Connecting philosophic and scholarly traditions with change in higher education
HEADNOTE
initiative, the authors argue for expanding the conventional notion of leadership required for higher education change. In addition to competently envisioning, organizing, and enacting change, we believe that change agents must become more familiar with the philosophical and scholarly traditions associated with the substance of intended change. We make our case by considering two contemporary change platforms in American higher education: the shift from teaching to learning in undergraduate education, and the quest to make colleges and universities more "engaged" (with society) institutions. Understanding the Academy as a tapestry of scholarly traditions-with distinct philosophical roots and conceptual frames of reference night stimulate more academic change agents to reframe leadership and change in postmodern terms. Doing that will offer change platforms that are more embracing than declarative, more inviting than directive, and more connecting than restrictive.
Executive Summary
HEADNOTEStimulated by experiences associated with the Kellogg Foundation's "Leadership for Institutional Change" (LINC)
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