Academic leaders’ diversity attitudes: Their role in predicting faculty support for institutional diversity.

This article develops a theoretical framework to understand how sexuality can be institutionalised through debates about marriage equality. We first examine 13 Australian sporting organisations concerning their support for marriage equality and sexual minority inclusion before showing they drew cultural capital from supporting episodes of equality exogenous to their organisation, while failing to promote internal inclusion. We use online content analysis alongside the identification of institutional speech acts within policy to analyse results through three conceptual lenses: Ahmed’s institutional diversity work, Ogburn’s cultural lag, and Evan’s organisational lag, from which we propose a hybrid – organisational cultural lag – as a theoretical tool within social movement theory.

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Constitutional Artisanship and Institutional Diversity:

The Good Society ◽

10.5325/goodsociety.20.1.0073 ◽

2011 ◽

Vol 20 (1) ◽

pp. 73

Author(s):

Filippo Sabetti

Keyword(s):

Institutional Diversity

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CAEP 2015 Academic Symposium: Leadership within the emergency medicine academic community and beyond

CJEM ◽

10.1017/cem.2016.9 ◽

2016 ◽

Vol 18 (S1) ◽

pp. S1-S9 ◽

Cited By ~ 6

Author(s):

Doug Sinclair ◽

James R. Worthington ◽

Gary Joubert ◽

Brian R. Holroyd ◽

James Stempien ◽

...

Keyword(s):

Emergency Medicine ◽

Expert Panel ◽

Development Program ◽

Academic Community ◽

Academic Leadership ◽

Leadership Roles ◽

Next Generation ◽

Academic Leaders ◽

Gender Balance ◽

And Gender

AbstractObjectivesA panel of emergency medicine (EM) leaders endeavoured to define the key elements of leadership and its models, as well as to formulate consensus recommendations to build and strengthen academic leadership in the Canadian EM community in the areas of mentorship, education, and resources.MethodsThe expert panel comprised EM leaders from across Canada and met regularly by teleconference over the course of 9 months. From the breadth of backgrounds and experience, as well as a literature review and the development of a leadership video series, broad themes for recommendations around the building and strengthening of EM leadership were presented at the CAEP 2015 Academic Symposium held in Edmonton, Alberta. Feedback from the attendees (about 80 emergency physicians interested in leadership) was sought. Subsequently, draft recommendations were developed by the panel through attendee feedback, further review of the leadership video series, and expert opinion. The recommendations were distributed to the CAEP Academic Section for further feedback and updated by consensus of the expert panel.ResultsThe methods informed the panel who framed recommendations around four themes: 1) leadership preparation and training, 2) self-reflection/emotional intelligence, 3) academic leadership skills, and 4) gender balance in academic EM leadership. The recommendations aimed to support and nurture the next generation of academic EM leaders in Canada and included leadership mentors, availability of formal educational courses/programs in leadership, self-directed education of aspiring leaders, creation of a Canadian subgroup with the AACEM/SAEM Chair Development Program, and gender balance in leadership roles.ConclusionsThese recommendations serve as a roadmap for all EM leaders (and aspiring leaders) to build on their success, inspire their colleagues, and foster the next generation of Canadian EM academic leaders.

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University professors as academic leaders

Educational Management Administration & Leadership ◽

10.1177/1741143215578449 ◽

2016 ◽

Vol 45 (1) ◽

pp. 123-140 ◽

Cited By ~ 13

Author(s):

Linda Evans

Keyword(s):

North American ◽

Leadership Preparation ◽

Academic Leadership ◽

Anecdotal Evidence ◽

Leadership Roles ◽

University Professors ◽

Academic Leaders ◽

Intellectual Capacity ◽

The Uk

In the UK the title ‘professor’ is generally applied only to the most senior academics – equivalent to North American full professors – and whom anecdotal evidence indicates to be often unprepared for the increasingly expansive academic leadership roles that they are expected to fulfil. The study reported in this paper was directed at exploring the reliability of such evidence, and the ways in which professors develop or prepare themselves, or are developed or prepared by others, for what are generally considered their professorial academic leadership roles. Data were gathered by questionnaires and interviews, revealing that excessive professorial workloads often result from confusion about what constitutes academic leadership and precisely what and how much is expected of professors. Yet despite an evident dearth of ‘official’, designated, academic leadership preparation and/or development provision, professors were resourceful in drawing upon their experience, networks and intellectual capacity to develop ways of becoming and being effective members of the professoriate.

