GLOBE is a research program focusing on culture and leadership in 61 nations.
Leadership and management must go hand in hand. They are not the same thing. But they are necessarily linked, and complementary. Any effort to separate the two is likely to cause more problems than it solves.Still, much ink has been spent delineating the differences. The manager’s job is to plan, organize and coordinate. The leader’s job is to inspire and motivate. In his 1989 book “On Becoming a Leader,”Warren Bennis composed a list of the differences: (a) The manager administers; the leader innovates. (b) The manager is a copy; the leader is an original.
“Pop leadership” philosophy abounds in our culture today. Book stores have shelves full of books on leader ship. Leaders and leadership are discussed daily on tele vision, radio, newspapers, magazines and on the web. As a result, many mixed messages about leadership are expressed. So – how do you decide what is accurate?
Within the context of my Ph.D. dissertation, I am interested in (1) the impact of superiors’ management skills and subordinates’ working skills on the building of their (hierarchical) relationship and (2) the impact this hierarchical relationship has upon the mental health of workers (i.e. both superiors and subordinates). Research to date has revealed the potentially negative consequences that hierarchical relationships can have on mental health; thus, for example, Brun, Biron, Martel & Ivers (2003) found that poor relations with the supervisor constitutes a significant risk factor for mental health. Leiter and Maslach (2004) report similar findings, that is to say, that the quality of social interactions at work is a major risk factor for mental health.
A few decades ago it was possible for most business leaders to do their jobs blissfully unaware of issues pertaining to societal welfare, conditions in the natural environment, the health and work-life concerns of employees, and human rights in nascent global supply chains, among numerous other matters. They were largely unaffected by activist NGOs and shareholder resolutions, the threat of protests and boycotts, not to mention calls for greater transparency and the dramatic increase in exposure by the Internet.
Chpt. 12 from Prentice Hall
This article reviews notable rends in the leadership evelopment field. In the ast two decades, such luded the proliferation
of new leadership development meth- ods and a growing recognition of the importance of a leader’s emotional resonance with others. A growing recognition that leadership develop- ment involves more than just devel- oping individual leaders has now led to a greater focus on the context in which leadership is developed, thoughtful consideration about how to best use leadership competencies, and work/life balance issues. Future trends include exciting potential advances in globalization, technolo- gy, return on investment (ROI), and new ways of thinking about the nature of leadership and leader- ship development.
Gina Hernez-Broome, Richard L. Hughes, Center for Creative Leadership
PowerPoint Presentation
Responsible leadership is rare. It is not that most leaders are irresponsible, but responsibility in leadership is frequently defined so that an important connotation of responsible leadership is ignored. This article equates responsible leadership with virtuousness. Using this connotation implies that responsible leadership is based on three assumptions—eudaemonism, inherent value, and amplification. Secondarily, this connotation produces two important outcomes—a fixed point for coping with change, and benefits for constituencies who may never be affected otherwise. The meaning and advantages of responsible leadership as virtuous leadership are discussed.
The publication in 1978 of Leadership, James MacGregor Burn's bestselling book on political leaderhip, marked a major transition in the development of leadership theory.
This study was motivated by the premise that no nation grows further than the quality of its educational leaders.
The purpose of this theoretical debate is to examine the wider context of leadership and its effectiveness towards improving school management. This academic evaluation examines recent theoretical developments in the study of educational leadership in school management. It begins with a concise overview of the meaning and concept of leadership in terms of research, theory, and practice. This is followed by an examination of the theories of leadership, principles and styles of leadership. Each section ends with an identification of contemporary issues and possible means of amelioration. This article concludes that success is certain if the application of the leadership styles, principles and methods is properly and fully applied in school management
because quality educational leadership tradition offers great opportunity to further refine educational leadership and management policies and practices by accepting and utilizing the basic principles and styles of educational leadership.
Colleges and institutes play a lead role in strengthening regional capacity to innovate and work with industry partners to enhance competitiveness in the sectors and communities they serve. They conduct leading-edge applied research projects with industry partners to provide market ready solutions.
Whether it’s the creation of a rapid oil containment cling pad to clean up small scale oil or fuel spills, the development of intelligent textiles to meet consumer specific needs, or building award winning cutting edge web technology, colleges and institutes help small- and medium-sized businesses (SMEs) innovate and grow by focusing on improvements in technologies, processes, products and services.
