Leadership:
An Annotated Bibliography

Harriet Napierkowski

Alstete, J. W. (1995). Benchmarking in higher education: Adapting practices to improve quality (ASHE-ERIC Higher Education Reports 5). Washington, DC: George Washington University.

In this report, Alstete makes a case for adopting Total Quality Management (TQM) techniques such as benchmarking to improve the quality of higher education. With tightening state budgets and increased competition for students, Alstete contends that TQM techniques may be necessary to improve functions in such as areas of higher education as recruiting, designing course offerings, and providing appropriate student services.

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. 2^nd ed. San Francisco: Jossey-Bass.

Posits that in the 1990s, educational reformers are seeking answers to two fundamental questions: (1) How well are students learning? And (2) How well are teachers teaching? The volume aims to respond to concerns about better learning and more effective teaching.

Banner, J. M., & Cannon, H. C. (1997). The elements of teaching. New Haven: Yale University Press.

Each chapter of this book is devoted to an element of teaching-- learning, authority, ethics, order--and contains an anatomy of the subordinate elements followed by a vignette of a teacher who illustrates the particular trait. Its purpose is primarily to inspire and motivate new teachers and to reassure more established teachers who may have begun to question the dignity and worth of the teaching profession.

Bennett, J. B. (1998). Collegial professionalism: The academy, individualism, and the common good. Phoenix, AZ: Oryx Press.

This book is not exclusively about the teaching function of faculty in higher education, but it does address some of the most crucial questions faced today. Part of the cause, according to Bennett, is the focus on individualism rather than collegiality--and a weakening of ethical standards. He address some of the problems in the academy in four areas: colleagues, students, the institution, and the self--and he ends with recommendations for achieving collegiality, or what he calls "intellectual reciprocity with colleagues," recognizing serious academic obligations and participating in the academic life of the institutions.

Bennis, W. (1993). An invented life: Reflections on leadership and change. Reading, MA: Addison-Wesley.

A collection of essays written over three decades, including an autobiographical piece that helps explain how Bennis' ideas were shaped. The other essays are pulled together from periodicals such as The Atlantic, Harvard Business Review, and Esquire, covering such revolutions as the information explosion, the emergence of Japan as an economic force, and the collapse of the Soviet Union. The basic thesis is that the effective leader must have the ability to adapt, to live with ambiguity, and to see new problems as opportunities for creative solutions. A combination of meditative and how-to essays on leadership.

Blank, W. (1995). The nine natural laws of leadership. New York: AMACOM.

Blank contends that leadership is governed by natural laws, and to discern them, he appropriates the principles of quantum physics and applies them to the contemporary business environment, where, as in quantum physics, patterns of chaos and unpredictability emerge. Blank codifies nine "natural" laws of "quantum leadership." The text discusses what it means to be a leader, when and how leadership emerges, how leaders and followers influence one another, why leaders invariable face risks and limitations, how to tap unseen sources of leadership power, why leadership sometimes turns destructive, and how to channel the nine natural laws toward productive and growth-sustaining ends.

Bolman, L. G., & Deal, T. E. (1994). Leading with soul: An uncommon journey of spirit. San Francisco: Jossey-Bass. 

Bolman and Deal tell the story of one executive's quest for "passion" and purpose in work and in life. Leading with Soul proposes that the heart of true leadership can only be found in the heart of the leader. The authors draw upon a diverse mix of spiritual traditions, poetry, philosophy, and social science teachings on leadership and organizations. Interludes between the story chapters explore the everyday application of "lessons learned" in the chronicled parable.

Bowden, J., & Marton, F. (1998). The university of learning: Beyond quality and competence in higher education. London: Kogan Page.

This work addresses the issue of the fundamental purpose and methods of university teaching. Although the primary functions are most frequently summarized as teaching, research, and service, Bowden and Marton argue that these are the means, not the aims, of the University system. The ultimate object of the university is to prepare the individual, the community and society to face future problems based on current knowledge. Teaching serves to facilitate learning at the individual level. Service involves learning at the local level. Research contributes to knowledge formation at the society-wide level. Bowden and Marton also argue for a shift in emphasis from educational inputs (content, methods) to outputs (learning).

Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. San Francisco: Jossey-Bass.

Examines how the university has changed over the years, moving from teaching, to service, and then research, reflecting shifting priorities both within the academy and beyond. Follows by focusing on how the faculty reward system narrowed after World War II, at the very time the mission of American higher education was expanding, and considers how many of the nation's colleges and universities are caught in the crossfire of competing goals.

Brown, S., Armstrong, S., & Thompson, G. (Eds.). (1998). Motivating students. London: Kogan Page.

The authors begin by stating that orthodox educational psychology has offered little of real significance that has improved on McKeachie's (1961) research. The chapters range from theoretical to empirical. In addition to thinking on motivation, it provides a sociological glimpse of British higher education.

Burns, J. M. (1978). Leadership. New York: Harper & Row.

A groundbreaking text in the field of leadership research. Shifts the paradigm and the focus of leadership "strategy" to the centrality of character.

Campbell, W., & Smith, K. (Eds.). (1997). New paradigms for college teaching. Edina, MN: Interaction.

Focuses on the role of learning communities and constructivism in revitalizing higher education.

Chalmers, D., & Fuller, R. (1996). Teaching for learning at university. London: Kogan Page.

A "how-to" book on enhancing teaching through a better understanding of learning styles and how such understanding should influence what we do in the classroom as teachers. The book is divided into three sections. First, a review and discussion of the theoretical underpinnings of teaching through learning, complete with reference to relevant research on learning and teaching. The second part of the book moves to a step-by-step process of the strategies for modifying how faculty teach. The final part of the book focuses on case studies of faculty members in various disciplines who volunteered to implement the authors' strategies in their classrooms. These case studies reveal the difficulties of such a shift in teaching and the opportunities for enhanced learning.

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.

Provides the seven basic principles of good practice in undergraduate education, based on extensive research. The authors assert that educationally successful undergraduate institutions encourage student-faculty contact, encourage cooperation among students, encourage active learning, give prompt feedback, emphasize time on task, communicate high expectations, and respect diverse talents and ways of learning.

Cribben, J. J. (1981). Leadership: Strategies for organizational effectiveness. New York: AMACOM.

Argues that management is largely an action-oriented cognitive process, while leadership is principally an action-oriented interpersonal process. Lists several approaches for becoming a more adept leader: rely on your own experience; examine existing research; study how proven leaders have acted; examine some of the more significant research findings; reflect on how different leaders have coped with a variety of situations; and formulate a leadership-development program. The book's purpose is to facilitate that effort.

Cross, K. P. What do we know about students' learning and how do we know it? Lecture given at the 1998 National Conference on Higher Education. [Online]. Available: http://www.aahe.org/nche/cross_lecture.htm

Students and their learning should become the focus of everything that college teachers do--from instruction, to the intellectual climate, to policy decisions. All should start with the question, "But will it improve students' learning?" Covers the "Seven Principles" of undergraduate education, the "three critical conditions for excellence," and the "nine strategies" for improving student learning. Argues, however, that educational community is becoming too dependent on what the authorities in research say about learning--that college faculty, as teachers and scholars themselves, know "a thing or two" about how people learn.

Cross, K. P., & Steadman, M. H. (1996). Classroom research: Implementing the scholarship of teaching. San Francisco: Jossey-Bass.

A follow-up to the Angelo and Cross’s 1993 text, Classroom Assessment Techniques. The book's basic premise is that "classroom research is more process than product. That process is elevated when there are rich dialogue and thoughtful inquiries. The last section introduces ideas for classroom research, providing useful ideas for gathering data empirically and, as a result, making positive modifications in the class. This book is written for the teacher who is discipline-oriented but without training in educational research" Classroom research is not traditional research conducted in or on classrooms. . . . It is most simply defined as ongoing and cumulative intellectual inquiry by classroom teachers in the nature of teaching and learning in their own classrooms.

Daft, R. L., & Lengel, R. H. (1998). Fusion leadership: Unlocking the subtle forces that change people and organizations. San Francisco: Berrett-Koehler.

