Administrative Challenges and Organizational Leadership in Historically Black Colleges and Universities

Administrative Challenges and Organizational Leadership in Historically Black Colleges and Universities

Charles B. W. Prince (Howard University, USA) and Rochelle L. Ford (Syracuse University, USA)
Indexed In: SCOPUS
Release Date: June, 2016|Copyright: © 2016 |Pages: 301
ISBN13: 9781522503118|ISBN10: 1522503110|EISBN13: 9781522503125|DOI: 10.4018/978-1-5225-0311-8


Student retention, engagement, and success are some of the biggest challenges that administrators and university leaders face in higher education settings. As financial support and steep competition pose an issue to student acquisition and participation, especially within Historically Black Colleges and Universities, it becomes pertinent that these academic organizations implement new leadership practices to assist in the overall success of the student, as well as the institution.

Administrative Challenges and Organizational Leadership in Historically Black Colleges and Universities examines how administrations in Historically Black Educational Institutions utilize different leadership techniques to overcome challenges of student retention and engagement. Focusing on student development practices, organizational collaboration, funding for institutions, and support provided from faculty and staff within Historically Black Colleges and Universities, this book is an essential reference for university administrators, educators, researchers, and graduate-level students in the fields of education and sociology.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Collective Bargaining
  • Competitive Strategy
  • Governance
  • Media Literacy Cognate
  • Organizational Development
  • Performance Based Funding
  • Social Media

Reviews and Testimonials

This volume compiles 13 articles by education, communication, and other researchers from the US, who describe how Historically Black Colleges and Universities (HBCUs) can use their administrations, organizational change, and leadership to enhance student engagement and retention. They describe the HBCU experience from the perspective of alumni and faculty; the use of Western and non-Western educational traditions; the role of leadership, including organizational development, diversification, benchmarking, and shared governance and leadership, as well as collective bargaining; the use of social media in admissions; financial support, including performance-based funding, financial aid innovations, and aid for science and engineering departments; and case studies on media literacy cognates and colleges and schools of education.

– ProtoView Reviews

This volume brings together research on the need for better student engagement, stronger retention, and increased graduation at Historically Black Colleges and Universities (HBCUs). Working with an editorial board, editors Charles Prince and Rochelle Ford assembled 13 chapters of case studies, examples, theories, and trends. Topics covered include, but are not limited to: historical perspective, leadership modes, competitive strategy, governance, funding and trends such as “Performance Based Funding,” marketing, and real-life organizational ideas. Chapters have customary introductory and further research paragraphs with the body of the text providing methodologies, data in black-and-white charts and figures, and results. Chapters end with references.
The low retention and graduation rates among HBCUs point to the need for new educational organization and administration, and this book offers solutions. The research here focuses on two factors; student engagement and retention are central to the studies in this text. To improve on the successful student experience “student engagement must improve and retention efforts need to increase in order for any college or university to not only survive but thrive” (p xxi). This is surely the job of administrators and faculty and while this book focuses on HCBUs, the information applies to Minority Serving Institutions (MSIs) and Predominately White Institutions (PWIs) as well. [...]
Administrative Challenges and Organizational Leadership in Historically Black Colleges and Universities will be a practical tool for college and university administrators, faculty, and staff. Graduate-level students and research scholars in the areas of education and sociology will also benefit from the information here.

– Janis Minshull, ARBA Reviews

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Mr. Charles B. W. Prince serves as the first Director for Student Success and Transition in the Office of Undergraduate Studies. He leads the office’s strategic plan, and all campus-wide initiatives from orientation to the first-year experience and beyond. All of these programs are arranged to impact the institution's graduation and retention rate. Mr. Prince has been with Howard University for two years before joining the Office of the Provost - Office of Undergraduate Studies. Previously, he served as the Site Manager for the Jumpstart For Young Children, at Howard University in the School of Communications. From those experiences, Mr. Prince has worked with ensuring student success through service-learning and educational success. Mr. Prince earned his Bachelor’s degree in Secondary Education and Social Studies from Southwestern University in Georgetown, TX. He later pursued his Master’s degree in International Comparative Education from The George Washington University in Washington, DC. Mr. Prince specializes in K-12(Public & Private), Higher Education (National and International), Curriculum and Instruction, Evaluation and Assessment and Governance.
In June 2014, Rochelle L. Ford, Ph.D., APR, became a tenured professor and the new chair of the Public Relations Department in the SI Newhouse School of Public Communications at Syracuse University, responsible for all undergraduate and graduate public relations programs at this PRWeek top-ranked university. Having served as a faculty member at Howard University since 1998, Dr. Ford has mentored hundreds of African American public relations professionals and championed the diversity agenda within the public relations industry through her research, grants, teaching and service. In August 2014, she was inducted into Arthur W. Page Society. She has published extensively on diversity and inclusion as well as issues facing higher education. She is a recipient of PRSA’s D. Parke Gibson Multiculturalism Award, The Plank Center for Leadership in Public Relations Milestones in Mentoring Award and the National Black Public Relations Society Founders Award. She holds a BA from Howard University, MA from University of Maryland and a PhD from Southern Illinois University at Carbondale. A mother of three, she has led Church Initiative’s Single and Parenting Ministry in the US and in Kenya.