Higher Education Administration, and Leadership: Current Assumptions, Responsibilities, and Considerations

Abstract

Article Info This article profiles the evolving role of educational administrators and leaders in higher education. Four guiding assumptions for leaders are presented related to social impact, community engagement, labor market success, and institutional stability. Then, seven key administration and leadership responsibilities are described. They include planning, academic entrepreneurship, data-driven decision making, revenue generation, creating professional and academic pathways for learners, curriculum development, and business development and marketing. This is followed by a set of pragmatic considerations that higher education administrators and leaders may consider in their professional practices. The considerations provide a framework for interrogating leadership assumptions and responsibilities, a framework that can be applied to analyze additional responsibilities as they emerge in relation to the assumptions that accompany them. The considerations pose intended and unintended possibilities for leaders to use to inform decision making, maintain principled leadership practices, and to challenge unexamined beliefs and values.

Social Media and Depressive Symptoms in Childhood and Adolescence: A Systematic Review

“…Narcissistic behavior has always been more evident in younger people, who have relatively little responsibility to others while tending to be self-absorbed. The extent is probably exaggerated in the media, as the term is used for people merely taking "selfies": such behavior may be vain, but is socially normative and should not be pathologized if it does not pervasively disrupt daily functioning (Webber 2016). However, the internet has provided more opportunity for expression of narcissistic aspects of personality.…”

“…However, the internet has provided more opportunity for expression of narcissistic aspects of personality. People with narcissistic traits are prone to low mood when their high expectations are not fulfilled (Webber 2016). Huprich (2014) described a narcissistic personality pattern including depressive and masochistic tendencies as "malignant self-regard".…”

The paradoxes of developing European transnational campuses in China and Egypt

“…In the EU, the ability to deliver higher education across borders became the norm for national states (Brandenburger et al, 2013), a factor that partly explains the concerted effort of the state in supporting these projects. For the partnering universities, this management effort involves the preparation of administrators with proper managerial and cross-cultural credentials, which could be a challenge (Webber, 2016;Webber & Okoko, 2021).…”

Concerns Fronting Engineering Education in Sudan: A Review

“…The quality of engineering education depends on the role of the academic administration, at the institution level, in setting and monitoring efficiently the elements of engineering education, namely: curriculum, teaching and learning methods, capacity building, faculty and engineering environment (Smith, 2006;Webber, 2016;Osman, 2014). Any effort to improve engineering education in Sudan should start with addressing the inadequate elements of engineering education as summarized in Table 1.…”