This article discusses the impact of faculty commitment on strategic leadership in higher education, highlighting implications for educational institutions.
The commitment of faculty towards their institution needs to be recognized as having strategic value for higher learning. One component of commitment is affective commitment. Fostering it has a number of important implications for the leadership of educational institutions in higher education. The present article challenges leadership to appropriate action – i.e., leadership in the broader sense of the term. It outlines affective commitment and discusses several practical implications.
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Frederick Oberholster (2005) studied this question.
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