ABSTRACT
This chapter describes values, assumptions, and practices underlying the disciplinary approach to leadership in higher education. One of the long-standing practices in higher education is the selection of leaders who have distinguished records of scholarly or professional achievement within their own fields. This practice reflects a number of assumptions about the distinctive mission of colleges and universities and the corresponding requirements for effective leadership. Individual autonomy and creativity have long been considered essential for excellence and innovation in teaching and research. For administrative staff, efforts to identify critical leadership knowledge and skills, provide leadership training and development opportunities, and engage in leadership succession planning are more common, and importantly, transitions into leadership positions typically represent and are regarded as career advancement. The chapter discusses the major approaches to finance and budgeting in higher education, and outlines the implications of these approaches for effective leadership at this point in time.