For centuries business managers have employed a "fission approach"--separating people and work into roles and tasks; establishing boundaries for information sharing and communication; assigning responsibilities by levels and functions; and externally imposing goals, targets, rules, and standards. This approach, Daft and Lengel argue, creates stable, efficient, routinized organizations, but ones that are slow to adapt and change because the "fission approach" engages people's bodies and minds but not their "hearts and souls." Fusion Leadership shows leaders how to use "fusion" to create personal ownership and commitment for change projects, thereby overcoming resistance that thwarts efforts to achieve real change in organizations. Daft and Lengel explore six forces they feel have a direct bearing on organizational effectiveness: mindfulness, vision, heart, communication, courage, and integrity.

Fisch, L. (Ed.). (1996). Ethical dimensions of college and university teaching: Understanding and honoring the special relationship between teachers and students. San Francisco: Jossey-Bass.

Fisch introduces this collection by arguing that while most college and university teachers know the "rules" of ethics in the academy, "It is commitment to those rules and ideals that is necessary for the ethical professoriate." The collection's thirteen essays address a variety of ethical issues faced by the college faculty member, including dual relationships with students, confidentiality, respect for colleagues, and valid assessment of students.

Gaff, J. G., & Ratcliff, J. L. (1997). Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and change. San Francisco: Jossey-Bass.

A thorough treatment of the whole constellation of issues revolving around the undergraduate curriculum, a follow-up to Ernest Boyer's (1978) Handbook on the undergraduate curriculum. It includes 34 chapters, ranging from the theoretical to the historical, with a focus on the aims of undergraduate education, chapters dealing with different disciplines, discussions of how to administer and assess the curriculum, and strategies for change and implementation. Among its chief criticisms is that higher education has lost sight of its purpose to stimulate intellectual development and that teachers rely on outmoded methods of instructions, especially lecture and discussion focused on the instructor. In particular are to chapters that should be of use to me: Roberta S. Matthews, et al on learning communities, and James Farmer on using technology.

Glassick, C. E., Huber, M. T., & Maeroff, G. I. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass.

A Carnegie Foundation report in which the authors create an inclusive vision of scholarship, basing their work on the earlier work of Ernest L. Boyer's Scholarship reconsidered: Priorities of the professoriate, the Foundation's 1990 report. The most recent report responds to what it considers a major societal transition that requires higher education to keep pace and facilitate change. The report observes that the performance of the professoriate is most often determined by the reward structure of their institution. It proposes six shared standards: clear goals, adequate preparation, appropriate methods, significant results, effective presentation, and reflective critique.

Grunert, J. (1997). The course syllabus: A learning-centered approach. Boston: Anker Publishing.

Grunert provides a rationale for care and substance in syllabus design, by linking it persuasively to the current discussion of a shift from the teaching paradigm to the learning paradigm. Effectively details the functions and importance of a course syllabus in promoting learning.

Gryskiewicz, S. S. (1999). Positive turbulence: Developing climates for creativity, innovation, and renewal. San Francisco: Jossey-Bass.

Begins with the recognition that change is inevitable. Then provides ways to keep change manageable and apply it to an organization's strategic advantage. Asserting that creativity need not be random, Gryskiewicz outlines a proactive process for bringing new information into an organization, making sense of it, and translating it into novel ideas that are both useful and actionable. Along the way, he relates specific strategies that individuals, teams, and organizations can use to increase their receptivity to "positive turbulence" and employ it effectively. Illustrates his points with a variety of examples from history, from organizations large and small, even from jazz groups. Gryskiewicz also provides real-world examples of how Norfolk Southern, Hallmark, and 3M have each used positive turbulence to build continuous renewal into their cultures.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991a). Cooperative learning: Increasing college faculty instructional productivity. ASHE-ERIC Higher Education Report Number 4. Washington, D.C.: George Washington University.

