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A Case Study Approach to Educational Leadership

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A Case Study Approach to Educational Leadership takes on six core areas of school leadership—organizational vision; curriculum, instruction, and assessment; school and external community; school climate and culture; equity; and improvement, innovation, and reform. Using a case learning approach, this volume introduces salient theoretical and empirical literature in each core area and provides illustrative cases designed for individual and group analysis. Written for aspiring educational leaders, this book facilitates the discussion and reflection of individual and collective professional judgment and helps developing leaders make sense of the challenges school leaders face today.

Special Features:

• Featured Cases direct readers toward the issues of practice embedded within the theoretical content area
• Linkage to relevant Professional Standards for Educational Leaders (PSEL) standards ground each chapter in the latest guidelines for the field
• Discussion Questions foster reflection of content and practical applications
• Leadership Activities and Web-Based Resources support leaders in making further connections to practice

TABLE OF CONTENTS

Chapter 1 | 26  pages, learning via the case method, chapter 2 | 24  pages, organizational vision, chapter 3 | 25  pages, curriculum, instruction, and assessment, chapter 4 | 28  pages, school, family, and community partnerships, involvement, and engagement, chapter 5 | 22  pages, school climate, culture, and professional community, chapter 6 | 25  pages, equity and opportunity, chapter 7 | 22  pages, improvement, innovation, and reform, chapter 8 | 25  pages, ways forward and lessons learned.

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• Case Studies & Research Notes

PELP case studies illuminate systems-level leadership challenges in large urban districts and education-related organizations. Together with research notes and teaching notes for instructors, the PELP case library is an extensive body of working knowledge for academics and practitioners alike.

• Case Library at HBS Publishing
• Research Notes on Frameworks & Strategy

Case Library at Harvard Ed Press

• Teaching Notes

The Case Library at Harvard Business School Publishing

The following cases are publicly available to access below. For the multimedia cases (PEL-097, PEL-098, PEL-099), when redirected to Harvard Business Press, make a free educator's account, create a coursepack, select "institution pay" (cost remains free), add the multimedia case to the coursepack, add an enrollment number, and publish the coursepack to access the multimedia case link that you can share with students/participants. Harvard Business Publishing can answer additional questions about accessing multimedia cases. For the multimedia cases, printer-friendly accessible versions are available upon request by emailing  [email protected] .

• PEL-100:  Freshman On Track: Humanizing Student Data to Improve Graduation Rates in Chicago Public Schools, Multimedia Case
• PEL-099:  BMore Me: Empowering Youth Through Learning in Baltimore City Schools, Multimedia Case
• PEL-098:  The Cure is in the Culture: Systems Change for Black Boys in the Oakland USD, Multimedia Case
• PEL-097:  The HR Life Cycle: Human Capital Systems in the Madison Metropolitan School District, Multimedia Case
• PEL-093:  Access, Autonomy, and Accountability: School Governance Dilemmas in Post-Katrina New Orleans (B) Case Supplement Note on Governance
• PEL-092:  Access, Autonomy, and Accountability: School Governance Dilemmas in Post-Katrina New Orleans (A)
• PEL-091:  Baltimore City Public Schools (City Schools): The [Entry] of a New Chief Executive Officer
• PEL-090:  Metro Nashville Public Schools (MNPS): The [Entry] of a New Director of Schools
• PEL-089: PLIE: Improving the Capacity of School Leaders in Argentina
• PEL-087:  The Nike School Innovation Fund: Scaling for Impact in Oregon Public Schools
• PEL-085:  Decentralization in Clark County School District: Strategy is Everyone's Job
• PEL-080:  Uncommon Schools (B): Seeking Excellence at Scale through Standardized Practice
• PEL-079:  Uncommon Schools (A): A Network of Networks
• PEL-084:  Denver Public Schools (B): Innovation and Performance?
• PEL-076:  Denver Public Schools 2015 (A): Innovation and Performance?
• PEL-074:  Organizing for Family and Community Engagement in the Baltimore City Public Schools
• PEL-073:  Between Compliance and Support: The Role of the Commonwealth in District Takeovers
• PEL-071:  Career Pathways, Performance Pay, and Peer-Review Promotion in Baltimore City Public Schools
• PEL-070:  Baltimore City Public Schools: Implementing Bounded Autonomy (B)
• PEL-063:  Baltimore City Public Schools: Implementing Bounded Autonomy (A)
• PEL-068:  Central Falls High School
• PEL-067:  Meeting New Challenges at the Aldine Independent School District (B)
• PEL-030:  Meeting New Challenges at the Aldine Independent School District (A)
• PEL-062:  The Parent Academy: Family Engagement in Miami-Dade County Public Schools
• PEL-061:  The Turn-Around at Highland Elementary School
• PEL-055:  Taking Human Resources Seriously in Minneapolis
• PEL-054:  Focusing on Results at the New York City Department of Education
• PEL-053:  Managing Schools for High Performance: The Area Instruction Officer at Chicago Public Schools
• PEL-047:  Using Data to Improve Instruction at the Mason School
• PEL-044:  Race, Accountability, and the Achievement Gap (B)
• PEL-043:  Race, Accountability, and the Achievement Gap (A)
• PEL-041:  Managing at Scale in the Long Beach Unified School District
• PEL-039:  The STAR Schools Initiative at the San Francisco Unified School District
• PEL-033:  Managing the Chicago Public Schools
• PEL-029:  Reinventing Human Resources at the School District of Philadelphia
• PEL-028:  Differentiated Treatment at Montgomery County Public Schools
• PEL-027:  Memphis City Schools: The Next Generation of Principals
• PEL-026:  New Leadership at Portland Public Schools
• PEL-024:  Staffing the Boston Public Schools
• PEL-013:  Learning to Manage with Data in Duval County Public Schools: Lake Shore Middle School (B)
• PEL-008:  Learning to Manage with Data in Duval County Public Schools: Lake Shore Middle School (A)
• PEL-009:  The Campaign for Human Capital at the School District of Philadelphia
• PEL-007:  Long Beach Unified School District (B): Working to Sustain Improvement (2002-2004)
• PEL-006:  Long Beach Unified School District (A): Change That Leads to Improvement (1992-2002)
• PEL-005:  Pursuing Educational Equity at San Francisco Unified School District
• PEL-004:  Aligning Resources to Improve Student Achievement: San Diego City Schools (B)
• PEL-003:  Aligning Resources to Improve Student Achievement: San Diego City Schools (A)
• PEL-002:  Compensation Reform at Denver Public Schools
• PEL-001:  Bristol City Schools (BCS)

