| The purpose of this research project was to identify the specific skills and knowledge that constitute effective conflict management by leaders in higher education using Robben W. Fleming's presidency of the University of Michigan (UM) as a case study. By examining Fleming's approach to large-scale student protests, I outline strategies that educational leaders can use in a variety of conflict scenarios.; The methods used for researching Fleming's leadership were qualitative, specifically a biographical case study. The focus upon Fleming's management of student protest-related conflict led to the selection of the 1968–70 timeframe. Background materials included theoretical literature on leadership in general, educational leadership, conflict management and resolution, social movements, and historical accounts and analyses of student protests. Primary data sources consisted of a series of interviews conducted by the author with Fleming, two of his executive officers, a member of the Board of Regents, and a protest leader. Archival data used in this research project were documents, photographs, newspaper coverage, and records of earlier interviews with Fleming and others. These sources were used to construct a historical narrative of Fleming's first years as president of the UM.; This case study of President Fleming contains many lessons about educational leadership. I will focus on Fleming's management of student protest conflict and will limit my discussion to these three key elements of Fleming's approach: listening, alignment with institutional mission, and preparation for conflict. Ways that educational leaders can build personal and institutional conflict management capacities and the steps leaders might take to implement a “Fleming approach” to student protests are described (i.e., orientation, inventory, network, team building, development, follow through). The relevance of student protest conflict management for contemporary campuses is demonstrated. Suggestions for further research as well as recommendations for action are proposed. To the extent that educational leaders can implement Fleming's conflict management approach within their own institutions, they will be positioned to weather the imminent storm of resurgent student activism. |
