Mapping the leadership development of UK (full) professors in terms of cognitive, experiential, humanist and social learning

Abstract

ABSTRACT This article applies Walker’s Global Leadership Development Ecosystem to the leadership development offered to and/or valued by (full) professors at UK universities. It draws on 1,282 survey responses and 42 one-hour interviews. The survey data indicate that approximately 39% of respondents felt adequately prepared for the role, on appointment, whereas 29% did not, with a further 28% feeling it ‘to some extent’. Male (full) professors were statistically more likely than their female counterparts to say they felt adequately prepared. The qualitative data reveal a small amount of cognitive/formal learning (whose value was sometimes disputed), some experiential learning, very little humanist learning (which may reflect distinctive features of the academy) and widespread social learning (which was universally praised). Most participants thought preparation was important and that informal, self-initiated, self-directed and personalised learning opportunities (particularly coaching and mentoring) were more valuable than formal training courses. The article concludes by arguing that focusing on leadership development (as opposed to leader development) may help the professoriate avoid burn-out and achieve greater organisational development.