Characteristics+and+practices+of+executive+leadership+of+community+engaged+institutions—take+two!

**Characteristics and practices of executive leadership of** **community engaged institutions--take two!** Lorilee Sandmann, Professor, University of Georgia [sandmann@uga.edu] Jia Liang, Ph.D. candidate, University of Georgia [gliag09@uga.edu]

**Keywords:** Executive leadership, Carnegie “community engaged” classification, higher education, structures

**Track:** Theoretical or conceptual frameworks to advance research

**Format:** Research paper


 * Date & time: **Thursday 2:00-3:10
 * Location: **Wilson

**Summary:** Because of their resources, roles, decision-making authority, and imputed trust, institutional leaders in higher education are positioned to have a significant impact on the development of community engagement and service learning. This study, drawing from the 2008 and 2010 Carnegie classified community-engaged institutions, investigates the characteristics and practices of higher education executives leading engaged institutions and also compares results to the analysis of the 2006 ap plications on the same topics.

The authors use Bolman and Deal’s (2008) four framework approach to leadership that consists of structural, human resource, political, and symbolic frames from which leaders’ assumptions, practices, and change strategies can be examined. The study analyzes responses to the select foundational questions of the Carnegie Community Engagement Classification application framework (CAFT, 2010) to identify patterns of the leaders and structures implemented to facilitate engagement. Utilizing the constant-comparative qualitative method (Merriam, 1998), identified themes serve as the primary basis for responding to the research questions.

When engagement is aligned as an institution-wide priority, the portfolios of many senior campus leaders also reflect leadership to engagement. Evidence of how these leaders of engaged institutions perform the tasks of leadership is illustrated by three aspects of the documentation: executive actions; planning documents; and structures implemented to support, advance, and execute community engagement.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">This research indicates that success <span style="font-family: Arial,Helvetica,sans-serif; font-size: 18px; line-height: 27px;">ful institutions manifest extensive involvement of executive leadership that speaks consistently about the engagement mission and embeds it in institutional planning. Evidence can be found that leaders use the four frames of leadership. Institutional structures vary but reflect growing models of shared leadership. Three themes continue as less recognized by leadership: (a) impact of engagement on such public policy variables as access, efficiency, equity, and participation; (b) linkage of engagement with evaluation, outcomes, or accreditation; (c) engagement as social change.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**References:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Bolman, L. G., & Deal, T. E. (2008). //Reframing organizations: Artistry, choice, and leadership// (4th ed.). San Francisco, CA: Jossey-Bass/Wiley.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Bringle, R. G., & Hatcher, J. A. (2000). Institutionalization of service learning in higher education. //The Journal of Higher Education, 71//(3), 273-290.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Eckel, P. D., & Kezar, A. J. (2003). //Taking the reins: Institutional transformation in higher education.// Westport, CT: American Council on Education & Praeger.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> Holland, B. A. (2009). Will it last? Evidence of institutionalization at Carnegie classified community engagement institutions. In L. R. Sandmann, C. H. Thornton, & A. J. Jaeger (Eds.), //Institutionalizing community engagement in higher education: The first wave of Carnegie classified institutions//. //New Directions for Higher Education//, //147//, 85-98. San Francisco, CA: Jossey-Bass

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Kezar, A. J., Carducci, R., & Contreras-McGavin, M. (2006). //Rethinking the “L” word in leadership:// //The revolution of research on leadership//. San Francisco, CA: Jossey-Bass.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Merriam, S. B. (1998). //Qualitative research and case study applications in education.// San Francisco, CA: Jossey-Bass.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Northouse, P. G. (2007). //Leadership: Theory and practice// (4th ed.). Thousand Oaks, CA: Sage.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> Sandmann, L. R., & Plater, W. M. (2009). Leading the engaged institution. In L. R. Sandmann, C. H. Thornton, & A. J. Jaeger (Eds.), //Institutionalizing community engagement in higher education: The first wave of Carnegie classified institutions//. //New Directions for Higher Education, 147//, 13-24. San Francisco, CA: Jossey-Bass.

<span style="color: black; display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;"> **Please click here to access a PDF of this page:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">[|Sandmann_Characteristics and practices of executive leadership of community engaged institutions—take two!.pdf]

**To download materials from this session please click on the file link(s) below:** <span style="background-attachment: initial; background-clip: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[|LeadershipforCE]
 * Thank you for your interest in our session. Please follow the link to view our Prezi presentation.**
 * Your comments are appreciated.**