The Powers Practice: An Instrument Built to Strengthening Higher Education Leadership Competencies in High Stress Conditions through Self-Reflection
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| Title: | The Powers Practice: An Instrument Built to Strengthening Higher Education Leadership Competencies in High Stress Conditions through Self-Reflection |
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| Language: | English |
| Authors: | Sarah Hewitt Powers |
| Source: | Journal of Educational Leadership and Policy Studies. 2025 9(2). |
| Availability: | Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/ |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Instructional Leadership, Stress Variables, Competence, Management Development, Reflection, College Administration, Crisis Management, Deans, Systems Approach, Emotional Intelligence, Ambiguity (Context), Leadership Role, Navigation |
| ISSN: | 2473-2826 |
| Abstract: | The Powers Practice is a tool developed to gain insight into the competencies of effective higher education leaders and as a tool to increase self-reflection practices. The Internal Family Systems model serves as the foundational theory and a "VUCA lens" describes the high stress conditions of higher education. The tool proved to be successful in its pilot qualitative study and provided a space for participant's voices to be heard and learned from. Participants were nominated by colleagues through snowball sampling and reflexive thematic analysis was used using various techniques to increase validity, credibility, and trustworthiness in the instrument. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492487 |
| Database: | ERIC |
| Abstract: | The Powers Practice is a tool developed to gain insight into the competencies of effective higher education leaders and as a tool to increase self-reflection practices. The Internal Family Systems model serves as the foundational theory and a "VUCA lens" describes the high stress conditions of higher education. The tool proved to be successful in its pilot qualitative study and provided a space for participant's voices to be heard and learned from. Participants were nominated by colleagues through snowball sampling and reflexive thematic analysis was used using various techniques to increase validity, credibility, and trustworthiness in the instrument. |
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| ISSN: | 2473-2826 |
