Synopsis
The complex, dynamic, competing, and convoluted demands on leaders call for them to possess an awareness of the use of multiple approaches to guide institutions of higher education. The manner in which leaders navigate these demands determines whether or not leadership is effective or ineffective. When leaders understand the usage of multiple leadership theories and styles, it allows them to be grounded and responsive in order to identify the best course of action to advance effective leadership. A heightened awareness of the four leadership approaches can help leaders pull together a clear depiction of their leadership strengths and weaknesses and allow leaders the ability to more accurately predict trends, actions, and behaviors of people. It can also inform leaders on what is the most appropriate course of action in aligning resources, people, policies, and structures to facilitate positive institutional outcomes. This consciousness can lead to purposeful planning on the part of the leader to minimize their weaknesses and capitalize on their strengths.
About the Authors
Dr. Carlos Nevarez serves as a Professor for the Doctorate in Educational Leadership program and Executive Editor of the Journal of Transformative Leadership and Policy Studies at California State University, Sacramento. He received his doctorate in Educational Leadership & Policy Studies and Master's in Counseling from Arizona State University and has focused much of his work on developing academic programs designed to cultivate transformational leaders. These programs include one master's and two doctoral programs in educational leadership. His recent research and publications focus on addressing what type of leadership training is available for higher education leaders and its impact on leadership development. He has taught numerous courses on the topic of leadership theory, diversity, research methods, and student affairs. He currently serves as the Chair of the American Educational Research Association (AERA) Special Interest Group: Multicultural/Multiethnic Education: Research, Theory, and Practice and was a Doctoral Fellow for the Kellogg Foundation. Dr. Nevarez has held a multiplicity of internships and fellowships with national organizations: Western Interstate Commission for Higher Education (WICHE); Education Commission of the States (ECS); National Science Foundation (NSF)/The Association for Institutional Research (AIR); and the National Institute on Drug Abuse (NIDA). He also serves as a consultant for the College Board and the Education Testing Service (ETS).
J. Luke Wood, Ph.D. is the Associate Vice President for Faculty Diversity and Inclusion and Distinguished Professor of Education at San Diego State University. Formerly, Wood served as the Director of the Joint Ph.D. program in Education between San Diego State University and Claremont Graduate University and Director of the Ed.D. Program in Community College Leadership. Wood also serves as the Co-Director of the Community College Equity Assessment Lab (CCEAL), a national research and practice center that partners with community colleges to support their capacity in advancing outcomes for underserved students of color. CCEAL houses the National Consortium on College Men of Color (NCCMC) which hosts trainings, information sharing sessions, and provides resources to colleges with initiatives and programs supporting college men of color.
Dr. Frank Harris III is a professor of postsecondary education and Co-Director of the Community College Equity Assessment Lab (CCEAL) at San Diego State University. He is best known for his expertise in racial [in]equity in postsecondary education and has made important contributions to knowledge about college student development and the social construction of gender and race in college contexts. His work prioritizes populations that have been historically underrepresented and underserved in education. Harris's scholarship has been published in leading journals for higher education and student affairs research and practice, including the Journal of College Student Development, Journal of Diversity in Higher Education, Educational Researcher, International Journal of Qualitative Studies in Education, Journal of Negro Education, andthe Community College Journal of Research and Practice. Harris also regularly disseminates scholarship through refereed conference proceedings, workshops, symposia, and keynote addresses-he has delivered more than 500 academic and professional presentations throughout his career. Harris is the co-editor/author of four books: College Men and Masculinities: Theory, Research and Implications for Practice; Teaching Men of Color in the Community College;Teaching Young Boys and Men of Color; and Supporting Men of Color in the Community College. His commentary has been sought by several high-profile media outlets, including Diverse Issues in Higher Education, The New York Times, The Los Angeles Times, The Chronicle of Higher Education, The Huffington Post, Inside Higher Ed, CNN, and Fox 5 News San Diego. Before joining the faculty at San Diego State, Harris worked as a student affairs educator and college administrator in the areas of student affairs administration, student crisis support and advocacy, new student orientation programs, multicultural student affairs, academic advising, and enrollment services. He also served as an adjunct professor of speech communication at Los Angeles Trade Technical College. Dr. Harris earned a bachelor's degree in communication studies at Loyola Marymount University, a master's degree in speech communication at California State University Northridge, and a doctorate in higher education from the Rossier School of Education at the University of Southern California.
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