Frank Knox Letter to Willamette University President Carl Knopf (photocopy)

2018 ◽  
Keyword(s):  
University President

scholarly journals University Students’ Perception of Transformational Leadership of the University President in Korea: The Role of Students’ Personality, Affect, and Affective Commitment to the University

2021 ◽  
Vol 20 (1) ◽  
pp. 160-184
Author(s):  
Boram Do ◽  
Seung-Yoon Rhee
Keyword(s):  
Transformational Leadership ◽  
Negative Affect ◽  
University Students ◽  
Affective Commitment ◽  
Affective State ◽  
Hierarchical Regression ◽  
University President ◽  
University Leadership ◽  
The University ◽  
The Relationship

This study explores how university students’ personality and positive or negative affect influence their perception of transformational leadership of the university president. It further examines how the level of students’ affective commitment to the university moderates the relationship. Survey data were collected from 141 undergraduate and graduate students enrolled in a large public university in South Korea. The students answered survey questions to measure their big-five personalities, positive and negative affect, affective commitment to the university, and their perception of the university president’s transformational leadership. The results of hierarchical regression analyses show that (a) students’ positive affect is positively related to their perception of the university president’s transformational leadership, after controlling for the effect of the students’ personality and that (b) students’ affective commitment to the university moderates the relationship between negative affect and perception of transformational leadership of the university president. This study sheds light on the dynamic, reciprocal process of the social construction of university leadership with an emphasis on students’ affective state and personality traits as critical factors in understanding distant leadership.

Trouble in My Way

2019 ◽  
pp. 133-160
Author(s):  
Jelani M. Favors
Keyword(s):  
World War Ii ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Jim Crow ◽  
University President ◽  
State University ◽  
Campus Environment ◽  
Black Liberation ◽  
Jackson State University ◽  
History Of

This chapter examines the strained history of Jackson State University during the aftermath of World War II and leading up to the modern civil rights movement. Located in the heart of Mississippi, Jackson State students carved out space to express their militancy as the war came to a close. However, they quickly felt that space collapse around them as segregationists tightened their grip on the Magnolia State as the burgeoning movement for black liberation challenged the oppressive traditions of the most socially and politically closed state in the country. Administrators such as Jackson State University president Jacob Reddix quickly fell in line with the expectations of his immediate supervisors and squared off against outspoken scholar-activists such as famed poet and novelist Margaret Walker. The standoff resulted in a campus environment fraught with tension yet still producing students and faculty determined to undermine Jim Crow.

Case Studies of North American University Performance in Technology Transfer and Commercialization

2010 ◽  
pp. 1-51
Author(s):  
Alan Collier ◽  
Fang Zhao
Keyword(s):  
Technology Transfer ◽  
Case Studies ◽  
North American ◽  
University President ◽  
American University ◽  
Technology Transfer Offices ◽  
Two Factors ◽  
University Performance ◽  
The University ◽  
Ability And Willingness

This chapter reports on case studies of four North American universities engaged in technology transfer and commercialization. The literature and case studies permitted an understanding of the characteristics possessed by universities and university technology transfer offices that appear to be successful in technology transfer and commercialization. Fourteen characteristics, or institutional enablers, are identified and analyzed in order to determine which among these characteristics have greater influence in the success of technology transfer offices. The chapter concludes that universities with superior-performing technology transfer offices possess two factors in common. First, the university President and other executives concerned in commercialization have to believe in it and make a genuine commitment to its success. Second, the technology transfer office has to be led by an individual who possesses several attributes: the ability and willingness to work within the university structure; the ability to be both an entrepreneur and a manager; the ability to see what is happening in technology transfer and commercialization as it evolves and matures; and to be a leader of people and business.

Religion and University Aspirations, 1868-188

1998 ◽  
Author(s):  
P. C. Kemeny
Keyword(s):  
New Jersey ◽  
Forthcoming Paper ◽  
University President ◽  
American University ◽  
Promised Land ◽  
Gradual Evolution ◽  
The Subject ◽  
College Of New Jersey ◽  
American Society ◽  
First Time

“I have hitherto discouraged all proposals to make Princeton College a university,” President McCosh told the trustees in June of 1885. “I am of the opinion,” he went on to announce, “that the time has now come for considering the question.” Seizing the momentum from what many in Princeton considered a victorious debate with Harvard’s Charles W. Eliot, McCosh launched a formal campaign to make the College of New Jersey a university. He promised that his forthcoming paper, “What an American University Should Be,” would fully explain how and why the board should take this next logical “step” in the institution’s development. Although this was the first time that he officially broached the subject with the trustees, McCosh had long been laying the groundwork to build what he considered would be the crowning achievement of his presidency. With regard to this ambition, the trustees’ minutes preceding this announcement reveal a calculated plan by McCosh to convince the board that the college was making exceptional progress toward becoming a university. He would begin by winning the board’s approval for a particular reform or a new program on the grounds that it was essential if the institution was to advance its civic mission like its rivals, Harvard and Yale. Then, within a year or two, he would proclaim the reform or program a remarkable educational success and a major benefit to American society. The reorganization of biblical instruction in 1876 illustrates this process. Although McCosh had promised the Princeton community in his inaugural address that he harbored no plans to “revolutionize your American colleges or to reconstruct them after a European model,” the College of New Jersey experienced a gradual evolution toward becoming a university under McCosh’s leadership. Spurring consistent improvements in the faculty, curricula, and campus, McCosh led the college out of its antebellum educational doldrums, and, by 1885, he was ready, like his peers at Harvard and Yale, to lead his college into the promised land of American universities.

Sign in / Sign up

Export Citation Format

Share Document