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Exploring educational leadership

Course description

Course content, course reviews.

This free course, Exploring educational leadership, provides an overview of the field of educational leadership and management. You will explore: the relationships between management and leadership; the scope of the field; different world views that underpin educational leadership research and practice; and some key concepts such as agency, power and authority and context. You will consider some differences between concepts, models and theories and be introduced to some questions that will help you evaluate different educational leadership theories and models.

Course learning outcomes

After studying this course, you should be able to:

• discuss different views of leadership
• identify key concepts related to leadership (e.g. agency, power)
• explain what 'agency' means
• explain some alternative views of 'power'
• explain the difference between a theory and a model.

First Published: 07/04/2016

Updated: 26/09/2018

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Educational Leadership

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EDUC 840 Issues and Trends in Educational Leadership

• Course Description

A study of the current issues and trends related to the field of education leadership. Emphasis will be placed on research and analysis of practices related to effectiveness.

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

Course Guide

View this course’s outcomes, policies, schedule, and more.*

*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.

Educational leaders serve in a world impacted by many social, economic, and political factors; thus, leaders must maintain a clear understanding of these issues in order to implement change. This course will provide an in-depth analysis current trends and issues impacting leadership. This will enable the candidate to focus on personal growth and development of characteristics of leadership.

Course Assignment

Textbook readings and lecture presentations.

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations , the candidate will complete the related checklist found in the Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. For each discussion, each candidate will be assigned to argue either in support or against a pre-determined topic related to an emerging issue in education. Each candidate will create a thread consisting of a minimum of 450 words. For each thread, the candidate must support his/her assertions with at least 2 scholarly citations in current APA format. In addition to the initial thread, the candidate is required to reply to 2 classmates’ threads acknowledging/ answering the opposing side of the initial post. Each reply must be a minimum of 250 words, and must include 1 scholarly citation. (CLO: B, D, E, F, G)

Journal Article Critique Assignments (2)

The candidate is required to complete 2 Journal Article Critiques throughout the course. The candidate must select articles from peer reviewed journals of his/her choice. Article topics will coincide with educational trends/issues listed in the assignment instructions. Each critique must be a minimum of 700 words, and must follow current APA style. The journal article critique must include a title page and reference sheet in current APA format. (CLO: A, D, E, G)

Letter to Principal Response Assignment

The candidate will compose a formal written response to a letter received as principal from a stakeholder regarding an emerging issue or trend in education affecting the school. (CLO: B, C, G)

Case Study Assignment

The candidate will write a paper detailing his/her 3-year strategy based on a provided case study. The paper must include a title page, a visual table, and an agenda for the meeting in current APA format. The paper should be in narrative form consisting of a minimum of 1,000 words. (CLO: A, C, D, F)

Educational Leadership Paper Assignment

The candidate will write a paper of at least 2,000 words detailing his/her response to the growing needs of education in order to engage and provide learning opportunities for today’s students. The paper must include a minimum of 5 scholarly references, a title page, and a bibliography in current APA format. (CLO: A, E, F, G)

Reflection Summary Paper Assignment

Reflecting on the varied emerging issues and trends related to educational leadership (textbook readings) learned during the term, each candidate will reflect and elaborate on one (1) educational issue/trend that was most interesting. The candidate will include scriptural insight and understanding as it applies. The paper must be a minimum of 500 words, and include 2 scholarly references in current APA format. (CLO: A, B, C, D, E, F, G)

Quizzes (3)

Each quiz will cover a combination of assigned readings, presentations, and website materials. Each quiz will be open-book/open-notes and will contain 10 multiple-choice and/or true/false questions. Quizzes will have a 30 minute time limit each, and may only be attempted once. (CLO: A, B, C, D, E, F, G)

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USC Rossier Online Graduate Education Programs

Doctor of education in educational leadership (online), request more information, transformative, prestigious, lead change to improve outcomes for all students.

The Doctor of Education in Educational Leadership online (EDL online) program prepares you to be a critically conscious leader equipped with strategic thinking, evidence-based research skills, and the ability to create equity and foster continuous organizational improvement. The online program offers four concentrations: K-12 Leadership in Urban School Settings, Leading Instructional Change, Higher Education Administration, and Educational Psychology.