Research Notes on Frameworks and Strategy

• PEL-096: Note on Racial Equity in School Systems
• PEL-095:  Successfully Restarting Schools in the Face of COVID-19: A Framework
• PEL-082:  Superintendents of Public School Districts as Sector Level Leaders
• PEL-081:  Creating Public Value: School Superintendents as Strategic Managers of Public Schools
• PEL-078:  Principals as Innovators: Identifying Fundamental Skills for Leadership of Change in Public Schools
• PEL-083:  A Problem-Solving Approach to Designing and Implementing a Strategy to Improve Performance
• PEL-011:  Note on Strategy in Public Education
• PEL-010:  Note on the PELP Coherence Framework

The following case studies are available for purchase from Harvard Ed Press. If you are interested in receiving the teaching note(s) for the KC-designated cases listed below, please email [email protected] .

• KC37CHA:  Challenges to Implementing Innovation and Accountability in Denver
• KC36INVE:  Investing in Teachers: The Lawrence Public Schools Respond to State Receivership
• KC39SCAL:  Scaling Up Data Wise in Prince George's County Public Schools
• KC40NAV: Navigating Governance Changes and District Improvement: Strategic Leadership in St. Louis Public Schools
• KC41LEAD: Leaders Change, Policies Evolve: The Lawrence Public Schools Respond to State Receivership (Act II)

Teaching Notes (available upon email request)

• PEL-094: Access, Autonomy, and Accountability: School Governance Dilemmas in Post-Katrina New Orleans (A) & (B)
• PEL-088: The Nike School Innovation Fund: Scaling for Impact in Oregon Public Schools
• PEL-086: Denver Public Schools: Innovation and Performance?
• PEL-075: Organizing for Family and Community Engagement in the Baltimore City Public Schools
• PEL-072: Career Pathways, Performance Pay, and Peer-Review Promotion in Baltimore City Public Schools
• PEL-069: Central Falls High School
• PEL-066: Managing Schools for High Performance: The Area Instruction Officer at Chicago Public Schools
• PEL-065: Baltimore City Public Schools: Implementing Bounded Autonomy
• PEL-060: Learning to Manage with Data in Duval County Public Schools: Using the Case in an Education Entrepreneurship Course
• PEL-059: Taking Human Resources Seriously in Minneapolis
• PEL-058: Memphis City Schools: The Next Generation of Principals
• PEL-057: Focusing on Results at the New York City Department of Education
• PEL-052: Southwest Airlines: Using Human Resources for Competitive Advantage (A) - Using the Case with Education Administrators
• PEL-049: Bristol City Schools
• PEL-048: Using Data to Improve Instruction at the Mason School
• PEL-046: Race, Accountability, and the Achievement Gap (A) and (B)
• PEL-042: Managing at Scale in the Long Beach Unified School District
• PEL-040: The STAR Schools Initiative at the San Francisco Unified School District
• PEL-036: Meeting New Challenges at the Aldine Independent School District
• PEL-035: Reinventing Human Resources at the School District of Philadelphia
• PEL-034: Managing the Chicago Public Schools
• PEL-032: New Leadership at Portland Public Schools
• PEL-031: Staffing the Boston Public Schools
• PEL-023: Long Beach Unified School District (B): Working to Sustain Improvement (2002-2004)
• PEL-022: The Campaign for Human Capital at the School District of Philadelphia
• PEL-021: Learning to Manage with Data in Duval County Public Schools: Lake Shore Middle School (A) and (B) Series
• PEL-020: Long Beach Unified School District (A): Change That Leads to Improvement (1992-2002)
• PEL-019: Pursuing Educational Equity at San Francisco Unified School District
• PEL-018: Aligning Resources to Improve Student Achievement: San Diego City Schools Case Series
• PEL-017: Compensation Reform at Denver Public Schools
• PEL-016: Bristol City Schools
• Coherence Framework
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Journal of Cases in Educational Leadership

Preview this book.

