This is an interesting idea. I have commented on the blog source for this and asked for the actual legislation so I can pass it on to other senates.
I want to start talking about ideas and possibilities. I am not interested in faculty conflict. I am interested in faculty as a full partner in college and university governance.
This week I pitched to the Faculty Senate the idea of the faculty and staff senates’ collaboratively housing a women’s leadership program. I made a case for creating a professional-development program that is truly self-development and which fosters not only cross-campus knowledge transfer, but also inter-divisional collaborations and resource sharing that can strengthen the entire institution. Equally importantly, the university has an opportunity to visibly demonstrate its support for women in leadership. Faculty questions were limited; it was a lot to take-in. Still, through individual discussions, I learned some primary concerns.
On the one hand, we as a university suffer from both insufficient funds for new professional staff and a worry about administrative bloat. On the other, the faculty have had to harbor more and more administrative responsibilities, part of a growing trend of reframing faculty as academic professionals with a growing number of non-teaching responsibilities. Within the context of the senates’ co-owning this program, at least some senators privately expressed concern about the latter.
That’s a legitimate problem. The program I’ve proposed is not a simple one. One faculty member and one staff member would serve as co-coordinators and co-facilitators. Based on my initial cross-campus interviews, we can roll out a series of workshops on requested topics — interviewing, negotiation, building a support structure … — while fostering a sense of both cohort and campus community, the latter via diverse campus contributors. Early in the semester, each participant would shadow another participant in a different university division and report back to the rest of the group, which would improve cross-institutional cultural understanding. After meeting for 3.5 hours every other week for five sessions, the cohort should have bonded enough to pursue as a team an intrinsically-motivated charge, such as investigating a personal frustration that negatively impacts student success and is a high priority for the institution to address. The charge would enable the cohort to develop teamwork skills, learn more about the university, cultivate an understanding of institutional priority, and possibly inspire champions for their cause. …
From Around the Web.
From the web site, Executive Education, Wharton, upenn.edu.
From glass ceilings and work-life balance to “leaning in” and office politics, the issues for women as executive leaders continue to stir conversation and controversy. While women are making it to the corner office, the event still generates headlines. As they ascend the corporate ladder and take on greater management responsibilities, some women may want to seize greater challenges, but do so with a full understanding of the dynamics involved.
The week-long Women’s Executive Leadership: Business Strategies for Success program is designed specifically for today’s female executives and those who aspire to leadership roles. It covers new ground as revealed by the latest Wharton faculty research in work motivation and engagement, career development, internal coaching, emotional intelligence, and women in leadership roles.
Two pillars of the program are clarity and confidence: giving participants the clarity to know one’s personal leadership style and career strengths, along with confidence in mastering the building blocks of business acumen.