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Leadership is widely accepted as a critical factor to the success, mediocrity, or failure of an organization (Collins, 2001; March & Weil, 2005; Northouse, 2015). This is no less the case in higher education, where the impact of leaders and leadership is critical to academic and administrative effectiveness. This is especially true given the myriad challenges facing higher education, including significant decreases in public support, conflicting opinions about the purpose of higher education, opportunities presented by new technologies for teaching and learning, and a rapidly shifting and competitive global economy. Given this tumultuous environment, there is a pressing need for increased attention to leadership development within colleges and universities (Bolman & Gallos, 2011; Buller, 2014; Gmelch & Buller, 2015; Ruben, 2004; Ruben, De Lisi, & Gigliotti, 2017). This article begins with a review of the current higher education landscape, focusing particularly on a number of leadership challenges that are most germane to colleges and universities across the globe. The article continues with a review of the existing literature on higher education leadership needs and competencies, and current approaches to providing leadership education. We then present a case study of a leadership development framework and a portfolio of programs designed to address knowledgeand skill-development needs within higher education that has been developed by the Center for Organizational Development and Leadership at Rutgers University. The framework has led to the creation of a portfolio of programs for academic and administrative leaders in varying stages of development that will be described in the article. It is our hope that this comprehensive approach to leadership education – an approach that is conceptual, strategic, and operational – will serve as a useful model for scholars and practitioners across higher education. The key concepts raised in this article may prove useful for those involved in the design and delivery of leadership education programs for higher education, healthcare, and other large institutions with multiple audiences, needs, and goals. Furthermore, the differentiation of the conceptual, strategic, and operational dimensions may be a useful framework for those interested in the study and practice of leadership education. Journal of Leadership Education DOI: 10.12806/V16/I1/T1 JAN 2017 THEORY 97 A Challenging Landscape Colleges and universities both nationally and internationally face an array of challenges that often threaten the existence of these institutions. As Altbach and Davis (1999) note in the introduction to their report for the Institute of International Education, “While academic systems function in a national environment, the challenges play themselves out on a global scale” (p. 3). The authors go on to suggest that the shared historical roots and common contemporary challenges call for increased international dialogue as a way of best addressing these leadership challenges. Issues related to the privatization of higher education, the “crisis” of the academic profession, demands for greater accountability, challenges to student access, and the need for more agile and innovative change in the face of a rapidly shifting and competitive global economy are not limited to U.S. colleges and universities; rather, these challenges are relevant to all institutions of higher education and they demand global leadership attention. In addition to these challenges, there exists a growing expectation for leaders in higher education to have an understanding of the needs, goals, and perceptions of the many diverse stakeholders who maintain an interest in colleges and universities. These leadership challenges are interdependent by nature, and they often have a cascading impact on the leadership functions at all levels within higher education institutions. For example, the emphasis on outcomes measurement, changes in student demographics and preferences, demands for greater transparency in decision making, requirements for new technologies, and decreased public funding have a rippling effect on all aspects of higher education. The leadership issues to be addressed, including the erosion of goodwill and public support, coupled with the organizational, financial, technological, and ideological dilemmas facing colleges and universities, are multi-faceted and complex, transcend academic and administrative roles, and involve both faculty and staff. There may have been a time when being a leader in one’s discipline or technical area was sufficient preparation for academic or administrative leadership within a college or university. Those times are gone. Today’s leader must have a broad understanding of the higher education landscape, an array of organizational and leadership concepts and tools, and the professional and personal competencies necessary to translate these capabilities into practice on a routine basis (Ruben, De Lisi, & Gigliotti, 2017; Gigliotti, under review). Higher Education Leadership There is no shortage of ways to think about leadership (Bass, 2008; Grint, 2000; Northouse, 2015; Ruben, 2012). In our view, leadership is best viewed from a broad perspective as a process of social influence—a process that occurs through communication (Ruben, De Lisi, & Gigliotti, 2017; Ruben & Gigliotti, 2016). This perspective highlights the fact that leadership efforts and leadership outcomes may be planned or unplanned, formal or informal, may involve verbal and nonverbal messaging, and depend as much on followership dynamics as much as leader activity (Ruben & Gigliotti, 2016). By foregrounding the role of communication theory in understanding the dynamics of leadership and leadership influence (Barge & Fairhurst, 2008; Fairhurst, 2007; Fairhurst & Connaughton, 2014a, 2014b; Fairhurst & Sarr, 1996; Witherspoon, 1997), effective leadership in higher education is seen as involving the ability to navigate the many challenges, cultures, and stakeholders involved in higher education and engaging Journal of Leadership Education DOI: 10.12806/V16/I1/T1 JAN 2017 THEORY 98 colleagues to collaborate in these activities (Ruben, De Lisi, & Gigliotti, 2017). Communication, thus, serves as an orientation, a world view, a way of understanding leadership that focuses more broadly on the process of social influence (Ruben & Gigliotti, 2016). This orientation extends also into the domain of leadership education and development, particularly in the context of higher education. The need for leadership development initiatives has long been recognized in the military and business, with some estimating that American corporations spending nearly $160 billion annually on training and development programs (Association for Talent Development, 2015). Considering the scope and scale of challenges facing leaders in higher education, there is a perceived scarcity of formal education programs available to those with academic or administrative leadership responsibilities (Gigliotti, forthcoming). As discussed elsewhere (Ruben, De Lisi, & Gigliotti, 2017), these leadership development efforts have been slower to reach the education industry, and colleges and universities in particular, due in part to the perception that subject matter expertise and experience are the primary ingredients necessary to provide effective leadership in higher education. We are currently witnessing a change in attitude on this topic as these traditions change, and as an increasing number of colleges and universities identify the need to focus greater attention on leadership development. As noted by Gmelch and Buller (2015), “Through academic leadership programs, institutions benefit from making the most effective use of this resource, building connections across campus, promoting purposeful leadership diversity, tapping hidden talent, retaining campus talent, expanding people’s potential, and ensuring institutional renewal, effectiveness, and dedication” (p. 198). In their research on the topic, Gmelch, Hopkins, and Damico (2011) found three ingredients of an effective leadership development program that represent the needs and expectations for college and university administrators. These ingredients include habits of mind (an understanding of concepts), habits of practice (a demonstration of skills), and habits of heart (a commitment to reflective practice). Many of the effective leadership programs in existence for college and university leaders attempt to integrate these three critical themes (Gigliotti, under review; Ruben, De Lisi, & Gigliotti, 2017; Andrews, 2016). Additionally, there are any number of topical themes that can be incorporated as components in higher education leadership development programs, including the higher education landscape, theories of leadership, the unique nature of higher education leadership, the distinction between formal and informal leadership, communication and influence strategies, leader self-assessment, leadership styles, and the variety of tools that are most germane for academic and administrative leaders in higher education—planning, change, and the use of rubrics and metrics, for example (Ruben, De Lisi, & Gigliotti, 2017). In addition to the number of worthy program themes, there exist numerous leadership development philosophies, theories, and models that inform existing approaches to leadership education in colleges and universities. As we discuss elsewhere (Ruben, De Lisi, & Gigliotti, 2017), an important step in the conceptualization, implementation, design, or adoption of any leadership development program involves a careful assessment of organizational needs, and the knowledge and competencies required for effective leadership. Furthermore, those involved with Journal of Leadership Education DOI: 10.12806/V16/I1/T1 JAN 2017 THEORY 99 the design and organization of these initiatives should also assess the current cult

Preparing Higher Education Leaders: A Conceptual, Strategic, and Operational Approach