Leadership In Higher Education Research Articles

Leading for Tomorrow: A Primer for Succeeding in Higher Education Leadership

Leading for Tomorrow: A Primer for Succeeding in Higher Education Leadership

Jewish on campus: Complexity and tikkun

AbstractIn an era of profound antisemitism, it is essential that higher education leaders and campus communities provide additional, direct support to Jewish students. In this space, we introduce recent literature on Jewish identity expressions and campus climates for bolstering Jewish appreciation in hopes of catalyzing necessary conversations with respect to Jewish students. We specifically consider Jewishness—its expressions(s) of religion, race, and ethnicity—as central aspects of students’ college experiences and provide considerations for engaging the complexity of Jewish identity. Drawing on findings from a large‐scale national study, we further suggest that climatic features which support Jewish appreciation (e.g., space for expression; productive interfaith exchange) not only benefit Jews, but all students. We then introduce practical recommendations along three areas: affirming Jewish identity expression, providing structural and organizational supports, and uncompromisingly combating antisemitism. We close on a hopeful tone that this piece can guide and motivate efforts toward repairing college communities for Jews and their allies.Practical Takeaways Jewishness is a complex identity space encompassing religion, race, ethnicity, and integrated forms of expression. Understanding this complexity is essential to creating welcoming collegiate learning environments for Jewish students. Robust findings support the claim that colleges can be instrumental in developing undergraduates' appreciative attitudes toward Jews. Colleges should strive to achieve this outcome by creating climates that support religious expression and encouraging productive exchanges across worldview differences. Affirming Jewish identity expression, leveraging structural and organizational changes to directly include and support Jewish students, and vigorously confronting pronounced antisemitism and violence against Jews must be high priorities for campus leaders and college communities.

Students’ Perception of Sustainable Development in Higher Education in Saudi Arabia

The role of higher education institutions in laying the foundations of sustainable development is undeniable. As the principal educators of tomorrow’s leaders, such institutions can tremendously contribute to implementing and achieving the United Nations Sustainable Development Goals (SDGs). Many studies highlighted the significance of the students’ awareness and the level of their active engagement as crucial elements in achieving the desired results. Therefore, measuring such awareness and its effect on their daily life and behavior is fundamental in implementing the SDGs. The current study employs an online survey to explore the awareness level of the United Nations Sustainable Development Goals (SDGs) in Saudi universities. SPSS will be utilized to generate the statistical results of the study. The importance of this study stems from the scarcity of research in the field, especially in Saudi higher education institutions. The current research fills in a significant gap at the national level as it provides future researchers and higher education leaders with the much-needed data to prepare strategic plans for future enhancement of the application of the SDGs. It will also propose a set of practical strategies that can be advanced to augment Saudi students’ awareness of the SDGs and their possible application in their daily lives and practices.

Supporting Female Leaders in Higher Education through an Understanding of Psychological Type

Supporting Female Leaders in Higher Education through an Understanding of Psychological Type

Effect of Socio-Cultural Factors on Women’s Participation in Leadership of Higher Education in Rwanda: A Case of Rwanda Polytechnics

This study explored the effects of social cultural factors on women’s participation level in leadership positions. The study adopted a descriptive research design. Data was collected using questionnaires. A sample of a total of 72 respondents was used in this study. These included 72 female teachers of 5 IPRCs in Rwanda. The data obtained through questionnaires were analyzed quantitatively using SPSS. The findings showed that socio-cultural factors were affecting women in IPRCs and resulting in their underrepresentation in leadership positions in Polytechnic Institutions in Rwanda (r=0.661). In addition, this meant that the relationship between socio-cultural factors of women and their participation in Polytechnic Institutions in Rwanda was strong. The R- squared of 0.550 implied that a unit change in socio-cultural factors predicts 0.767 changes in the participation of women in Polytechnic Institutions in Rwanda. The F-value of 36.241 and the corresponding p-value (p = 0.001) which is less than 0.05 implied that socio-cultural factors affects the representation of women teaching in Polytechnic Institutions in Rwanda. The study concluded that family responsibilities regulated by socio-cultural norms, women involvement, various cultural aspects and religion have an influence on their participation in leadership. The study strongly recommended that all appropriate stakeholders should make a concerted effort to ensure that the different institutions of society (families, schools, universities, communities and the government) respect Rwandan women’s rights. This request to meet their needs and requirements by means of laws, rules policies, economic empowerment, up-skilling, procedures, standards, daily practices and national forums on gender inequality. It also requires identifying and developing strategies for dealing with the existing gender issues and concerns in higher educational institutions in order to increase women’s participation in leadership positions.

