Based on interviews with pioneers in the field, the author draws upon their personal experiences - and his own-to examine the challenges and dilemmas facing minority members who choose the route of educational leadership. A list of helpful suggestions concerning activism, leadership style, institutional politics, mentorship, and roles are included to help those who contemplate this career path.

A practical guide providing researchers with a variety of data collection, analytic, and writing techniques to conduct collaborative autoethnography projects.

An introduction and overview to QPOC in higher education / Joshua Moon Johnson and Gabriel Javier -- Intersectionality in practice : moving a social justice paradigm to action in higher education / Christian D. Chan, Adrienne N. Erby, and David J. Ford -- Collectively feeling : honoring the emotional experiences of queer and transgender student of color activists / Paulina Abustan -- Queer faculty and staff of color : experiences and expectations / Danielle Aguilar and Joshua Moon Johnson -- Belonging to more than one identity : the quest to integrate and merge Latinx and LGBTQIA identities / Brittany J. Derieg, Mario A. Rodriguez, Jr., and Emily Prieto-Tseregounis -- (Re)framing faith : understanding and supporting queer students of color and faith in their search for meaning / Chris Woods -- International LGBTQ students across borders and within the university / Hoa N. Nguyen, Ashish Agrawal, and Erika L. Grafsky -- "Fun and carefree like my polka dot bowtie" : disidentifications of trans*masculine students of color / T.J. Jourian -- An excused absence for oppression : giving voice to multiple marginalized identities / Jordan S. West -- Confronting hate : addressing crimes and incidents targeting QPPC communities / Ashley L. Smith and Joshua Moon Johnson -- Finding and making space : what QPOC students face in rural places / Vivie Nguyen -- Meeting at the intersections : using queer race pedagogy to advance queer men of color in higher education / Jonathan P. Higgins -- Experiences of queer student leaders of color : expanding leadership paradigms in higher education / Annemarie Vaccaro and Ryan A. Miller

This volume offers new perspectives from Indigenous leaders in academic affairs, student affairs and central administration to improve colleges and universities in service to Indigenous students and professionals. It discusses and illustrates ways that leadership norms, values, assumptions and behaviors can often find their origins in cultural identities, and how such assumptions can affect the evolvement of colleges and universities in serving Indigenous Peoples. It contributes to leadership development and reflection among novice, experienced, and emerging leaders in higher education and provides key recommendations for transforming higher education. This book introduces readers to relationships between Indigenous identities and leadership in diverse educational environments and institutions and will benefit policy makers in education, student affairs professionals, scholars, faculty and students.

What is ‘intellectual leadership’ and how might this concept be better understood in the modern university? Drawing on research into the role of full or chair professors, this book argues that it is important to define and reclaim intellectual leadership as a counter-weight to the prevailing managerial culture of higher education. It contends that professors have been converted into narrowly defined knowledge entrepreneurs and often feel excluded or marginalised as leaders by their own universities. To fulfil their role professors need to balance the privileges of academic freedom with the responsibilities of academic duty. They exercise their academic freedom as critics and advocates but they also need to be mentors, guardians, enablers and ambassadors. Four orientations to intellectual leadership are identified: knowledge producer, academic citizen, boundary transgressor and public intellectual. These orientations are illustrated by reference to the careers of professors and show how intellectual leadership can be better understood as a transformational activity. This book tackles the question of what intellectual leadership actually is and analyses the questions most frequently associated with the role of senior academics, including: How can intellectual leadership be distinguished from other forms of leadership and management? How can professors balance their responsibilities both within and beyond the university? How can universities make better use of the expertise of professors as leaders? It concludes with recommendations for senior institutional managers on how to make more effective use of the expertise and leadership potential of the senior professoriate.

Offering research- and evidence-based approaches that explore the essential components of programme leadership in higher education, this book is designed to define, develop and support the programme leadership role and all those who undertake it. The book is split into three parts, taking into account the three different lenses through which programme leaders and their professional practice and relationships are generally viewed: the institution, the individual and the programme team. Chapters and case studies address key elements crucial to the holistic development of programme leadership and programme leaders. These include: Understanding and developing programme leadership in context Developing organisational structures and processes so programme leaders can thrive Growing programme leaders’ educational leadership, team working and communication Crucial reading for programme leaders, as well as academic and educational developers and leaders working across faculties and whole institutions, this text includes contributions from teaching- and research-focused higher education institutions, as well as established and modern college- and university-based providers in both the northern and southern hemispheres.