Leadership Education Curriculum
Public research universities are exceedingly complex organizations, each composed of an array of academic, administrative, student, and service units; with multiple missions which are not always fully compatible and diverse constituencies with their own distinct perspectives and priorities – resulting in numerous obstacles to organizational effectiveness and efficiency.
Each organizational unit and leadership role within a college or university is distinct in terms of the discipline, technical skill, and programs and services involved, and the organizational contexts in which these leaders operate but the same fundamental challenges are present.
A vertical approach to leadership and organizational education emphasizes the positional competencies unique to a particular role or position. A horizontal approach emphasizes non-context-specific, cross-cutting organizational leadership competencies that transcend specific settings and sectors— the personal, organizational, communication and analytic competencies that have increasingly been recognized as essential for outstanding leadership.
The position and context specific leadership competencies which constitute the vertical approach to organizational and leadership education are generally best developed within disciplinary, work, and experiential settings.
Center programs and services focus on the cross-cutting competencies in order to promote organizational advancement through the development, study and adoption of best practices; to develop increased internal capacity for leadership among our existing academic and administrative leaders; and to develop leaders of the future.
Rutgers Leadership Academy (RLA)
The Rutgers Leadership Academy (RLA) is designed to provide a broad, integrated array of leadership education and development programs for current and aspiring faculty and staff leaders in academic, administrative and academic medical programs from across the university. The RLA model includes both core and elective modules that address leadership concepts and competencies that are applied in the context of the participants’ disciplines and organizations.
RLA takes a multi-dimensional approach to the development and application of organizational leadership. It builds on a foundation that emphasizes cross-cutting organizational concepts and leadership/communication competencies that are essential for outstanding leadership across roles and organizations. The RLA framework also addresses the unique situation- and position-specific organizational and leadership challenges through focused reading and case-study materials that take account of the unique contexts and settings in which each leader operates.
RLA programs are composed of a suite of modules incorporating a variety of teaching-learning methodologies, including seminars, readings, experience-based activities, simulations, cases, self-assessment, and individual or collaborative projects.
The Academy is offered by the Rutgers Center for Organizational Leadership with sponsorship from the Office of the Senior Vice President for Academic Affairs and the Office of the Chancellor, Rutgers-New Brunswick. See the links below for additional details of the RLA program.
- RLA Fellow Biographies
- RLA Class List
- Program Overview
- RLA Eligibility Requirements
- RLA Fact Sheet
Contact us for more information: email@example.com
PreDoctoral Leadership Development Academy (PLDA)
In its eighth year, the PreDoctoral Leadership Academy (PLDA), formerly called the PreDoctoral Leadership Development Institute, is now a streamlined one-year program. This unique program is designed to provide doctoral students from a broad array of academic disciplines with the supplemental knowledge and skills needed for academic and administrative leadership roles.
The program recognizes that the pool of academic leaders who are motivated and trained to assume critical leadership roles is limited. There is an increasingly critical need for individuals who are well-trained within their own disciplines, and who also understand the organization and administration of colleges and universities and the challenges they face, and have communication, organizational, and leadership knowledge and competencies.
The PLDA program was created to provide a complement to discipline-based study by offering experiential and classroom opportunities that emphasize leadership style and strategy, collaborative decision-making, planning and organizational assessment, communication with internal and external constituencies, and other knowledge and skill-sets important to informal and formal leadership and professional advancement.
The components of PLDA include both didactic and experiential elements that, together, provide fundamental knowledge of higher education from historical and contemporary perspectives. It also provides an overview of the array of problems and opportunities confronting the academy and other large institutions today, and examines approaches and competencies required of leaders to meaningfully address these challenges.
PLDA is offered by the Rutgers Center for Organizational Leadership with support from the School of Graduate Studies, School of Arts and Sciences-NB, and the School of Communication and Information-NB. Contributions in support of OL leadership programs have been provided by Johnson & Johnson, AT&T, the Mellon Foundation, Anne Thomas, Francis and Mary Kay Lawrence, and other Rutgers faculty and staff. Core faculty for the PLDA come from the School of Graduate Studies, School of Arts and Sciences-NB, and the School of Communication and Information-NB, as well as other faculty from other universities.
