Browsing by Subject "leadership"

Now showing 1 - 20 of 41

100 in 100: A Learning Tour of 100 Rural Women
(The Regents of the University of Minnesota, 2021-06) Stower, Kathryn
This is a co-publication of the University of Minnesota’s Center for Urban and Regional Affairs (CURA), Northwest Regional Sustainable Development Partnership, and 100 Rural Women. Project funding was provided by the University of Minnesota’s CURA Compact Fund, and the Mary J. Page Community-University Partnership Fund. The Community Assistantship Program (CAP) is a cross-college, cross-campus University of Minnesota initiative coordinated by the Center for Urban and Regional Affairs (CURA) and the Regional Sustainable Development Partnerships (RSDP). The content of this report is the responsibility of the author and is not necessarily endorsed by CAP, CURA, RSDP or the University of Minnesota. The Northwest Regional Sustainable Development Partnership brings together local talent and resources with University of Minnesota knowledge to drive sustainability in agriculture and food systems, tourism and resilient communities, natural resources and clean energy. The Partnerships are part of University of Minnesota Extension. 100 Rural Women serves and supports rural women by identifying, connecting and creating relationships, models of networking, leadership, mentorship and civic engagement.
BIPOC Leaders Reimagining Change to Advance Diversity, Equity, and Student Success
(2024-08-26) Oates, Evangela Q.; Gong, Regina H.
Critical to the work of academic libraries is their role in ensuring student success. Student success often consists of metrics such as self-efficacy, academic achievement, completion, retention, and persistence (Soika, 2021), which may be profoundly different for racially minoritized students as they often navigate under-resources, racialized, and gendered environments (Anyon et al., 2016; Solorazano et al., 2000). At the heart of student success is how well universities provide opportunities for student engagement that reflect their lived experiences as citizens and students. As a programmatic imperative, student success is becoming increasingly prevalent in academic libraries. This is a multifaceted effort involving not just the library but various areas of student, academic, and co-curricular engagement on campus. Recent efforts are underway in academic libraries that allow for the creation of new positions specifically geared toward student success. More importantly, we see an increasing number of administrator-level positions such as associate deans/assistant dean, being created to ensure the consolidation of student success programs and services. This presentation will explore these new roles through the experiences of two BIPOC associate deans across different institutions. We will discuss stepping into these new roles, re-imagining possibilities, and working towards empowerment and institutional transformation.
Black Leadership: On the Dawn of the 21st Century.
(1988) Nelsen, Vivian Jenkins
Budget Forum with Majority Leader Bakk and Speaker Thissen
(2013-04-22) Bakk, Tom; Thissen, Paul; Sviggum, Steve
Case Study: Developing, Implementing, and Evaluating a One-Day Leadership Conference to Foster Women’s Leadership in Healthcare
(University of Minnesota, College of Pharmacy, 2014) Fierke, Kerry K.; Kading, Margarette L.
Despite women increasingly entering the healthcare field, they still face barriers to advancing in leadership ranks within healthcare. To address the need for leadership development among women in healthcare, the Center for Leading Healthcare Change (CLHC) at the University of Minnesota College of Pharmacy piloted a one-day conference in November 2012 entitled “Women Impacting Healthcare: Decide to Make a Difference.” This conference utilized an interactive agenda: each speaker’s presentation was followed by hands-on leadership activities during which attendees developed their own personal leadership visions. Specific leadership activities were designed to build upon one another and help design a leadership pathway. All activities were consistent as they included personal reflection and interaction with others. Attendees were asked to complete two evaluations, one immediately at the conclusion of the conference, and another two-weeks post. The conference committee achieved the goal of delivering the conference objectives. As the Women Impacting Healthcare committee continues to look for ways to develop leaders in healthcare, the focus of future conferences will also evolve to include the needs of women currently in leadership roles, as well as ways women can grow into leadership roles.
Community Leadership: What Does it Take to See Results?
(University of Minnesota, 2007) Scheffert, Donna
Connect [Winter 2010]
(University of Minnesota: College of Education and Human Development, 2010-03) University of Minnesota: College of Education and Human Development
Come together: Collective leadership brings parents to the principal’s office. Steering higher education: Alumni Ngoh-Tiong Tan, Mary Brabeck, David Pearson, Kate Steffens, Rich Wagner, and Thomas Jandris take the helm of top universities. The long view: New Dean Jean Quam plans for the college through 2020 and beyond. Making leaders: Innovative programs help undergraduates forge their own paths. A winding path: Doctoral student Kristi Kremers represents all graduate students. Empowering teachers: Through mentoring and coaching, classroom educators shape schools.
