Speaker: Deep Saini, Principal and Vice-Chancellor at McGill University

Lavigne, E., Sá, C.M. The changing roles and qualifications of Canadian university presidents and provosts. Higher Education 81, 537–550 (2021).



This paper examines how the stated roles and qualifications of Canadian university presidents and provosts have evolved over the past thirty years and the growing presence of recruiting firms. The study analysed 153 job advertisements published by 22 universities between 1987 and 2017. Roles were categorized according to aspects of organizational life: human resource, political, structural, and symbolic, while we distinguished qualifications as involving traits as well as cultural, human, and social “capitals.” Overall, the expected qualifications for presidential and provostial candidates have increased consistently and their roles have expanded in scope. (Reach out to your institutional library for access.)

Speaker: Maurie McInnis, President, Stony Brook University

Liu, Lu, Hong, Xi, Wen, Wen, Xie, Zheping, Coates, Hamish. (2020) Global university president leadership characteristics and dynamics. Studies in Higher Education 45:10, pages 2036-2044.



This exploratory paper articulates the development, characteristics and nature of global university presidents and their leadership. It draws insights from a growing project which so far has involved in-depth interviews with 18 presidents of major globally focused universities. Analysing and reporting these interview results reveals the enigmatic world of presidential leadership broadens this field of research beyond the Anglosphere, helps build interpretative frameworks and perspectives, and furnished insights for guiding leadership development. The exploratory findings reinforce the particular value of studying university presidents, as these people have enormous authority, expertise and prominence.

Speaker:  Javaune Adams-Gaston, President, Norfolk State University

Gasman M, Ekpe L, Ginsberg A, Washington Lockett A, Samayoa A C. Understanding the Motivations of Future Minority Serving Institution Presidents. Journal of Higher Education Policy and Leadership Studies, 2021; 2 (3) :7-28



Given the critical role that Minority Serving Institutions (MSIs) play in U.S. higher education, it is vital that they have motivated and effective leadership. Ensuring that MSIs have strong leadership is essential to accomplish their goals of serving low-income, first-generation, and students of color, providing a 21st century curricula, and preparing students for the workforce and beyond. The purpose of this study is to explore why leaders pursue the presidency at MSIs. How, specifically, have they developed an interest in and passion for leading MSIs? What draws them to lead this type of institution? We use Greenleaf’s (1977/2002) Servant Leadership model as a framework for this study and our analysis. Our findings indicate that aspiring presidents are focused on the unique purpose of MSIs, a desire to “give back” or “pay it forward” in terms of their experience, a passion for helping underserved students, a commitment to ensuring people of color are in leadership positions, and an interest in solidifying the future of MSIs.

Niemeyer-Rens, R. F., Sullivan, G., & Self, S. W. (2022). Leadership Adaptability Within Higher Education. Journal of Higher Education Theory and Practice, 22(9).

Dynamism in the higher education industry (HEI) has created unprecedented complexity and uncertainty for leaders at colleges and universities across the globe. The challenges to competitive advantage and sustainability created by dynamic conditions have been exacerbated and accelerated by the COVID-19 pandemic and health crisis. HEI leaders are struggling to adapt antiquated and traditionally held methods and practices to navigate the rapid changes and survive the resulting chaos. The ability of leaders to adapt to dynamism in contemporary industry conditions is influenced by the external and internal environments; in term, these leaders’ capacity for change impacts the adaptability of the institutions they serve. This study examines how senior- and mid-level leaders at small private liberal arts colleges and universities are engaging in adaptive behaviors to help their organizations better compete despite challenges. (Check with your institution’s library for access.)

• Artis, Lori & Bartel, Susan (2021) Filling the Leadership Pipeline: A Qualitative Study Examining Leadership Development Practices and Challenges Facing Community College Presidents in Illinois, Community College Journal of Research and Practice, 45:9, 674-686, https://doi.org/10.1080/10668926.2020.1771476

