Academic middle managers in further education: reflections on leadership

Abstract

This study is based on an interview survey of 13 middle managers with curriculum responsibilities in further education colleges in the United Kingdom. It investigates factors affecting their effectiveness in role, and reflects upon the extent to which they are enabled to be leaders. There was evidence of delegated leadership and of inclusive leadership environments, both of which supported the manager in role. There were indications that the middle manager role crossed the managerial/professional divide, with managers showing market awareness, spending time setting targets and measuring against performance indicators, yet also providing academic leadership within their department. There was, however, evidence of a lack of role definition, which serves to undermine the autonomy and authority of managers working at this level. Further research is planned which will investigate the management structure and culture of sampled further education colleges, in order to identify features which facilitate or impede the middle manager role.