| 000 -LEADER |
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| fixed length control field |
02311nam a22001577a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
210310b ||||| |||| 00| 0 eng d |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Gautam, M K. |
| 245 ## - TITLE STATEMENT |
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| Title |
Challenges faced by Higher educational leadership |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
Bihar Journal of Public Administration |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
17(1), Jan-June, 2020: p.71-76 |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
The primary purpose of the article is to assess the educational leaders, including faculty members, with ways of analysing the challenges they face, including the ethical tensions inherent in many of these challenges. On the basis of existing literature, some key challenges are identified as: providing a values-driven vision for the future; managing staff relationships; leading people; balancing personal and professional responsibilities; communicating effectively; leading continuous change; managing accountability and individual performance; and leading an ageing workforce. To professionally deals with these problem, educational leaders are advised to build cultures of shared and distributed leadership in their institutions. It is arguably an ethical responsibility of formal educational leaders to enable key stakeholders to share in the leadership responsibilities of their institutional community. Distributive leaders are particularly advised to assist faculty members to become more involved in key decisions relating to learning and teaching, and to regard themselves as key educational leaders in their institutions. There are strong recommendations that those in formal leadership positions must: share, and distributive leadership responsibilities by building the leadership capacity of all stakeholders; develop their leadership capabilities so as to be able to share these leadership responsibilities; become more capable as authentic human beings in order to become more capable as leaders; and be better. Thus, such educational leadership approaches are recommended as most appropriate and effective for educational leaders who are required to make ethical decisions in situations of tension and paradox. – Reproduced |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Higher education, Leadership, Challenges, Faculty as leaders, Sharedleadership, Distributive-leadership |
| 9 (RLIN) |
23186 |
| 773 ## - HOST ITEM ENTRY |
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| Main entry heading |
Bihar Journal of Public Administration |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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| Subject DIP |
HIGHER EDUCATION |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Item type |
Articles |
