Como você cresce como líder do ensino superior?

I agree, and want to expand upon the ideas included above to suggest that simply taking in knowledge or absorbing material is one part of this. The other is making connections between new learning and existing ideas, or envisioning new applications or links between different ways of thinking. An example of this might be the use of design thinking within education or systems thinking within schools.

I agree with the seeking of feedback but a word of caution. Too much feedback and you may lose track of where you are doing well. Take the feedback but always remember if it is not constructive then it is not useful.

No matter how knowledgeable one is, or how experienced one is, it is extremely helpful to develop a mindset of 'listening'. It will surely broaden one's perspective. Thus, Higher Education is no different. The more one seeks 'feedback' from relevant stakeholders, the more informed one will be, to make better decisions. Thus, seeking feedback can always lead to better decision making. Additionally, when one seeks the views of different types of stakeholders, it allows one to form a more holistic or 360 degree view of an issue at hand. It also causes one to appreciate, how different parties may view and perceive the same issue, in very different ways. This helps build one's understanding of the total scenario at hand.

In my experience, the best leaders are those who are abreast of what is happening and have a genuine curiosity and willingness to pursue the art of learning and sharing of knowledge. The application of evidence based skills and the recognition to those who are succeeding in their fields develops cohesive teamwork and a positive workplace.

Absolutely! I've found that being curious and proactive in learning fosters adaptive leadership, and more importantly, has also helped me to stay in touch with the learner experience.

"The day you think you know it all is surely the beginning of your end". One should be in an 'attitude of learning' always, and thus the idea of 'life-lomg learning'. In a digital world, there are so many ways one can learn. One only needs to have a 'hunger' for it. When one sees the benefits, they will 'prioritise' this, and when that happens regularly, they are already on their way to bettering themselves. Learning need not only be formal. Be open about your sources. Additionally, be prepared to learn from anyone, not necessarily from those that are seen as better or more knowledgeable than one's own self. It will surely surprise you when those so called 'insignificant' or 'lesser' folk (in one's view) start to give you life lessons.

I am a student forever. Otherwise, I find myself a little out of touch as a teacher. At this moment, I am a student of doctoral studies in educational leadership at USC. I want to gain a deep understanding of our educational systems so that I can lead with a solid grounding. If I plan to bring about change say in STEAM or affect Teacher Retention, I must first learn methodically the scholarly work that has already been done in these areas. A practitioner must have a concrete backing of data and the ability to communicate that to the people or systems that they are trying to reach by using that data for good.

It is often repeated that we “don’t know, what we don’t know.” It can be helpful to identify those that possess expertise in an area we wish to improve and to have these ‘knowledgeable others’ point out that which might be unknown, but which can be identified as best practice. This may look like observing a practitioner with this person who identifies these skills in practice and then reflects with you. In this way, a pathway to developing, improving or adapting practice can be formed.

Diversity and inclusion in higher education leadership demands an article all its own; to dilute the subject in a broader article about leadership would be a disservice to excluded, marginalized communities—though for now, to specify the language already presented, here's a smattering of concrete ways leadership can commit to DEI: - establish a clear and measurable vision for DEI, the design of which is informed by community contributions; - systematize meaningful solicitation and application of regular feedback from the community, pursuing your DEI vision; - concretize systems of support and community for folks with underrepresented identities -- before going all-out with attracting/recruiting students or staff possessing such identities.

Diversity always broadens one;s horizons. So not only be open but embrace and encourage diversity. The more varied their sources the more richer the learning experience will be. Countries in the forefront of knowledge creation, actively encourage diversity in the faculty as they have seen the rich dividends that such a strategy pays. Singapore and UAE are two very good examples in this regard.

Taking risks can often depends on our own sense of self, including our feelings of autonomy and self or collective efficacy. Understanding your role within the wider system in which you participate, understanding your identity - including reflection on your beliefs, values, skills and knowledge can increase your confidence to take risks.

"Higher the Risk, Higher the Reward" someone said. With now risk there is no new learning. Of course one needs to learn the fine art of 'calculated risk taking' as one should not not embark on risk taking in a haphazzard manner either. With risks will always come some failures. Thus one must be bold enough to view those as 'learning experiences' and not as 'failures' per say and move on as a more informed individual. Without risk taking a leader will never create something new or better than what the organsiation/institution is already used to

Not just for a 'leader' but for any human being having a sense of 'balance' in one's life is important to experience a 'holistic life'. Whoever who coined the phrase 'Variety is the Spice of Life' was not wrong. Balance helps to keep one engaged and interested and helps avoid 'boredom'. Since balance brings about variety into one's life it also makes it more 'interesting' and thus more 'engaging'. One could also argue that balanced people are more more 'reasonable' as they are more 'open' to more holistic thinking. They tend to be more 'pragmatic' than being 'dogmatic' about matters.

I believe we thrive when we are with others. This help us to grow relationship nets, to kraft learning and to foster team spirit. Being close to peers help us to “Keep it real and human”- as simple as that… we need sense and sensibility to true ESG leadership.

I believe we thrive when we are with others. This help us to grow relationship nets, to kraft learning and to foster team spirit. Being close to peers help us to “Keep it real and human”- as simple as that… we need sense and sensibility to true ESG leadership.

An important aspect of this idea is that of identity and how much of our sense of ‘self’ is drawn from our self at work. We each have a sense of self and the degree to which we separate ourselves from our work, in turn achieving balance, depends greatly on how much importance we place on what we do and how much it fuels our sense of who think ourselves to be. For example, I succeed at work or have been lauded for a recent research article, I see myself as successful, so I dedicate larger portions of time to achieving greater success. What makes the professional psychologist avoid diagnosing their friends or family?

Balance brings harmony and authenticity, two key values of mine. When I know that I am consciously choosing what I work on and being able to scale down on things that are both energy and time sinks, I am at peace. I am then bringing my authentic self with undivided energy.

To be a good leader in the space of higher education : 1 One should have thorough knowledge of academic processes like enrolments, academics, research, accreditations, rankings etc. Of course no one can master them all but to ensure fairness and avoid exploitation of resources, deep understanding on these domains of high relevance is must. 2. Empathy: There are rules and procedure to guide but in academics, a leader should have a blend of empathy and logic. As our decisions may impact somebody’s whole life. 3. Agility: To be a good leader in the space of higher education, one should have an attitude of a lifelong learner. Learning new skills will keep you updated and will help you to contribute well to your role.

In my experience, collaboration yields opportunities to bring some of the listed elements together. Collaboration can include the sharing of knowledge, challenging existing schema, beliefs or values through conversation, observation or shared learning, and allow us to build skills or knowledge through reflection. Often collaboration takes place informally, but building in protected time within the day to take part in structured and formalized collaboration can allow us to unpack specific ideas.