EDITORS' NOTES
Charan, Drotter, and Noel (2001) join countless other leadership authors in noting that the demand for leadership greatly exceeds the supply. Corporations and universities alike are turning to search firms to fill leadership voids. More significant, the time in leadership positions-in business and in education-has decreased dramatically in the past decade. No longer do leaders stay in the same position for ten, twenty, or even thirty years. Leaders move frequently, either for advancement or escape from an intolerable situation. Those seeking leaders for critical academic roles are often unable to determine whether a person is leaving a position because of success or because of failure. Finding the most qualified person with the greatest potential for making a difference is thus often little more than the roll of the dice. This volume, while not promising to correct the deficiencies of the current system (or lack thereof ), may provide some insight about how to prepare individuals in the academy to assume leadership roles as department chairs, deans, academic vice presidents, provosts, and presidents. The chapters explore how to identify those with leadership potential, nurture future academic leaders, discover both traditional and nontraditional paths to academic leadership positions, develop diverse ways to prepare for leadership roles, and support effective leadership practices. Our goal is to provide a basic framework for those seeking academic leadership roles and for those searching for future leaders.
In Chapter One, Sherry Hoppe identifies desirable leadership characteristics and suggests ways to assess and nurture those attributes in potential academic leaders.
Patricia Land avows in Chapter Two that the varied and complex responsibilities of today's academic leaders require skills that can be garnered as easily in student affairs or other nonacademic roles as in the traditional success path beginning with faculty and moving to department chair.
In Chapter Three, Gary Filan and Alan Seagren cite the need for training for complex leadership roles in higher education and describes one exemplary training program.
Shirley Raines and Martha Squires Alberg make the case in Chapter Four that academics need opportunities to learn how to become effective administrators and describe those opportunities.
Next, Bruce Speck asserts his belief in Chapter Five that doctoral programs should go beyond preparing faculty for scholarship in their discipline and engage them in multidimensional roles of the academy.
In Chapter Six, Susan Whealler Johnston analyzes the role of shared governance in effective administration of academic affairs.