Regardless of concentration, you will:

• Earn a doctorate respected by employers in the field of education.
• Be able to maintain a full-time work schedule while taking two courses one night a week.
• Learn alongside a cohort of experienced educational professionals nationwide.
• Become equipped to address critical issues in historically marginalized communities and make a lasting impact.

Program Details

Degree awarded.

Doctor of Education (EdD)

ESTIMATED LENGTH

Program cost.

$2,354 per unit (estimated)

Estimated cost of attendance

NEXT DEADLINE

Priority Admission Deadline: December 1, 2024

See all deadlines

August 25, 2025

CLASS TIMES

Prior to the dissertation phase, students are assigned to one evening of classes per week on Tuesday, Wednesday or Thursday from 5:00 to 9:50 p.m. in the Pacific Time Zone.

Core Curriculum

Scholarship

Online concentrations.

Each concentration path includes four courses and a concentration-specific format for the dissertation in practice. A faculty member in your chosen concentration will provide guidance throughout your dissertation completion. Relevant career experience is a requirement for the concentration you select.

K-12 Leadership in Urban School Settings

The K-12 leadership concentration will prepare you to become a leader in classrooms, schools or school districts. The courses help develop an understanding of how to create high-performing schools that address the diverse needs of all students regardless of school setting. The course sequence culminates in either EDUC 720: Leadership for Principals or EDUC 721: Leadership for Superintendents, an integrated composite of effective leadership practices that result in more effective organizational outcomes, including increased student achievement.

Recommended career background for this concentration:

Teacher, administrator or education professional in PK-12 education at the local, state and federal levels.

Dissertation in practice:  Study an existing problem of practice and complete a traditional five-chapter dissertation.

Career Outcomes:  The K-12 leadership concentration prepares you for employment as an educational leader in the K-12 field. This includes school site leadership, district leadership and systems leadership. Roles include teacher leaders, district office leaders, superintendents and CEOs of independent schools and charter schools.

Alumni have held positions such as:

• Superintendent, Covina-Valley Unified School District
• Director of community partnerships, Long Beach Unified School District
• Chief innovation officer, National Catholic Educational Association (NCEA)
• Superintendent, Garden Grove Unified School District

Higher Education Administration

The higher education administration concentration focuses on administrative theory and best practices for leading higher education institutions. Courses in the concentration address policy, economic issues, assessment, student learning and the history and major philosophical assumptions that undergird the system of higher education.

Recommended career background for this concentration:  Professional in higher education administration at a two- or four-year college or university (including student, academic and administrative affairs) or secondary and postsecondary college advising.

Career outcomes:  The higher education administration concentration prepares you for employment in senior administration in two- and four-year colleges, academic executive positions, key leadership roles in education-related organizations, and more.

• Associate dean of students and director, Stanford University
• Executive director, undergraduate advising and programs, School of Business, George Washington University
• Director of intercollegiate athletics, California State University, Northridge
• Vice president for student affairs and dean of students, University of Texas, Austin

Leading Instructional Change

The leading instructional change concentration focuses on theories, practices and policies supporting curriculum and instruction that foster equitable educational opportunities for students from historically marginalized groups in urban PK-12 and higher education settings. This concentration is designed for individuals interested in leading and teaching teachers (pre- and in-service) and faculty (higher ed) so that they are prepared to provide their students with high-quality instruction that is anti-racist, culturally relevant and LGBTQ+ inclusive.

Recommended career background for this concentration:  Teacher or administrator in PK-12 or higher education, instructional leader or designer, curriculum developer or professional in non-traditional educational settings.

Dissertation in practice:  Conduct action or participatory action research addressing the relationship between leadership and instructional improvement in PK-20 educational settings and complete a non-traditional written product (not a five-chapter dissertation) and public presentation.

Career outcomes:  The leading instructional change program prepares you for positions such as university faculty member, professional development specialist, curriculum developer/administrator and more.

• Director, metrics and LCAP, Azusa Unified School District
• Director, student support and intervention, Antelope Valley Union High School District
• Senior director of teaching and learning, Los Angeles Education Partnership

Educational Psychology

The educational psychology concentration* focuses on research and practice in the areas of learning, motivation and development in diverse social contexts. Courses in the concentration explore how people learn, what motivates them, which instructional and motivational strategies are most effective within varied cultural systems and how the social context of instruction affects learning.

*The educational psychology concentration does not meet the requirements for licensure as an educational psychologist.

Recommended career background for this concentration:  Professional in K-12, higher education, or counseling, special education, social services, instructional technology, non-profit organizations, or other non-traditional educational settings.

