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Reframing Academic Leadership, by Lee G. Bolman, Joan V. Gallos
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Reframing Academic Leadership is a no-nonsense guide for academic administrators at all levels in colleges and universities and for those who seek to understand the unique challenges and opportunities in leading institutions of higher education today.
Bolman and Gallos speak to those who care deeply about higher education, appreciate its strengths and its imperfections, and are committed to making it better. Colleges and university administrators who strive to be leaders with impact and significant forces for good will find in this book a readable, intellectually provocative, and pragmatic approach to their work and its possibilities.
- Sales Rank: #31493 in Books
- Published on: 2011-01-25
- Original language: English
- Number of items: 1
- Dimensions: 9.30" h x 1.10" w x 6.30" l, 1.08 pounds
- Binding: Hardcover
- 288 pages
Review
"Reframing Academic Leadership is the most comprehensive book on the topic and an excellent source of knowledge for faculty and managerial leaders in every college and university. Bolman and Gallos effectively combine the principles and practices of effective leadership with many rich examples and stories of leadership in practice. An invaluable resource for students of higher education leadership!"
—Maureen Sullivan, professor of practice, Simmons College Graduate School of Library and Information Science, and 2010 Association of College and Research Libraries (ACRL) Librarian of the Year
"Reframing Academic Leadership provides a compassionate understanding of the stresses of serving in a leadership capacity in higher education. It is an excellent book for those already serving as administrators in colleges and universities and for those who aspire to these positions. It offers insights to those who do not fully appreciate why higher education is so hard to ‘manage’ and validation for those entirely familiar with this world. I recommend it enthusiastically to both audiences as an excellent blend of theoretical ideas and practical applications."
—Judith Block McLaughlin, senior lecturer on education, director of the Higher Education Program, and educational chair for the Harvard Seminar for New Presidents, Harvard Graduate School of Education
"In Reframing Academic Leadership, Bolman and Gallos provide a refreshing view of leadership essential for those who are assuming presidencies and other important leadership positions in higher education as well as those who bring more conceptual and practical experiences. No sooner had I read their work when their notion of thinking outside the box and elevating the level of discussion through ‘reframing’ was most useful in resolving a board-related issue that I was facing in my first year as president of my institution. This work by Bolman and Gallos is a bedside reference for aspiring and current leaders in higher education not only in the U.S. but also abroad."
—Fernando Leon Garcia, rector, Sistema CETYS Universidad, Baja California, Mexico
"Too often, higher education administrators understand neither the organizations they lead, nor the theories that provide them with knowledge they can apply to this complex task. Bolman and Gallos have written a practical, lucid text that brings together illustrative vignettes and robust frameworks for diagnosing and managing colleges and universities. I recommend this book to new and experienced higher education administrators who will routinely confront difficult people, structures, and cultures in their workplaces."
—Christopher Morphew, professor and chair, Educational Policy and Leadership Studies, College of Education, University of Iowa
"Reframing Academic Leadership is a gem, filled with examples from days leaders really have. So much of what the authors espouse is musical: the book reads like an effective guide for leading a chamber music rehearsal, where one’s role constantly shifts from star to servant and where multiple answers may be 'right.' Very cool."
—Peter Witte, dean, Conservatory of Music and Dance, University of Missouri-Kansas City
From the Author
Our approach in writing this book builds from multiple sources. One is our experience both working in and teaching higher education leadership for more years than either of us likes to acknowledge. One or both of us have served as a tenured senior faculty member, alumni affairs officer, principal investigator, academic program director, campus accreditation coordinator, department chair, dean, and special assistant to a university president. We have studied, lived, and worked in elite private and urban public institutions. We have years of experience teaching higher education leadership to aspiring professionals in graduate courses and to experienced administrators in executive programs and summer institutes. We hope this book reflects all that we have learned from our students, colleagues, and experiences.
Throughout the book are cases and examples drawn from our own experiences and from the experience of the many thousands of academic leaders with whom we have worked over the years. Except for a few clearly-labeled public examples, the cases are composites created, like good teaching cases, to illustrate dynamics regularly seen across institutions and situations. You're likely to encounter more than one example that sounds a lot like something that happened at your institution not so long ago. In higher education, it can truly be said, "What has been will be again, what has been done will be done again; there is nothing new under the sun."