The use of active learning strategies, such as cooperative learning, is growing at a remarkable rate. Professors are incorporating cooperative learning to increase students' achievement, create positive relationships among students, and promote students' healthy psychological adjustment to school. This monograph is about how college faculty can ensure that students actively create their knowledge rather than passively listening to the professor's. It is about structuring learning situations cooperatively at the college level so that students work together to achieve shared goals.

Johnston, C. (1999). Fostering deep learning, [Online]. Available: http://www.ecom.unimelb.edu.au/ecowww/fost.html

All teachers bring to the classroom an inbuilt informal theory of teaching, which has implications for how students learn. Johnston discusses these theories of teaching and matches them to theories of learning. The first theory the author discusses is the transfer theory, in which the subject matter is viewed as a commodity that can be transferred into an empty vessel waiting to receive it. A second theory relates to the shaping of students' minds into some predetermined form. In both the transfer and the shaping theories, the teacher is in control of the commodity to be transferred and determines the shape of the finished product. The third type of theory, a developed theory, is one which takes the view that the student and teacher undertake a journey of discovery together. The final type, the growing theory, is also a developed theory in the sense that students make a significant contribution to their own learning. Students who use a deep approach to learning are involved in the task and seek to obtain some underlying meaning. A surface approach to learning arises when the student sees learning as a means to achieve an end. A third approach to learning is one in which the student is motivated extrinsically and creates a highly organized, productive study skills approach to learning. When the teaching theories are mismatched with the students' learning theories, problems can arise. The basic premise on which deeper learning is based is that a participatory learning approach is fundamental.

Kanter, R. (1983). The change masters. New York: Simon and Schuster.

Kanter bases The Change Masters on five years of research into innovation, change, and response to new environmental demands on corporations. She advocates flexible, holistic, integrative problem solving and planning rather than traditional, hierarchical ways of operating. Kanter acknowledges the dilemmas of innovative, participative models, but nonetheless challenges old-style companies in mature industries as well as high-tech firms in merging fields to innovate. Throughout the book, she details skills needed by "change masters" and the specific conditions needed in their corporations to effect change. Kennedy, M., Fisher, M., & Ennis, R. (1991). Critical thinking: Literature review and needed research. In L. Idol & B. F. Jones (Eds.), Educational values and cognitive instruction: Implications for reform. Hillsdale, NJ: Erlbaum. This chapter provides an historical overview of the topic of critical thinking, from John Dewey through the mid-1980's report, A Nation at Risk. It discusses a variety of definitions of the term critical thinking. The authors also cover topics relevant to the teaching of critical thinking (subject matter specificity, transfer, classroom atmosphere, assessment) and to the learning of critical thinking (developmental readiness, prior knowledge, and student characteristics). They include a detailed outline of behavioral goals for a critical thinking curriculum, as well as a list of specific instruments designed to assess critical thinking.

Laurillard, D. (1993). Rethinking university teaching: A framework for the effective use of educational technology. New York: Rutledge.

Teachers in higher education are slowly accepting the fact that they have to become more professional in their approach to teaching, matching their professionalism in research. There is also a growing recognition that the technological media have the potential to improve student learning, or at least teaching efficiency. This book informs them about what has been done and what is already known, helping them to think constructively and critically, building towards a practical methodology for the design, development and implementation of educational technologies. Part I explores student learning; Part II looks at individual teaching methods and media; Part III discusses design methodology.

Love, P. G., & Love, A. G. (1995). Enhancing student learning: Intellectual, social, and emotional integration (ASHE-ERIC Higher Education Report 4). Washington, DC: George Washington University.

Calls for a greater integration of the intellectual, social, and emotional dimensions of student learning and student experience in higher education. Authors argue that a greater emphasis is needed on emotional and social development--result will be increased educational impact on students, increased student retention, greater social harmony, and decreased drinking and crime.

McKeachie, W. (1988). Teaching thinking. National center for research for the improvement of post-secondary teaching and learning update, 1(2), 79-88.   

Concludes that three elements make a difference in students' gains in thinking skills: student discussion, emphasis on problem-solving, and verbalization of strategies to encourage development of metacognition. "Student participation, teacher encouragement, and student-to-student interaction positively relate to improved critical thinking. These three activities confirm other research and theory stressing the importance of active practice, motivation, and feedback in thinking skills as well as other skills. This confirms that discussion, especially in small classes, are superior to lectures in improving thinking and problem solving."

