The leadership challenge of a college presidency : meaning, occasion, and voice
著者
書誌事項
The leadership challenge of a college presidency : meaning, occasion, and voice
（Mellen studies in education, v. 70）
The Edwin Mellen Press, c2002
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注記
Includes bibliographical references (p. 337-340) and index
内容説明・目次
内容説明
This book addresses the phenomenon of leadership and its exercise in the context of American higher education in general and in that of the independent, free-standing, non-sectarian liberal arts college in particular. It is well known that college and university presidents must deal with a variety of constituencies -- alumni, faculty, donors, trustees, students, townspeople, and in some venues, sports fans. Inevitably educational leaders must mediate among these sometimes conflicting blocs. But this book suggests that the "blocs" are often divided within themselves -- between older and younger alumni, students of different genders, races and ethnic groups, faculty members likely to divide over academic policy. If college presidents are so occupied as negotiators or "transactional leaders," do they have the time and energy and organizational support to pursue their higher goals -- yes, their visions -- through "transformational leadership?" This question lies at the heart of Frank Oakley's book even as he pursues a host of related matters.
This study is the best I have seen on educational leadership, because the author has a thorough grasp of both the potential and the problems of collective leadership, and at the same time enhances the general study of leadership with sophisticated concepts of what he calls the "instructional" or "interpretive" dimension of leadership, encompassing both the meaning and the exercise of this complex process. After three decades serving as professor, dean of the faculty and then president of Williams, the author offers fresh insights into the exacting leadership required even of a smallish college of 2,000 undergraduates. He did serve as an accomplished transactional leader but he always clung to his basic belief -- the primacy of student and teacher as against other priorities. Of course all educators say this -- especially at Williams with its Mark Hopkins and the Log -- but Frank Oakley really meant it when he faced hard choices in faculty recruitment and tenure policy, student admissions, disciplinary judgments, campus demonstrations, and much more.
The author is no armchair strategist -- he has jumped into the thick of the fight, on the campus and outside, when the freedom and integrity of liberal arts education seemed to be threatened. Here he joyously takes on a warren of critics who ganged up against American higher education in the late 1960s, when they wrote hysterical books with such titles as Academy in Anarchy, Academy in Turmoil, Degradation of the Academic Dogma, Exploding University and worse, or, later, as they contended that our higher education had become trivial, irrelevant, incoherent, dishonest. Warning that we must never become complacent, the author brilliantly rebuts these accusations with facts and figures, without losing his own poise and judgment. The work is helpfully organized in the chronological order of his evolving college presidency. Even in that short time momentous changes occurred at home and abroad, at Williams and most of the nation's 3,500 institutions of higher learning. The author had to face militant students who conducted demonstrations, a hunger strike, and even a student appeal to the courts. How he dealt with campus protest offers some of the most edifying pages of this work.
Frank Oakley writes with a kind of stately elegance that enlivens both his analysis and his anecdotes (including the best Winston Churchill story I have heard). He writes also with a fine sense of humor, perhaps drawn from his British and Oxford experiences. All told, this is the fascinating, highly personal account of one man's leadership -- and conception of leadership -- of a fine old college facing constant change, heavy demands, and occasional crises. It is both a critical and heartening look at a college that in a marked degree transformed itself under the leadership of a college president who kept his values straight and his ammunition dry.
目次
Preface (by James MacGregor Burns) Acknowledgments Introduction 1 I. MEANING: History and Identity 7 II. OCCASION: Context and Opportunity 33 III. VOICE: Challenge and Response 71 Prologue 75 1. Position Paper: Marketing Intangible Products and Product Intangibles -- An Opportunity for Williams, 1984 77 1985-1988 83 2. Induction Address, October 5, 1985 85 3. Remarks to the Freshman Class, September 6, 1985 100 4. Remarks to the Faculty, September 18, 1985 106 5, 6 and 7. Statements on the College's Investment Policies in Relation to South Africa, September 1985, July 1986, September 1987 116 8. Remarks to Visiting Parents, April 26, 1986 129 9. Report to the Society of Alumni, June 13, 1987 133 10. Statement of the College's Mission and Objectives, Fall 1987 142 1988-1991 149 11. 1988 President's Report: Science at Williams, 1989 151 12. Williams Reports: The Antitrust Enquiry and Higher Education, October, 1989 169 13. Address delivered on the occasion of the official launching of the Third Century Campaign, October 12, 1989 178 14. 1989 President's Report: Financial Aid and the Financing of a Williams Education, 1990 184 15. Remarks at the dedication of the Williams College Jewish Religious Center, October 14, 1990 204 16. Against Nostalgia: Reflections on Our Present Discontents in American Higher Education, A lecture delivered at the National Humanities Center, April 9, 1991 208 1991-1994 229 17. 1990 President's Report: The Williams Faculty, 1991 231 18. Remarks to the Freshman Issues Forum sponsored by Williams College and the Center for Leadership Studies, Williamstown, November 12, 1992 250 19. Teaching and Research: The Matter of Perspective, An address delivered at Notre Dame, October 12, 1992 257 20. Statement concerning two recent discipline cases made at the Faculty Meeting and distributed to the entire on-campus community, February 10, 1993 269 21. Statement to the Williams Community concerning the Latino/a students' hunger strike, April 26, 1993 273 22. Address of welcome to the Classes of 1994, 1995 and 1996, September 9, 1993 278 23. 1992 President's Report: The Third Century for Williams -- Charting a Course, 1993 284 Epilogue 291 24. Baccalaureate Service: President's charge to the graduating class, June 5, 1993 296
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