Author: terry.beachy
Company: Garrett College

Terry Beachy
DEPM 604
March 23, 2011
DE Leader Attributes and Crucial Issues

Leadership in Distance Education
Introduction
We live in a climate where global electronic exchange of information has become the norm. In fact students can now control their learning environments more than ever before with distance education (DE). Thus, the DE field is dynamic, requiring competent leaders. This paper discusses five key attributes required to be an effective DE leader along with three crucial issues they must tend to in order to successfully guide their organizations. 
Attributes of Distance Education Leaders
	DE is a vibrant field that requires a leader with skills and abilities that fit the organizational context; a context that may be complex with challenges. Beaudoin (2005) makes the compelling statement, "Educators can no longer claim hegemony in a domain once exclusively theirs and certainly not in the field of distance education where they are still relative newcomers themselves" (p. 116). Five key attributes identified that best embody an effective DE leader include the following: visionary, have excellent communication skills, motivational, change agent and lifelong learner.
Visionary 
Vision is a paramount virtue for  DE leaders as the powerful forces "of competition, cost, technology and new consumer demands" has thrust the once placid learning environment into a sphere of innovation (Beaudoin, 2002, p. 2). According to Kotter (1996), having a vision "clarifies the general direction of change, motivates people to take action in the right direction and helps coordinate the actions of different people" (p. 68). Thus, a vision aligns people where they need to be in the workforce. Latchem and Hanna (2001) call having a vision being able to "work through the big picture" to allow transformations, new partnerships and strategic alliance within their DE institution (p. 237). A leader with a clear vision has a vivid picture of the future and how to achieve it. Having a vision is not time dependant with any DE era, nor is it more suited in a particular situation. Instead, the vision articulates a target for the organization and thus a future to gravitate towards.  
Communication
To project the vision, communication is an essential attribute of a DE leader. Hersey, Blanchard and Johnson (1996) claim, "Leaders spend more time communicating than doing any other single activity" (p. 339). If a vision lack effective communication, goals are not likely to be met. Kotter (1996) lists the following key elements to communicate vision: simplicity of messages, using metaphors, analogies and examples, have multiple forums to convey the message, use extensive repetition and lead by example. Hersey et al. (1996) acknowledge the importance of communicating stating, "Even if you are able to understand the situation, even if you are able to adapt behavior and resources to meet the situation, you need to communicate effectively" (p. 10). Thus, if a leader is unable to convey his vision in a way that followers can understand, the working environment has a strong propensity to grow stagnant. Communication is an attribute that will continue, as in the past, to take center stage. Without high-quality communication, the vision is not projected, negotiation will be ineffective and the potential for confusion and misunderstanding mounts. In regard to having varied communication skills, it depends on the employees. Hersey et al. (1996) emphasizes five basic systems of communication: downward (manager to follower), upward (subordinate to manager), horizontal (among peers), grapevine (anytime, anywhere as needed), and networks (anytime, anywhere groups) (p. 353).  Consequently, the effective leader will base communication strategies on group dynamics and demographics. 
Motivation
Once the vision is communicated, a DE leader must be a motivator, "empowering employees for broad-based action" (Kotter, 1996, p. 101). Hersey et al. (1996) expand on this notion claiming followers "will not be motivated to reach high levels of productivity unless they consider the boss' high expectations realistic and achievable" (p. 35). Interesting, Hersey et al. (1996) also claim, "That people are motivated by affiliation, esteem and self-actualization needs" (p. 88). Beaudoin (2002) makes the convincing argument "distance educators must see themselves, and be seen, as educational leaders who, through less directing and more motivating, facilitate the articulation, development, implementation, and stewardship of a vision of learning that is shared and supported by a wider academic community" (p. 86). In effect, DE leaders need to be able to articulate their vision and ideals through motivation, convincing subordinates of the validity of their ideas to reach goals. Motivation is a characteristic that is a mainstay regardless of a particular era. Quoting Hersey et al. (1996), "Factors that involve feelings of achievement, professional growth, and recognition that one can experience in a job" are motivators (p. 78). Hence, more or less motivation has a lot to do with the employees. 
Change Agent
Having the capacity to change is important for a leader to reinvigorate their organization and keep up with the dynamic pace of DE as it is inundated with technological advances, thus easy adaptability to change allows for progress. Burge (2007) cites Patrick Guiton’s comments, "…it's got to be someone who's constantly thinking and looking to adapt, rather than just holding the line" (p. 64).  Beaudoin (2002) adds to this by claiming that stakeholders need to "recognize that there are obvious benefits in doing benefits in new ways and that they can no longer afford the luxury of adopting new ways of teaching and learning in an incremental fashion to which academics are so accustomed and comfortable in doing" (p. 84). Hersey et al. (1996) agree by adding that adaptability is important "to meet the contingencies of the situation" (p. 9). In essence, a DE leader must acknowledge that the future of DE is contingent upon the willingness to adopt to change. Being able to adapt to a changing landscape is becoming more prevalent in DE as new technologies are emerging on the market daily. In saying this, adaptability may be  more heavily suited to those that work directly with technology as opposed to those who have lesser involvement with it. 
