Skip to main content

Turnaround Leadership for Higher Education

Turnaround Leadership for Higher Education

Michael Fullan , Geoff Scott

ISBN: 978-0-470-47204-0

Mar 2009, Jossey-Bass

192 pages

Select type: Hardcover

Out of stock



In Turnaround Leadership for Higher Education, international authorities on organizational change Michael Fullan and Geoff Scott reveal how campus leaders can proactively meet the challenges and expectations facing their institutions. They show how certain leadership capabilities and change-capable cultures in higher education institutions must mirror each other—for the benefit of students and their futures, and for the academy and society. The authors draw on a solid knowledge base of change, which advocates for stimulating and integrating strong moral purpose and equally strong partnerships and relationships inside and outside the academy.

Buy Both and Save 25%!

Original Price:$93.00

Purchased together:$69.75

save $23.25

Cannot be combined with any other offers.

Preface ix

About the Authors xv

1 Universities and the Challenges of the Twenty-First Century 1

2 Failed Strategies 25

3 The New Agenda 43

4 Making It Happen: Building Quality and Capacity 73

5 Leadership Capacity for Turnaround 97

6 Leadership Selection and Learning 129

7 Lead, Lead, Lead 149

References 157

Index 165


“The authors of Turnaround Leadership for Higher Education believe that in the coming decades much rides on how we develop leadership within all of higher education. Fullan and Scott want institutions to change from within using specific leadership capabilities.

In Turnaround Leadership Fullan and Scott lay out a new agenda for leadership, both in how we view leadership and how we act as leaders. They argue that higher education has not approached leadership in an effective way.

Based on the authors’ own research and focus groups of administrators, Fullan and Scott describe the steps necessary to create turnaround leadership in our institutions. The steps begin with the assessment of institutional culture, then moves to developing a new agenda which emphasizes assessment and continuous implementation of improvements. The authors then note that we must understand how turnaround leaders should act and use that knowledge to develop additional leaders.

Hopefully the book will start some serious discussion about the goals of leadership in higher education”

NACADA Journal, Issue 30(1)