New Directions for
Higher Education
Betsy O. Barefoot
Jillian L. Kinzie
CO-EDITORS
Number 174 • Summer 2016
Jossey-Bass
San Francisco
RECLAIMING HIGHER EDUCATION'S PURPOSE IN LEADERSHIP DEVELOPMENT
Kathy L. Guthrie, Laura Osteen
New Directions for Higher Education, no. 174
Betsy O. Barefoot and Jillian L. Kinzie, Co-editors
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The goal of educating students who are prepared to lead has been a hallmark of higher education in the United States since Harvard College opened its doors in 1636. While some characteristics of higher education have remained constant, the context of the college experience and the concepts of leader and leadership have drastically changed over the past centuries. Who is going to college, how colleges and courses are designed, what degrees and activities students engage in, and the enduring question of why higher education exists are dynamic questions impacting the structure, resources, environment, and outcomes of higher education in the United States. Along with these contextual changes, the understanding, study, and teaching of leaders and leadership have evolved. Moving from the model of White, privileged men who were born to lead, educators have arrived at postindustrial models of leadership and now recognize that leaders are made. With this realization, campus-based programs of leadership learning are growing on college campuses across the globe. At their best, these programs create intentional, theory-based, leadership-learning experiences that increase the diversity, distribution, and availability of leadership education to all students. Campus-based leadership development programs also serve as beacons to highlight our shared expectations for college graduates to make positive change in their local and global communities and chosen professions. While we celebrate the existence and growth of leadership centers across student and academic affairs departments, the decentralization of leadership programs on many campuses has led to content silos and the loss of integrated, collaborative efforts.
In order to develop the quality and quantity of diverse leaders necessary to create the change our global society is calling for, institutions must reclaim leadership development as a central purpose of higher education and embrace leadership development across disciplines, thereby making it everyone's business. This volume focuses on our collective and unique capacity as higher education faculty, staff, and stakeholders to leverage and align resources with leadership learning across college and university departments and initiatives. It also seeks to educate all of us on the purposes and processes of weaving leadership development into the fabric of higher education.
It is critical that readers and interpreters of this volume's ideas understand how the editors and chapter authors conceptualize leader and leadership. The authors in this publication ascribe to a postindustrial leadership paradigm (Rost, 1993) that distinguishes the complexity of engaging in a leadership process from simply holding a position of power to a process of intending real change. Although specific chapters may rely on unique definitions, they are all written from a perspective of leadership as a capacity to work collaboratively with others to create change, solve adaptive challenges, and/or create contexts for group and/or organizational evolution. Leaders are the individuals engaged in this behavior, and if students choose to do so, they can learn, engage, and become leaders. This paradigm challenges the ever-present and ill-advised belief that only those with formal authority can solve the most pressing problems our local, state, national, and global communities are facing. Our students are not only becoming future leaders, but they are also leaders now in their very real worlds, collaboratively solving complex problems and engaging together to address social ills.
The development of students’ identities and capacities to lead in their professional, personal, and communal lives has been and currently remains a higher education imperative and is the responsibility of all who work toward the betterment of our students. In this volume, we explore leadership education for undergraduate students from an institutional perspective. We will provide a foundation for faculty, administrators, policymakers, and student affairs professionals to understand the need for and to assist in the development of leadership-learning programs across disciplines, pedagogies, and departments. This volume explores why we should focus on reclaiming the purpose of higher education and embrace leadership development across disciplines; it then moves on to how we can do this and what this may look like. Finally, we end with how we know leadership development across disciplines actually happened.
In Chapter 1, Vivechkanand “V” Chunoo and Laura Osteen address the why—why we should reclaim the purpose of higher education as a primary environment for the development of future leaders. Chapter 1 connects the purpose, context, and mission of higher education and its direct alignment with the calling, environment, and resources to provide leadership education.
Chapters 2 through 5 then look at the how by examining four pedagogical and practical tools for integrating leadership learning across the curriculum. In Chapter 2, Kathy L. Guthrie and Kathleen Callahan discuss how leadership education aligns with liberal studies and specific competencies that enhance each approach. In Chapter 3, Sara E. Thompson and Richard A. Couto discuss problem-based learning and how this pedagogy can strengthen future leaders’ abilities to lead. Vijay Pendakur and Sara C. Furr in Chapter 4 explore through personal narratives how institutions can create spaces for such conversations to occur while developing future leaders. In Chapter 5, Daniel M. Jenkins and Anthony C. Andenoro focus on how leadership education offers a distinctive opportunity to improve critical thinking.
Moving from how to what, Chapters 6 and 7 explore the content of leader and leadership education. With a focus on the specific knowledge, skills, and values leadership education provides across disciplines, T. W. Cauthen III explores the relationship between educational involvement and academic autonomy in Chapter 6, and Scott J. Allen, Marcy Levy Shankman, and Paige Haber-Curran discuss the emotionally intelligent leadership model in Chapter 7. The emotional intelligent leadership model looks at consciousness of context, consciousness of self, and consciousness of others and explores the 21 capacities that define the emotionally intelligent leader.
Finally, in Chapter 8, Corey Seemiller discusses how we know the outcomes of leadership education and the importance of leadership competency development for all of higher education. This chapter is based on data from academic accrediting organizations and expands on how using competency-based models creates strong leadership education programs.
We hope you enjoy the ideas and reflections of these leadership educators; moreover, our hope is that these thoughts are relevant to your work in developing all students’ leadership capacities across the curriculum. The diversity of thought and ideas reflected here is a testament to the dynamic work occurring in the field of leadership studies. We are appreciative of Antron Mahoney and Chris Ruiz de Esparza's reflective and thoughtful edits to enhance the connectedness of this volume.
For all of us, leadership learning is a lifelong endeavor; we look forward to learning from your reactions and experiences as together we enhance and develop collegiate leadership programs across disciplines. Let us together move forward in reclaiming higher education's purpose and practice of developing the leaders and problem solvers of this generation and the next.
Kathy L. Guthrie
Laura Osteen
Editors