Dissertation in practice:  Study an existing problem of practice and complete a five-chapter dissertation or design curriculum to address an existing problem of practice.

Career outcomes:  The educational psychology concentration prepares you for employment in areas such as instructional design, human performance personnel, school/community counseling and more.

• Innovation program manager, Applied Materials
• Managing director, school performance accountability and research, California Charter Schools Association
• Dean of innovation, The Derryfield School
• Vice president of education, Fusion Education Group

Get Help Funding Your Degree

Applicants are automatically considered for merit-based scholarships of up to $10,000—there’s no need for a separate application. Scholarship availability may be limited and awarded on a first-come, first-served basis, so applying sooner rather than later is in your best interest. Recipients are selected based on academic achievement, commitment to the USC Rossier mission, and other factors. All scholarships are awarded upon admission.

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With online courses typically held one evening per week, you can continue working full-time while pursuing your doctorate. Join us and learn firsthand why 95% of our alumni said their USC Rossier education prepared them to be more effective in their career.

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Education in School System Leadership, Ed.D.

• Fall every other year
• Enrolling Spring 2025.

MSDE Accreditation

• In-State - $12,540
• Out-of-State - $26,490

The Doctorate of Education (Ed.D.) in School System Leadership is a “Practice Based” doctoral program designed to develop leaders who can create and lead collaborative and inclusive system improvement initiatives.  The program enrolls cohorts of students who work together over 36 months to identify, investigate and solve real school system problems.  The Ed.D  in School System Leadership is approved by the Maryland State Department of Education for Superintendent II certification.

Key Features

• Grounded in the practices of improvement science
• Courses offered in non-standard semester schedule through all day Saturday seminars and online modules
• Program culminates in a Capstone Project that focuses on improving or eliminating a real problem of practice within a school system
• Graduates of the program receive a Superintendent Endorsement (The only program of its kind in the state of Maryland)

Given that the program and key assessments are aligned to the NELP Standards here are a few of the competencies with expected mastery: 

• Candidates understand the role and importance of a district’s vision and mission, as well as processes for evaluating and collaboratively designing a mission and vision. 
• Candidates understand and demonstrate the capacity to evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instructional and behavior support practices among teachers and staff. 
• Candidates understand the importance of and how to evaluate, design, and implement high quality curricula, the use of technology, and other services and supports for academic and nonacademic student programs. 
• Candidates understand the importance of and how to design, implement, and evaluate a developmentally appropriate, accessible, and culturally responsive system of assessments and data collection, management, and analysis that support instructional improvement, equity, student learning and well-being, and instructional leadership.

Information on admissions and application to this program can be found at the links below

Admission Requirements           Guide to Applying

• Minimum GPA of 3.0 on a 4.0 scale in all undergraduate courses taken at a regionally accredited college or university
• Minimum GPA of 3.5 on a 4.0 scale in all graduate courses completed to fulfill requirements of a master’s degree
• Master’s degree in a field relevant to education leadership
• Maryland Administrator I Certification or equivalent
• Minimum 3 years of successful experience in an educational leadership position
• Three letters of recommendation from individuals familiar with candidates’ leadership potential, relevant experience, and ability to succeed in a rigorous graduate program. A minimum of one letter must be from someone who has served as a supervisor of the applicant
• Professional Statement
• Supplemental Application: Applicants respond to three questions related to educational leadership
• Personal interview with program faculty
• Copy of official transcripts from all institutions from which you received 9-credits or more; must have degree posted and cumulative GPA's on transcripts. 

Dr. Elizabeth Stuart, Visual Art Supervisor, Prince George's County Public Schools

This is a cohort model program.  A diverse cohort of 15-20 educational leaders/administrators from across the state participate in courses offered online and through all-day Saturday seminars.

  Program Handbook

• 60 credits (post-master’s)
• 27 credits in 6 Core Topical Seminars (4 credits each)
• 9 credits in Applied Research, Assessment and Evaluation courses (3 credits each)
• 4 credits (2 courses) in professional inquiry and written communication
• 5 Key Assessments
• Extensive externship and portfolio requirement
• 8 credits of  Apprenticeship (Extensive externship & portfolio requirement)
• 12 credits of Capstone credits (6 credits of 828: mid-program assessment and 6 credits of 829)

Below are the required courses for this program. Students should use this as a guide to develop a plan with the academic program director.

