IEM provides a rare opportunity for senior-level administrators to
examine critical leadership challenges facing higher education. The
program encourages participants to consider policies and practices with institution-wide implications.
IEM focuses on the qualities
necessary for effective leadership, especially
during times of major institutional change. The program examines four
major themes: senior leadership, the contexts of leadership, the changing
industry
of higher education, and mobilizing for change.
At IEM, participants
will broaden their insights on the following critical issues:
• |
Leading in a changing context
|
• |
Balancing internal and external leadership roles |
• |
Working effectively as a member of the senior management team |
• |
Fostering and supporting organizational change |
• |
Articulating a powerful institutional vision
and enlisting
others in pursuit of that vision |
What You Will Learn
IEM focuses on the critical stewardship role that senior-level administrators
play on behalf of the entire institution. The program encourages you to
think beyond the confines of your own discipline and area of formal administrative
responsibility. The curriculum illuminates the aptitudes and skills necessary for
effective campus leadership.
Given the intensive "total immersion" environment created during IEM, the institute provides a valuable opportunity for personal reflection and professional renewal. The program strives to expand one's knowledge of higher education by attracting participants from a broad spectrum of colleges and universities.
Topics
You Will Explore
Senior leadership
IEM provides a core set of conceptual tools for understanding effective
senior leadership in higher education as an art, one that demands
attention
to the instrumental and the political, to people and strategy, and
to both the quantitative and qualitative aspects of strong institutional
management.
The many contexts of leadership
IEM explores several settings in which higher education leaders must
operate effectively and act thoughtfully. These include the effective
management of executive-level work teams, the intricacies of fostering
campus community, and the moral and ethical demands of professional
life.
Higher education: A changing industry
Higher education has never been more valued as a source of individual
opportunity and as a social good. At the same time, higher education
faces growing scrutiny, the advent of for-profit competition, increased
commercialization, and considerable demographic change. IEM considers
the impact of these trends on the future of the educational enterprise
and the implications for campus leadership.
Mobilizing for change
IEM concludes by identifying the steps necessary to impact both
institutional and individual change. Leadership insights derived
throughout
the program are applied to the challenges of articulating a compelling
personal vision and identifying actions that foster meaningful
and enduring
institutional change.
Comments from IEM Participants
"IEM was both a profound and revelatory experience - one of those 'mountain-top'
moments that I will always cherish."
Scott Olson
Senior Vice President for Academic Affairs
Minnesota State University, Mankato
“I wanted the learning experience created
at IEM. It was an important time to study, reflect, consider new
ideas, and ponder institutional challenges. The program gave me
what I need—I am re-energized.”
Sharon Hahs
Provost and Vice Chancellor for Academic Affairs
Southern Illinois University (IL)
“IEM was an opportunity to grow and learn again.
I returned to campus with a rejuvenated spirit made possible by an outstanding
group of master teachers that pushed the intellectual envelope in a multitude
of ways.”
Serafin A Zasueta
President
Southwestern Community College District (CA)
Who Should Apply
The IEM curriculum is designed for senior level administrators who have both
the responsibility and the authority to shape institution-wide policy. Participants
are
typically presidents, vice presidents, and other members of the president’s
executive cabinet. They participate regularly in decision-making that
shapes the future of the entire institution.
Talk with An Alumni
HIHE has a network of alumni willing to talk with those considering
the program. Contact us at hihe@gse.harvard.edu if you would like to speak with one or more
former participants from a similar institution, or with comparable professional
responsibilities.
2008 Faculty Included
The IEM faculty—selected both for their expertise and ability
to provoke lively discussion—create a dynamic and engaging learning
environment. Case study discussions, formal lectures, faculty-facilitated
small group discussion, videos, role plays, and interaction with senior-level
higher education practitioners are all part of the program design.
IEM is an opportunity for senior leaders to test assumptions, share
professional experiences, and re-assess current leadership practice
Kent John Chabotar, President, Guilford College, Greensboro (NC). His
academic and consulting activities focus on cost accounting, organizational response
to
declining resources, and financial analysis in schools, colleges, museums, and
other non–profits.
Richard Chait, Research Professor,
Harvard Graduate School of Education. His recent publications include Beyond
Traditional Tenure and The Effective Board.
Richard Elmore, Gregory R. Anrig Professor
of Educational Leadership at the Harvard Graduate School of Education,
Co-Director, Consortium for Policy Research in Education, and a former
university administrator. His current research focuses on the politics
of leadership.
James Honan, Educational Co-Chair, Institute
for Educational Management, and Senior Lecturer on Education, Harvard
Graduate School of Education. His research interests focus on financial
management
and institutional planning.