This qualitative phenomenological study examines the leadership development activities of Illinois community college presidents and sought to understand not only how presidents prepare for their leadership roles, but what challenges presidents are currently facing, what advice they have for emerging leaders about effective leadership practices, and what competencies they identify as important to lead a community college in Illinois today. Utilizing the core competencies defined by the American Association of Community Colleges (AACC) as a framework for the study, the researcher sought to understand the lived experiences of these leaders to help inform a leadership development model for emerging leaders, community college boards, and current community college administrators. Results of the study revealed that a combination of mentorship, progressive job responsibilities, and earning a doctorate were important in the preparation of the participant. Challenges they identified included institutional finances, enrollment management, working with elected boards and unions, and dealing with unfunded legal mandates and legislation. Presidents identified the importance of ongoing professional development, reading and understanding current trends facing community colleges, and building a team as essential leadership practices for community college presidents. The findings from the study align with the AACC’s core leadership competencies. Implications and recommendations for practice and future research are included. (Check with your institution’s library for access)

Freeman Jr, S., & Palmer, R. (2020). Exploring perceptions of effective leadership practices of presidents of historically black colleges and universities. Journal of Underrepresented & Minority Progress, 4(2), 207-228. [DOI]

Anchored in the anti-deficit approach, this manuscript investigated perceptions of effective leadership practices of presidents at historically Black colleges and universities (HBCUs). This manuscript provides a unique contribution to the literature by utilizing a general qualitative research approach to learn from a diverse set of voices of leaders and scholars within this sector that serve in various roles (e.g., Deans, Vice Presidents, and scholars) or who study leadership at these institutions. The study found that effective leaders at HBCUs generally have success across two categories — experiential skills and professional knowledge. This study adds to the paucity of literature in this area by expanding and complicating our understanding of effective leadership practices of presidents at HBCUs.

Palmer, R. T., & Freeman Jr, S. (2020). Examining the perceptions of unsuccessful leadership practices for presidents at historically Black colleges and universities. Journal of Diversity in Higher Education, 13(3), 254-263. [DOI]

Data from this current study emerged from a larger study on contemporary leadership practices at historically Black colleges and universities (HBCUs). One of the themes that emerged focused on unsuccessful leadership practices among HBCU presidents. Although this article contextualizes this theme, it is important to underscore that it is not the intent of the authors to approach this topic from a deficit based-perspective but rather an asset-based one. Specifically, through the findings, discussion, and implications, we hope that this article will promote and facilitate successful practices of leadership among HBCU presidents, which will help to contribute to the survival and sustainability of these noble institutions. (Check with your institution’s library for access)

Quezada, R. L., & Martinez, T. (2022). A culturally tailored Latinx leadership program: Diversifying the nation’s community college presidency. Journal of Applied Research in the Community College, 28(2), 48–66.

This paper discusses the need for tailored leadership training as a tool for developing culturally proficient Latinx leaders in community colleges, particularly at upper-level administrative ranks. There is an increasing need to answer the long-standing call for community college leadership reflective of the current student demographic it serves. We highlight the National Community College Hispanic Council (NCCHC) Leadership Fellows Program (LFP), which provides culturally tailored training and mentoring for community college leaders. The LFP has prepared more than 250 community college administrators. Training topics include the role of critical race theory, cultural proficiency, equity, and diversity. Notably, 83% of NCCHC fellows came from Hispanic- Serving Institutions, and the fellows' promotion rate and their effect on diversifying the administrative ranks has been noted as a model program. (Check with your institution’s library for access)

Townsend, C. V. (2021). Identity politics: Why African American women are missing in administrative leadership in public higher education. Educational Management Administration & Leadership, 49(4), 584–600. https://doi.org/10.1177/1741143220935455

There is an exiguous representation of African American women in leadership positions at institutions of higher education. This study examines the experiences related to the retention of Black women administrators at Predominantly White Institutions through a qualitative phenomenological lens. This study explored the experiences of five African American women administrators at public institutions across the USA. The participants highlighted the impact of Black Tax, the presentation of their authentic selves, and the impact of microaggressions on their retention as administrators. (Check with your institution’s library for access)

Jackson, B.A. and Allen, S. (2022), "Succession planning for senior leaders: is it always a good idea?", International Journal of Educational Management, Vol. 36 No. 5, pp. 800-811. https://doi.org/10.1108/IJEM-12-2020-0576

