"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!"
, 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."