Suchergebnisse

The presidency at an institution of higher education demands a person with a multiplicity of skills in order to deal with a multitude of internal and external stakeholders. They must be able to multitask and seek competitive advantage to deal with a myriad of stakeholders. Bolman and Deal postulated that leaders who analyze problems from a variety of perspectives were able to solve more complex problems. This study examined the leadership frames of University presidents. The findings show these frames presented in descending order: human resources, structural, political, symbolic and the absence of the any particular frame. By viewing problems from numerous perspectives, leaders may be able to perform more creative problem solving to better address stakeholders' concerns.

ABSTRACTThe emergence of numerous learning style models over the past 25 years has brought increasing attention to the idea that students learn in diverse ways and that one approach to teaching does not work for every student or even most students. We have reviewed five learning style instruments (the Kolb Learning Style Indicator, the Gregorc Style Delineator, the Felder–Silverman Index of Learning Styles, the VARK Questionnaire, and the Dunn and Dunn Productivity Environmental Preference Survey) in this article in order to describe the learning style modes or dimensions measured in the instruments; find the common measures and the differences; report on research on instrument validity, reliability, and possible improvement in student performance; suggest classroom activities that work with the different student learning styles; and recommend selection of models under several conditions. We also review one additional learning style instrument, the Revised Approaches to Studying Inventory, as a complementary approach to using one or more of the first five learning style instruments.