Many higher education institutions have not invested in leadership succession planning despite suggestions for such action. In this article, the authors discuss the relevance of succession planning to the senior levels of leadership in higher education institutions, proposing that the role of succession planning and accompanying leadership development must be carefully considered based on the internal and external context of an institution. The authors present a modified model of succession planning for the higher education context. The literature reviewed highlights the need for each educational institution to find its own optimized mix of external hiring and internal succession planning and leadership development to replace outgoing leaders based upon factors such as the institution's culture, needs, external environment, talent pool, and levels of leadership. (Check with your institution’s library for access)

Sparkman, T. E. (2021). Black Male Executives in Higher Education: The Experience of Ascending the Academic Leadership Ladder. Advances in Developing Human Resources, 23(4), 277–99.

https://doi.org/10.1177/15234223211037752

The current pipeline supplying qualified and competent leaders to the upper ranks of higher education appears to prelimit the number of Black males who reach executive status. Even though many universities and colleges remain resolute in increasing diversity, social, and structural barriers block access and restrict executive development. This study focuses on the leadership and career advancement of Black male executive leaders in predominantly White institutions (PWI’s) of higher education. This qualitative, phenomenological examination of the lived experiences of 10 Black male, executive leaders in predominantly White institutions of higher education describes what it is like for them to persist in their leadership roles despite negative experiences that are related to their social identity. The findings reveal how their existence in racialized environments has impacted their leadership approach and the trajectory of their careers. (Check with your institution’s library for access)

• Catherine Lee (2021) Promoting diversity in university leadership: the argument for LGBTQ+ specific leadership programmes in higher education, Perspectives: Policy and Practice in Higher Education, 25:3, 91-99,  https://doi.org/10.1080/13603108.2021.1877205

This article draws on literature related to university leadership and lesbian, gay, bisexual, transgender, queer plus (LGBTQ+) identities to argue for LGBTQ+ specific leadership programmes in higher education. The article considers how the skills and attributes for university leadership have changed in response to marketisation and widening participation. It considers the way in which leadership development programmes must be responsive to the changing nature of universities and, by briefly examining the UK's first LGBTQ+ leadership programme for aspiring school leaders, argues that in common with LGBTQ+ school teachers, the lived experience of LGBTQ+ academics in higher education may make them ideally suited to become highly effective university leaders. Finally, the article argues that in addition to the women's and Black, Asian and Minority Ethnic (BAME) leadership programmes, currently improving the diversity of university leadership, LGBTQ+ aspiring university leaders should be similarly provided with a distinct leadership programme. (Check with your institution’s library for access)

• Longman, Karen A.; Terrill, Kimberly; Mallet, GaBrielle; Tchindebet, Jessica; Fernando, Rukshan. Developing a Leader Identity: The Lived Experiences of People of Color Identified as "Emerging Leaders". Journal of Ethnographic & Qualitative Research, v15 n4 p264-283 Sum 2021. https://drive.google.com/file/d/1hO2vsNkigyTaGS9sxLdS0yiPHvCBirJp/view
  
  The present collaborative autoethnography research project examined the concept of leader identity development (as contrasted to traditional models of leadership development) as a means of equipping a more diverse pool of future leaders for higher education. The 10-month study involved gathering data from 17 people of color in order to address the research question: In what ways (and how) did participating in a yearlong leadership development program contribute to the leader identity development of persons who had been identified as "emerging leaders of color" in Predominantly White Institutions? Findings included alignment with insights from DeRue and Ashford's (2010) claiming and granting theory in the process of leader identity development, the enhanced commitment of participants to strategic self-advocacy and taking risks, and the value of supportive professional relationships, which developed among the participants during the present research project. Future leadership development programming should introduce DeRue and Ashford's (2010) model, encourage developmental relationships, and create ethnic-specific safe spaces.

Esters, L.T., Washington, A.., Gasman, M., Commodore, F., O’Neal, B., Freeman, S., Carter. C., & Jimenez, C.D. (2016). Effective leadership: A toolkit for the 21st century historically black college and university president. Philadelphia, PA: Penn center for Minorities Serving Institutions.

This report is aimed at HBCU presidents, administrators, staff, educators, and researchers interested in effective leadership strategies at HBCUs. It is at once a toolkit, with recommendations for developing the types of leadership skills and expertise we believe are necessary for strong HBCU presidents, as well as an analysis of the complex political, social, and educational landscape faced by decision-makers at HBCUs in the 21st century