• Description
• Aims and Scope
• Editorial Board
• Abstracting / Indexing
• Submission Guidelines

The Journal of Cases in Educational Leadership ( JCEL ) publishes, in electronic format, peer-reviewed cases appropriate for use in educational leadership preparation efforts across the globe. The cases provide a narrative and teaching notes with the aim being to prompt rich discussion and inquiry about issues pertinent to educational leadership across global contexts. We encourage cases that are supported by digital media or other creative forms of expression. JCEL is always looking for great ideas regarding special issues. If you would like to consult with us about this process, please reach out to our Editorial Team.

• EBSCO: Educational Administration Abstracts
• ERIC (Education Resources Information Center)

Manuscript submission guidelines can be accessed on Sage Journals .

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To order single issues of this journal, please contact SAGE Customer Services at 1-800-818-7243 / 1-805-583-9774 with details of the volume and issue you would like to purchase.

The Ethical Leadership Case Study Collection

The Ted Rogers Leadership Centre’s Case Collection, developed in collaboration with experienced teaching faculty, seasoned executives, and alumni, provides instructors with real-life decision-making scenarios to help hone students’ critical-thinking skills and their understanding of what good leaders do. They will be able to leverage the theories, models, and processes being advanced. Students come to understand that workplace dilemmas are rarely black and white, but require them to think through and address competing claims and circumstances. Crucially, they also appreciate how they can, as new leaders and middle managers, improve decisions by creating realistic action plans based on sound stakeholder analysis and communication principles. These case studies are offered free of charge to all instructors.

Cases come in both long and short forms. The long cases provide instructors with tools for delving deeply into subjects related to a variety of decision making and organizational development issues. The short cases, or “minis,” are quick in-class exercises in leadership.

For both the long cases and the minis, teaching-method notes are provided, which include not only recommended in-class facilitation methods, but also grading rubrics, references, and student feedback.

Testimonials

“I have been invited to judge the Leadership Centre’s Annual Ethical Leadership National Case Competition since its inception. Each year, competitors are given a Centre’s case to analyze and present. These cases are like nothing else. They bring the student into the heart of the situation. To excel, students must not only be able to cogently argue the options, but also demonstrate how to implement a decision based on a clear-eyed stakeholder analysis and an understanding of the dynamics of change.” Anne Fawcett, Special Advisor, Caldwell Partners

“I have worked with the Ted Rogers Leadership Centre to both develop and pilot test case materials. Feedback consistently shows that the Centre’s cases resonate with students, providing them with valuable learning experiences.” Chris Gibbs, BComm, MBA, PhD, Associate Professor

"As a judge in the recent national Ted Rogers Ethical Leadership Case Competition, I was very impressed with the quality of the case study prepared by the Leadership Centre. It was brief but well-composed. It exposed the students to ethical quandaries, of the sort they may well face in their business careers. It not only tested their reasoning, but it challenged them to develop a plan of action when faced with incomplete information and imminent deadlines.” Lorne Salzman, Lawyer

We value your feedback

Please inform us of your experience by contacting Dr. Gail Cook Johnson, our mentor-in-residence, at [email protected] .

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A Case Study Approach to Educational Leadership 1st Edition

A Case Study Approach to Educational Leadership takes on six core areas of school leadership―organizational vision; curriculum, instruction, and assessment; school and external community; school climate and culture; equity; and improvement, innovation, and reform. Using a case learning approach, this volume introduces salient theoretical and empirical literature in each core area and provides illustrative cases designed for individual and group analysis. Written for aspiring educational leaders, this book facilitates the discussion and reflection of individual and collective professional judgment and helps developing leaders make sense of the challenges school leaders face today.

Special Features:

• Featured Cases direct readers toward the issues of practice embedded within the theoretical content area
• Linkage to relevant Professional Standards for Educational Leaders (PSEL) standards ground each chapter in the latest guidelines for the field
• Discussion Questions foster reflection of content and practical applications
• Leadership Activities and Web-Based Resources support leaders in making further connections to practice
• ISBN-10 1138091073
• ISBN-13 978-1138091078
• Edition 1st
• Publication date July 9, 2018
• Language English
• Dimensions 7 x 0.5 x 10 inches
• Print length 202 pages
• See all details

Editorial Reviews

" A Case Study Approach to Educational Leadership provides students the opportunity to apply theory and research to practical situations using the case study approach. It encourages students to engage in critical reflection and will be useful in bridging the gap between theory and praxis. This book is an excellent resource for the study of educational leadership." ―Roxanne M. Mitchell, Associate Professor and Program Coordinator, Administration and Educational Leadership, The University of Alabama, USA

About the Author

Sharon D. Kruse is Academic Director and Professor of Educational Leadership at Washington State University Vancouver, USA.

Julie A. Gray is Assistant Professor of Educational Leadership at the University of West Florida, USA.