The Government of Canada’s Tri-Council College and Community Innovation (CCI) Program administered by the Natural Sciences and Engineering Research Council in collaboration with the Social Sciences and Humanities Research Council and the Canadian Institutes of Health Research is making a real difference in growing the capacity of colleges and institutes to engage in industry-driven applied research and providing SMEs with the expertise required to be more innovative and productive.
Competition between providers in any market incentivises them to raise their game, offering consumers a greater
choice of more innovative and better quality products and services at lower cost. Higher education is no exception.
Canada's post-secondary institutions are at the forefront of excellence in science, research and innovation. They help to
train the workforce of tomorrow and create the knowledge and insights needed by the private and public sectors to build a
clean, sustainable economy.
The Minister of Science, the Honourable Kirsty Duncan, today announced that the Government of Canada will launch the
application process for a $2-billion fund that will improve research and innovation infrastructure at universities and
colleges across the country.
Dr. Auld welcomed the participants to our forum on college/university partnerships in Ontario.
Dr Auld suggested that in the future, historians of education will look at the current period as a watershed in the emergence of a new structure of higher education in Ontario. From the 1960s to the early 1990s, colleges and universities advanced their own agendas within a general framework of very significant growth. The community colleges had not been structured as an alternative route to university study; but even so, colleges began to develop linkages as students looked to extend their educational opportunities. Some of these linkages were formal, some not. Initially some colleges created links with American universities but by the mid 1990s sufficient interest developed between colleges and universities in Ontario toward credit transfer that the Government agreed to provide funding for the College-University Consortium Council. The mandate of CUCC is to conduct research on credit transfer both in Ontario and elsewhere, to develop and maintain a transfer guide and encourage the development of articulation. The environment continues to change as applied degrees for colleges have recently been approved and there is speculation that in the near future polytechnic institutions may appear.
Online learning can be a useful option for students seeking more flexibility in completing their degree. Fully-online courses in particular are becoming more popular and provide an excellent alternative means of education to the traditional classroom environment.
Having said that, students believe that online learning should not altogether replace traditional classroom learning and the benefits of an on-campus student experience. For this reason, this policy paper emphasizes online courses, not online degree programs. To all forms of online learning however, the same standards of quality found in traditional classroom environments should apply as well—a key tenant of this paper.
A healthy university system is essential for Ontarians. University education leads to the best long-term career prospects for individuals and benefits the province as a whole by generating a more civically engaged population with the skills and tools needed to succeed in the knowledge economy of today.
To prepare for the future needs of the economy, the province has committed to foster a highly skilled workforce. To this end, the Premier’s office has assembled an expert panel to address this issue, and broad ranging consultations have already begun. In January 2016, the Ontario Talent and Skills Summit brought together leaders from the corporate sector, the public sector, the non-profit sector, and the post-secondary education sector to have meaningful discussions about developing future leaders and innovators; OUSA was proud to be a part of this initiative.
The following principles and matrix provide a framework for the development of program to program degree completion agreements between Ontario colleges and universities. Degree completion is one of several forms of collaborative arrangements between colleges and universities. This framework is intended to complement other arrangements such as joint and concurrent programs which capitalize on the respective strengths of colleges and universities. This accord does not address other postsecondary credential matters such as joint degrees, ministerial consents or applied degrees. Although this document does not deal with financial issues, the Ministry of Education and Training will work with colleges and universities to resolve funding issues related to articulation and joint programming.
Port Hope Agreement
Hundreds of thousands of American families across all income levels are spending billions each year in extra college costs because our high schools are graduating too many students unprepared for college. That’s a fact most may not realize, because current discussions around postsecondary remedial education – prerequisite courses that carry zero credit toward a college degree and represent content and skills students should have learned in high school already – are often segregated to low-income students and community colleges. But in truth, many middle-class and upper-income families bear the brunt of extra costs that come with required remedial classes in all college sectors for students from all income levels. In fact, at private nonprofit four-year colleges and universities, the children of upper-income families are taking more remedial classes than students from low-income families. Out-of-pocket tuition and additional living expense costs for these courses represent an expansive failure of our K-12 education system to prepare students to be ready academically for college on day one.
Since the mid-1980’s, student unions across Canada and within the United States have been advocating to governments and Universities-alike for increased safety measures for those affected by sexual violence and harassment. Student unions have played a crucial role in creating campus culture and social expectations. We have also been at the forefront of programming and processes around staff training to combat sexual violence, gendered-violence, and sex-based harassment, bystander intervention, and health and protective services. We offer important peer-to-peer and survivor services as well, recognizing that survivors prefer to seek peer support. Therefore we offer much to be listened to on this topic and have been given great opportunities over the past year to speak to some of these issues.