• EDUC705 - Education Policy Making and the School Leader
• EDUC740 - Managing Educational Organizations in a Diverse Society
• EDUC747 - Advanced Seminar on Instructional Improvement for School Leaders
• EDUC760 - The Human Dimension in Administration
• EDUC767 - Seminar on School District Leadership
• EDUC770 - System Innovation and Transformation Management
• EDUC773 - Seminar in School Finance and Resource Management
• EDUC701 - Applied Research and Data Based Decision Making for School Leaders
• EDUC702 - Applied Research Design for Education Leaders
• EDUC888T - Advanced Seminar in Improvement Science
• EDUC703 - Conducting Library Research for Capstones
• EDUC704 - Introduction to Writing for Education Leaders
• EDUC888 - Applied Apprenticeship in Education
• EDUC828 - Mid-Program Evaluation Portfolio
• EDUC829 - Doctoral Capstone

Jaime Bowers, Ed.D. Director of Testing, Research and Evaluation, Prince George's County Public Schools

Sep 17 Graduate Fair Expo Sep 17, 2024 4:00 – 6:00 pm

Educational Leadership (Community College Leadership)

Credit Hours

Students Admitted to the Specialization Cohort Each Year

Students Work Full-time While Pursuing Their Ed.D.

Offers Offers

Coursework and degree requirements that can be completed while working full-time

A focus on research-based practice and a cohort model

A deep dive into the most critical issues in community college leadership today and a dissertation involving original, independent research or special projects

Faculty members who are internationally recognized researchers and experienced higher education/community college professionals

Internships and other applied learning experiences and multiple certificate options that can be completed during the program

“ We are excited to offer a robust program that recognizes the unique opportunities and challenges our community college partners face as they seek to create career pathways for diverse learners. ”

A Specialized Program

The Doctor of Education (Ed.D.) program in educational leadership with a specialization in community college leadership will prepare you to advance in your career in student affairs, academics, student services and other key leadership roles at a postsecondary education institution.

A World of Possibilities

Our program focuses on the preparation of scholar-practitioners in the field of higher education and student affairs administration, with a particular focus on community college environments. It provides an in-depth study of organizations, administration, staffing, funding and student experience at postsecondary education institutions.

Features of the program include an intellectually challenging curriculum, award-winning faculty members with community college leadership experience and applied learning experiences, offered as part of the  UNCW 3C Collaborative , an initiative created in 2019 in partnership with community colleges in eastern North Carolina.

Program of Study

The Ed.D. in community college leadership requires 60 credits of coursework and successful completion of the comprehensive examination and dissertation.

The program of study includes leadership core courses, which provide a foundation in leadership and organizational theory and practice. Other courses in the leadership core will help you develop skills and knowledge in research methodology.

Additionally, you will complete specialization core courses focused on the development of skills-sets needed for community college leadership and preparing you for advanced study of and work in student affairs and administration. The curriculum is designed to connect theory and practice and help you become a more effective scholar-practitioner in a postsecondary education institution.

You will have the opportunity to pursue a specialized course of study through electives, domestic internships and international study abroad opportunities at various colleges and universities. All students are required to complete an internship and take a corresponding internship course (three credits). 

A Flexible Format

The program delivery format is hybrid, with a combination of synchronous face-to-face instruction and asynchronous online instruction. This typically means that students meet for synchronous Zoom face-to-face class sessions bi-weekly. During asynchronous online weeks, students are responsible for completing readings, engaging in discussions with peers, and other activities related to course content.

Consistent with our commitment to applied and experiential learning, program faculty strive for a high level of social presence during asynchronous online weeks. The program also features a distance education option for students who reside outside of the Wilmington area. These students attend the synchronous face-to-face class sessions using Zoom, a platform that allows them to be part of the classroom experience virtually.

Program Outcomes

As a graduates of the educational leadership doctoral program, you will be able to:

• Integrate social justice principles into practice;
• Engage in research, evaluation and data-driven decision making to contribute to education practice, policy, and theory;
• Lead systemic organizational change to facilitate educational reform;
• Demonstrate flexibility and adaptability in order to be successful in rapidly changing, complex environments (e.g., technology, problem-solving);
• Critically examine and imagine ways to change how our work as educational leaders is situated in economic, political and cultural systems; and
• Develop a raised consciousness of global education policies and practices.

