Abstract
<p class="apa">This study explores effective academic leadership as well as hindrances within Iran’s private higher educational institutions. The author employed a qualitative approach that utilized purposive sampling to collect and analyze data. Findings were categorized into three classes comprising the (i) setting of direction, (ii) organizational and (iii) staff development at three administrative levels: central office, branch office and faculty personnel. Obstacles confronting effective academic leadership were identified as (i) centralization of power; (ii) bureaucratic hierarchy; (iii) budgetary restraints; (iv) ineffective interaction including ineffectual communications as well as social, political and cultural interventions; and (v) unqualified staffing policies that eschewed meritocracy. This study reveals that the functional purview of an effective academic leader is to drive an institution’s vision forward towards achievement and define its mission and objectives. Moreover, it signifies an indispensable need for academic leadership development programs that incorporate, protect and support scientific management skills based on sound moral values, mutually established trust, collegial respect, and the application of transactional cum transformational governance methods in teaching, learning and research.</p>
Highlights
A rising demand for research on leadership skills in higher education venues presently commands much attention
This study explores effective academic leadership as well as hindrances within Iran’s private higher educational institutions
This study focuses on functional dimensions of effective academic leadership in Iran’s private universities, choosing the Islamic Azad University for the case study
Summary
A rising demand for research on leadership skills in higher education venues presently commands much attention. These institutions exist in response to increasing social demands for higher education while reducing financial burdens on the government by the implementation of privatization. Along with this tremendous growth, the provision of well qualified professional and financial resources are important issues of contemporary debate on academic leadership and policy making (Hamidifar et al, 2013). Categories ‘III’ and ‘IV’ have less, while category V, through collaboration with the Ministry of Health and Medical Education (MoHME) and health care organizations, plays a major role in the educational infrastructure and confers various undergraduate and postgraduate degrees including Doctor of Medicine (M.D.) and Doctor of Dental Science
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