Three perspectives on leadership in higher education: traditionalist, reformist, pragmatist

There is a fragmented and complex literature about higher education leadership representing a diversity of ideological perspectives about its nature and purposes. Internationally, the literature has been strongly shaped by the importation of concepts and theories from management studies and a tradition of scholarship led by university leader-researchers. Drawing on an extensive literature review—drawing on over 250 books, book chapters, reports and journal articles—this paper identifies three key perspectives. The Traditionalist perspective is concerned with the cultural context, arguing that the import of neoliberal business practices into university leadership and management has undermined academic self-governance. The Reformist perspective focuses on values from a social justice perspective arguing for a more democratic and inclusive style of leadership including participation from historically under-represented groups. Finally, the Pragmatist perspective is more functionally focused in identifying the capabilities, skills and competences needed for effective leadership in universities at all levels. These three perspectives provide important insights into the culture, values and competences of university leadership reflecting the distinctive culture of higher education (traditionalist), its values as a reflection of wider society (reformist) and how best to practically manage and achieve positive change in such an environment (pragmatist). An appreciation of these perspectives and the skills, values and knowledge embedded in the literature will facilitate the evolution of leadership development and practice in alignment with contemporary organisational needs and societal expectations.

Lived experience, power that a degree cannot give you: a phenomenological study of one Hispanic woman leader in academia

IntroductionStructural racism, bias, and discrimination within institutions of higher education prevent Hispanic women from becoming university leaders and professors, especially when they do not have a formal degree. Hispanic leaders in higher education often have lived experiences based on their cultural values, family connections, and time working in community settings. However, lived experience is not always viewed as an equal qualification to college degrees when it comes to teaching, leading, or managing programs and departments.MethodsThe purpose of this study is to present a case study of one program operations director (leader) working at a University who does not have a terminal or advanced degree but holds the lived and professional experiences of working in community health worker programs with minority and underserved populations. This study examined her experience as a Hispanic female leading in higher education. We used qualitative phenomenological methods grounded in a descriptive case study design to inform our work.ResultsThe themes from the analysis process represent how LE influences the participant’s work as a leader in academia and give insight into how she navigates academia without a college degree.DiscussionHigher education must meet the needs of Hispanic students and leaders. By elevating Hispanic women in leadership positions, even without degrees, institutions of higher education are demonstrating a commitment to Hispanic student support, development, diversity, and culture.

Navigating senior leadership in higher education: a case study of women in Cambodia

ABSTRACT Women are significantly underrepresented in leadership roles across sectors in Cambodia, and governmental policy is seeking to change this to promote gender equality in all high-level leadership. This qualitative research identified what factors supports Cambodian women to be successful in higher education senior leadership and the barriers they encounter in attaining and maintaining senior leadership roles. Eleven women in senior leadership roles from six prestigious higher education institutions in Phnom Penh were interviewed. Key findings revealed that self-efficacy, opportunities to learn, and support from the family, the workplace, and society were supportive factors for these Cambodian women to become senior leaders. Barriers faced by the women in this research included an overarching societal mind-set about women in society, constraints in the workplace, the pressures of family responsibilities, and their personally held expectations and values. Analysis using Bronfenbrenner’s ecological framework reveals that opportunities and challenges are embedded across levels – from the individual level to family, institutional, and societal levels. Change therefore requires intentional interventions targeting all levels, including individual beliefs, institutional norms, organizational culture, government policy, and ultimately, societal values. While this is a complex endeavor, this research provides insight into what is possible for women when they experience support across these levels.