Millis, B., & Cottell, P. (1998). Cooperative learning for higher education faculty. Phoenix, AZ: Oryx Press.

This definitive "how to" book on cooperative learning at the post-secondary level is designed to serve as a vital resource for faculty who use a collaborative approach to education. It offers an overview of the cooperative learning process, including its rationale, research base, value, and practical implementation. The authors also describe a variety of approaches to cooperative learning drawn from complementary movements such as classroom research, writing across the curriculum, computer technology, and critical thinking. The author contends that the need for cooperative learning is rooted in the changing workplace, the changing student populations, and the changing teaching paradigm. Millis argues that cooperative learning promotes "deep learning." The deep learning approach has four components: motivational context; learner activity; interaction with others; and a well-structured knowledge based. All are explained and documented.

Muth, R., Banks, D., Bonelli, J., Gaddis, B., Napierkowski, H., & Wood, V. (1999, April). Toward an instructional paradigm: Recasting how faculty work and students learn. Paper presented at the American Educational Research Association, Montreal, Quebec, Canada.

Authors argue that to address students needs, faculty must first understand how individuals learn. The authors examine paradigmatic characteristics that "make formal educational experiences productive and lasting for students preparing for professional roles," including constructivism, collaborative and cooperative learning, learner-centered programming, principles of adult learning, distance learning, appreciative inquiry, action learning, expriential learning, principles of isntructional design, and the use of technology in higher education.

Oakley, E., & Krug, D. (1994). Enlightened leadership: Getting to the heart of change. New York: Simon & Schuster.

A practical, hands-on guide to breaking through the barriers to organizational change. Authors show why most efforts at change fail, and they provide methods for getting people moving in the right direction. They emphasize the need to use under-utilized talent, expertise, and energy of existing staff, maximizing the contributions of all employees by sharing information, decision-making, and planning with them, creating a shared culture or organizational goals, strategies, and methods.

Palmer, P. (1997). The renewal of community in college education. In W. E. Campbell & K. A. Smith (Eds.), New paradigms for college teaching (pp. 1-18). Edina, MN: Interaction.

Palmer argues for the renewal of community in higher education. He also argues that building community does not reduce "good teaching" to a particular methodology, but helps us "to understand the dynamics that make connectedness a powerful force for learning in whatever form it takes" (p 12). Palmer also argues that the model of community in higher education reflects an insight into epistemology, into how human beings acquire knowledge and understanding. Palmer states that "Human beings know by holding together a very complicated paradox of the subjective and the objective, of the intimate and the removed" (p 15)

Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass.

Palmer's approach to teaching is not technical, but emotional and spiritual. Palmer contends that fear plays a major role in inhibiting good teaching and learning. We also fear conflict, losing identity, and finally, the possibility that a "real" encounter, which some teaching structures exist to prevent "will challenge or even compel us to change our lives." He discusses the teacher-centered classroom, the student-centered classroom, and the subject-centered classroom, and defines truth as "an eternal conversation about things that matter, conducted with passion and discipline."

Paulsen, M. B., & Feldman, K. A. (1995). Taking teaching seriously: Meeting the challenge of instructional improvement (ASHE-ERIC Higher Education Report 2). Washington, DC: George Washington University.

This report provides administrators and faculty leaders with practical ideas grounded in theory and empirical research for policies, programs, and activities to encourage an institutional culture that values instructional improvement.

Perry, W. A. (1985). Different worlds in the same classroom: Students' evolution in their vision of knowledge and their expectations of teachers. In M. M. Gullette (Ed.), On teaching and learning (pp. 3-17). Cambridge, MA: Harvard-Danforth Center.

A follow-up volume to Perry’s earlier work (1970) on the intellectual/cognitive development of college students, from dualism, to relativism, to multiplicity, to a firm grounding in one’s views while nonetheless being open to other views.

