ERIC Number: ED342307
Record Type: RIE
Publication Date: 1992-Feb
Black Administrators as Managers in Higher Education.
Cunningham, James J.
The Black administrator, whose role in higher education has been important historically in predominantly Black colleges and universities and also within predominantly White institutions, will become even more important in the future as demographics and technology continue to change. In general, Black administrators have been given responsibility at predominantly White institutions but not the corresponding power. Too often the Black administrator's role is to trouble-shoot with Black students and the Black community. The future of the historically Black institutions will depend on the leadership of their administrators. The role of administrators at these institutions has included many "positions" integral to the school. Given the changing demographics in higher education, institutions must spend effort and money on developing the administrators of the future. Programs designed to promote the development of strong leaders center on equipping administrators to rethink and expand their vision of the academic mission, renew their sense of intellectual confidence, overcome isolation, and deepen their understanding of leadership's demands. It is less and less possible for top administrators to rise from the faculty. Administrators must have training in the many facets of institutional leadership. Consequently, institutions must support the development of Black administrators for positions of real authority. Included are 15 references. (JB)
Descriptors: Administrator Education, Administrator Qualifications, Administrator Responsibility, Administrator Role, Administrator Selection, Administrators, Black Colleges, Black Leadership, Black Population Trends, Black Students, Black Studies, Blacks, Demography, Futures (of Society), Higher Education, Leadership Training, Management Development, Racial Relations
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the National Conference of the Research Association of Minority Professors (11th, Houston, TX, February, 1992).