University-Community College Partnership

UNCW’s Community College Collaborative (UNCW 3C) seeks to grow the next generation of community college leaders through collaborative partnerships, professional development and graduate programs for aspiring college leaders.

Professional Development Events

Each year, UNCW 3C holds professional development events for aspiring community college leaders. Budgeting, conflict resolution, diversity, equity and inclusion, SACSCOC and the staff-to-administrative transition are some of the topics covered at Aspiring Leader Summit events.

Annual Conference

UNCW 3C’s annual Challenging the Paradigm conference brings together higher education leaders from across the state for presentations and panel discussions focused on best practices in education. The conference provides an opportunity for CCL students to share research, network and learn from community college leaders.

CCURE Project

UNCW’s Community College Undergraduate Research Experience (CCURE) program provides unique research opportunities for undergraduate students planning to transfer to a four-year institution and applied learning opportunities for students in WCE’s CCL program.

Students have an opportunity to participate in UNCW's Higher Education at Maynooth program which provides students with meaningful opportunities to practice administrative and leadership work, conduct assessment or research-based projects, or develop educational or social programming for student and academic service units at an international institution of higher education.

International Internship

UNCW’s Higher Education at Maynooth program provides students with meaningful opportunities to practice administrative and leadership work, conduct assessment or research-based projects, or develop educational or social programming for student and academic service units at an international institution of higher education.

Specialization Core

specialization core classes

EDL 657	Community College Administration
EDL 638	Teaching and Learning at Community College
EDL 637	Organizational Strategy and Resource Management
EDL 639	Community College Leadership
EDL 636	Workforce, Economic and Community Development
EDL 661	Internship I Education/Government

Elective Courses

Program core.

Program Core courses

EDL 601	Leadership Theory
EDL 605	Social Foundations of Education
EDL 609	Leading Change in Educational Organizations

Research Core

Research Core courses

EDL 641	Applied Research
EDL 642	Program Evaluation
EDL 643	Quantitative Research
EDL 644	Qualitative Research

Dissertation Courses

Dissertation Courses

EDL 603	Doctoral Seminar
EDL 699	Dissertation

Admission Deadlines & Requirements

Information: ed.d. educational leadership.

• Complete applications are reviewed as a group after the priority deadline & application and supporting documents must be received by the published deadline.
• Applications received on or before the priority deadline will receive priority review. Applications submitted after the priority deadline will be reviewed through the space available deadline if unfilled positions remain. 

Coordinator

• Dr. Symphony Oxendine  910-962-3430 [email protected]   

Location/Delivery Method

• Varies by specialization

Specializations

• Community College Leadership (Distance Education)
• Leadership in Curriculum & Instruction (Main Campus or Distance Education)
• Leadership in Educational Administration (Main Campus or Distance Education)
• Leadership in Higher Education (Main Campus or Distance Education)

Deadlines (11:59 p.m. EST)

• Priority Consideration:  March 15, 2025
• Space Available Deadline: May 1, 2025
• Priority Consideration:  January 15, 2025 
• Space Available Deadline:  May 1, 2025

Transcripts

• One official transcript is required from each U.S. post-secondary institution attended. Refer to the Getting Started page for international transcript instructions.

Test Scores

• None Required

Recommendations

• 3 written recommendations by individuals in professionally relevant fields addressing the applicant’s potential to succeed in a doctoral program. Recommendations from individuals who have supervised the applicant will be given greater weight. 

Additional Requirements

• Upload Supplemental Documents After Application Submission Upload Supplemental Documents
• Master's Degree: A Master’s degree in school administration, supervision, curriculum, instruction, higher education, or related field from a regionally accredited university (official transcripts from undergraduate and graduate school are required).
• GPA Requirement:  An overall graduate grade point average of at least 3.0 out of 4.0 in undergraduate and graduate coursework.  
• Education Statement of Interest Essay : Upload your essay after submission.
• Current CV or Resume:   Upload your CV or resume after submission. 
• Leadership Experience: A minimum of three years of documented leadership experience.
• Prerequisite:   Completion (within the last five years) of a graduate-level introductory research class (such as EDL 523) or successful completion of a research competency module provided by the EL department. This must be completed prior to the first semester of study.  Contact the program coordinator with questions about this requirement. 
• Interviews:   Interviews with Watson College of Education faculty to be conducted in the spring for selected candidates.

