Leading for learning

Abstract

In her model of leading for holistic learning in higher education, the author presents three main dimensions of leadership to which educational leaders need to attend: personal characteristics; knowledge of teaching and learning; and organisational conditions. She illustrates and extends this model based on a project documenting the leadership experiences of newly recognised Senior Fellows of the Higher Education Academy. This tripartite model of leading for learning was initially developed based on a review of literature on the elements of leadership shown to create environments supportive of holistic student learning and development in higher education. In the primary and secondary school leadership literature, scholars have debated which leadership types produce enhanced student outcomes. A transformational model of leadership, emphasizing personal characteristics such as those, is assumed to work by creating positive relationships and environments. In contrast, instructional leadership focuses on instruction itself more than people and relationships.