Academic Leadership

(Dana P.) #1

Chapter 12 – General Readings


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Johnson, L., Lee, A., & Green, B. (2000). The PhD and the autonomous self: Gender, rationality
and postgraduate pedagogy. Studies in Higher Education, 25(2), 135–147.


Knight, P. T., & Trowler, P. R. (2000). Department-level cultures and the improvement of learning
and teaching. Studies in Higher Education, 25(1), 69–83.


Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development.
Englewood Cliffs, NJ: Prentice-Hall.


Leask, B. (2005). Supporting the role of Program Directors in the Division of Business [Internal
report]. Adelaide: University of South Australia.


Marshall, S. J. (2006). Issues in the development of leadership for learning and teaching in higher
education [Occasional paper; Electronic version]. Chippendale, New South Wales: Carrick
Institute for Learning and Teaching in Higher Education. Retrieved 19 January 2007, from
http://www.altc.edu.au/carrick/webdav/users/siteadmin/public/grants_leadership_occasionalpaper_s
tephenmarshall_nov06.pdf


Marshall, S. J., Adams, M. J., Cameron, A., & Sullivan, G. (2000). Academics’ perceptions of their
professional development needs related to leadership and management: What can we learn?
The International Journal for Academic Development, 5(1), 42–53.


Martin, E., Trigwell, K., Prosser, M., & Ramsden, P. (2003). Variation in the experience of
leadership of teaching in higher education. Studies in Higher Education, 28(3), 247–259.


Middlehurst, R. (1999). New realities for leadership and governance in higher education? Tertiary
Education and Management, 5(4), 307–329.


Quinn, R. E. (1984). Applying the competing values approach to leadership: Toward an
integrative framework. In J. G. Hunt, D. M. Hosking, C. A. Schriesheim, & R. Stewart (Eds.),
Leaders and managers: International perspectives on managerial behavior and leadership (pp.
10 – 27). New York: Pergamon Press.


Quinn, R. E. (1988). Beyond rational management: Mastering the paradoxes and competing
demands of high performance. San Francisco, CA: Jossey-Bass.


Quinn, R. E., Faerman, S. R., Thompson, M. P., & McGrath, M. R. (2003). Becoming a master
manager: A competency framework (3rd ed.). New York: Wiley.


Quinn, R. E., & Rohrbaugh, J. (1983). A spatial model of effectiveness criteria: Toward a
competing values approach to organizational analysis. Management Science, 29(3), 363–377.


Raines, S. C., & Alberg, M. S. (2003). The role of professional development in preparing
academic leaders. New Directions for Higher Education, 2003(124), 33–39.


Ramsden, P. (1998). Learning to lead in higher education. London: Routledge.


Robertson, D. R. (2005). Generative paradox in learner-centered college teaching. Innovative
Higher Education, 29(3), 181–194.


Rogers, R. R. (2001). Reflection in higher education: A concept analysis. Innovative Higher
Education, 26(1), 37–57.


Ryan, Y., Fraser, K., Bryant, L., & Radloff, A. (2004). The multiple contexts of higher education
and academic development. In L. Elvidge (Ed.), Exploring academic development in higher
education: Issues of engagement (pp. 182–197). Cambridge: Jill Rogers Associates.


Schön, D. A., & Rein, M. (1994). Frame reflection: Toward the resolution of intractable policy
controversies. New York: Basic Books.


Sternberg, R. J. (2005). A model of educational leadership: Wisdom, intelligence, and creativity,
synthesized. International Journal of Leadership in Education, 8(4), 347–364.


Vilkinas, T. (2008). An exploratory study of the supervision of Ph.D./research students' theses.
Innovative Higher Education, 32(5), 297–311.


Vilkinas, T., & Cartan, G. (2001). The behavioural control room for managers: The Integrator role.
Leadership & Organization Development Journal, 22(4), 175–185.

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