Rhoads, R. A., & Howard, J., P. (Eds.). (1998). Academic service learning: A pedagogy of action and reflection. San Francisco: Jossey-Bass. 

The editors include essays focusing on practical guidance, reasonable caution, and advocacy of scholarly input and output. A significant contribution lies in the bibliography following each essay and interwoven into the final chapter.

Roth, J. K. (Ed.). (1997). Inspiring teaching: Carnegie professors of the year speak. Bolton, MA: Anker Publishing.

This text is divided into four parts: teaching characteristics, teaching practices, teaching philosophies, and teaching teachers. Deals with effective learning, cyberspace, and collaborative teaching. Essay give insight into how, with a little change, a class period can go from "good" to "inspiring."

Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith, B. (1999). The dance of change: The challenges of sustaining momentum in learning organizations. New York: Doubleday.

Continues to focus on  principles of the learning organization, personal mastery, and systems thinking discussed in Senge's earlier work, The Fifth Principle.  "We are seeking to understand how people nurture the reinforcing growth processes that naturally enable an organization to evolve and change, and how they tend to the limiting processes that can impede or stop that growth."

Sergiovanni, T. J. (1996). Leadership in the schoolhouse. San Francisco: Jossey-Bass.

Sergiovanni's understanding of constructivism is the underlying assumption that both children and adults are capable of creating their own understanding of the world in which they live. "Constructivism is not a theory of teaching that enables us to design down to how students learn. It is instead a theory about knowledge and a theory about learning that enables us to design out to teaching as well as out to issues of school structure, organization, and teacher development. At root is the simple idea that children and adults construct their own understandings of the world in which they live. "

Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Boston: Allyn and Bacon.

Brings together in one source a comprehensive collection of instructional strategies designed to get the class away from traditional lecture methods and to engage the students actively in discussion, debate, creative thinking, questioning, teamwork, and collaborative learning.

Sutherland, T. E., & Bonwell, C. C. (Eds.). (1996). Using active learning in college classes: A range of options for faculty. San Francisco: Jossey-Bass.

Begins and ends with a theoretical framework. Acknowledges five reasons why professors resist active learning: "one cannot cover as much content in class; active learning requires too much time in preparation for class; it seems impossible to use active learning approaches in large classes; materials and resources are lacking; and there are many risks to be considered, including how colleagues will perceive the legitimacy of the approaches, how student evaluations might be influenced, and how promotion and tenure might be affected."

Van Dusen, G. C. (1997). The virtual campus: Technology and reform in higher education (ASHE-ERIC Higher Education Report 25). Washington, DC: George Washington University.

Provides a useful and comprehensive survey of developments in the field of higher education, but has a clear pro-technology bias without sufficient data to back his claims.

Wheatley, M. J. (1992). Leadership and the new science. San Francisco: Berrett-Koehler.

Argues that our understanding of the universe is being radically altered by the "new science"--the revolutionary discoveries in quantum physics, chaos theory, and biology that are overturning the models of science that have dominated for centuries. Wheatley applies the new science to transforming how we organize work, people, and life. Sheds new light on issues that trouble people in organizations the most: order and change, autonomy and control, structure and flexibility, planning and innovation.

Wright, W. A. (1995). Teaching improvement practices: Successful strategies for higher education. Bolton, MA: Anker Publishing.

This collection of original essays is designed to help the faculty development coordinator rather than the interested faculty member. However, the use of jargon is kept to a minimum, so the book is also useful to faculty members. The foundation for the book is laid out in the first essay in which the ability of each of 36 characteristics to improve the quality of teaching is assessed.

Zlotkowski, E. (Ed.). (1998). Successful service-learning programs: New models for excellence in higher education. Bolton, MA: Anker Publishing.

A response to Ernest Boyer's 1994 call for a new American college, "committed to improving, in a very intentional way, the human condition" through its capacity to connect thought to action and theory to practice. Provides ten profiles of service learning programs from a range of institutions of higher education. By providing a theoretical framework for service learning programs and then showing concretely how to carry them out, the text builds a bridge between theory and practice in the same way service learning itself does.

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