Creating Capacity to Address the Challenges Facing the Next Generation of Nonprofit Leaders
(Hubert H. Humphrey Institute of Public Affairs, 2009-03-15) Schupbach, Jeremy
This paper provides a study of the nonprofit sector's need to develop a new generation of leaders who can capitalize on strategic and political opportunities to advance their organizations in a rapidly changing environment. The paper contends that current leaders need to invest in future leaders, as nonprofits must now (more than ever) compete for talented professionals. Nonprofit leaders are also encouraged to understand the political frame, and to develop the strategic and political skills critical to successful leadership. In terms of method, the paper relies on a literature review and also draws on the author's own professional experience. After the introduction there are two main sections. The first addresses the growing concern for leadership development, especially the need to develop, recruit and retain a new generation of nonprofit leadership. The second focuses on the importance of developing political knowledge and strategic leadership in nonprofit organizations. A final concluding section contains three primary recommendations for nonprofit leaders: - Recommendation 1: Successful Leaders Must be Strategic Thinkers - Recommendation 2: Develop the Capacity to Recruit and Equip Future Leaders - Recommendation 3: Cultivate and Learn to Apply Political Skill and Knowledge
The Enneagram as a Facilitator of Self-Awareness in Emerging Leader Programs
(2015-05) Delvo, Mary Kay
Paramount to a leader’s development process is an understanding that personal interactions are based on each individual’s view of the world. This paper examines the Enneagram, a psychology-based framework which facilitates a person’s understanding of their personal view of reality and the role it plays in their day-to-day interactions. The Enneagram and a newly developed Enneagram component, the Outer Ring, are explored here for their value toward developing self-awareness within emerging leader programs. Emerging leader programs are a significant strategy for addressing human capital challenges currently facing leaders and organizational development departments across the world. This paper suggests necessary program elements which incorporate the Enneagram and the Outer Ring in support of the development of self-awareness and personal growth within emerging leader programs.
Environmental Justice Storytelling Project
(2023-10) Lim, Eden; Garvey, Michelle; Loo, Clement; Grant, Samuel; Villasenor, Jose Luis; Harris, Jothsna
Ethical Leadership Development: An Examination of the Effects of Spiritual Practices and Intercultural Sensitivity
(2019-12) Byun, Sang Won
Over the past decades, the widespread unethical behaviors of leaders have necessitated research on ethical leadership. Nevertheless, current literature provides limited insight into how leaders can develop ethical leadership. The purpose of this study is to investigate the effects of spiritual practices on ethical leadership development and the moderating effects of intercultural sensitivity on the relationship between spiritual practice and ethical leadership. This study also aimed to examine whether the theoretical structure of the ethical leadership construct is multidimensional or unidimensional. Data on a total of 103 leader-peer/follower dyads were collected through an online survey at various U.S. based organizations. The results of the validity test support the multidimensional model of ethical leadership. The regression assumption test results suggest that some relationships between spiritual practices and the sub-factors of ethical leadership might be curvilinear. Hierarchical multiple regressions were conducted to test the hypotheses about the direct effects of spiritual practices and the moderating effects of intercultural sensitivity. Except for hypotheses about the direct effects of gratitude practice on people-orientation and fairness, no other hypotheses were supported. However, the quadratic regression analyses revealed that four quadratic relationships between spiritual practices and the sub-factors of ethical leadership were significant. The results also indicate that intercultural sensitivity moderates the quadratic relationship. A plausible explanation for the quadratic relationships is discussed based on the concept of workplace spirituality continuum. Theoretical and practice implications are discussed, along with limitations of the study and directions for future research.
Evaluation of Service Leadership Project: Final Report.
(Center for Community & Regional Research, College of Liberal Arts, University of Minnesota, Duluth., 1992) Ollenburger, Jane C
From mid January through late April 1992, Post-test interviews were conducted with St. Louis County residents assessing the type and quality of and attitudes toward the services provided by St. Louis County after the implementation of the service leadership training. The survey instrument was drawn up by Dr. Jane Ollenburger, Associate Dean of the College of Liberal Arts and Professor of Sociology at UMD with the assistance of Jeffrey Thompson, formerly of the Employee Development Division, St. Louis County. The research was funded jointly by St. Louis County and the Center for Community and Regional Research (CCRR). Interviews were conducted by telephone. They averaged 8.25 minutes in length with a standard deviation of 3.6. The shortest interview was 3 minutes and the longest was 30 minutes. Departments included in this survey underwent a service leadership training program. The intent of the program was {:o improve the quality of customer service.