From the Inside Flap
"Colleges and universities constitute a special type of organization; and their complex mission, dynamics, personnel structures, and values require a distinct set of understandings and skills to lead and manage them well." --from the Preface
In Reframing Academic Leadership, Lee G. Bolman and Joan V. Gallos offer higher education leaders a provocative and pragmatic guide for
- Crafting dynamic institutions where the whole is greater than the sum of the parts
- Creating campus environments that facilitate creativity and commitment
- Forging alliances and partnerships in service of the mission
- Building shared vision and campus cultures that unite and inspire
- Serving the larger goals of the academy and society
Throughout the book, the authors integrate powerful conceptual frameworks with rich and compelling real-world cases to support academic leaders searching for the best in themselves and in their institutions. The book tackles thorny issues such as building institutional clarity and capacity, managing conflict, coping with difficult people, partnering with the boss, and developing leadership resilience.
Following in the tradition of Bolman and Deal's classic Reframing Organizations, Bolman and Gallos emphasize a pragmatic approach. They tease out the unique challenges and opportunities in academic leadership and provide ideas, tools, and encouragement to help higher education leaders see more clearly, feel more confident, and become more skilled and versatile in handling the vicissitudes of daily life. Reframing Academic Leadership is the resource for those seeking to understand, develop, and manage colleges and universities.
Most helpful customer reviews
11 of 11 people found the following review helpful.
Excellent companion to Reframing Organizations
By Tintin
This book takes the same four-frame schema as Boleman and Deal's well know Reframing Organizations, but specifically in the context of higher education. The first few chapters do seemed like a rehash of the other: structural, political, and so on ... but then the examples became infused with something that is very unique to academia. That is the rift that often develops between faculty and administration. "Faculty can see staff as unduly constrained and bureaucratic," they explain. "Staff often wonder why they have to track their hours and vacation days when faculty seem to come and go as they please."
Working within a discipline or - more often - sub-discipline is not very amenable to hierarchical control. The focus for faculty is within their specific areas - a "silo" mentality. It's not easy for faculty members to see or appreciate the complex institutional machinery required to assemble groups of inquisitive youth in rooms, on schedule, like clockwork, year after year, in a fluid and unstable environment. Meanwhile, academic administrators (unlike those running a factory or grocery store), cannot understand what actually happens at the other end of the hierarchy. They simply do not have the expertise. There's a built-in volatility which is difficult to control.
The popular Boleman/Deal book, now it its fourth edition and widely used as a text in management and leadership classes, only went so far as to compare universities to hospitals. That's an interesting thought - doctors there are the counterpart to faculty members here.
But they go much farther in this book. Faculty members' reference group, for example, may not include the administration or staff, colleagues in other departments, or even colleagues in their own area. They may, instead, be aligned intellectually with likeminded specialists in other institutions, institutions which are (from the business model) competitors. The culture, goals, outlook, perspective, motivation, and knowledge base of Professor Jones may be worlds apart from that of Dean Simon or Provost Peters. And although they may distrust one another, and even fight, they also pull in the same direction. Such is life in academia.
The audience for this book is probably small not only because this is specific to academia but because it will be of more value to administrators than to faculty. Faculty can often all but ignore the broad institutional view of the administration. But they shouldn't, of course. Faculty will find the book interesting, and will like to read that they are of primary importance. The first law of higher education leadership, the authors write, is "If you lose the faculty, you lose." And yet, they also discuss the "pervasive faculty scorn for bureaucracy, administrators, and hierarchy."
The same three threads are wound again through academia: political, structural, human resources ... to great effect. As before (in Boleman/Deal) an effort is made on account of symbolism too, which fell short again, I thought. Yes there is no denying the symbolic power of Arizona State University President Michael Crow's 2002 inaugural address, reprinted in part, in which he describes "A new gold standard" of higher education. The speech was moving, inspirational, and effective because it presented a vision; yes, a vision which involved people, politics, and structure. It wasn't the symbols that were so valuable in themselves, it was that they were an effective mode of communication. If symbology is an entire frame of academic leadership, so is shouting. If there was anything symbolic that needs a little explaining, it may be the stark difference in dress code between faculty and administration. If communication and interaction is so important between these groups, I understand the jeans and and sneakers on faculty -- they're comfortable, and that's also what students wear. Not that I think they're so bad in themselves, what's with the suits and ties. Probably, administrators must communicate with politicians, businessmen, legislators, donors, and others who will appreciate the formality. But it does affect the faculty-administration dynamic and it's an issue that may be worth taking up in the next edition.