Susan Moore Johnson, Carl H. Pforzheimer, Jr. Professor of Teaching and Learning at the
Harvard Graduate School of Education. She teaches educational policy,
organizational behavior, and administrative practice, and is the author
of Teacher Unions in Schools, Teachers at Work, and Leading to Change.
Robert Kegan, William and Miriam Meehan
Professor in Adult Learning and Professional Development, and Educational
Chair, Institute for Management and Leadership in Education (MLE),
Harvard Graduate School of Education. He is the author of The Evolving
Self: Problem and Process and In Over Our Heads: The Mental Demands
of Modern Life. His most recent book is How the Way We Talk Can
Change the Way We Work.
Bridget Terry Long, Associate Professor of
Education and Economics, Harvard Graduate School of Education. Her
research interests are in applying theories of economics to the market
for higher education.
Judith Block McLaughlin, Educational Chair,
Harvard Seminar for New Presidents, Lecturer on Education, and
Director, Higher
Education Program, Harvard Graduate School of Education. She is
the author of Leadership Traditions: The New College President and
editor of Leadership Among Controversy: Presidential Perspectives.
Charles Willie, Charles W. Eliot Professor of
Education, Emeritus, Harvard Graduate School of Education. His
research interests include desegregation and education, higher education,
and the family.
Joseph Zolner, Director, Harvard Institutes
for Higher Education, and Educational Co-Chair, Institute for Educational
Management, Harvard Graduate School of Education. His research
interests are in curriculum change and institutional transformation.
Juliet Garcia, President, University of Texas at Brownsville and Texas Southmost College.
Richard Light, Walter H. Gale Professor of Education, Harvard Graduate School of Education. Light details how to use assessment effectively to improve instructional practice and how educators can help students make connections between what they learn inside and outside of the classroom.
General Information
Schedule
IEM begins with registration on July 19, and concludes on
July 31. The program pace is challenging and intense. Participants are
expected
to make a full-time commitment to the institute while at Harvard. A typical
IEM day begins with breakfast at 7:00 a.m., followed by class sessions or group
activities, which end around 4:00 p.m.
Opportunities for late-afternoon physical fitness or relaxation are provided. The daily schedule extends into the late evening, when participants complete readings, attend optional presentations, or prepare assignments for the following day.
Free time on the weekend provides an opportunity to explore Harvard and the greater Boston area. Special social events are planned during the program.
Because of IEM’s intensive nature, bringing family to Cambridge
is discouraged. In addition, participants are expected to free themselves
from work obligations
and other professional commitments during the program.
Environment
IEM participants have access to an array of academic, cultural, social, and other
resources while at Harvard University.
Harvard Square, adjacent to the IEM classroom, offers a unique collection of bookstores, specialty shops, coffee houses and restaurants, catering to a variety of tastes and styles.
Downtown Boston—a short distance away by subway—is rich in historic and cultural significance and offers museums, art galleries, sporting events, dining, dance, theater, and music.
Accommodations
Since daily interaction among faculty and participants
is crucial to the success of the program, participants are encouraged to reside together on the Harvard campus. IEM participants are housed in the Currier House
Undergraduate Dormitory. Each participant is assigned a single air-conditioned room, sharing
a bathroom with one or two others. While facilities are clean and comfortable,
they are also spartan. Linens and daily housekeeping are provided.
Participants have the option to stay at a local hotel at their own expense. Room reservations are the responsibility of individual participants. Hotel information is provided to all accepted participants.
Application Information
Participants are selected for their scope of responsibility, their breadth
of experience, and their potential to help their institution respond to changing
needs and new opportunities. When selecting participants, the Admissions Committee
also considers the overall character of the class to maximize group learning.
Participants are expected to have the endorsement of their institution. Ordinarily this is reflected in full financial support.
Fees and
Financial Aid
The comprehensive program fee of $8,200 covers tuition, room and board, most
meals, and all instructional materials. Payment is due following acceptance.
Limited financial aid is available. Grants are based on institutional
need and typically do not exceed 20% of the program fee. Requests for
financial aid have
no effect on an applicant’s prospects for admission. Financial aid applications
may be obtained by contacting hihe@gse.harvard.edu.
Cancellation Policy
Cancellation notification must be made in writing. Full refunds will
be granted until June 13, 2009. Cancellations received between June 14–28 will
be subject to a $800 cancellation fee. Cancellations received after June 28,
2009, and no-shows are subject to full payment.
The Harvard Graduate School of Education reserves the right to change
faculty or cancel the program at its discretion. In the unlikely event of changes,
the school is not responsible for non-refundable travel arrangements or other
planning costs incurred.
Further
Information
Please contact us at 800-545-1849 or hihe@gse.harvard.edu with any questions. |