PLDA is open to any Rutgers University doctoral student from Camden, Newark, New Brunswick, and RBHS. The program invites nominations for student from all disciplines within the university and encourages nominations from women and minorities in order to enhance diversity among future academic administrators nationally.
Students who wish to be considered for participation in the program will need to be nominated by a program director, department chair, dean, or vice-president.
Fellows must be able to attend all of the in-person classes on Fridays from 9:00 am – 11:15 am in New Brunswick.
Fellows who successfully complete the one-year program will be awarded a $1,000 honorarium. Fellows’ completion of the program will also be recognized on their academic transcripts.
Academic Leadership Program @ RBHS
The Academic Leadership Program @ RBHS will provide an integrated orientation to leadership, managerial, and organizational concepts and competencies. The program will take account of current biomedical and health sciences challenges and opportunities at the national and state level, and within Rutgers and RBHS.
Beginning in Fall 2018, ALP@RBHS will be offered as a pilot to chairs from all schools across RBHS who are nominated and accepted into the program.
The program is co-sponsored by the Rutgers Center for Organizational Leadership and Rutgers Biomedical and Health Sciences (RBHS). For further information, contact firstname.lastname@example.org.
Distinction in Leadership in Academic Healthcare
The Distinction in Leadership in Academic Healthcare program is offered by the Robert Wood Johnson School of Medicine in collaboration with the Rutgers Center for Organizational Development and Leadership. Contact Dr. Carol Terregino at email@example.com or Dr. Ralph Gigliotti at firstname.lastname@example.org for further information or questions.
- Identify the challenges and opportunities associated with leadership in academic medical centers
- Gain a greater understanding of fundamental perspectives and concepts of leadership and communication, along with a better understanding of the structure and landscape of academic medicine and academic medical center
- Increase understanding of important dimensions of administration, including organizational structure and mission, finance and budgeting, legal and regulatory issues, diversity, and ethics, along with specific tools needed for leadership in academic medical centers.
- Interact with senior leaders from the academic medical center and higher education more broadly
- Enhance personal and professional leadership competencies in formal and informal settings
- Learn from the experiences of others through a four-week field experience
- Lead a field-based project from conception through completion
Overall Program Goals
- As a result of participating in the program, students will gain a deeper understanding of their individual leadership and communication styles.
- As a result of participating in the program, students will use their own leadership and communication behaviors to lead effectively within the Academic Health Center.
- 16 suggested didactic sessions and two independent or small group sessions organized to meet these objectives.
- In addition to these session students will participate in a practicum component and prepare a scholarly project
- Practicum component – Two administrative internships of at least four weeks duration
- Field-based projects under the mentorship of senior campus leaders.
- Scholarly project – Author a publication-ready manuscript and present the project at an annual symposium
- The Distinction in Leadership Committee will review project proposals and approve final scholarly projects
- Practicum component – Two administrative internships of at least four weeks duration
- Brief Overview Of Academic Medicine (Robert Wood Johnson Medical School, Academic Health Center Faculty)
- What is Leadership (Center for Organizational Leadership, Leadership Faculty)
- Communication and Connections (Center for Organizational Leadership, Leadership Faculty)
- Communication Style Assessment (Center for Organizational Leadership, Leadership Faculty)
- Competency Approach to Leadership (Center for Organizational Leadership, Leadership Faculty)
- Formal and Informal Roles and Responsibilities (Center for Organizational Leadership, Leadership Faculty)
- Current Challenges in the Academic Medical Center; Multiple Missions (RWJMS faculty and Center for Organizational Leadership, Leadership Faculty)
- Challenges in the Academic Health Center; Organization and culture (RWJMS Academic Health Center Faculty)
- Organizational Cultures (Center for Organizational Development and Leadership, Leadership Faculty)
- Strategic Planning ; Core Concepts and Critical Steps (Center for Organizational Leadership, Leadership Faculty)
- Understanding and Leading Change (Center for Organizational Leadership, Leadership Faculty)
- Budgeting and Finance in the Academic Health Center
- Metrics and Continuous Quality Improvement (RWJMS Academic Health Faculty and Center for Organizational Leadership, Leadership Faculty)
- Managing Labor Relations and Human Resources in The Academic Health Center
- Legal and Regulatory Issues in Academic Health Centers
- Information Technology and Clinical Infomatics
- The Art of Negotiation
- The Future of Academic Medicine
- Crisis Leadership (Center for Organizational Leadership, Leadership Faculty)
- Leadership Self assessment (Center for Organizational Leadership, Leadership Faculty)
- Communication Strategy and Implementation (Center for Organizational Leadership, Leadership Faculty)
Ruben, B. D. & Gigliotti, R. A. (2016). Leadership as social influence: An alternative view of leadership communication theory and practice. Manuscript submitted for publication.