Despite that shortcoming, and a couple of chapters at the end that refer vaguely to "feeding the soul" and the "sacred nature of academic leadership," the insights keep coming, chapter by chapter: Transparency and secrecy, reward structures, recruiting and hiring, managing budgets and personnel, review, accountability, motivation, cross-disciplinary cooperation, communication, self-control, autonomy, accountability, conflict resolution, assessment, regulations and guidelines - these are all addressed. Anyone involved in higher education will be thankful for this illuminating book.
3 of 3 people found the following review helpful.
A bit too much of a good thing
By Alan Broomhead
Reframing Academic Leadership is chock full of good ideas about leading in an academic environment. The authors base the idea of reframing on the notion that the academic environment presents very particular leadership challenges. Power is dispersed through the the institution, and it is difficult for any single person to control anything. Faculty play a role in governance, and administrators find themselves caught in the middle of the often conflicting interests of faculty, students, and other administrators. Leaders are under pressure to initiate change and adopt an entrepreneurial mindset. In this environment, leaders may fail in one (or both) of the following ways: they fail to notice cues in their environment that should act as guideposts, and try move things in the wrong direction; and they fail to carry their people with them. Reframing is a habit of strong academic leaders. It means looking at a situation from multiple perspectives, understanding it in new ways, and developing new strategies for moving ahead.
This is a challenge, say Bolman and Gallos, because while administrators new to an institution "step midstream into institutions that have evolved distinctive histories, cultures, and traditions," (p. 18) they tend to frame situations to fit familiar patterns. Under pressure to initiate change, "they are off and running before they're even sure what's most important and where they should really be heading" (p. 19). They may exhibit skilled incompetence, which is akin to expertly hitting everything with a hammer - not the solution to most problems. And they find themselves in the difficult position of working astride an 'internal world' of faculty, collegial culture, and academic freedom, and an 'external world' of senior administrators, managerial culture, and the values of efficiency and accountability.
The authors provide plenty of good advice for coping with all this, which doesn't really add up to a coherent approach, but which makes the book useful to dip into or refer back to, whether for specific quotes or more elaborated models. For example, here is one way to preempt what may turn into a difficult conversation: "George, let me tell you what I dread. If I raise questions about your work, you'll get angry and the meeting will go downhill. Should I be worried about that?" (p. 38) More conceptually, their Advocacy/Inquiry communication model provides useful insights into how to make a conversation go well, and to analyze how a conversation may have gone wrong.
Further on, they tackle the question of how the institution can become ineffective through an organizational structure that keeps producing one thing when what is needed is another. As long as A is being rewarded, it will be difficult to produce B. They illustrate how administrators may be authorized to act, but may lack the expertise of the faculty they oversee, resulting in a weak authority system. And academic units in an institution can become isolated from each other, resulting in silos that do not work or play well together. To these kinds of problems, they offer numerous solutions appropriate to the academic environment, one of the most useful of which is the importance of respecting the process that faculty have come to expect when attempting to implement change.
The book tends to become rather generic and formulaic as it progresses, offering a bit of a mishmash of rather cliched leadership advice, under headings such as open communication, empowerment, and teamwork. Similarly, the various leadership metaphors offered chapter by chapter - "Analyst and Architect," "Compassionate Politician," "Servant, Catalyst, and Coach" (all three at once?) is overwhelming. Each of these ideas really deserves much more space, but the format of the book is to take the reader through them at a swift pace; there is little time or space to process. Perhaps a companion workbook would help. Overall, I don't think the authors do an effective job of connecting the concept of reframing to the challenges they describe.
Still, I took away a lot from Reframing Academic Leadership, and recommend it as an ideas book for any administrator looking for solutions in a hurry.
2 of 2 people found the following review helpful.
One of the best books in higher ed
By P. Sendall
I read this as part of my ACE Fellowship. Of the volumes of reading that was required, this book, by far was the best read of them all. It's incredibly logical, really speaks to the state of higher ed today and how to navigate it. Very well written and easy to read. I think I need to re-visit it!
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