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• W2108778923 abstract "In: Handbook of Distance Education (Moore, M.), 2001, in press.DISTANCE EDUCATION LEADERSHIP:AN APPRAISAL OF RESEARCH AND PRACTICEMichael F. Beaudoin A new role for the professoriate in the new millennium has been recognized and encouraged,especially as technology-assisted instruction has proliferated and changed theway teachers and students interact, as well as the manner in which educational entities must nowdo business to meet the demands of a digitized society. The literature describing the rapidevolution of distance education delivery systems over the past twenty years has frequentlycategorized it into three stages, from correspondence education, to technology-assisted educationand, more recently, networked education. Although all three remain, and there are variants oneach of these models, the theme is consistent that we are now witnessing dramatic changes inhow instruction is designed and delivered over time and space. As this dynamic becomes morefrequent and more pervasive, faculty have been admonished to be more receptive and adaptive toopportunities for playing exciting new roles in the distance education arena. But it seems we have not yet paid adequate attention to new roles required of leaders withinthose institutions. Schools and colleges in the new millennium need leaders who have reflectedon their experiences and internalized understandings about their own capacity to lead. Thisshould apply no less to those in leadership roles in distance education settings within thoseinstitutions. The intended purpose here is to better understand the role and impact of leadershipin distance education settings, examine recent research and writing in this area, and identifyresearch lacunae needing further investigation; offer insights and suggestions for “Best Practices”to those involved in, or aspiring to leadership roles; and generate increased interest in the study ofdistance education leadership. For purposes of this appraisal, leadership in distance education, as distinct from managerialfunctions in a variety of settings, is defined as a set of attitudes and behaviors that createconditions for innovative change, that enable individuals and organizations to share a vision andmove in its direction, and that contribute to the management and operationalization of ideas. It ispossible to play a leadership role without neccesarily being an expert in the field; a universitypresident or elected public official who endorses, articulates and facilitates distance educationgoals crafted by others can have widespread impact. It is also important to note here thateffective leadership practice is not confined to those in adminstrative roles; indeed, there areleaders without portfolio who, as influential thinkers, have significantly impacted theirorganizations and the field. However persuasive the arguments might be that fundamental changes are ocurring in thedigital age that will profoundly impact the academic workplace, many still believe that there aretoo many alarmists who insist that the teaching/learning environment must be dramaticallyrestructured, and they point out that the academy has been educating the citizenry in essentiallythe same fashion throughout other significant periods of change. But the issues to be addressedin order to remain competitive today are not quite so simple anymore. Institutional decisionmakers need to be informed and enlightened enough to ask fundamental questions that could wellinfluence their institution’s future viability. How many faculty will we be needed in ten years?" @default.
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• W2108778923 title "DISTANCE EDUCATION LEADERSHIP: AN APPRAISAL OF RESEARCH AND PRACTICE" @default.
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