Promoting diversity in university leadership: the argument for LGBTQ+ specific leadership programmes in higher education

Abstract

ABSTRACT This article draws on literature related to university leadership and lesbian, gay, bisexual, transgender, queer plus (LGBTQ+) identities to argue for LGBTQ+ specific leadership programmes in higher education. The article considers how the skills and attributes for university leadership have changed in response to marketisation and widening participation. It considers the way in which leadership development programmes must be responsive to the changing nature of universities and, by briefly examining the UK's first LGBTQ+ leadership programme for aspiring school leaders, argues that in common with LGBTQ+ school teachers, the lived experience of LGBTQ+ academics in higher education may make them ideally suited to become highly effective university leaders. Finally, the article argues that in addition to the women's and Black, Asian and Minority Ethnic (BAME) leadership programmes, currently improving the diversity of university leadership, LGBTQ+ aspiring university leaders should be similarly provided with a distinct leadership programme.