Transformative Coaching for Faculty and Staff in Higher Education

Powerful Tools to Address Institutional Challenges
1. Auflage 2025
ISBN: 978-1-041-06772-6
Verlag: Routledge

Buch, Englisch, 348 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 505 g

This wide-ranging collection explores how to integrate coaching into higher education in ways that tackle some of the most pressing challenges facing institutions today. By embracing coaching as a powerful tool for growth and change, faculty and staff can navigate complexities, foster innovation, and cultivate thriving academic communities.

Drawing on the expertise of seasoned academic coaches, the authors provide a rich, multifaceted exploration of coaching’s potential to drive individual transformation and institutional success. With insights grounded in diverse roles and perspectives, the chapters showcase how coaching can empower faculty and staff at every career stage. From creating authentic connections and building resilience to promoting inclusivity and inspiring structural change, this lively book is packed with the practical tools, real-life examples, and thought-provoking reflection questions necessary to develop a core, functional understanding of coaching in higher education.

Zielgruppe

Postgraduate and Professional Practice & Development

Autoren/Hrsg.

Gonzalez Rice, Karen

Hrach, Susan

Linder, Kathryn E.

Maynard, Katherine S.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Section 1: Foundations of Coaching  1. Coaching Fundamentals 2. A Guide to Training Programs and Pathways for Higher Education Coaches 3.  The ABC and D of Identifying and Addressing Ethical Issues in Higher Education Coaching  Section 2: Growing Coaching Skills  4. Getting Started: Putting Coaching into Practice as Educational Developers 5. Cultural Alignment in the Coaching Space 6. Faculty Coaching to Build Authentic Relationships 7. Coaching Neurodivergent Clients on Campus 8. Embodied Strategies to Develop Presence as a Coach 9. Integrating Your Skills and Expertise into Established Coaching Practices Ethically  Section 3: Applying Coaching Skills to Specific Scenarios  10. Co-creating Learning Spaces for the Future: A Coach Approach Framework 11. A Partnership and Coaching Model for Teaching Observations 12. Coaching for Productivity and Project Management 13. Chairing Faculty through Organizational Change: A Coaching Informed View 14. Reimagining Academic Writing through the Lens of Sustainable Productivity Coaching  Section 4: Coaching for Specific Audiences  15. Thriving in the Middle: How Coaching Can Empower Higher Ed Administrators 16. Coaching Faculty Through Professional Burnout in Higher Education 17. The Complexities of Coaching in Student Affairs: A Unique Opportunity 18. Coaching Instructional Designers and IT Professionals in Higher Education 19. Developing an Awareness of the Structural Barriers at Play for Women of Color Faculty: One Coach’s Perspective  Section 5: Coaching the Career Lifecycle  20. Facilitating Faculty Acculturation: A Coaching Approach 21. Fostering a Coaching Mindset and Culture with Academic Department Chairs 22. Coaching through a Career Curveball 23. Walking the Tightrope: Coaching Faculty Clients Who Decide to Leave the University 24. A Call for Enoughness at Mid-Career 25. Legacy Coaching for Late-Career Faculty  Section 6: Group, Team, and Peer Coaching Models  26. Unlocking Potential: Group Coaching as a Strategic Tool to Enhance Organizational Effectiveness 27. Bringing a Coaching Mindset to Educational Development 28. Cultivating a Coaching Culture: Improving Faculty Readiness for Boundary Spanning Collaboration via Team Coaching 29.  Developing Signature Coaching Capacities to Invigorate Organizational Growth

Über Autor(innen)

Karen Gonzalez Rice is Professor of Art History at Connecticut College, USA.

Susan Hrach is Director of the Faculty Center for the Enhancement of Teaching and Learning and Professor of English at Columbus State University, USA.

Kathryn E. Linder is Associate Vice Chancellor for Academic Innovation and Strategy at the University of Colorado Denver, USA.

Katherine S. Maynard is Director of the Teaching and Scholarship Hub at the University of Richmond, USA.