Rethinking Leadership in a Complex, Multicultural, and Global Environment

Adrianna Kezar is a professor of higher education at the University of Southern California and codirector of the Pullias Center for Higher Education. Kezar is a national expert of student success, equity and diversity, the changing faculty, change, governance, and leadership in higher education. Kezar is well published with 18 books and monographs, more than 100 journal articles, and more than 100 book chapters and reports. Recent books include Envisioning the Faculty of the 21st Century (Rutgers University Press, 2016), How Colleges Change (Routledge, 2013), Enhancing Campus Capacity for Leadership (Stanford Press, 2011) and Organizing for Collaboration (Jossey-Bass, 2009). She is the project director for the Delphi Project on the changing faculty and student success and was just awarded a grant from the Teagle Foundation for institutions that better support faculty and create new faculty models.

• Acknowledgements; Preface—Adrianna Kezar; 1. Revolutionizing Leadership Development. Lessons from Research and Theory—Adrianna Kezar and Rozana Carducci; 2. The HERS Institute. Revolutionary Leadership Development for Women—Lynn M. Gangone; 3. Developing Leaders of Color in Higher Education. Can Contemporary Programs Address Historical Employment Trends?—Bridget R. McCurtis, Jerlando F. L. Jackson, and Elizabeth M. O’Callahan; 4. Facing Organizational Complexity and Change. A Case-In-Point Approach to Leadership Development—Tricia Bertram Gallant and Cheryl Getz; 5. Creating a New Breed of Academic Leaders from STEM Women Faculty. National Science Foundation’s ADVANCE Program—Sue V. Rosser; 6. Spirituality, Religious Pluralism, and Higher Education Leadership Development—Robert J. Nash and Lara Scott; 7. Leadership Programs for a Family-Friendly Campus—Jaime Lester; 8. Creating Faculty Activism and Grassroots Leadership. An Open Letter to Aspiring Activists—Jeni Hart; 9. Changing The Guard in Community Colleges. The Role of Leadership Development—Pamela Eddy; 10. Higher Education Leadership Development Programs in the Marketplace—Sharon A. McDade; 11. Reflections on the Leadership Marketplace—Adrianna Kezar and Laurel Beesemyer; About the Contributors; Index.

"Indeed Rethinking Leadership Practices is an excellent compilation of the concepts, models, and good practices to develop the contemporary leadership capacity so needed in a new generation of college leaders... The audience for this book is any administrator accountable to develop talent and capacity for facult and staff in the leadership pipeline. With the admonition that old models of training will not develop leadership capacities so needed in today's times, Kezar and her authors present successful models taht have developed women and professionals of color over the years... Each chapter is well written, rich in context and detail, well researched with useful resources, and anchored by direct practical applications. The chapters are uniformly of high quality. Many students tell me they usually skip the "preface," but in this book, that would be a big mistake! This preface is a substantive contribution to the evolution of leadership development programs and framework for the argument for the book."The Review of Higher Education"Many resources on higher education leadership are of only passing relevance to department chairs. Not this one. While not all of the chapters will be of interest to the typical chair, most of them will, particularly the introductory overview and the chapters on complexity, activism, and ethics. Here even the most jaded consumer of "airport leadership" books will find provocative and maybe even inspiring material."The Department Chair"Adrianna Kezar breaks new ground in this edited volume that focuses much-needed attention on the theory and practice of leadership in higher education. Trenchant analyses by leadership developers and scholars offer key insights on programmatic innovations that are responsive to rapidly evolving organizational environments in American colleges and universities. Their chapters provide readers with a user-friendly text for use in leadership development programs and for advancing the study of leadership in higher education. The exemplars of programs with proven track records as well as recommendations for “case-in-point” approaches to leadership development provide what Kezar refers to as “revolutionary” forms of leadership that emphasize empowerment, collaboration, social responsibility, cross-cultural understanding, and cognitive complexity. This book will be of interest to faculty, administrators, and leadership scholars concerned with the context and process of learning leadership in 21st century institutions."Judith Glazer-Raymo, Lecturer, Department of Higher & Postsecondary Education, Teachers College, Columbia University