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Higher education and leadership educators have long been tasked to develop the next generation of leaders both in the classroom and outside of the classroom. Many educators use the Social Change Model of Leadership to highlight a nonhierarchical and collaborative approach to leadership while upholding the idea that everyone can be a leader regardless of the position they hold. However, the Social Change Model overlooks concepts of power and oppression and perpetuates whiteness in the process. With educators being tasked now more than ever to prepare students to solve complex social issues, this paper adds on new values to the Social Change Model of Leadership, using Yosso’s model of Community Cultural Wealth, to ensure that racially minoritized and other students from marginalized groups can tap into their capital and locate themselves within the model to make impactful and meaningful social change.

This chapter describes a new leadership model called shared equity leadership (SEL). The goal of SEL is to create culture change that embeds shared values of diversity, equity, and inclusion (DEI) into the core of an organization. SEL emerged from a qualitative multiple-case study of leaders who were committed to establishing an equitable organization at eight colleges and universities that had seen success in their equity efforts. We reviewed over 1,000 pages of documents and interviewed 126 leaders, including cabinet-level executives, mid-level leaders, and group-level leaders. While we identified this model on college campuses, it has relevance for any organizational context. SEL entails three elements: (1) a personal journey toward critical consciousness in which leaders solidify their commitment to equity, (2) a set of values that center equity and guide the work, and (3) a set of practices that leaders enact collectively to change inequitable structures. Distinct from traditional leadership models, SEL encompasses both personal and organizational processes of leadership and emphasizes collaborative, relational, personal, and emotional aspects of leadership. This change starts with transforming awareness and behaviors of individuals, who engage in personal journeys toward critical consciousness and develop an urgent sense of responsibility for creating change. Organizations can facilitate their personal journeys and begin structuring SEL by forming a diverse team and socializing them into SEL expectations. With a concerted effort of leaders committed to SEL values and practices, an organization can be transformed so that equity is everyone’s work.

As higher education institutions see the increased enrollment of online students, the services they provide must adapt to meet their needs. This chapter presents an in-depth case study of the steps that one private American university took, following Kezar’s model (2005), to improve online student engagement. The first phase involved buy-in from leadership and creating a valid justification for the collaboration efforts. The second phase involved taking the first steps to create a culture of collaboration across the institution. The third phase involved the development of programs that continued collaboration efforts through various campuses and departments to create tangible products promoting student success. The institution focused more on the process of collaboration than the results in an effort to create a foundation that could outlast staff changes and restructuring of departments. Early results indicate a potential for other universities to examine their processes used for collaboration between colleges and departments.

The author's course of graduate study was designed to increase awareness of the distinctive characteristics of higher education. Constructing this intellectual bridge between theory and practice showed her that library administrators could obtain useful insights from research and experiences in the broader field of educational administration and leadership. For example, she crossed this bridge in the process of designing and implementing her institution's 2003 accreditation progress report on student learning. Such required self-studies are intended to drive an institution's critical self-reflection that is so important to quality assurance and internal change processes.

To examine how introducing an institution‐wide managed learning environment impacts on the processes of organisational change using City University, London as a case study.

Literature‐based discussion of current issues around the introduction of online learning to provide theoretical framework. Action research methodology used for interviews with leading members of the institution.

There is a significant amount of literature available on institutional change and managed learning environments; however, how the introduction of such systems operates in practice depends on the context of the institution. In the interviews with key stakeholders six significant themes are identified for the management of change in this area: pedagogic direction; operational connections and development; organisational structure and change; system process; professional development; strategic vision and perception. Any implementation project regarding the introduction of managed learning environments should encompass these key themes.

Based on interviews with a small number of stakeholders at the institution. Further research could compare the experience at City with other institutions and revisit a wider selection of stakeholders at City to assess their views at a later stage in the implementation.

Provides guidance after the experiences encountered at the institution which could assist other universities both during the planning phases of such a project or during the implementation itself.

Identifies a number of key areas to shape and formulate project management. Combines empirical evidence with theoretical context.

This paper aims to examine the new teaching universities created in British Columbia and Alberta over the past 10 years in the context of the multiple challenges faced by higher education today, including issues of purpose, culture, governance, accountability and finances.

The essay provides a historic overview of the challenges universities face today. In this context, it presents the new Western Canadian universities as a possible model, even while identifying the challenges these institutions face in the future.

This case study concludes that universities must change if they are to meet the expectations of students and the needs of society. It outlines the challenges faced by the new universities, how they have responded, the successes they have experienced and the challenges they confront.

To the best of the author’s knowledge, this is the first study of the new Canadian universities.

This chapter examines the similarities and differences between the concepts of transformational leadership as developed within North America and the Confucian idea of transformation. It argues that Confucian tradition encompasses the essential elements embedded in the concept of transformational leadership. The former differentiates from the latter in its deeper degree of transformation, emphasis on morality and culture, and its focus on transformation from the inside outwards. The two greatest educators in Chinese history, Confucius and Cai Yuanpei, are evaluated in terms of their transformational leadership qualities in the Western sense. By looking at Confucius and Cai Yuanpei as successful transformational leaders, the chapter identifies four important factors from Chinese cases that may contribute to the success of this type of leadership. Implications of this comparison are discussed as they may inform the knowledge, research and practices of transformational leadership.

Organizational change is one of the most researched issues in management and leadership. Change is generally viewed as necessary, with positive outcomes for all stakeholders. Resistance is consequently seen as a surprising outcome. However, much of the management literature focuses on change as organizational dynamics-driven, especially by those at the top, in the interests of those at the top, often with scant attention to the role of employees. The purpose of this paper is to take a different perspective, grounded in the systems theory.

This is a conceptual paper. The authors critically examine theoretical explanations of resistance to change in organizations and offer an alternative perspective.

Systems theorists have addressed change, and its necessity in organizational survival, using an open systems model. The open systems theory posits that organizations are social systems that have purposes of their own and is made of parts (employees) that are purposeful and operate within a purposeful larger system – the environment (stakeholders). Change that ignores a key part – employees – will be resisted.

Using the systems theory, the authors propose several suggestions for organizational leaders and managers to implement sustainable change. These include, among others, recommendations on circular organizational designs, the need for more democratic organizations, purposeful leadership styles and how to include employees in proactive organizational change processes.