Keywords
development of leadership programs
distributive leadership
educational leadership
How to Cite
Abstract
There is a problem in achieving the relevance of curricula to the requirements of the emerging society in the XXI century and the processes of accountability. For this reason, we conducted a study based on literature review to analyze the development of leadership programs in higher education, their content and offerings. In addition, we identified the implications of this development for course design in educational leadership preparation programs. To do this, we analyzed 36 documents, which were compared against five master‘s programs in several universities to carry out a descriptive process on the trends in this field. This allowed the examination of their relevance in a systematic way. As a result, we found that there is consistency toward the development of competencies to practice distributive leadership, which involves changes in traditional leadership programs.
How to cite:
Benítez-Rodríguez, A. L., & Castillo-Ortiz, A. (2012). Desarrollo de los programas de liderazgo de educación superior en el contexto del siglo XXI: Implicaciones para el diseño de los cursos. Cuaderno de Investigación en la Educación, 27, 43-74. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/13559
References
Avolio, B. J., Sivasubramaniam, N., Murry, W. D., Jung, D. & Garger, J. W. (2003). Assessing shared leadership: Development and preliminary validation of a team multifactor leadership questionnaire. En C. L. Pearce & J. A. Conger (Eds.), Shared leadership: Reframing the hows and whys of leadership (pp. 143-172). Thousand Oaks, CA: Sage.
Bandura, A. (1968). A social learning of interpretation of psychological dysfunctions. In P. London & D. Rosenhan (Eds.), Foundations of abnormal psychology (pp. 293-344). New York: Holt, Rinehart and Winston.
Berheide C. W. (2001). Using the capstone course for assessment of learning in the Sociology major. En C. Holm & W. Johnson (Eds.), Assessing student learning in Sociology (2da. ed., pp. 164-176). Washington, DC: American Sociological Association. Recuperado de http://cms.skidmore.edu/assessment/Handbook/capstonecourse-for-assessment.cfm
Bolden, R., Petrov, G. & Gosling, J. (2008). Tensions in higher education leadership: Towards a multi-level model of leadership practice. Higher Education Quarterly, 62(4), 358-376. (DOI: 10.1111/j.1468-2273.2008.00398.x)
Brower, R. E. & Balch, B. V. (2005). Transformational leadership & decision making in schools. Thousand Oaks, CA: Corwin Press.
Brungardt, C. L. (1998). The new face of leadership: Implications for training educational leaders. On the Horizon, 6(1), 7-8. Recuperado de http://www.nwlink.com/~donclark/leader/lead_edu.html
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Castillo Ortiz, A. & Piñero Caballero, O. (2006). Cambio de roles de los directores de escuela en Puerto Rico. Cuaderno de Investigación en la Educación, 21, 71-90.
Charles, S. B. (2009). A study and evaluation of the Masters in Educational Administration and the Preliminary Administrative Services Credential Program at Santa Clara University and the Palo Alto Unified School District. (Disertación doctoral). Recuperada de la base de datos ProQuest (UMI #3371258).
Cornell, T. G. (2008). A comparison between teacher and principal perceptions on the characteristics of effective instructional leaders within the context of professional development. (Disertación doctoral). Recuperada de la base de datos ProQuest (UMI 3324156).
Crowe, K. M. (2003). Collaborative leadership. The Reference Librarian, 39:81, 59-69 (DOI: 10.1300/J120v39n81_06). Recuperado de http://dx.doi.org/10.1300/J120v39n81_06
Departamento de Educación de Puerto Rico. (2008). Perfil del director de escuela del Departamento de Educación Pública de Puerto Rico. San Juan, PR: Instituto de Capacitación Administrativa y Asesoramiento de Escuelas (ICAAE).
Drucker, P. (2008). Management. New York: Harper Collins.
Etzioni, A. (1964). Modern organizations. Upper Saddle River, NJ: Prentice Hall.
Everson, S. T. (2009). A professional doctorate in Educational Leadership: Saint Louis University‘s Ed.D. Program. Peabody Journal of Education, 84, 86-99. (DOI: 10.1080/01619560802679740).
Fanter, A. (s.f.). Preparing for post-college life: Capstone and keystone courses. Sources: Assessment Handbook. WordlWidwLearn, The World‘s Premier Online Directory of Education. Recuperado de http://www.worldwidelearn.com/education-articles/capstonekeystone-courses.htm
Fee, C. E. (2008). Teachers‘ and principals‘ perceptions of leader behavior: A discrepancy study. (Disertación doctoral). Recuperado de la base de datos ProQuest (UMI 3328192).
Flumerfelt, S., Ingram, I., Brockberg, K. & Smith, J. (2007). A study of higher education student achievement based on transformative and lifelong learning processes. Mentoring & Tutoring, 15(1), 107-118.
Gupton, S. L. (2010). The instructional leadership toolbox. A handbook for improving practice (2da. ed.). Thousand Oaks, CA: Corwin.
