Advantages and Disadvantages of a Dual Leadership Model in Academia
Alishia Ferguson, University of Arkansas
Imperfect circumstances call for creative solutions. This poster will present a creative leadership solution that was implemented by a small academic unit in a fairly large university. A literature review of creative models will be presented along with conclusions about alternative leadership models. The poster outlines a case study, introducing the specific dual model implemented. A description of how the two leadership positions were conceptualized, outlining day to day successes and challenges from inside the school and from the broader university. Also discussed—advantages and disadvantages of the arrangement and faculty attitudes toward the model.
Lesson Learned From Developing and Implementing an Online Faculty Orientation Program in the Developing World
Kiran Qasimali, Edward Misava, and Fouzia Nawaz, Aga Khan University
In 2020, the Aga Khan University launched a university-wide online faculty orientation program to introduce new faculty to the academic culture, provide them development opportunities aimed at promoting academic success and orient them to the support systems available to them to enact their roles effectively. Early evaluations of the orientation program indicate that the initiative to engage faculty through synchronous and asynchronous modalities have acclimated them with the academic culture of AKU, instilled sense of belonging with the institutions, and oriented them to support mechanisms and professional growth opportunities available to improve their teaching practices. The poster will examine the challenges and opportunities experienced in developing a university-wide online orientation program and the lessons learned. In particular, the poster will highlight issues around a) developing one comprehensive orientation program for a multi-site university; b) opportunities and challenges of offering an online orientation program; c) partnering with other academic units to provide a holistic program, and d) creating continuous support mechanisms for faculty to support their transition at AKU.