Ruben, B. D. (2016). The excellence in higher education guide: A framework for the design, assessment, and continuous improvement of institutions, departments and programs (8th ed.). Sterling, VA: Stylus Publishing
Ruben, B. D. (2012). What leaders need to know and do: A leadership competencies scorecard (2nd ed.). Washington, D.C.: National Association of College and University Business Officers.
Ruben, B. D. (2011). Understanding, planning and leading organizational change. Washington, DC: National Association of College and University Business Officers.
Ruben, B. D., Russ, T., Smulowitz, S. M., & Connaughton, S. L. (2007). Evaluating the impact of organizational self-assessment in higher education: The Malcolm Baldrige/Excellence in Higher Education framework. Leadership & Organization Development Journal, 28(3), 230–250.
Tromp, S. A., & Ruben, B. D. (2010). Strategic planning in higher education: A guide for leaders. (2nd ed.). Washington, DC: NACUBO.
Big10 Academic Alliance (BTAA) Leadership Programs
Rutgers-New Brunswick is a member of the Big Ten Academic Alliance (BTAA). Through the Office of the Chancellor, Rutgers-New Brunswick, the university is actively engaged with the BTAA in areas related to leadership development, among others, and our affiliation will provide a variety of opportunities for Rutgers faculty and academic administrators. For further information on BTAA activities related to leadership development go to http://www.btaa.net/faculty/academic-leadership-development, or contact: Karen Stubaus or Brent Ruben, who serve as Rutgers liaisons to these programs.
One of the BTAA leadership initiatives is the Academic Leadership Program. Established in 1989, this intensive experience develops the leadership and managerial skills of faculty who have demonstrated exceptional ability and academic promise. Many of the programs’ nearly 1000 Fellows have gone on to serve with distinction as college presidents, provosts, and deans. The Leadership Program consists of three seminars hosted by different BTAA universities. In addition, Academic Leadership Program Fellows often participate in on-campus activities throughout the academic year at their home institution. The program is specifically oriented to address the challenges of academic administration at major research universities and to help faculty members prepare to meet them. Academic Leadership Program Fellows are selected by their respective institutions.
A Conversation about Campus Leadership and Leadership Development, Brent D. Ruben, Prepared for the Big Ten Academic Alliance Rutgers Academic Leadership Program/Departmental Executive Officers Conference, July 17, 2014
Topics in Academic Leadership
The Topics in Academic Leadership seminars focus on cross-cutting leadership issues relevant for all current administrators and other faculty, staff, and graduate students interested in academic leadership, and provide a forum for discussing leadership issues and challenges, addressing theoretical and practical problems of academic leadership, and sharing effective practices across disciplines. These seminars, featuring university and national higher education leaders, are offered to individuals participating in OL leadership programs and others on a space available basis.
The program is sponsored by the Rutgers Center for Organizational Leadership, School of Graduate Studies, School of Communication and Information-NB, and Office of the Senior Vice President for Academic Affairs.
For further information and information on space availability, contact Ralph Gigliotti.
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