Cognitive Leadership Meaning

An Investigation Into Women's Cognitive Orientations to Leadership

Research Priorities Concerning Formal and Informal Learning in Low- and Middle-Income Countries

The priority areas for research in low- and middle-income countries are often markedly different from those in high income-countries. Because most high-impact academic journals are staffed by editors and reviewers from high-income countries, these priorities are poorly represented in most of journals, even though they affect the lives of the world’s majority population. This outcome impedes the dissemination of the evidence necessary to achieve sustainable development goals held by low- and middle-income countries. It also limits the expansion of knowledge in high-income countries since insights into many underlying processes can be gained only from studying contexts and populations that are available exclusively in low- and middle-income countries. This Research Topic focuses on those research priorities in low- and middle-income countries that are related to education, broadly defined to include formal and informal learning at all stages in the lifespan. Education was chosen as a focus because it is critical mechanism for achieving many international development goals, including those relating to young children’s school readiness, school children’s academic skills, adolescents’ vocational skills, adult farmers’ agricultural extension courses, or older adults’ understanding of health literacy campaigns. Research in many disciplines is required to make progress in formal and informal education on low-and middle-income countries, and formal and informal education is relevant to the key areas of interest in many disciplines. Therefore, this Research Topic invites submissions from researchers in • psychology (e.g., attitudinal factors affecting access, lived experience and outcomes of students in primary, secondary and tertiary education) • education (e.g., effective pedagogies in low resource settings) • nutrition (e.g., the effects of protein-energy or micronutrient malnutrition on learning) • linguistics (e.g., challenges in teaching literacy skills in tonal languages) • public health (e.g., relationship between access to menstrual sanitation in schools and girls school attendance; the efficacy of public education campaigns concerning female genital cutting) • anthropology (e.g., Indigenous concepts about learning and knowledge). In addition, regardless of their discipline, we welcome submissions concerning formal or informal education in, but not limited to: • special populations (e.g., retraining programs for former child soldiers; informal learning by children of sex workers and street- involved children; parenting classes to support the development of children affected by tropical diseases, such as Zika virus and cerebral malaria) • cultural issues (e.g., interventions to improve educational equity for students from low castes; the relationship between child marriage and educational equity for girls). Due to the nature of this collection, the Topic Editors are requesting that one author of each paper is a resident in a low- or middle-income country. Types of manuscripts: Original quantitative and qualitative empirical research; Narrative and meta-analytic systematic reviews; Evaluations of the implementation or effectiveness of interventions or policies; Development of culturally and contextually appropriate measures and research methods.

Community College Leadership

Two-year colleges are facing major change. The majority will undergo a turnover in college presidencies in the next ten years, at a time when they are being asked to be engines for economic growth, enable more students – and a greater diversity of students – to gain 21st century qualifications, and provide a pathway to higher degrees, all with reduced state and local funding. Recognizing that future community college leaders – at all levels– will manage increasingly complex organizations, and face very different challenges than their predecessors, this book provides a multidimensional model of leadership suited to these new demands and environments. The model addresses issues of leader cognition, race and gender, the importance of culture, and the need for more collaborative modes of communication and decision making to frame and implement change. It recognizes that there is no longer any one way to lead, and that the next generation of leaders will be more diverse, possess experience and qualifications from a wider variety of careers, and follow new pathways to their positions. Leaders in the future will possess a cultural competency that is fostered by being lifelong learners.Through over 75 individual interviews with leaders and campus members, Eddy is able to provide examples of the model’s components in practice and to illuminate which experiences proved the most relevant for these leaders on their route to upper administration. She shows how her model intersects with the leadership competencies defined by the American Association of Community Colleges, and proposes strategies for future leadership development. This book is intended for anyone considering a leadership position, at any level, in a community college; for college administrators and boards responsible for leadership development programs; and for individuals in corresponding organizations who conduct training programs for aspiring leaders. Likewise, those employed at four-year universities may find value in the model as a developmental tool.