including shared vision, teamwork and collaborative decision making, institutional climate and the relationship between the institution and the individuals within it, motivation as a means of achieving followers' acceptance of the shared vision, and personal values, integrity, and commitment to learning. Chapter 11 examines women in community college leadership roles. Finally, chapter 12 presents a summary of the research, a discussion of the problems faced by minority leaders, and a review of study implications. The survey instruments and an 85-item bibliography are appended. (ALB)

This study examines the preliminary results of a 5-year national study on creating communities of learners, provides findings from teachers and principals at 20 schools, analyzes characteristics of high- and low-readiness schools, and discusses the interaction of leadership, vision, values, and the conditions required for professional learning communities (PLCs.) Characteristics of professional learning communities include shared authority and power, a united focus on student learning, collective learning by staff, supportive institutions, and the sharing of personal instructional practices. Effective leadership from the entire school community is needed to implement shared visions and values, and this requires developing the personal capacities of staff, and providing for adequate times and settings for peer dialogue and departmental communication. The Southwest Educational Development Laboratory project, "Creating Communities of Continuous Inquiry and Improvement," targets the creation of PLCs with co-developers in the Southeast, Midwest, and Northwest regions of the U.S. The preliminary data clearly suggest schools that have successfully integrated shared leadership, shared vision, and a supportive school culture are much better positioned to create professional learning communities than the less "change-ready" schools, which lacked similar markers of progress. Further research may reveal particular practices that facilitate integration in these three critical areas. (Contains 15 references.)(TEJ)

Turning Points schools create a new culture built around the collaboration of all members of the school community. This collaborative culture requires structures that empower teachers and administrators to work together to make the most important decisions regarding the educational experiences of their students. The two primary components of this culture are: (1) shared leadership and decision making; and (2) the creation of effective teacher teams. This guide begins with rationales and detailed explanations for developing a collaborative culture and for creating shared leadership, decision making, and effective teacher teams. The Shared Leadership section describes the changing roles of the members of the school community. The Effective Teams section explains the components and skills needed for team members to be successful when they work together on the challenges facing their school. The Appendix includes a selection of tools, protocols, and exercises that can be used to develop a collaborative culture and shared leadership.

In this report, the second in the On Shared Equity Leadership series, we highlight four distinct ways to structure Shared Equity Leadership (SEL) that we observed from our participating institutions. We lay the groundwork for understanding these structures by first describing some of the more common or traditional ways that diversity leadership has been structured in higher education, followed by a brief overview of shared leadership structures and then a detailed analysis of the four SEL models. We conclude with examples that show how institutions can reward and incentivize the development of these models. [Jordan Harper contributed to this study and report.]

In this report, the second in the On Shared Equity Leadership series, we highlight four distinct ways to structure Shared Equity Leadership (SEL) that we observed from our participating institutions. We lay the groundwork for understanding these structures by first describing some of the more common or traditional ways that diversity leadership has been structured in higher education, followed by a brief overview of shared leadership structures and then a detailed analysis of the four SEL models. We conclude with examples that show how institutions can reward and incentivize the development of these models. [Jordan Harper contributed to this study and report.]

In this report, the second in the On Shared Equity Leadership series, we highlight four distinct ways to structure Shared Equity Leadership (SEL) that we observed from our participating institutions. We lay the groundwork for understanding these structures by first describing some of the more common or traditional ways that diversity leadership has been structured in higher education, followed by a brief overview of shared leadership structures and then a detailed analysis of the four SEL models. We conclude with examples that show how institutions can reward and incentivize the development of these models. [Jordan Harper contributed to this study and report.]

In this report, the second in the On Shared Equity Leadership series, we highlight four distinct ways to structure Shared Equity Leadership (SEL) that we observed from our participating institutions. We lay the groundwork for understanding these structures by first describing some of the more common or traditional ways that diversity leadership has been structured in higher education, followed by a brief overview of shared leadership structures and then a detailed analysis of the four SEL models. We conclude with examples that show how institutions can reward and incentivize the development of these models. [Jordan Harper contributed to this study and report.]

This book identifies factors, structures, and procedures contributing to effective statewide coordination and governance of public colleges and universities. The heart of the book consists of descriptions of representative structures in 4 states, where interviews were conducted with 114 individuals--legislators, gubernatorial staff, system heads, coordinating board chief executives and senior staff members, governing board and coordinating board members, public college and university presidents, faculty members, news media representatives and business executives. Part I of the book offers an overview of statewide governance issues including how coordination and governance differ, a summary of the rationales offered for the trend toward centralization, a discussion of the two major types of systems, an investigation of the issues of institutional autonomy, and a report on the college and university presidency in the various structures under review. Part II offers descriptions of representative structures, in the four states visited, namely Ohio, Tennessee, Maine, and Pennsylvania, with analysis of what makes them effective in the eyes of their numerous constituents. Part III examines state perspectives on public higher education coordinating and governance structures, especially issues of quality and accountability. Part IV concludes with observations and recommendations. Appendixes contain information in 50 state structures, a list of those interviewed for the study, and 39 references. (JB)

Total Quality Management (TQM) has become popular in many educational settings in recent years. TQM was initiated at Shiloh High School in the Gwinnett County (Georgia) Public Schools as a part of a strategic plan that guarantees individual student success. Shiloh Principal J. Patrick Mahon recognized TQM's usefulness in carrying out a strategic plan and establishing leadership. Mahon was using Carl Glickman's shared governance concepts in planning for the school. The school created 10 cross-disciplinary teams to promote faculty camaraderie and input into decision making. Volunteer task forces were also created using TQM to address particular issues. Each team also elects one member to the Shared Leadership Council (SLC). A large part of each monthly SLC meeting is devoted to sharing the components of TQM. The statistics and tools of TQM also are helpful. For example, records on discipline referrals helped show how quickly the school is dealing with discipline problems. The SLC also did a force-field analysis of impediments to school restructuring. TQM forces leaders to think systematically. It cannot be looked upon as a quick fix or the answer to all of a school's problems. TQM and shared governance are processes for systemic and incremental change. (JPT)