Explore MOre

Program Details

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The Master of Education with specialization in higher education is designed for people who wish to enter or advance in academic and/or student support roles in colleges and universities. 

Educational Leadership (Curriculum & Instruction), Ed.D.

Program graduates typically continue to advance in their careers as instructional coordinators, curriculum specialists, educational consultants and other related roles.

Educational Leadership (Educational Administration), Ed.D.

Program graduates typically continue to advance their careers as directors, superintendents and other related executive-level administrative roles.

Educational Leadership (Higher Education), Ed.D.

The  program prepares graduates to continue to advance in their careers at postsecondary education institutions as student affairs educators, administrative professionals in academic or student services, academic executive positions or key leadership roles in education-related organizations.

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The Coaching and Mentoring Certificate is a 12 credit-hour graduate program designed to enhance the leadership qualities and skills of professionals who desire to effectively mentor and coach individuals in various settings.

College Teaching & Learning, Post-Baccalaureate Certificate

The Post-Baccalaureate Professional Certificate in College Teaching and Learning is designed to enhance the teaching competencies of education professionals who seek to effectively develop, implement, manage and evaluate post-secondary learning environments. 

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This certificate program is designed for community college administrators and faculty members.

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Educational Leadership

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• Learning Innovation

3 Questions for Suzanne Dove and Patrice Torcivia Prusko

A conversation about women and academic innovation leadership.

By  Joshua Kim

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The world of academic innovation is a small and tight community. Two of my colleagues in the academic innovation network are Suzanne Dove , assistant vice president, strategy and innovation at Bentley University, and Patrice Torcivia Prusko , director, learning design, technology and media in the Teaching and Learning Lab at the Harvard Graduate School of Education.

Earlier this year, I had a Zoom conversation with Suzanne and Patrice about women in leadership roles in academic innovation. This Q&A is the follow-up to that conversation.

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Q: For each of you, what do we mean when we talk about academic innovation? How do your current roles, and perhaps longer-term career trajectories and goals, relate to academic innovation?

Suzanne: I was fortunate to spend the first few years of my university career in several different research, outreach, program development and teaching roles. Each of the groups I worked with brought tremendous value to the academic enterprise, but I was often surprised by how little they seemed to know about one another. I remember very clearly attending a conference on big ideas at my university (a large public institution), where many people pointed out how hard it was to make progress on these big ideas when our university was siloed and sometimes balkanized. One of the conference speakers made the point that we need more “boundary spanners” in higher education and I wrote a challenge to myself in my conference notebook: “I want to become a boundary spanner!”

To me, that is one of the core competencies of an academic innovator. It is the ability to see the incredible value our different academic disciplines, as well as functional areas, bring to the table. And getting really good at finding ways to bring together those different perspectives and talents, with the goal not only to collaborate but also to generate value for the university. And value generation can be defined in different ways, of course. It’s interesting to think about how academic innovators generate value. And that means different things for different institutions.

Patrice: Many of us entered this field with a strong desire to have an impact and make a difference. We saw academic innovation as a way to reimagine the learner experience and increase global access to education. Those of us in academic innovation roles have had opportunities to be creative, fail fast and believe in the possible. For me, academic innovation means letting go of some of our long-held beliefs around what education looks like—for example, sitting at a desk, fall and spring semesters, and the credit hour. When I talk about academic innovation, I remind people of three things:

It doesn’t need to be big, shiny and expensive. It can be small and have a broad impact within your context. Let yourself be creative, and have fun. It doesn’t need to be scary. As futurist Amy Webb says, steer into the slide.

Q: What leadership development programs and professional communities have each of you participated in?

Suzanne: Throughout my career, I have been fortunate to work for leaders who invest in their staff (in fact, this is something I advise everyone to look for as they explore a new professional opportunity: Try to find out what opportunities will I have for professional development or stretch assignments? Access to coaching or mentorship?). As far as formal leadership development programs, I am an alumna of the Big 10 Academic Alliance’s Academic Leadership Program , to which I was nominated while assistant dean at the University of Wisconsin at Madison. It was a wonderful way to gain an understanding of top issues and the incredibly challenging trade-offs facing campus leaders.

