The Palgrave Handbook Of Crisis Leadership In Higher Education

This handbook provides a frame of reference for the global challenges facing higher education leadership today. Focusing on recommendations and directions for the future rather than simply a recap of measures taken during the COVID-19 pandemic, the contributors also delve into contexts such as the climate crisis, issues of diversity, equity and inclusion, digitalisation, funding and marketisation, the war in Ukraine and China-Taiwan and Hong Kong tensions. They collate a systematic, global view of higher education systems during the pandemic and beyond, and explore possibilities for the future, providing recommendations for ‘the new normal’. With contributions from across six continents, the book will be of interest to students and scholars of higher education and governance, university leaders, government and accreditation bodies, and anyone else interested in reflecting on the past few years in higher education and the road ahead.

"Drawing upon the findings of a content analysis of over 1,000 articles from a variety of news outlets, along with the completion of 40 interviews with senior leaders from ten major research universities across the United States, the author presents a crisis leadership framework that can be useful for academic and administrative leaders in navigating those crises that are most germane to institutions of higher education. The book introduces readers from various academic disciplines to the relevant scholarly literature at the intersection of leadership in higher education, crisis management/communication, and organizational communication. Featured in this book are specific models and tools for current leaders in higher education, including a taxonomy of crisis types that are most germane for colleges and universities, a continuum for thinking through communication during crisis situations in higher education, and a scorecard of skills, values, and competencies required for effective crisis leadership"--

This book explores higher education leadership during times of extreme pressures and limited, changing information. Organized around different functional units in higher education institutions, chapters describe the ways in which campus communities were affected by and responded to the early pandemic crisis. By unpacking observations of real leaders from American institutions of higher education during the COVID-19 pandemic, this book provides lessons learned and takeaway strategies for complex decision-making during a crisis. This edited collection explores the unique moment when leaders and teams must make, implement, and adjust plans rapidly to assure delivery of their missions, while still addressing the needs of students, parents, employees, and stakeholders. Shining a bright light on decision-making in the early acute stage of a crisis, this book prepares higher education educators to be effective leaders and successful decision-makers.

A new playbook for effective crisis management in higher education. Unlike other industries, in higher education an institution's most important asset is its reputation. Yet as fundamental as it is, many leaders continue to view managing reputation as dishonest and counterproductive, a suspect process that undermines the very idea of reputation as an organic outcome of reality. When leadership credibility is on the line, though, and an institution's reputation is facing potentially irreparable damage, the concept of reputational risk moves from being nebulous to all too tangible. In Preventing Crises at Your University, Simon Barker demonstrates how critical it is for colleges and universities to align strategy and values with decision-making during times of crisis. Arguing that leaders must stop considering the discussion of reputational risk as unseemly, he demonstrates that this discussion is in fact a strategic imperative for every leader. Significant reputational damage, Barker asserts, is not the inevitable outcome of a crisis but of a poor response. Defining a new crisis leadership playbook to deal with self-inflicted crises, he also • explains what typically goes wrong in a crisis; • describes how to prevent crises from escalating; • demonstrates how a stakeholder-centric model of communications can help mitigate reputational damage; and • introduces a number of original concepts, including a Reputational Risk Management Framework, a Reputational Risk Maturity Model, and a Culture and Capability matrix. Moving beyond the theoretical by presenting case studies of real crises involving sexual assault, freedom of speech, student protests, faculty misconduct, and a broad range of financial, social, and ethical issues, the book highlights and underscore key concepts around effective management of reputational risk. Ultimately, Preventing Crises at Your University serves as a wake-up call for all higher education leaders and board members.

"This book explores higher education leadership during times of extreme pressures and limited, changing information. Organized around different functional units in higher education institutions, chapters describe the ways in which campus communities were affected by and responded to the early pandemic crisis. By unpacking observations of real leaders from American institutions of higher education during the COVID-19 pandemic, this book provides lessons learned and takeaway strategies for complex decision-making during a crisis. This edited collection explores the unique moment when leaders and teams must make, implement, and adjust plans rapidly to assure delivery of their missions, while still addressing the needs of students, parents, employees, and stakeholders. Shining a bright light on decision-making in the early acute stage of a crisis, this book prepares higher education educators to be effective leaders and successful decision-makers"--

Educational leaders must be prepared to lead during crisis. Leadership has been challenged with multiple crisis in recent years, including issues of school safety, school shootings, medical crises such as SARs, HINI, and the ongoing pandemic. While each of these situations has resulted in multiple plans of actions, none has impacted our society as the current pandemic (COVID19) has, in terms of immediacy of needs and actions. School and district leaders are in charge of managing many stakeholders, circumstances and have the authority and responsibility to lead with ethical behavior (Al Habusi, Ismail & Omar, 2018). Integrity, resilience, fairness help guide the components of ethical leadership that leaders need to model, communicate, and use as a framework for implementing and sustaining change in organizations (Hegarty & Moccia, 2018). This book is targeted for leaders of educational systems, school buildings and those leaders of organizations that are connected in some way to educational systems and schools at all levels. The educational issues raised by the COVID pandemic, began in March 2020. The leadership needs identified throughout this crisis exemplifies many of the issues of crisis management, that is applicable to other issues, such as school violence, school safety, accidents and deaths that occur in every district.

Women leaders and the COVID-19 pandemic are currently trending in the news. Major news outlets are all offering their positive opinions on how world-wide women leaders have addressed the crisis and reassured their people. While this sort of press coverage is certainly uplifting, little to no research has been conducted to investigate the effectiveness of women’s leadership decisions and strategies in these difficult times. In concert with these global struggles resulting from the pandemic are the challenges faced by higher education. Many colleges and universities have all but shuttered their doors and are conducting instruction, student support, and day-to-day business almost completely online. Women academic leaders bear a great load during global crises, with the combination of maintaining work responsibilities and caring for families and personal households. It is shown that women leaders may feel overwhelmed but remain heroes in unprecedented times of crisis. Women and Leadership in Higher Education During Global Crises informs readers and expands their understanding about specific challenges, issues, strategies, and solutions that are associated with women leaders in higher education, the implications during the current pandemic and other natural disasters, and how these strategies can be used for future agility and success. The chapters will cover narratives, strategies, and initiatives that women leaders are using to lead their institutions, departments, sectors, and organizations. It ties together the unimaginable challenges, joys, struggles, and successes encountered by women in leadership in higher education and is ideal for higher education administrators, teachers, leaders, faculty, provosts, deans, program leaders, researchers, academicians, and students interested in both the challenges and successes women leaders in higher education face during global crises.

This Handbook explores the discourse within the field of educational leadership and management. It provides a clear analysis of the current field as well as older foundational ideas and newer concepts which are beginning to permeate the discussion. The field of educational leadership and management has long acknowledged that educational contexts include a variety of leaders beyond school principals and other school officials such as informal and middle level leaders. By looking at the knowledge dynamic rather than a static knowledge base , this Handbook allows research to be presented in its multidimensional, evolving reality.