Total Quality Management (TQM) has become popular in many educational settings in recent years. TQM was initiated at Shiloh High School in the Gwinnett County (Georgia) Public Schools as a part of a strategic plan that guarantees individual student success. Shiloh Principal J. Patrick Mahon recognized TQM's usefulness in carrying out a strategic plan and establishing leadership. Mahon was using Carl Glickman's shared governance concepts in planning for the school. The school created 10 cross-disciplinary teams to promote faculty camaraderie and input into decision making. Volunteer task forces were also created using TQM to address particular issues. Each team also elects one member to the Shared Leadership Council (SLC). A large part of each monthly SLC meeting is devoted to sharing the components of TQM. The statistics and tools of TQM also are helpful. For example, records on discipline referrals helped show how quickly the school is dealing with discipline problems. The SLC also did a force-field analysis of impediments to school restructuring. TQM forces leaders to think systematically. It cannot be looked upon as a quick fix or the answer to all of a school's problems. TQM and shared governance are processes for systemic and incremental change. (JPT)

v, 126 pages ; 22 cm

Dallas ISD students share what make Barack Obama Male Leadership Academy a great school.

The described research project focuses on the development and validation of a measurement scale for situational shared leadership in for-profit organizations. Although shared leadership has received increasing attention in the literature, most existing measures remain underdeveloped, with limited or no evidence of rigorous validation. In many cases, researchers rely on single-item scales, which fail to capture the functional and multidimensional nature of leadership—that is, how leadership roles, power, and responsibilities are distributed across team members. This lack of robust measurement tools hampers both theoretical advancement and practical application. The purpose of this project is therefore to develop a psychometrically sound and theoretically grounded scale that can reliably assess the magnitude of situational shared leadership in real organizational contexts. The specific steps of the scale’s development and validation will be systematically outlined in this protocol.

This article examines motivations for faculty involvement in shared governance. Faculty members at a mid-sized, Midwestern university were surveyed to assess reasons for serving and leading in the shared governance process. Five predominant themes were identified as affecting faculty participation in university governance. The five predominant themes were: (a) within group generic tension, (b) committee member role clarification, (c) the significance of leadership, (d) challenges of the independent professional, and (e) meaningful change and organizational success.

This article examines motivations for faculty involvement in shared governance. Faculty members at a mid-sized, Midwestern university were surveyed to assess reasons for serving and leading in the shared governance process. Five predominant themes were identified as affecting faculty participation in university governance. The five predominant themes were: (a) within group generic tension, (b) committee member role clarification, (c) the significance of leadership, (d) challenges of the independent professional, and (e) meaningful change and organizational success.

This paper provides a snapshot of 19 diverse school settings that have committed themselves to whole-school reform to make a meaningful difference in the lives of their students. The schools in this study reflect schools across the country and represent various levels of readiness. Earlier findings in these schools indicated that "although schools are attending to many things, many of them are not attending to matters that make a difference in the way schools operate and in the outcomes for students." Using Hord's five-dimensional model as a comprehensive design, the study's findings indicate that the key factor in whole-school reform is the leadership of the principal. Leadership practices in high-readiness schools were more effective than those in low-readiness schools in all areas under study: shared leadership, inspired responsibility for a shared vision, empowered decision-making, and inclusivity of staff. Principals in high-readiness schools were not coercive or controlling; they shared leadership, imaging it in the likeness of new conceptions of leadership. These principals were selective in their focus on a shared vision. Some elicited the dreams of others, while some shared their own visions and sought to mobilize efforts accordingly. (Contains 40 references.) (DFR)

This paper provides a snapshot of 19 diverse school settings that have committed themselves to whole-school reform to make a meaningful difference in the lives of their students. The schools in this study reflect schools across the country and represent various levels of readiness. Earlier findings in these schools indicated that "although schools are attending to many things, many of them are not attending to matters that make a difference in the way schools operate and in the outcomes for students." Using Hord's five-dimensional model as a comprehensive design, the study's findings indicate that the key factor in whole-school reform is the leadership of the principal. Leadership practices in high-readiness schools were more effective than those in low-readiness schools in all areas under study: shared leadership, inspired responsibility for a shared vision, empowered decision-making, and inclusivity of staff. Principals in high-readiness schools were not coercive or controlling; they shared leadership, imaging it in the likeness of new conceptions of leadership. These principals were selective in their focus on a shared vision. Some elicited the dreams of others, while some shared their own visions and sought to mobilize efforts accordingly. (Contains 40 references.) (DFR)

In April of 1990, a three-day conference was convened at which 76 men and women from 18 countries representing a spectrum of government, business, labor, academia, the media, and the professions gathered to discuss how the United State should reorient its policies and relations toward other countries and international institutions to preserve the global environment. This document is a statement produced by the conference participants after the close of their discussions. The statement contends that three indivisibly linked global environmental trends together constitute an increasingly grave challenge to the habitability of the earth. These trends, which are discussed, are human population growth; tropical deforestations and the rapid loss of biological diversity; and global atmospheric change, including stratospheric ozone loss and greenhouse warming. The statement also outlines the goals and means of international cooperation and challenges. The United States must play a key leadership role in global environmental issues both by example and through international participation. (DB)