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The Instrumental University

10.7591/cornell/9781501736643.001.0001 ◽

2019 ◽

Author(s):

Ethan Schrum

Keyword(s):

World War Ii ◽

Social Order ◽

Research University ◽

Social Problems ◽

Procedural Rationality ◽

Academic Leaders ◽

Postwar America ◽

Clark Kerr ◽

The Social ◽

Managerial Knowledge

This book argues that Clark Kerr, Gaylord P. Harnwell, and other post-World War II academic leaders set the American research university on a new course by creating the instrumental university. With its emphasis on procedural rationality, organized research, and project-based funding by external patrons, the instrumental university would provide technical and managerial knowledge to shape the social order. Its leaders hoped that by solving the nation’s pressing social problems, the research university would become the essential institution of postwar America. On this view, the university’s leading purposes included promoting economic development and coordinating research from many fields in order to attack social problems. Reorienting institutions to prioritize these activities had numerous consequences. One was to inject more capitalistic and managerial tendencies into universities. Today, those who decry universities’ corporatizing and market-driven tendencies often trace them to the rise of neoliberalism in the 1970s. This book suggests that a fuller explanation of these tendencies must highlight their deeper roots in the technocratic progressive tradition that originated in the 1910s, particularly the organizational changes within universities that this tradition spawned from the 1940s onward as part of the instrumental university.

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Barriers to Implementing the ACGME Outcome Project: A Systematic Review of Program Director Surveys

Journal of Graduate Medical Education ◽

10.4300/jgme-d-11-00222.1 ◽

2012 ◽

Vol 4 (4) ◽

pp. 425-433 ◽

Cited By ~ 28

Author(s):

Mohammad U. Malik ◽

David A. Diaz Voss Varela ◽

Charles M. Stewart ◽

Kulsoom Laeeq ◽

Gayane Yenokyan ◽

...

Keyword(s):

Systematic Review ◽

English Language ◽

Medical Knowledge ◽

Program Directors ◽

Faculty Support ◽

Inclusion Criteria ◽

Competency Based Education ◽

Inadequate Knowledge ◽

Competency Based

Abstract Introduction The Accreditation Council for Graduate Medical Education (ACGME) introduced the Outcome Project in July 2001 to improve the quality of resident education through competency-based learning. The purpose of this systematic review is to determine and explore the perceptions of program directors regarding challenges to implementing the ACGME Outcome Project. Methods We used the PubMed and Web of Science databases and bibliographies for English-language articles published between January 1, 2001, and February 17, 2012. Studies were included if they described program directors' opinions on (1) barriers encountered when attempting to implement ACGME competency-based education, and (2) assessment methods that each residency program was using to implement competency-based education. Articles meeting the inclusion criteria were screened by 2 researchers. The grading criterion was created by the authors and used to assess the quality of each study. Results The survey-based data reported the opinions of 1076 program directors. Barriers that were encountered include: (1) lack of time; (2) lack of faculty support; (3) resistance of residents to the Outcome Project; (4) insufficient funding; (5) perceived low priority for the Outcome Project; (6) inadequate salary incentive; and (7) inadequate knowledge of the competencies. Of the 6 competencies, those pertaining to patient care and medical knowledge received the most responses from program directors and were given highest priority. Conclusions The reviewed literature revealed that time and financial constraints were the most important barriers encountered when implementing the ACGME Outcome Project.

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