Product details

• Publisher ‏ : ‎ Routledge; 1st edition (July 9, 2018)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 202 pages
• ISBN-10 ‏ : ‎ 1138091073
• ISBN-13 ‏ : ‎ 978-1138091078
• Item Weight ‏ : ‎ 13.8 ounces
• Dimensions ‏ : ‎ 7 x 0.5 x 10 inches
• #63 in Education Administration (Books)
• #246 in Professional

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Leadership case studies in education

Leadership Case Studies in Education (2nd ed.) by Northouse and Lee (2019), the companion book to Northouse’s (2019) Leadership: Theory and Practice (8th ed.) is framed around the understanding that as educators, we are all leaders. This perspective is clearly articulated in the introductory paragraph: “By the very nature of what educators choose to do –facilitate the teaching of others– they are leaders” (Northouse & Lee, 2019, p. 1). A variety of leadership approaches are presented in the book providing a comprehensive overview of current leadership trends. Models and frameworks relevant to different leadership approaches are presented with supporting research and referencing. According to the authors, the purpose of the book is to “examine how leadership theories can be applied specifically to educational settings” (p. 2). Northouse and Lee (2019) aim to relate leadership theories to everyday leadership practice, thereby connecting the scholar and practitioner conceptualizations ...

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Oxford Bibliographies

Lorri J. Santamaría

Santamaría, L. J. (2016). Theories of educational leadership. Oxford Bibliographies, Oxford University Press, DOI: 10.1093/OBO/9780199756810-0153 http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0153.xml Introduction General Overview of Educational Leadership Styles and Related Theories Textbooks and Handbooks Journals and Professional Organizations Historical and Philosophical Foundations Conceptual Approaches and Frameworks Exemplars Large Data Sets and Empirical Evidence Complementary, Diverse, and Alternative Perspectives Critical, Global, and International Applications Introduction Prior to understanding theories of educational leadership, it is important to begin with a comprehensive definition of educational leadership. In this bibliographic entry, educational leadership is the professional practice of a leader (or leaders) in an administrative role(s) working with, guiding, and influencing educators in a particular context toward improving learning and other educational processes in early childhood education centers, elementary, secondary, and postsecondary institutions. These people are most often individuals or small teams employed as school site leaders, principals, assistant or associate administrators. In early childhood, higher education or other educational settings these individuals may serve as center director, head of school, department chair, academic dean, provost, or president. Theories of educational leadership have origins in the United States (U.S.) where frameworks have been largely drawn from industry and commerce management principles. Leadership theories and practices drawn from business-oriented frames of reference have been adopted and adapted for use in educational settings in the U.S. and similarly developed nations. Therefore, theories of educational leadership have been derived from a diversity of interdisciplinary conceptualizations and models over time. As a result, theories of leadership can be considered emergent, dynamic and subject to further evolution. In fact, every theory of educational leadership is subject to investigation by researchers in educational centers, schools and university settings who seek to better understand the dynamics of leadership in a variety of educational contexts. Beyond seminal notions and ideations of educational leadership, there are developing and sometimes ground-breaking theories contributing to the existing canonical literature in the field. Nonetheless, most theories of educational leadership comprise key elements, which often include capabilities, approaches, and practices. A closer look at these elements further reveals theoretical types of educational leadership (e.g., styles, traits, behaviors), characteristics of educational leadership (e.g., management vs. leadership, power, coercion, conceptual frameworks), or the activities or practices educational leaders engage as expressions of their leadership in action (e.g., approaches, ways of leading). Each element is dependent on the educational context within which it occurs and warrants the consideration of multiple and international perspectives for 21st century relevance in a diverse and global society. This bibliography therefore includes a representative sampling of influential textbooks, handbooks, journals, and relevant literature as exemplars of sources to explain, illuminate, introduce, interrogate, and evaluate a variety of educational leadership theories. Additionally, this entry provides historical and philosophical foundations, general overviews, conceptual frameworks, supporting literature on large data sets, and multiple complementary international perspectives of the theories considered. Pertinent examples are provided from each area for further reader exploration, consideration, and study.

Asian Journal of Education and Social Studies

Prabath Withanage

This academic investigation on education leadership theories and styles sought to investigate the effect of different leadership styles practicing in educational organizations and their impact on overall performance of the organization. A summarized overview of the meaning of leadership is followed by an elaborated enquiry on different leadership theories and styles. This study followed a qualitative research approaches where secondary research data from previously published research articles will be integrated and interpreted. This article validates that identification and application of proper leadership theory and style is crucial in educational organization success. Knowledge on range of effective leadership approach offers the prospect to further refine the existing school leadership by accepting and employing the basic principles and styles of those. Based on the available reliable literature, this theoretical study concludes that understanding the most suitable leadership sty...

Prof. Nwachukwu P . Ololube

Mary Gardiner

David Mccabe

Dr. Zahid Ali

Leadership is a critical aspect of any organization, and educational institutions are no exception. School leaders play a vital role in shaping the vision and direction of a school, creating a positive school culture, and providing effective leadership to teachers and staff. Effective school leadership has been linked to improved student achievement, teacher satisfaction, and a positive school climate. However, leadership in the context of educational institutions is complex and multifaceted, and there is still much to be understood about the role of school leaders and their impact on school success. This research paper aims to explore the concept of leadership in the context of school leaders, including their roles, qualities, and challenges. This study used a qualitative research methodology, interviews were conducted with a total of four school leaders (head teachers) from different schools in the same town. Data was analyzed through systematically (organizing, transcribing, coding, categorizing) and using thematic analysis. The results of this study show that effective school leaders possess a combination of skills, qualities, and knowledge that enable them to manage the complexities of the education system, build relationships, and inspire others. This investigation yielded five school leadership practices: development of school plans, handling teammate suggestions, presence adds value, criticism handling, and task delegation. It is recommended that the administration and all stakeholders recognize the importance of motivating school leadership/headmasters/headmistresses and providing them with a smooth environment and the necessary resources to implement innovative approaches in their schools that improve quality teaching/learning. Furthermore, additional mixed method research on this issue is proposed in order to reach in-depth insights and aspirations.

