Academic Leadership During a Pandemic: Department Heads Leading With a Focus on Equity
Academic Leadership During a Pandemic: Department Heads Leading With a Focus on Equity
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DOI：
10.3389/feduc.2020.614641
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发表时间：
2020-12-17
影响因子：
2.3
通讯作者：
Lindle, Jane Clark
中科院分区：
文献类型：
--
作者：
Kruse, Sharon D.;Hackmann, Donald G.;Lindle, Jane Clark
新冠肺炎疫情引发了一场前所未有的危机，给高等教育机构带来了重大挑战。学术领袖负责重组他们的系统，在显著减少资源的情况下确保教学质量。对于有领导力准备项目的部门负责人来说，这场危机的复杂性在于关于领导力的基本学术研究，该学科将领导力的有效性报告为一个集合了教职员工、学生和项目利益相关者共享和多样化人才的集体。这项教育领导工作建立在促进社会公正和公平的公共和民主伦理之上，将其作为各级教育的做法和成果。在这篇文章中，三位主要研究型大学教育领导单位的部门负责人使用对话式的调查来反思我们对疫情带来的复杂需求的反应。我们分享对我们决策的见解，因为我们一直专注于股权。在这个机构挑战、机构政策和做法不断变化、资源不断减少的关键时期，我们解决了我们作为部门领导人解决的两难和冲突，因为我们努力确保学生、教职员工和工作人员公平地获得和分配资源。最后，我们对那些努力在组织全面变革期间保持对公平的关注的部门负责人提出了一些建议。
The COVID-19 pandemic has created an unprecedented crisis with momentous challenges for higher education institutions. Academic leaders have been charged with restructuring their systems, ensuring instructional quality while operating with significantly diminished resources. For department heads of units with leadership preparation programs, the complexity of this crisis is layered upon fundamental scholarship about leadership, which reports the effectiveness of leadership as a collective incorporating the shared and diverse talents of faculty, students, and program stakeholders. This work of educational leadership rests on a public and democratic ethic promoting social justice and equity as the practices and outcomes for schooling at any level. In this article, three department heads of educational leadership units in major research universities use dialogic inquiry to reflect on our responses to complex demands brought forth by the pandemic. We share insights into our decision making, as we have led with a focus on equity. We address dilemmas and conflicts that we have addressed as departmental leaders during this critical period of institutional challenges, changing institutional policies and practices, and declining resources, as we have worked to ensure equitable access and distribution of resources for students, faculty, and staff. We conclude with implications for department heads who strive to maintain a focus on equity during times of sweeping organizational change.