Lifelong Learner
DE leaders need to continually learn and develop and be open to new ideas. A distance education leader will be confronted with many challenges; of those challenges, technology is the most predominant. Therefore, a DE leader must commit to a life of learning to keep by with current technologies. Kotter (1996) amends to this by stating, “In the twenty-first century, I think we will see more of these remarkable leaders, because that pattern of growth is increasingly being rewarded by a rapidly changing environment” (p. 177). Kotter (1996) emphasizes the following mental habits that support lifelong learning: risk taking, humble self-reflection, solicitation of opinions, careful listening and openness to new ideas. Kotter (1996) further acknowledges the concept of lifelong learning by stating, “most complex skills emerge over decades, which is why we increasingly talk about lifelong learning" (p. 165). Latchem and Hanna (2001) interviewed Glenn Jones a US cable pioneer and CEO of Jones International University to discuss leadership and the common denominating they share, “they embraced knowledge as the basics of power and success" (p. 231). Being a lifelong learner is independent of the era or setting. Instead, lifelong learning is an opportunity to pursue information to grow and integrate new ideas on a continued basis which allows an organization to remain competitive.
Critical Issues Facing Distance Education Leaders
As distance education is strongly taking the forefront, critical issues are arising that DE leaders must address. Three critical issues that take dominance include the following:  using and implementing technology, competitive forces and knowing the corporate culture.
Using and Implementing Technology 
Technology has a critical role in distance education as it allows for access. Latchem and Hanna (2001) identify three aspects of technology access; “physical access, capability to access, and ability to create relevant content" (p. 148). The distance education leader must decide which technologies to integrate to provide the best learning experience for the learner. Latchem and Hanna (2001) make a valid point stating, “You can’t teach them if you can’t reach them” (p. 148). Hence, there are no longer constraints if effective technology is applied in diverse ways to meet the public. Beaudoin (2002) acknowledges the literacy of technology by stating “few institutional leaders today would not acknowledge that technological innovation is perhaps the single most compelling factor that is driving them toward new organizational structures and pedagogical models” (p. 76). Accordingly, technology needs to be viewed from a macro level as it ultimately impacts the teaching/learning process on a grand scale, both now and in the future.
Competitive Forces
As DE grows globally, its leader must be abreast of its competition. Latchem and Hanna (2001) expand upon this by stating “Today’s uncertain, fast-paced and competitive environment is forcing change upon, and some believe, threatening our educational institution” (p 15). Yet quantity cannot overpower quantity. Latchem and Hanna (2001) state, “It is also important to ensure that open learning is seen as something that adds value to the community and not as a market commodity or cash cow” (p 19). With an increased number of students  signing up for DE courses due to the easy access and the growing number of institutions spanning out into DE, compounded with the fact there is less government funding available, there is pressure now and in the future for leaders to pay attention to and react to competitive forces. 
Corporate Culture
The final critical issue that needs to be addressed by the distance education leader is knowing the culture of the people that are supervised. According to Hersey et al. (1996) “Culture influences how decisions are made, the style of management, and relations and behavior patterns in the organization” (p .548). To elaborate, leaders make strategic decisions daily to achieve results, “If the culture does not support the new strategies, most of the time the strategies will never get implemented” (Hersey et al., 1996, p. 550). Kotter (1996) adds to this by stating. "Truly adaptive firms with adaptive cultures are awesome competitive machines" (p. 171). Culture can be viewed as a team effort working towards common goals with accountability, responsibility and commitment being key factors.

Conclusion
Distance Education is gaining recognition as a vital tool to educate the masses. Thus, qualified leaders are needed in this ever-changing environment. They must possess the characteristics of being a visionary, having excellent communication skills, be motivational, be a change agent and be a lifelong learner. DE leaders are also tasked with such critical issues as knowing the impact of technology, being abreast of competitive forces and understanding the corporate culture.

References
Beaudoin, M. F. (2002). Distance education leadership: An essential role for the new century, The Journal of Leadership Studies, 8(3), 131-145. 
Beaudoin, M. F. (2005).  Reflections on Research, Faculty and Leadership in Distance Education. ASF Series, Vol. 8. Oldenburg, Germany: Oldenburg University Press. 
Burge, E. J. (2007). Flexible higher education - reflections from expert experience. New York: McGraw Hill.
Hersey, P. Blanchard, K., & Johnson, D. (1996). Management of organizational behavior: Leading human resources (7th ed.). Upper Saddle Creek: Prentice Hall.

Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press. 
Latchem, C. and Hanna, D. (2001). Leadership for the 21^st century: Global perspectives for educational innovators .London:  Kogan Page Limited.