Jimmy Pedroza

This paper tackles the five decades of evolution of leadership theories. Also, it points out the uniqueness of the leadership style an educational institution in progress. Examples are given to elucidate the leadership contribution of each eras. Within the discussed leadership theories, the leaders who imbibe in a particular leadership style are undressed to find out the possibilities and strong points on how they make a difference in an organisation.

International Journal of Leadership in Education

Anthony Kelly

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Doctoral Dissertations and Projects

Executive leader perspectives of rural school district organizational resilience: a qualitative multiple-case study inquiry.

Todd S. Burke , Liberty University Follow

School of Education

Doctor of Philosophy

Meredith Park

Organizational Resilience, Organizational Grit, Grit, Rural Executive School District Leadership, Adversity, Student Achievement

Disciplines

Educational Leadership

Recommended Citation

Burke, Todd S., "Executive Leader Perspectives of Rural School District Organizational Resilience: A Qualitative Multiple-Case Study Inquiry" (2024). Doctoral Dissertations and Projects . 5970. https://digitalcommons.liberty.edu/doctoral/5970

The purpose of this qualitative embedded multiple-case study was to explore and describe how rural executive school district leaders overcome significant organizational adversity (low-income student factors) and sustain high student achievement outcomes. Organizational resilience theory provided the basis for the qualitative embedded multiple-case study. The multiple-case study design explored the perspectives of rural school district executive leaders at three levels of qualitative meaning: a) individual-level executive leader perspectives, b) organization function-level (program and department) perspectives, and c) district-wide organizational perspectives. Three small Utah rural school districts with higher-than-average student achievement trends, all of which have student populations experiencing low-income factors, were the sites for the study. The analysis included data from 11 executive leader participants, and evidence was collected through interviews, surveys, organizational documents, and artifactual evidence. Precoding, deductive, exploratory, and pattern coding techniques were used to analyze the data. Two broad thematic patterns emerged with professional learning communities (PLC) and human resource management (HR) constructs. Executive leaders were highly committed to three entrenched sub-thematic core values and beliefs: 1) a continual improvement and a goal mindset, 2) collaboration, and 3) effective teachers who place a high priority on student achievement outcomes. Five essential sub-thematic strategies also emerged in the analysis: 1) instructional coaches, mentors, and support networks; 2) data-driven decisions; 3) training and professional development; 4) consistent and effective leadership meetings; and 5) employee compensation and hiring the right people.

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Navigating AI in Education: A Guide for Senior Leaders

This free 38 page guide for senior leaders is packed full of helpful information and AI roll-out strategies. Whether you are already embracing AI across your institution or are looking to formalise an approach for AI usage, you are sure to find supporting guidance within. 

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Yale SOM Launches $5 Million Financial Aid Initiative to Increase Access to Business and Leadership Education

The new scholarship awards, called Aspire Fellowships, will be targeted to students who have overcome socioeconomic challenges and are part of a broader effort to extend access to MBA education at Yale.

The Yale School of Management has committed $5 million in scholarship funds in the next year to create new Aspire Fellowships for incoming students in the full-time MBA program who have overcome significant socioeconomic disadvantages. The new fellowship program is one of several steps that the school is taking to expand access to business school and leadership education.

Anjani Jain, deputy dean for academic programs, commented that the new fellowships will benefit both students and the school. “Our mission of educating leaders for business and society calls on us to prepare our students for addressing some of the most daunting challenges facing us on the planet. The mission compels us to attract to our programs the most talented students from all parts of the world regardless of their financial wherewithal, socioeconomic antecedents, or the disparities of opportunity resulting from the accident of birth,” said Jain. “I look forward to seeing how this program will unlock opportunity and potential for many talented individuals, and to seeing the difference Aspire Fellows make in the world as they pursue their aspirations.”

Yale’s MBA program equips students with the knowledge, the resources, and the networks to pursue positive and ambitious change. Graduates of the program go on to make a difference in a variety of roles across a range of organizations and communities. The new Aspire Fellowships will enable more students to pursue their academic and professional aspirations by supporting and empowering students who have shown resilience and determination in the face of socioeconomic challenges. The initiative is part of Yale University’s comprehensive efforts to enhance educational opportunities for students from diverse backgrounds.

Aspire Fellowships will be determined post-admission. Over $5,000,000 will be offered, with individual awards ranging from $60,000 to full tuition and fees. Much of the information required to apply for these scholarships will be gathered from the admissions application, and additional details will be provided to students after admission, guiding them through the fellowship selection process.

