By Laura Hills
Our schools and universities are being led largely through child boomers who're now in later midlife. large numbers of these middle-aged leaders will retire in the subsequent 10 years. whereas we all know that being in later midlife and imminent retirement needs to effect somebody in a management place at an establishment of upper studying, we don’t fairly know the way.
This e-book is predicated upon an empirical research that associated greater schooling management to 1 point of midlife referred to as generativity. This psychosocial phenomenon was once defined through Erik Erikson as a hope that peaks in midlife to depart anything for destiny generations ahead of one dies. Generativity more often than not manifests itself within the legacy one intends to go away. the writer of this booklet has accomplished a a number of case examine of girls who're in later midlife and who carry high-level management positions at an establishment of upper studying. during this paintings, she stocks greater than has ever been identified in regards to the nature, antecedents, and aid of generativity within the management of girl larger schooling leaders in midlife.
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Extra info for Lasting Female Educational Leadership: Leadership Legacies of Women Leaders
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Summary This chapter situated my research study within the context of many practical considerations and applications. Notably, it explained the theoretical lens through which I examined my research questions, a combination of Erikson’s theory of generativity and Astin & Leland’s post-industrial definition of leadership. This chapter also explained why legacy strivings escalate in midlife and why generativity usually matters more to leaders in midlife than to those who are younger. It described how and why I defined terms such as midlife and higher education leader in my study.
Furthermore, leadership theories that rely upon traits, behaviors, and situations to explain leadership, including many of the theories described in my extensive literature review, worked well in an industrial era when “the predominant goal of leadership was production and efficiency” (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005). However, the principles in Astin and Leland’s post-industrial leadership definition better support the values-centered approach of higher education and have influenced new pedagogical leadership models (Cohen & Brawer).
Many theories are partisan or partial, reflecting particular philosophical or ideological points of view. Many are based on limited, even biased, research: the answers one gets depends upon which question one asks. As a result the theories that emerge are often selffulfilling prophecies and at best explain only some aspects of leadership. (p. 60) Whipp and Pettigrew (1993) suggested that there has been insufficient attention to leadership as a process and to the interaction between leadership and context.
