Abstract. Collaborative problem solving, creativity, innovation, and continuously improved performance outcomes are the normative expectations for organizations in the early 21st century. At the same time, workers seek not only equitable compensation for their efforts, but also opportunities for professional growth and development as well as acknowledgement and valuing of their contributions. As a result, more than ever, leaders face the challenge of creating learning organizations, communities of practice, and systems that promote the full potential of each worker, while attaining or exceeding organizational expectations and goals. An integrated, holistic model of mentoring and coaching consisting of four well researched theoretical frames is described: strengths based leadership, Emotional Intelligence, courageous conversations, and Appreciative Inquiry. The rarely acknowledged, imperceptible, but significant and indelible, neurological and biochemical links that connect the theoretical frames as well as the impact of self-efficacy beliefs and the thoughts and emotions of both mentor/coach and mentee/coachees are discussed. Recommendations for practice and implementation are presented.
Rapidly increasing globalization, the expanding use of technology, and intercultural competency have been discussed in the leadership literature for more than three decades. Simultaneously, the urgency to academically prepare globally competent organizational leaders has acclerated exponentially. Recommendations for global leadership competencies have been developed and undoubtedly have provided useful guidance in academic program and curricula development. In contrast, the preparedness of the leadership professoriate to prepare globally competent leaders has received little attention through research or discourse. The ongoing professional development of the leadership professoriate in terms of a global mindset and intercultural competencies are questioned and discussed. Recommendations are made for institutional and programmatic initiatives to increase the global learning and capital of faculty. Questions and recommendations are offered for personal and collective reflection and critical discourse on the need to expand and develop the international currency of faculty so that we can ensure the professoriate is prepared to educate students to be global leaders.
The COVID-19 pandemic created a host of simultaneous, ongoing ramifications for institutions of higher education. One of the most prominent and critical is financial. Although increasing retirement among senior faculty and upper level administrators is inevitable, strategies to rapidly reduce personnel costs include early retirement programs. As a result, younger faculty, especially female millennials, may be poised to transition into more active leadership roles. To ensure an effective transition, succession preparedness, including mentoring opportunities, is recommended. Women in higher education continue to be underrepresented in tenured and leadership positions. Millennial women represent a substantial talent pool who are eager for professional development and advancement opportunities as well as a female role models and mentors. Mentoring develops future leaders; fosters cross-generational and cross-campus knowledge transfer; and, contributes to the acquisition of critical organization skills. Administrators can capitalize on the potential benefits by offering up-to-date, institution and incentive-based mentorship training, guidance, and a deliberate curriculum designed to promote excellence. The recent applications of neuroscience research to the mentoring process are substantial. The challenges facing both women mentors and mentees in academia; the collective benefits of mentoring to institutions, mentees, and mentors; and, the contributions of neuroscience to the mentoring process are discussed.
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