I also found that it helped me develop empathy and humility that has served me well as an academic innovator. I am proud to be a member of UPCEA , a very welcoming association that attracts a lot of folks whose roles are related to innovation and transformation in postsecondary institutions. It’s also helpful to look for ways to formalize or codify our work as academic innovators. In fact, with all the work happening on alternative credentials, is there an opportunity to create something in the academic innovation space? Recently, I formalized some of my academic innovation practices by earning a credential in change management from ProSci. Consider demonstrating your own commitment to lifelong learning by reflecting on what you’d like to learn and finding a way to show that you’ve learned it.

Universities often form consortia along regional or disciplinary groupings; there are plenty of professional associations to explore. Ask your mentors and colleagues for recommendations and explore from there. If you do not have a budget for an in-person conference, check out webinars or virtual convenings. The pandemic really increased the number of opportunities to build and nurture a professional network online. The HAIL network is a wonderful example, and I have discovered some of my most treasured colleagues within HAIL.

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Patrice: I’ve been fortunate to be well supported in my career and have had amazing mentors, coaches and colleagues who have provided invaluable guidance and opportunities. During my time at Cornell University, I was nominated to attend the MOR Leaders program and IELOL , and more recently, I was nominated to attend the HERS Leadership Institute . These programs have had a lasting impact on my leadership style, and equally as important, the value of the alumni networks cannot be overstated. I would strongly suggest talking to alumni as you explore different programs and spending some time reflecting on your goals and what you want to gain out of the experience. In addition to professional networks, spend time building your network and forming your personal “Board of Directors.” Find those authentic relationships, those people who will have your back and truly listen. I have an incredible support network, and we’ve guided one another on salary negotiations, career transitions and challenges at work, and have been a safe place to land during the difficult last few years. It is through the HAIL network I’ve met some of my closest colleagues and friends (a few of which I am co-writing this article [with]!).

Q: As there do not seem to be any leadership institutes, academies or organizations dedicated specifically to developing and supporting women in the field of academic innovation, what sort of opportunities would each of you like to see? What might be the next steps towards creating leadership training and support opportunities for women in academic innovation?

Suzanne: Yes, I wonder if there is a gap here. If I were to help design such a program, I would include a component on “claiming your innovation voice and your seat at the table.” I would offer opportunities to role-play how to frame academic innovation opportunities in language that resonates with executive leaders and with people from different parts of the university. I have found that this ability is critical to finding sponsors.

And speaking of sponsors, I think such a training program should emphasize the importance of sponsorship, not just mentorship. Research shows that sponsorship is an important ingredient for women to advance in their careers (Chow 2021). What is sponsorship? Briefly, it’s when someone in a position of influence or power advocates externally for an individual (protégé), speaking to their capability and readiness for greater responsibility including a stretch assignment or a leadership role. Whereas mentorship involves support directed at the individual, sponsorship happens when the individual is not in the room.

But let’s not shine the spotlight on what women need to do differently. What if we instead help men in higher education as they seek to serve as effective allies and sponsors? What if we publicize data showing how the pandemic-related care-giving crisis impacted the academic career trajectories of female- vs. male-identifying faculty and staff? How has that historic period affected the pipeline of women who are looking to step into a role as an academic leader and an academic innovator in particular?

Patrice: We can’t talk about women in the field of academic innovation without naming the current state of women in leadership roles in HE. Women have long navigated a labyrinth in their journey to the top leadership roles, such as university presidents and the C-suite. It is a complex pathway full of obstacles and systematic barriers that have been in place for years. Twenty twenty-three looked like the year women finally made it, and we allowed ourselves to celebrate the fact that six out of eight Ivy League schools had a woman president, and between 2021 and 2023, the total number of female college presidents rose from 22 percent to 30 percent . In 2024, we’ve watched these numbers steadily decrease as women step down from their roles. Frequently, women in leadership roles tend to be the first woman in that role or the only woman on a leadership team.

If we narrow that to academic innovation, a field already more highly populated by men, it becomes much harder to navigate. I recently wrote an article on the need for a feminist leadership model in higher ed. The majority of leadership programs are based on theories developed by cis white men. I would like to see programs that use a model of critical self-reflection and are designed around theories that prioritize justice, letting go of power and creating a culture built on collaboration and an ethic of care. I would like to design a conceptual framework that leads to long-term, systemic change.

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Course Status :	Completed
Course Type :	Elective
Duration :	8 weeks
Category :
Credit Points :	2
Postgraduate
Start Date :	29 Jul 2019
End Date :	20 Sep 2019
Exam Date :	29 Sep 2019 IST