In addition to the Aspire Fellowships, Yale SOM has introduced several other measures to broaden access to its MBA program, including:

• Application fee waivers : Available to graduates from nearly 700 U.S. colleges and universities with significant enrollment of Pell Grant recipients, ensuring that financial barriers do not hinder aspiring students from applying.
• Income-based application fees : A sliding scale fee structure for all applicants based on their income, making the application process more equitable and affordable.
• Holistic, context-based application review : An admissions process that is sensitive to the individual circumstances surrounding applicants’ candidacies, resulting in first-generation college students representing 20% of our current MBA class, roughly doubling the percentage over the past five years.

Recipients of the Aspire Fellowships will also benefit from school support throughout their MBA studies. This support will include access to dedicated alumni mentoring and specialized programming designed to enrich their educational experience and prepare them for leadership roles in their respective fields.

Bruce DelMonico, assistant dean for admissions, said that the Aspire Fellowships represent an important step in the school’s ongoing efforts to further equity in business education. “Talent is everywhere, but we know that for a variety of deeply engrained reasons talent and opportunity do not always meet,” said DelMonico. “The Aspire Fellowships and our suite of access-enhancing offerings reflect our dedication to breaking down financial barriers and empowering students from all backgrounds to achieve their full potential.”

More From Forbes

Inclusive leadership: fostering diversity and inclusion.

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Lynda Silsbee, Founder, Alliance for Leadership Acceleration and the Leadership Acceleration Program. Organizational effectiveness expert.

In today's work world, diversity and inclusion are more than just buzzwords—they are essential components of a successful and innovative organization. Inclusive leadership, which actively seeks to embrace diversity and create an environment where all individuals feel valued and empowered, is critical to fostering this philosophy. Leaders who prioritize inclusion can harness the full potential of their teams, driving creativity, engagement and productivity.

The Importance Of Inclusive Leadership

A study by Bersin by Deloitte shows that inclusive and diverse companies have " 2.3 times higher cash flow per employee" and smaller businesses enjoyed 13 times higher cash flow. In addition, these companies had greater readiness for change and innovation.

Inclusive leadership goes beyond the representation of different demographics within an organization. It involves creating a culture where diverse perspectives are actively sought out, respected and integrated into decision-making processes. Such leadership fosters a sense of belonging, where everyone feels valued for their unique contributions. The benefits of inclusive leadership include:

1. Enhanced Innovation: Diverse teams bring varied perspectives, leading to more creative solutions and innovations.

2. Improved Performance: Inclusive cultures see better overall performance because employees are more engaged and motivated.

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3. Greater Employee Satisfaction: Inclusive workplaces tend to have higher employee satisfaction and retention rates.

4. Better Decision-Making: Diverse perspectives contribute to more comprehensive and effective decision-making processes.

How To Foster Diversity And Inclusion: A Guide For Leaders

1. self-reflection and education.

Inclusive leadership starts with self-awareness. Leaders must recognize their own biases and understand how these can affect their decisions and interactions. Here’s how:

• Engage In Bias Training: Participate in workshops or training sessions focused on identifying and mitigating unconscious biases.

• Seek Diverse Perspectives: Regularly engage with individuals from different backgrounds to broaden your understanding of various experiences and viewpoints.

• Commit To Continuous Learning: Stay informed by reading books and articles, as well as attending relevant seminars or conferences.

2. Cultivate An Inclusive Culture

Creating an inclusive culture requires intentional actions that promote diversity at all levels of the organization.

• Develop Inclusive Policies: Ensure your organization’s policies support diversity and inclusion, including hiring practices, promotion criteria and conflict resolution procedures.

• Promote Open Communication: Foster a culture where employees feel safe to express their ideas and concerns. This can be achieved through regular town hall meetings, cross-functional meetings, anonymous feedback channels and open-door policies.

• Celebrate Diversity: Recognize and celebrate cultural, religious and other significant events of diverse groups within your team. This shows appreciation for different backgrounds and promotes inclusiveness.

3. Diverse Hiring Practices

Building a diverse team starts with the hiring process. Implementing inclusive hiring practices can help attract a wide range of candidates.

• Broaden Recruitment Channels: Use diverse job boards, career fairs and community outreach programs to attract candidates from various backgrounds, ages and experience.

• Bias-Free Job Descriptions: Write job descriptions that are free from biased language and focus on the essential skills and qualifications needed for the role.

• Diverse Interview Panels: Assemble diverse interview panels to minimize bias and ensure a fair evaluation of candidates.

4. Provide Opportunities For Growth And Development

Inclusive leaders ensure that all employees have access to opportunities for professional growth and advancement.

• Mentorship And Sponsorship Programs: Establish mentorship and sponsorship programs that pair employees with leaders who can provide guidance, support and advocacy. Young professionals today are particularly interested in growth through mentorship.

• Training And Development: Offer training programs that focus on skill development, leadership training and other professional growth opportunities for all employees.

• Career Path Transparency: Clearly communicate potential career paths within the organization and provide the resources and support needed to achieve career goals.

5. Measurement And Accountability

To foster a truly inclusive environment, leaders must track progress and hold themselves accountable.

• Set Clear Goals: Establish specific, measurable goals related to diversity and inclusion and regularly review progress against these goals.

• Conduct Regular Surveys: Use employee surveys to gather feedback on the inclusiveness of the workplace and identify areas for improvement.

• Report On Progress: Regularly share progress reports within the organization, highlighting successes and areas where further effort is needed.

Success Stories Of Inclusive Leaders

Let's look at a few examples I've encountered in my years as an executive coach and consultant.