An Examination of the Role of Leaders in Special Education Teachers' Implementation of High-Leverage Instructional Practices
(2020-06) Schaller, Melissa
This study investigated leaders’ influence and impact on the efficacy of special education teachers’ implementation of high-leverage instructional practices. The study considered the preparation of leaders and teachers to implement the practices, and the beliefs or self-efficacy of both leaders and teachers that implementing high-leverage instructional practices can have a positive association on student growth. The study is not a study of the fidelity of implementation of high-leverage instructional practices, nor of student outcomes when those practices are used. Rather, it is a study of levels of preparedness or knowledge, the beliefs that using those strategies have a positive association on learning, and the degree of confidence or self-efficacy that teachers have to improve their instructional skills by using them. This study collected survey data from leaders and teachers, and interview data from leaders which allowed them to elaborate on their survey responses. Findings from the study reveal, that when high-leverage instructional practices for which preparation has been provided, leaders and teachers are more likely to believe those practices are important and that they can be implemented. The study also found that teachers perceived a greater degree of implementation of high-leverage instructional practices than did leaders. It appears that while leaders intend to use classroom observation to monitor implementation, they are not observing often enough to judge the frequency of implementation and rely, instead, on written documentation, such as lesson plans submitted by the teachers. The findings suggest that leaders may need to develop a structured observation protocol to ensure they are sufficiently monitoring implementation.
Experience and Outcomes of a Pharmaceutical Care Leadership Residency Program
(University of Minnesota, College of Pharmacy, 2014) Bartelme, Kassandra M.; Bzowyckyj, Andrew; Frueh, Janice; Speedie, Marilyn; Jacobson, Gerald; Sorenson, Todd D.
The University of Minnesota College of Pharmacy’s Ambulatory Care Residency Program has graduated 22 residents from its Leadership Emphasis program from 1999 to 2014. The Leadership Emphasis program is unique in its design, providing a set of experiences over two years focused on developing leadership skills in practice development, establishing personal influence, advocacy in the profession, and teaching. The program’s design has focused on bringing value to three distinct audiences: pharmacists enrolled in the program, the local pharmacy practice community, and the College of Pharmacy. This paper explores the program’s contributions in each of these areas. Program graduates from 1999-2009 were interviewed and cited the independent, yet mentored, activities of the program as instrumental to their professional and personal development. The program has provided significant value to the College of Pharmacy, primarily in the form of instructional support, service to faculty practice sites and development of new practice sites for APPEs. Teaching and precepting hours offset the salary of the residents, resulting in financial benefits for the College. In the second year of the program, residents pursue development of new practice sites, 15 of which have been sustained to provide at least a half-time pharmacist position, having a direct impact on pharmacy practice development in the region. The program provides a win-win-win situation for all the stakeholders involved. Schools and colleges of pharmacy are encouraged to consider whether a similar program may assist in achieving its own goals in practitioner development, teaching and learning, and community engagement.
An Exploration of the Role of the "Assistant to" in Student Affairs Using the Courageous Follower Model
(2015-12) Whyte, Amelious
As student affairs organizations have become more complex over time, there has been an increase in staff who work as “cross-organizational specialists” within these organizations. These staff typically work in the central office of a division of student affairs and have responsibilities which cut across the division, rather than focusing on the needs of a specific department. The most common of these positions is the “Assistant to” the Senior Student Affairs Officer (SSAO). This qualitative study sought to explore the work of those who work in these positions, using the Courageous Follower Model as a conceptual framework. This model posits five dimensions, with specific behaviors within each dimension, that demonstrate that an individual is a Courageous Follower; one who is an active contributor to their organization and its pursuit of the organization’s “common purpose.” The results of the study revealed that while most of the model applies to the work of the “Assistant to” there are some dimensions and associated behaviors which are not present to the same degree as others. The results also revealed that relationships are important to the work of staff in these positions. The relationship between the “Assistant to” and the SSAO is particularly important in facilitating their ability to demonstrate behaviors associated with othe Courageous Follower Model. Finally, the results provide support for possibly adding a new dimension to the model, as it relates to the work of the “Assistant to” in Student Affairs. Implications of this study address staff who work in this position or similar ones, SSAO and other senior leaders inside and outside of higher education, as well as individuals who may be interested in working as an “Assistant to.”
