Leadership Behavior Analysis: The Case of Three Academic Middle-Level Leaders in Higher Education

Abstract

This study explored leadership behavior and practices of three academic program heads in higher education. The paper discusses the responses of three academic leaders in higher education institutions within the framework of adult learning, drawing specifically from adult learning theories including andragogy, transformation learning, experiential learning, and cognitive learning. The study employed a qualitative approach, using semi-structured interview format and observation in gathering data on the behavior of the leader. The academic program heads in a Mid-Western university in the United States of America responded to questions and their responses analyzed with a framework of selected adult learning theories. The data were analyzed using thematic analysis and five themes emerged. The thematic analysis revealed five themes; 1) reflection/learning from experiences 2) coping with stress 3) feedback 4) linking relationships, positive environment, and achieving objectives 5) tangible outcomes as success/rewards of leadership. Also, the analysis reveals elements of transformational learning in the leaders’ practices. The paper concludes with implications for leadership development in higher education. The study focused on the behavior of three academic program heads in a single university and the findings are not generalizable. In addition to other leadership competencies, leaders should be equipped with emotional intelligence. The study highlights the interconnectedness of leader behavior and adult learning theories, an area that has little attention in research on leadership in higher education.