Leaders in the Crossroads
Success and Failure in the College Presidency
By (author) Stephen James Nelson
Publication date:
16 September 2009Length of book:
216 pagesPublisher
Rowman & Littlefield PublishersDimensions:
242x161mm6x10"
ISBN-13: 9781607092476
Leaders in the Crossroads considers two intriguing issues: an exploration of the characteristics that determine success and failure in the academy's top post and the impact of that post on a college. An evaluation of the responsibilities and challenges presidents face, and how they speak and lead, is a fair way to explore realities about college presidents and their successes and failures. How do presidential leadership, rhetoric, and action connect to the fundamental beliefs and values at the foundation of the university? Are presidents able to make a difference, and if so, how do they contribute to the legacy of the university?
College presidents are noteworthy leaders in and outside the gates. Deliberations about the success and failure of the presidency, and its obligation to the foundations of the academy generate more questions than answers. However, this inquiry is crucial because it sheds light on the college presidency and on its relationship to the future of the university.
College presidents are noteworthy leaders in and outside the gates. Deliberations about the success and failure of the presidency, and its obligation to the foundations of the academy generate more questions than answers. However, this inquiry is crucial because it sheds light on the college presidency and on its relationship to the future of the university.
Stephen Nelson extends his ongoing study of the college and university presidency with this new exploration of the vexing question of what constitutes success. He marshals presidential writings, telling anecdotes, and case studies of exemplary presidents (as well as a few who stumbled or lost their way) to paint a portrait of the effective president. The best, he concludes, are educators first. They protect and advance their institutions' academic values, defend free speech, and are discerning as to when and how to weigh in as public intellectuals on matters of consequence. On their campuses, they function as "balance wheels," maintaining a "center that holds" at all times and especially in times of crisis. Arguing that all who care about the academy need to appreciate the profound and enduring effect presidential leadership can have, on individual institutions and higher education as a whole, Nelson provides much food for thought.