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.
Highlights
Leadership is a complex set of behavior as alluded to in numerous studies on the concept (Curnow, Mulvaney, Calderon, Weingart, Nicely, Keller-Glaze, & Fallesen, 2006), and leadership development is a process that individuals and or leaders go through, and in this process, they acquire the experience and requisite skills in leading others (Hoppe, 2007). Kakabadse and Kakabadse (2009) posit that leadership is a developmental process based on the choices a leader makes
The paper discusses the responses of three academic leaders in higher education institutions within the framework of adult learning, drawing from adult learning theories including andragogy, transformation learning, experiential learning, and cognitive learning
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
Summary
Leadership is a complex set of behavior as alluded to in numerous studies on the concept (Curnow, Mulvaney, Calderon, Weingart, Nicely, Keller-Glaze, & Fallesen, 2006), and leadership development is a process that individuals and or leaders go through, and in this process, they acquire the experience and requisite skills in leading others (Hoppe, 2007). Kakabadse and Kakabadse (2009) posit that leadership is a developmental process based on the choices a leader makes. Leadership is a complex set of behavior as alluded to in numerous studies on the concept (Curnow, Mulvaney, Calderon, Weingart, Nicely, Keller-Glaze, & Fallesen, 2006), and leadership development is a process that individuals and or leaders go through, and in this process, they acquire the experience and requisite skills in leading others (Hoppe, 2007). In furtherance, Sahgal and Pathak (2007) emphasized that in addition to leading and inspiring others, life experiences play a significant role in building the capabilities of individuals to achieve professional success. Previous studies provide evidence to suggest that the learning habits of leaders impact their behavior, practices, and influence, and the subsequent impact at the individual and organizational levels (see Argyris, 1991; Johnson, 2002; Senge, 1990)
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