PPDGJ: Chapter 5 LEADERSHIP AS SERVICE A New Model for Higher Education in a New Century KENT A. FARNSWORTH

Chapter 5
Shaping the Vision

Milton Greenberg observes that, "There is still less than a large part of faculty preparation and professional development is the place of higher education in the country and the world, the underlying and widespread social problems that influence it, and the great potential of the strength of academic citizenship."

One of the core values of the academy is institutional autonomy, which is valuable as a enclave that is free from political and economic problems. In many cases, faculty members can barely see outside of their own discipline or narrow specialization, seeing even those independent of their own campus problems.

Vision will be better by receiving new income to support public good (strengthening the academic experience of a relatively fixed number of students), but instead is expanding floor space, increasing budgets, and adding games and food courts.

One institution is to collect, analyze and objectively issue public knowledge in all its forms is a university, and its vision must include establishing itself as social criticism, broad-based public educator, and citizen builder. With extensive public education, church groups, union meetings, middle school citizenship classes, and senior centers wherever ordinary people gather, the best and brightest is to be there to share, fish and energize.

Indeed, many important studies that affect our lives come from their work in the academy. Over the past century, teaching has prepared a professional workforce that builds and maintains our dominant economy. But there is a growing sense in the business world that even here, our vision is closed. Training & Development Magazine reports that, in 1995, companies spent more than $ 55 billion on education and training in the United States - up 20 percent from a decade earlier. 6 Ronald Compton, chairman of Aetna Life, noted in an article written for Corporate Board that: "The speed of changes in the way we do business are accelerating, so are concerns about the health of our social and educational institutions. As a result, the company found that they must be responsible for teaching and training employees. "

No one argues that maybe every university in the state does not need a teacher education program. No one argues that there might be a relationship between the acceptance of teacher education candidates who are not academically strong, public perceptions of teacher preparation, and the public's desire to support better wages for teachers.

The vision is being shaped by institutional personal interests based on economic feasibility rather than by sound academic judgment. Principals in the same country complain that postgraduate education in School administration is outdated and does not come into contact with the reality of the current school environment.

At the Principal Academy, those present argue that many faculties in university leadership programs have not spent a full day of public schooling in decades, and have experienced monumental changes in student background and behavior, legal problems, academic expectations, and technological innovation only through articles that they have read or, worse, written.

Maybe we at the academy have created an existential vision that makes us inclined to believe that, to remain purely intellectually, we must separate ourselves from the polluted world, with the result that we stop understanding it and therefore cannot serve its needs to free its own intellectual capacity.

College leaders must be concerned with registration, income, and breadth of supply. They must not ignore contractual obligations, accreditation demands, legal issues based on new consumerism and "implied contracts." But what is this vision? Vision is by nature transcendental and pragmatic. This directs us from the real to the ideal. This forces us to ask basic questions about why we exist, about the nature and value of education in general, and about what work and work to do.
Transforming leaders can recognize and utilize existing needs or requests from potential followers. However, beyond that, this leader must fulfill higher needs, and involve people who are fully followers. The results of leadership transformation are mutual stimulation and enhancement relationships that turn followers into leaders and can turn leaders into moral agents.

Such leadership occurs when one or more people engage with others in such a way that leaders and followers increase each other to a higher level of motivation and morality. Their goal is not as counterweight but as reciprocal support for common goals. But transformational leadership ultimately becomes moral because it increases the level of human behavior and ethical aspirations of leaders and those who are led, and thus has a transforming influence on both.

In a college and university context, a vision based on service must include more than the generic commitment to be all we can be. Though there is wisdom in crafting a brief and memorable “vision statement” that the college community can memorize and use as a foundation for guiding decisions and actions, to become operational, the vision must be defined in clearer and more explicit terms.

Nevertheless, in creating vision, the service-centered leader has a responsibility to reinfuse institutional mission with discussion of values. Central to a well-rounded education is the essential need to equip students with the understandings, experiences, and ethical tools required to grapple with the truly monumental issues that will be central to improving the human condition during the students’ lifetimes. Without discussion of values, there can be no discussion of purpose, of meaning, or of the reasons to be of service. 
If accrediting bodies want quantifiable results, we must find ways to provide them rather than avoid the challenges that might make producing them more difficult. A primary responsibility of the syncretic leader is to help all served by the institution find, through the actions and activities of the organization, greater personal sense of purpose and greater desire to be of service—and these objectives must be clear in the institution’s statement of vision.

Committed leaders must embrace human values intrinsically love, truth, fairness, freedom, unity, tolerance, responsibility, and respect for life. For them in education, building people with integrity, people who are committed to caring for others and can work cooperatively, and citizens must be part of a vision such as encouraging intellectual and creative curiosity. Otherwise, we build a world of phenomenal inventions and extraordinary technology, but without heart and soul to make their use rational and valuable.

Responsibility is scary. But most of us, in our hearts, know that that is what we should do. A quote from Marianne Williamson, He stated, "Our deepest fear is not that we are inadequate. Our deepest fear is that we are strong beyond measure. It is our light, not our darkness, which makes us most afraid.


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