"Reframing Academic Leadership
is the most comprehensivebook on the topic and an excellent source of knowledge for facultyand managerial leaders in every college and university. Bolman andGallos effectively combine the principles and practices ofeffective leadership with many rich examples and stories ofleadership in practice. An invaluable resource for students ofhigher education leadership!"
, professor of practice, SimmonsCollege Graduate School of Library and Information Science, and2010 Association of College and Research Libraries (ACRL) Librarianof the Year
"Reframing Academic Leadership provides a compassionateunderstanding of the stresses of serving in a leadership capacityin higher education. It is an excellent book for those alreadyserving as administrators in colleges and universities and forthose who aspire to these positions. It offers insights to thosewho do not fully appreciate why higher education is so hard to‘manage’ and validation for those entirely familiarwith this world. I recommend it enthusiastically to both audiencesas an excellent blend of theoretical ideas and practicalapplications."
—Judith Block McLaughlin, senior lecturer oneducation, director of the Higher Education Program, andeducational chair for the Harvard Seminar for New Presidents,Harvard Graduate School of Education
"In Reframing Academic Leadership, Bolman and Gallosprovide a refreshing view of leadership essential for those who areassuming presidencies and other important leadership positions inhigher education as well as those who bring more conceptual andpractical experiences. No sooner had I read their work when theirnotion of thinking outside the box and elevating the level ofdiscussion through ‘reframing’ was most useful inresolving a board-related issue that I was facing in my first yearas president of my institution. This work by Bolman and Gallos is abedside reference for aspiring and current leaders in highereducation not only in the U.S. but also abroad."
—Fernando Leon Garcia, rector, Sistema CETYSUniversidad, Baja California, Mexico
"Too often, higher education administrators understand neitherthe organizations they lead, nor the theoriesthat provide them with knowledge they can apply to thiscomplex task. Bolman and Gallos have written a practical, lucidtext that brings together illustrative vignettes and robustframeworks for diagnosing and managing colleges anduniversities. I recommend this book to new and experienced highereducation administrators who will routinely confrontdifficult people, structures, and cultures in theirworkplaces."
—Christopher Morphew, professor and chair, EducationalPolicy and Leadership Studies, College of Education, University ofIowa
"Reframing Academic Leadership is a gem, filled withexamples from days leaders really have. So much of what the authorsespouse is musical: the book reads like an effective guide forleading a chamber music rehearsal, where one’s roleconstantly shifts from star to servant and where multiple answersmay 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."