Effective Leadership in Higher Education Obtaining a precise definition of effective leadership can prove to be a frustrating endeavor. However, Moman Basham (2012) roughly defined effective leadership in the following manner, “Quality leadership is demonstrated when effective results are recognized and realized” (p. 2). Administrators in the ever-changing field of higher education require proper training, creativity, and adaptability to be successful in today’s postsecondary environments. It is speculated that a majority of today’s newly appointed administrators are unprepared to lead and often face opposition from current faculty and staff. The following will describe changes in academic leadership in recent years, leadership characteristics
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Knowles (2005) identify 8 characteristics needed to transform through creativity. These characteristics include making positive assumptions, accepting human nature, self-fulfilling prophecies, value individuality, encourage creativity in others, believe that change is continuous, focus on intrinsic motivational methods, and foster self-motivation (as cited by Wang & Berger, 2010). Following is a brief introduction to each of the 8 qualities.
Making positive assumptions. When developing creative leadership skills, administrators need to make assumptions about employee intentions that are positive as opposed to assumptions that are negative (Wang & Berger, 2010). When assuming that an employee’s intention are positive, the leader will see the best in people. When assuming that the employee’s intentions are negative, the leader will focus on the worst in …show more content…
Creative leaders see the value of faculty and staff that is intrinsically motivated and demonstrate the ability to self-motivate (Wang & Berger, 2010). Intrinsic motivation takes place when a person does something for the personal benefit and is based upon internal feelings towards the accomplishment. Extrinsic motivation occurs when a person does something based upon factors outside of themselves and usually involves external rewards. Examples of intrinsic motivational tools in higher education are special projects where completion of the project or acquisition of new knowledge is what motivates the faculty member to participate. When promoted to a position with greater responsibility, extrinsic motivation such as pay increases and a larger office may be driving factors for externally driven faculty members, but the intrinsically motivated faculty will be driven by the sense of accomplishment and feeling of being needed associated with the promotion. While both motivational tools can be successful, intrinsically motivated people have a greater likelihood of sustaining self-motivation longer than external rewards
Knowles (2005) identify 8 characteristics needed to transform through creativity. These characteristics include making positive assumptions, accepting human nature, self-fulfilling prophecies, value individuality, encourage creativity in others, believe that change is continuous, focus on intrinsic motivational methods, and foster self-motivation (as cited by Wang & Berger, 2010). Following is a brief introduction to each of the 8 qualities.
Making positive assumptions. When developing creative leadership skills, administrators need to make assumptions about employee intentions that are positive as opposed to assumptions that are negative (Wang & Berger, 2010). When assuming that an employee’s intention are positive, the leader will see the best in people. When assuming that the employee’s intentions are negative, the leader will focus on the worst in …show more content…
Creative leaders see the value of faculty and staff that is intrinsically motivated and demonstrate the ability to self-motivate (Wang & Berger, 2010). Intrinsic motivation takes place when a person does something for the personal benefit and is based upon internal feelings towards the accomplishment. Extrinsic motivation occurs when a person does something based upon factors outside of themselves and usually involves external rewards. Examples of intrinsic motivational tools in higher education are special projects where completion of the project or acquisition of new knowledge is what motivates the faculty member to participate. When promoted to a position with greater responsibility, extrinsic motivation such as pay increases and a larger office may be driving factors for externally driven faculty members, but the intrinsically motivated faculty will be driven by the sense of accomplishment and feeling of being needed associated with the promotion. While both motivational tools can be successful, intrinsically motivated people have a greater likelihood of sustaining self-motivation longer than external rewards