Henscheid, J. M. & Barnicoar, L. R. (2003). Capstone courses in higher education. Encyclopedia of Education. Recuperado de http://www.encyclopedia.com/doc/1G2-3403200093.html
Huber, M. T. & Hutchings, P. (s.f.). Integrative Learning: Mapping the terrain. A background paper for Integrative Learning: Opportunities to connect an initiative of the Carnegie Foundation for the Advancement of Teaching and Association of American Colleges and Universities (AAC&U). Recuperado de http://ctl.laguardia.edu/conference05/pdf/Mapping_Terrain.pdf
Hussey. T. & Smith, P. (2010). Transitions in higher education. Innovations in Education and Teaching International, 47(2), 155-164. (DOI: 10.1080/14703291003718893). Recuperado de http://www.informaworld.com
Interstate School Leaders Licensure Consortium (ISLLC) of the Council of Chief State School Officers. (2008). Educational Leadership Policy Standards. Washington, DC.: Autor.
Justice, C., Rice, J., Warry, W., Inglis, S., Miller, S. & Sammon, S. (2007). Inquiring in higher education: Reflections and directions on courses design and teaching methods. Innov High Educ, 31, 201-214. (DOI 10.1007/s10755-006-9021-9).
Kelly, R. (2009). Capstone courses prepare students for transition to working world. Academic leadership, teacher and learning. Trends in higher education. Faculty Focus, Magna Publications. ID: #39-1286980. Recuperado de http://www.facultyfocus.com/articles/teaching-and-learning/capstone-courses-preparestudents-for-transition-to-working-world/
Marzano, R., Waters, T. & McNulty, B. (2005). School leaderships that works: From research to results. Alexandria,VA: ASCD.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
Moore, R. C. (1987). Capstone courses. Department of Communications, Elizabethtown College. Recuperado de http://users.etown.edu/m/moorerc/capstone.html
National Commission for Accreditation of Teacher Education. (2008). Standards for advanced programs in educational leadership for principals, superintendents, curriculum directors, and supervisors. National Policy Board for Educational Administration. Recuperado de http://www.npbea.org
National Resource Center for The First-Year Experience and Students in Transition. (1999). National Survey of Senior Seminars/Capstone Courses. University of South Carolina Board of Trustees. Recuperado de http://www.sc.edu/fye/research/surveyfindings/surveys/surveyer.html
Orr, M. T. (2006). Mapping innovation in Leadership Preparation in Our Nations‘ School of Education. Phi Delta Kappan. Recuperado de http://www.accessmylibrary.com/coms2/summary_0286-16814556_ITM
Ortiz, A. L. (2008). Diseño y evaluación curricular. San Juan: Editorial Edil.
Razik, T. A. & Swanson, A. D. (2010). Fundamental concepts of education leadership & management (3ra. ed.). Boston, MA: Ally & Bacon.
Ritchie, S. M., Tobin, K., Roth, W. M. & Carambo, C. (2007). Transforming an academy through the enactment of collective curriculum leadership. Journal of Curriculum Studies (DOI: 10.1080/00220270600914850).
Rost, J. C. (1991). Leadership in the 21st Century. New York: Praeger.
Rost, J. C. (1993). Leadership development in the new millennium. The Journal of Leadership Studies & Organizational Studies, 1(1), pp. 91-110. DOI: 10.1177/107179199300100109.
Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass Publishers.
Senge, P. M. (1990). The fifth discipline. The art and practice of the learning organization. New York: Doubleday/Currency.
Spillane, J. P. & Zuberi, A. (2009). Designing and piloting a leadership daily practice log. Using log to study the practice of leadership. Educational Administration Quarterly, 45(3), 375-423. The University Council for Educational Administration (10.1177/0013161X08329290).
Troyer, M. J. (2004). The challenges of leadership: A study of an emerging field. (Disertación doctoral). Recuperada en la base de datos ProQuest (UMI #3127817).
UNESCO. (1998). Conferencia Mundial sobre la Educación Superior. La educación superior en el siglo XXI: Visión y acción. Recuperado de http://www.unesco.org/education/educprog/wche/declaration_spa.htm#declaracion#declaracion
UNESCO. (2005). Hacia las sociedades del conocimiento: Informe mundial de la UNESCO. Francia: Ediciones UNESCO. Recuperado de: http://www.unesco.org/publications
Vera, V. L. (2004). Medición, "assessment" y evaluación del aprendizaje. San Juan, PR: Publicaciones Puertorriqueñas.
Wisniewski, M. A. (2007). Leadership in higher education: Implications for leadership development programs. Academics Leadership, The Online Journal, 2(1). Recuperado de http://www.learningdomain.com/PGDipHET/ACADLeader/Devt.leader.pdf
Zepke, N. (2007). Leadership, power and activity systems in a higher education context: Will distributive leadership serve in an accountability driven world? International Journal of Leadership in Education, 10(3), 301-314. DOI: 10.1080/13603120601181514. Recuperado de http://www.tandf.co.uk/journals
The contents published in the Puerto Rico Journal of Education is freely distributed under open access practices, in accordance with the Creative Commons license, Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). Through these principles, the journal and its authors allow readers to access, reproduce and share articles in full text. Users should give credit to authors in a reasonable way without suggesting they have their support. Under no circumstances, readers may make use of the contents for commercial purposes. The authors retain copyright on their works.