Guest Lendley Black: It's More Than That
(2019-11-07) Pedersen, Paula; Lieberman, Hannah
UMD Chancellor Lendley Black grew up in the segregated South - and his academic roots are in theater. Learn how this combination shapes his leadership in this episode of “It’s More Than That.”Enjoy, and as always, be sure to hit subscribe for more stories that celebrate the human experience in higher education.
Guest Mike Kenyanya: It's More Than That
(2019-11-18) Pedersen, Paula; Lieberman, Hannah
Mike Kenyanya leapt from his inspirational UMD commencement speech into his role as a University of Minnesota Regent. Mike talks about his continued leadership and how his immigration from Kenya influences him. Hope you enjoy this episode, and as always, be sure to hit subscribe for more stories that celebrate the human experience in higher education.
How do Small Community-Based Arts Nonprofits in the Twin Cities Struggle or Flourish?
(2020-06) Raarup, Rosa; White, Lauren
This study focuses on the question, What factors are present, or absent, in Twin Cities community-based arts nonprofits that correlate with their flourishing or struggling? This inquiry is important to the sector because there is limited research available specifically regarding small community-based arts nonprofits; however, the positive impacts of community-based arts organizations are documented. This study is a useful tool for individuals running these small arts nonprofits. Using a grounded theory approach, Rosa Raarup and Lauren White gathered qualitative data, primarily from in-person interviews, with three community-based arts nonprofits in Minneapolis-St. Paul, Minnesota. After an analysis of the findings and the literature, the authors recommend that small community-based arts nonprofits pay special and equal attention to the three points of the Raarup/White Triangle. This triangle, as well as a number of sub-factors, helps create a full picture of what a small community-based arts nonprofit needs to focus on in order to create a complete, thriving, and resilient organization. The three points are, 1) mission clarity and focus, 2) quality of leadership, and 3) core external resources (both people and money). If any of the three points of the triangle are weak or lacking, an organization will struggle. During the writing of this paper, the COVID-19 pandemic was a monumental concern for many arts nonprofits, both locally and nationally. However, the authors assert that the Raarup/White Triangle helps uphold a thriving community-based arts nonprofit and the three points are vital to consider. This is believed to be true even in the era of COVID-19, or any other extreme event.
How many people run our towns? Positional leadership across rural and urban Oregon
(2024-02-20) Winchester, Benjamin S
Positional leaders are crucial components of our communities and there are many governmental positions – both elected and appointed – to fill. This fact sheet documents the number of governmental and nonprofit organizations across Oregon by county. A rural-urban lens is also used to examine differences in leadership supply and demand.
The Impact of the Minnesota Principals' Academy on High School Principal Decision-Making
(2018-08) Knuth, Joann
Abstract High school principals make numerous decisions daily. Decision-‐making is a complicated process requiring multiple pieces of data, synthesizing them, looking at the big picture, setting targets, and strategically thinking through actions, looking at risks, assumptions, and belief systems. If a wrong decision, even a seemingly minor one, is made, it can haunt the principal’s leadership for a long time. This research investigated the impact of the Minnesota Principals’ Academy (MPA), an 18-‐month long executive professional development program for practicing principals on their perceptions and skills with regard to decision-‐making. Fourteen of seventeen eligible principals who had completed the MPA agreed to be interviewed, representing a cross-‐section of high schools from urban, suburban, and greater Minnesota schools, with student populations from under 600 to over 2,200. Using a structured interview protocol, with probes to expand responses and report experiences, principals’ responses were coded and analyzed, looking for both common and unique themes. Findings revealed that the more experienced the principal, the greater the pattern of consulting with others before making difficult decisions. Another concept that emerged from the data was the key role of vision to principals’ leadership. Having a vision appeared to shape and influence all aspects of principals’ decision-‐making and leadership. A striking aspect of the data was the commonality of principals’ vision across all participants and their commitment to the commonality of that vision. Every principal interviewed noted that participating in the MPA deepened their belief in the importance of vision to their leadership and making sound decisions for their schools and students.

University Digital Conservancy

Browse by Subject

Browsing by Subject "leadership"