Principles of transformative leadership

¶ … Astin & Astin (2000) make in their chapter entitled "?"

Astin & Astin make as the central focus in their chapter entitled "Principles of Transformative Leadership" the exploration of those characteristics which mold a leader both on the individual level and when oriented according to team imperatives. Here, one of the key points is the argument that leadership is inherently an agency for meaningful change in an organization. As the text contends, "leadership is a purposive process which is inherently value based." (Astin & Astin; 8, 2000) This means that the effectiveness of a leader in bringing about change will be reflected in the degree to which an organization is then more suited to meeting its operational goals and functioning consistently with its company-wide mission.

b. What are the barriers that you see might stand in the way of becoming a truly transformational leader and how does one begin to surmount those barriers?

Barriers to effective transformational leadership can emerge from a multitude of sources. External barriers such industry or economy-wide crises, shortages of resources or other adverse market conditions can impede the achievement of goals. In this case, leadership must be prepared to adjust plans and alter procedures according to these impediments. Where internal resistance becomes clear, it is the responsibility of leadership to establish a bi-directional line of communication with personnel to identify and resolve causes for resistance.

c. Can faculty really be leaders in higher education today?

The individual qualities which comprise an effective leaders as described in the text by Astin & Astin help to produce support for the claim that faculty members can function as effective leaders in higher education. Identifying such positive traits as self-knowledge, authenticity, integrity, commitment, empathy and competence, the text suggests that there is a prototype for the type of faculty member who can bring about effective change simply through this positive classroom orientation. (Astin & Astin; 2000, 12-13) Here, the argument is made that such positive traits will induce a loyalty amongst students to the leadership reflected.