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This report is part of the International Study of Leadership Development in Higher Education project (ISLDHE) project which is examining leadership development for university leaders. This paper presents an update to our original exploration of the literature about university contexts and leadership development, but also compares the themes as they relate to Latin American countries and those emerging from other countries. We identified the skills that university leaders should have to appropriately manage the challenges of contemporary universities. We also report on themes pertaining to currently available leadership development programs. The review showed a high coincidence in the skills required for leaders in Latin American contexts to those in non-Latin American universities. We noted that the lack of clarity in the characteristics and formats of optimal leadership development programs were pervasive throughout both western and Latin American literature; however, there was a distinct lack of research on leadership and leadership development emerging from Latin America. One significant difference in Latin American leadership literature was the emphasis on senior leadership levels, whereas in non-Latin American countries, leadership and power were more distributed to decanal and head of department levels as well as senior leadership levels.

This paper presents a case narrative of a university dean who is charged with instituting change within her faculty in order to resolve the faculty's financial issues. The case narrative explores academic conceptualizations of entrepreneurship and describes the dean's context in terms of: her executive leadership team, the financial issues she was facing, the financial contentions in instituting change, legal complexities, programmatic and marketing dimensions, poor academic cultures, and work intensification implications. The teaching notes present five leadership development activities that span these issues and encourage students to engage in a brainstorming, a mind-mapping, a placemat, a jigsaw, and a leadership reflection activities.

This paper examines the interrelationships between teaching beliefs and approaches, instructional design, relationships with students, and academics' and students' perceptions of effective teaching and learning. Mixed methodology was utilised and included interviews with academics and students, and questionnaires, inventories, and learning journals. As anticipated educationally optimal instructional design was appreciated by academics and students, however, it was not the most significant aspect in influencing students' perceptions of "good" or effective teaching. Differences were found between two teaching academics' beliefs about students and these translated into varied approaches to teaching, interactions with students, and different capacities to establish positive classroom environments and relationships. Academics' ethic of care and relational acumen were the pivotal components in students' criteria for effective teaching, which may present a quandary to academic developers. Findings indicate the importance of relational acumen and an ethic of care and may also have significance for university leaders in matching academic teaching activities to faculty strengths and potentially explaining negative student feedback in well-designed units.

Purpose: The purpose was to highlight aspects of principals' work that are problematic and the degree to which they feel prepared to address those aspects. It profiles principals' pre-appointment learning. Research Methods: The study was conducted in Alberta with principals in the first three years of their appointments. A questionnaire was administered to novice principals in a range of school jurisdictions. Data were analyzed using SPSS and thematic coding. Findings: There were aspects of the principalship that respondents found highly challenging. Items in a second tier were ascribed lower levels of concern but still considered problematic. Together, these were called foundational elements. A second order was classified as transitional, i.e., issues of lower immediate concern but still important. Respondents also provided perceptions about how adequately they were prepared. Respondents indicated the dominant features of their preparation. Implications for Research and Practice: Study participants had a strong locus of control and professionalism perhaps fostered best through a configuration of accessible learning experiences, embedded but not mandated expectations, and selection of principals from a pool of aspiring leaders. Postsecondary institutions should retain their focus on theoretical and empirical dimensions of educational leadership but reconsider the assumption that foundational elements can be learned on the job. Postsecondary institutions should revisit curriculum content in educational leadership programs and re-evaluate the expected practical experience base of university faculty members. Other providers should examine how to enhance pragmatic learning for principals and not assume that principals have basic leadership skills and are ready for advanced learning.

This paper presents the leadership implications from a study that explored how to increase the quality of teaching in a university thereby presenting data from the bottom up--the academic perspective--to inform leadership, policies, and academic development which generally flows from the top down. We report academics' perceptions of and motivations to engage with teaching and learning, as well as their opinions of the university's recognition and rewards for quality teaching. Pedagogical professional development needs of academics were also examined. Tensions existed between teaching and research in this research-intensive university; even so, academics valued teaching, were committed to students, but were resentful that institutional values and rewards remained focused on research. A common perception was that having a doctorate was all that was required to be an effective teacher. Administrators were reported as privileging research-oriented professoriate activities over the work of teaching-focused lecturers. We present a model of leadership considerations that can inform leadership decision-making and priorities that findings indicated influence academic engagement.

The paper reports on a study undertaken in Nairobi, Kenya with school leaders. We examined their perceptions of the adequacy of their preparation experiences and what aspects remained problematic. This paper only reports on the survey findings which included rating-type and open-ended responses. Principals conceptualized their apprenticeship/experiential preparation as useful for instructional leadership but reported the desire for formal qualification which would provide them with more credibility for their complex roles. Principals were primarily focused on survival and compliance with ministry expectations related to the managerial aspects of their role. Recommendations include a policy framework for leadership qualifications, competencies, and experience to provide standards and benchmarks designed to increase leader and system credibility.

This paper focuses on promoting fairness and equity in student assessment practices. The researchers used questionnaires and interviews and the study encompassed a total of 3312 individuals representing a range of stakeholders. The paper is presented in two parts: fairness and discrimination, and challenging policy and practice. Five key principles emerged. Educators must strive to address the personal impact of assessment practices on individual students and their families. Assessment must be differentiated to accommodate the ability, social, cultural and linguistic background of students. All members of school communities must challenge the complacency associated with accepting indefensible assessment practices. The frequency, intensity and intrusiveness of assessments must not be overwhelming for students and their families. Finally, assessment must not be used to counter inappropriate student behaviour or reward desired behaviour. Implications for practice are presented. Additionally, the authors describe changes to policy and practice that occurred as a result of the study.

The full master's degree program in electrical and computer engineering at the University of Massachusetts is available to students at off-campus industrial sites through videotape, bringing continuing education to practicing engineers who otherwise would have few opportunities for advanced learning. (Author/CMV)