Case Study: High-Tech

Maria, a tech company CEO, made inclusive leadership a cornerstone of the company's culture. Recognizing the tech industry’s diversity challenges, Maria implemented comprehensive strategies to attract, retain and promote diverse talent.

• Inclusive Hiring: Maria expanded recruitment efforts to historically black colleges and universities (HBCUs) and women in tech organizations, significantly increasing the diversity of job applicants.

• Employee Resource Groups (ERGs): She established ERGs to support underrepresented groups, providing them with a platform to voice their concerns and contribute to company policies.

• Leadership Training: Maria mandated that all managers participate in inclusive leadership training, equipping them with the skills to lead diverse teams effectively.

This high-tech company saw a 25% increase in employee satisfaction and a notable boost in innovation as a result of the diverse perspectives within the team.

Case Study: Global Health Organization

Dr. Patel, a medical doctor and director of a global health organization, faced the challenge of creating a cohesive and inclusive environment in a highly diverse organization with employees from over 30 countries.

• Cultural Competency Workshops: Dr. Patel introduced mandatory cultural competency workshops to educate employees about different cultures and customs, fostering mutual respect and understanding.

• Inclusive Decision-Making: He established cross-functional and diverse teams for key projects, ensuring a wide range of perspectives were considered in decision-making processes.

• Flexible Work Policies: Recognizing the diverse needs of the team, flexible work policies, including remote work options and flexible hours, to accommodate different lifestyles and commitments were implemented.

These initiatives led to higher employee engagement, improved team collaboration and a stronger sense of community within the organization.

Final Thoughts

Inclusive leadership is not just a moral imperative but a strategic advantage in today’s business environment. By fostering diversity and inclusion, leaders unlock the full potential of their teams, driving innovation, performance and satisfaction. Through self-reflection, cultivating an inclusive culture, implementing diverse hiring practices, providing growth opportunities and maintaining accountability, leaders can create workplaces where everyone feels valued and empowered.

Let’s commit to being the inclusive leaders our teams need and deserve.

Forbes Coaches Council is an invitation-only community for leading business and career coaches. Do I qualify?

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Guilt-laden and ‘unfair’: Education officials slam ballot language to change how Utahns’ income tax dollars are spent

Public education funding could be affected if utahns pass amendment a and state education leaders say the ballot language is “misleading.”.

Several Utah education leaders are calling the ballot language for a proposed constitutional amendment on income tax spending — which has nuanced and unknown implications for public education funding — “misleading.”

As the state’s constitution now reads , Utah’s income tax revenue is earmarked exclusively for three purposes: public education, higher education and services for children and for people with disabilities.

But Amendment A, which will be on the ballot this November, would allow the Legislature to use income tax revenue for a broader range of unspecified “state needs.”

It would also enshrine the Legislature’s current practices for education spending — a formula that uses enrollment growth and long-term inflation to determine how many dollars schools receive per student each year — and savings into the state’s constitution.

Additionally, if the amendment passes, two companion bills from the 2023 legislative session would go into effect as new laws. One of those would eliminate the state portion of sales tax on food, which is 1.75%. Local governments levy an additional 1.25% sales tax on groceries, which would remain intact.

Here’s how the question will be presented to voters:

“Shall the Utah Constitution be amended to allow income tax money to be used for all state needs and prioritize public education funding for changes in enrollment and inflation? If this amendment is approved, state statute will eliminate the state sales tax on food.”

In a joint statement, the amendment’s sponsor, Rep. Karen Peterson, R-Clinton, and Sen. Ann Millner, R-Ogden, wrote, “Amendment A’s ballot title clearly and directly lays out exactly what voters are deciding on, which includes removing the state sales tax on food to help ease the financial strain on Utah families and allowing income tax money to be used for state needs only after the state funds student enrollment changes, inflation, and a rainy-day education fund to support schools during economic downturns.”

Utah State Board of Education member Sarah Reale raised an issue with the word “prioritize” in the amendment’s ballot language.

“It makes it seem like the amendment will prioritize education when really it is de-prioritizing education funding and putting it in a bucket and in competition with all funding requests in the state,” Reale said.

Carol Lear, another State Board member, agreed.

“We have evidence of legislators and leadership who have not displayed support of public education due to funding private school vouchers and intimidating public education teachers with complicated and demeaning laws,” Lear said.

Those opposed to the amendment argue it stands to further divert money from public education in a state that already ranks among the lowest in per-student spending.

Previously, Peterson told The Salt Lake Tribune that she believes the amendment would safeguard public education spending by embedding a “funding guarantee” in Utah’s constitution. Currently, that guarantee exists in statute, which lawmakers can change at any time.

Renée Pinkney, president of the Utah Education Association , the state’s largest teachers’ union, urged Utahns to vote against the measure.

“Amendment A would take funding from public schools to funnel to unaccountable, private religious school vouchers and politicians’ pet projects,” Pinkney said. “There’s a good reason teachers, parents, Republicans and Democrats stand strongly opposed to Amendment A.”

Pinkney is referring to the state’s $82 million school voucher program, the Utah Fits All Scholarship, which is funded through income tax revenue. It provides 10,000 Utah students an $8,000 scholarship that can be used for private school tuition, tutoring, homeschooling and extracurricular activities – such as violin lessons or swim classes.

