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Over the last half century, the conventional aim and public role of higher education have been challenged by new pressures (The National Task Force 2012). One might argue that the aim of higher education appears to be to acquire new knowledge and to prepare one for the workforce. On the other hand, one would also suggest that higher education institutions would strive for more suitable contributions to a culture of the nation.
That challenge has created continual problems about the public role and purpose of higher education in the 21st century (Abowitz, 2008; Brighouse & Mcpherson, 2015; Dungy, 2012; Levine, 2014; Shapiro, 2005). In particular, universities are in a market shift where they must continuously demonstrate their importance and interest in modern civilization (Bok, 2003; Suspitsyna, 2012).
Historically, higher education institutions operate to educate students on public service life, advance knowledge through research, and build leaders for various public service areas (American Education Council, 1949). In rapidly changing environments, today’s labor market needs highly skilled workers at all levels to cope with rapid industrialization (Ramley, 2014b).
Higher education institutions need to redefine and redesign college curricula, pedagogy, to meet current societal needs. And appraisal policies to ensure that all graduates have the requisite skills and competences to contribute to the global economy and to engage in democracy effectively (Fein, 2014; Kirst & Stevens, 2015).
Statistically, Hart Research Associates (2015) determined that 91% of companies believe communication, critical thinking, and problem-solving skills are more relevant than the major undergraduate of a potential employee.
87% of firms favor recruiting college graduates who have completed a senior project. Though 97% of the good jobs generated since 2010 have been going to college graduates (Carnevale, Jayasundera & Gulish, 2015), more than half of employers continue to report having difficulty seeking eligible job opening applicants, and more than one third suggest new graduates are unrehearsed for job searches (Carnevale, Jayasundera, & Repnikov, 2014; Carnevale, Hanson, & Gulish, 2013; Fischer, 2014; McKinsey & Company, 2015). When research institutions and students do not have priorities aligned and plan to complete a bachelor’s degree, then dissatisfaction on both sides is possible.
On the one hand, educators and staff may be frustrated if students in their interaction with learning activities don’t go beyond the minimum requirements. On the other hand, students who balk at learning outcomes which have little vocational connection. On the one hand, educators and staff may be dissatisfied if students do not go beyond their minimum learning tasks requirements.
Therefore, new empirical work that allows a detailed distinction between educational providers and college students on the economic and social benefits of completing higher education will ‘ add value ‘ to institutions trying to be successful (Watson, 2014). To the twenty-first century, leadership is what management was to the twentieth.
As more study and training programs addressing leadership are conducted, the need for practitioners to continually redefine and extend their understanding of leadership becomes imperative. Holism is defined as ‘a theory which correctly views the universe and, in particular, the human nature in terms of interacting wholes (as living organisms) which are more than the mere sum of elementary particles’ (Webster, 1999: 553).
To be a holistic leader, therefore, one must not only be able to understand and guide others from this point of view, but also in terms of how their own intra-interacting aspects construct a whole greater than their number, it must be able to understand oneself. The central to an organization’s success is the effective leadership. Many studies have declared the constructive impacts of the enhancement of leadership on organizational variables’ selection such as performance, commitment, and satisfaction of the followers. The development of leadership in higher education is still an under-investigated area of application and research.
Despite the massive importance of higher education’s effective leadership, certain recommendations for particular development programs are rare. The holistic approach is assumed to be a novel methodology to explain the leadership qualities in the higher education.
The value of higher education lies therefore in its harvests, not just as regards the quantity (number of undergraduates), but also the worth and quality of these harvests (qualified human capital). What led to the need to pay attention to the quality of its outputs, which reflects the quality of the process educational. Higher education institutions have long been considered a black box (what happens inside is unknown), but that, with the beginning of the twenty-first century, these institutions have become operating according to the principle of trading and looking for profit in an environment characterized by strong competition, which necessitated attention and concern for quality Its services and hence the quality of its output. Achieving this quality requires the provision of special factors, whether financial, material or human. Given that (the teaching staff is one of the most important factors affecting the educational process, the competence) of the teaching staff member determines the quality and quality of the educational process. The quality of higher education is among the topics raised across the world, as developed countries have developed plans and models for their evaluation, but the countries on the path to growth are still not late and differentiated.
Worldwide higher education faces immense challenges — the dramatic rise of institutions for profit, rapidly increasing perceptions about what programs colleges and universities should provide, and a diverse society that requires even more skills and capabilities from college graduates.
The importance of education and higher education in particular and its role in providing individuals with the knowledge, skills and capabilities that qualify them to enter the workforce and the important role that a faculty member plays in preparing these students to become active individuals in society, has led to interest in the quality of educational service and the quality of a member the faculty as one of the most important inputs to the educational process, by knowing and measuring its competencies.
The importance and role of the faculty member lies in what is common and theoretically known that the faculty member plays a role in the quality of higher education. Nevertheless, today’s universities are expected to provide students with the expertise, skills, and ethical responsibility to meet the future needs of society’s workforce and fully participate in the new global economy (Spellings Commission, 2006).
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