Change Leadership, Ethics and the Future of Higher Education 129
- Apply a glocal mindset: They have a keen sense of history and
seek a holistic understanding of changes taking place on a global
scale. They use this global perspective as they address local
challenges and seize opportunities (global and local –
hence “glocal”) to connect their work and that of others in the
school to developments taking place elsewhere. - Accelerate cross-boundary learning: They constantly seek to
satisfy an intense curiosity about every facet of human life, past
and present, scientific and artistic, technical and social. They
guide others in distilling meaning from a morass of information,
and efficiently apply their learning in creative ways to
nurture innovation and drive improved performance. - Think back from the future: They are readily able to imagine and
articulate alternate futures and work back from there –
connecting with lessons from the past to better understand
the present and choose among possible paths to the future they
see. - Lead systemic change: They are systems thinkers who seek out
patterns, interconnections and interdependencies. They
are skilled in seeking common ground and nurturing productive
collaboration across diverse parts of a system – be it an
organization, a sector, a community, a network – to solve
complex problems and drive large-scale change in their own
school. - Drive performance with a passion: They care that their
leadership makes a substantive and sustainable difference, and
are relentless in their commitment to performance. They
articulate clear (and high) expectations of themselves and others,
create focused strategies for innovating to achieve these ends,
and are disciplined about assessing progress.