The Republican-led program was pushed through in just 10 days during the 2023 legislative session. At that point, it became the largest school voucher program in state history, with an initial allocation of $42.5 million. The allocation was nearly doubled this year to $82 million to accommodate additional interest.

The UEA is suing the state over the program, alleging that using income tax revenue to fund vouchers “violates the state’s constitution.”

‘Sweeten the pot’

Reale argued that Amendment A’s ballot language also is manipulative, because it creates an “unfair” choice between reducing grocery costs and funding public education.

“They are making voters who vote ‘no’ feel bad about not wanting to help hungry families,” Reale said. “I don’t think the language should ever be putting two policy issues against each other.”

Rep. Carol Spackman Moss, D-Holladay, agreed, arguing that lawmakers are attempting to “sweeten the pot” by tying lower grocery costs to passing the amendment.

She argued that Utahns shouldn’t “sacrifice our future education revenue” for such “minimal” savings on food.

The average Utah household pays roughly $110 annually in state sales tax on food, according to estimations by the University of Utah’s Kem C. Gardner Policy Institute.

Moss called it a “distraction” from the lawmakers’ true focus: persuading Utahns to let them tap into the growing income tax fund — the state’s largest pool of money — and use it however they see fit.

Income tax revenue accounts for 35% of all state and local taxes. Utah is also one of just eight states that has a portion of its income tax revenue earmarked for education, according to the Kem C. Gardner Policy Institute.

Utah lawmakers now rely on sales tax revenue, allocated to the state’s general fund, to finance most state priorities, including Medicaid, transportation and public safety. By broadening the use of income tax revenue to include “other state needs,” they hope for more budget flexibility.

Should the constitutional amendment pass, the change — along with its two companion laws — would take effect Jan. 1, 2025.

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Interpersonal Impact and Skill Growth for Latino Leaders

The Rising Latino Leaders (RLL) program prepares participants for success in their first managerial positions and equips them to progress into higher levels of responsibility. This innovative and intensive experience is unique from other senior leadership development programs by focusing on cultural awareness and competence throughout all sessions. The Business Case Despite being the fastest growing talent pool in the U.S., Latinos are underrepresented nationally in managerial positions and face slow upward mobility. In response, the SMU Cox Executive Education collaborated with senior executives from the Latino Leadership Initiative's corporate sponsors to develop the Rising Latino Leaders program. The curriculum and structure of RLL was created in collaboration with senior executives from companies including AT&T, Baylor Scott & White Health, Northwestern Mutual, PepsiCo, EY, JCPenney, Kimberly-Clark, MoneyGram, Shell Oil, State Farm, and Walmart.

PROGRAM OBJECTIVES

Aid the transition from individual contributors and supervisors to high performance leaders of teams

Develop critical business and leadership skills

Raise awareness of how certain aspects of Latino culture affect performance and achievement

Prepare participants for sustained success at higher levels of responsibility

Achieved Through

Practical, interactive, and hands-on learning experiences

Awareness of cultural barriers and opportunities for advancement

Networking with experienced Latino senior managers

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The RLLP curriculum focuses on increasing the performance and visibility of Latino talent.

The program is delivered over four and a half days on the SMU campus. Participants will engage in  practical interactive learning experiences, individual assessments, and interact with experienced Latino senior managers. Our goal is help strong individual contributors and supervisors make the transition to dynamic senior leaders.

KEY PROGRAM MODULES

• Cultural Foundations of Latino Leaders
• The Leadership Mindset - Becoming an Effective Leader
• Driving Performance, Engagement & Trust
• Managing Difficult Conversations
• Business Acumen
• Executive Presence
• Developing Influence & Social Capital

Upon successful completion of the program, participants will receive a certificate and join the SMU Cox Latino Leadership Initiative alumni community.

PROGRAM HIGHLGHTS

Individual Assessment

Each participant will complete an individual assessment prior to the start of the program. Results of this self-awareness tool will allow participants identify their leadership style and an opportunity to understand how to maximize their leadership skills by focusing on their strengths.

Executive Speakers and Advisors

Participants will learn and interact with world-renowned experts in leadership and business. Our Latino executive advisors share practical insights, tools, and tips with participants in the classroom.

Who Should Attend?

The Rising Latino Leaders Program is an innovative development experience for  individual contributors  and those who  recently promoted into supervisory or first line management positions  with demonstrated leadership potential.

Time Commitment

RLLP requires significant commitments from participants as they dedicate four and a half days to this program. It is important that individual’s participation is supported by their organization. To acknowledge this, participants will provide names and contact information of their managers and senior leaders who will be updated regarding the program and invited to participate in the closing ceremony and graduation. 

Contact Ana Rodriguez, Executive Director for the Latino Leadership Initiative, at  [email protected]  or 214.768.8232 to learn more about the Rising Latino Leaders Program.

There are multiple cohort options to choose from to participate in RLLP 2023 and 2024. The program will occur over four and a half days, in person, at the SMU Cox campus.

There are virtual options available. Please contact us at (214) 768-8232 or [email protected] for dates and pricing information.

Course Certification

We have partnered with Credly to translate the learning outcomes you’ve demonstrated into a badge, issued and managed through Credly's digital badging platform.

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