ERIC Number: EJ1145892
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 13
Interrogating Our Practice: Enacting a "Yes and" CPED Agenda at Duquesne University
Welch, Olga M.
Planning and Changing, v44 n3-4 p149-161 2013
This article focuses on one dean's approach to securing and maintaining faculty involvement in developing a School of Education CPED Initiative. Using the conceptual framework of "execution" (Bossidy & Charan, 2002), the author describes how the goal of creating a "change-capable" culture (a) demanded congruence between the dean's leadership philosophy and behavior; (b) promoted faculty understanding of and involvement with the CPED change process; and (c) engaged faculty, including "resisters," with the dean in building a shared vision of the CPED Initiative and its implementation in the School of Education. The chapter concludes with the lessons learned by both the dean and faculty, including the implications of their work on the CPED Initiative moving forward.
Descriptors: Deans, College Faculty, Teacher Participation, Guidelines, Schools of Education, Educational Change, Leadership Styles, Administrator Behavior, Change Strategies, Doctoral Programs, Educational Philosophy, Administrator Attitudes
Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Pennsylvania (Pittsburgh)