Breaking Barriers in Higher Education Leadership: Empowering Educational Personnel with the 3M Management Model

This study aims to explore the potential of the 3M Management Model in empowering educational personnel to break barriers in higher education leadership. The objectives of the study seek to bridge the gap between theory and practice in higher education leadership by exploring the potential of the 3M Management Model and providing evidence-based insights that can inform decision-making and improve leadership development programs. The method used in this research is a Systematic Literature Review. The result found that educational leaders can develop their leadership abilities and encourage constructive change within their institutions by implementing this paradigm. The advantages of using the 3M Management Model are examined on how it can promote an innovative culture, enhance decision-making procedures and boost output. It also emphasizes how critical it is to cultivate a growth mentality, put successful procedures into place and use pertinent metrics to gauge performance. Higher education institutions can overcome obstacles and achieve sustainable growth and success by equipping their staff with this strategy.

Shaping International Campuses in China: The Interplay of Policy, Economy, and Culture in Higher Education Leadership

Shaping International Campuses in China: The Interplay of Policy, Economy, and Culture in Higher Education Leadership

Scholarship of teaching and learning at AACSB accredited business school: who’s doing it, and how’s it captured?

PurposeThis paper explores who among the AACSB categorization of academics conducts the scholarship of teaching and learning (SoTL) research within business schools and how AACSB-accredited business schools capture SoTL research as part of their portfolio of intellectual contributions.Design/methodology/approachThis study adopts a qualitative-method research design by collecting primary data through surveys, semi-structured interviews and secondary data in policy documents focused on AACSB-accredited business schools in Canada and the United States.FindingsThe findings establish that scholarly and practice academics who possess rigorously acquired research skills due to their terminal degrees are most likely to conduct SoTL research. The results also reveal an even split among respondents regarding whether their AACSB-accredited business school captures SoTL with their journal ranking frameworks.Practical implicationsBased on the findings, two recommendations are offered to foster more SoTL research at AACSB-accredited schools. First, higher education leaders (e.g. business school deans) can further inculcate a culture of SoTL research at the department and institutional levels by creating communities of practice (CoPs). Second, AACSB-accredited business schools could adopt more inclusive journal ranking frameworks to capture better and incentivize SoTL research.Originality/valueThis is the first known study to explore how AACSB Standards 3 and 8 are implemented and operationalized regarding SoTL research. Understanding how these standards are adopted and implemented could help institutional leaders, standard setters and administrators better facilitate SoTL research.

The Interim: A Guide to Transition Leadership in Higher Education

Book review completed for The Interim: A Guide to Transition Leadership in Higher Education by Daniel J. Bernardo Washington State University Press (2022)

Destructive leadership behaviors: The case of academic middle leaders in higher education

Destructive leadership, characterized by abusive behaviors and a lack of ethical integrity, undermines organizational morale and performance. This phenomenological study investigates destructive leadership behaviors exhibited by academic middle leaders in higher education, examining them through the lens of faculty members. Six faculty members from six Arab States participated in three rounds of interviews to capture their lived experiences. Data were supplemented by reflective journal entries, allowing researchers to examine their preconceived notions of the phenomenon under study. A whole-part-whole approach was utilized for data analysis. Findings illuminate specific instances of destructive leadership, including micromanagement and control, vitriolic communication, a detrimental organizational climate, and encroachment upon faculty members’ work-life balance. The study explores the impact of these behaviors on faculty morale, productivity, and overall organizational culture. This study contributes to a deeper understanding and discussion of the challenges presented by ineffective middle leadership in higher education environments.

Leadership Development and Opportunities for Women in Higher Education Leadership Roles

This qualitative phenomenological study explores women's leadership development and opportunities at Central Mindanao University (CMU) in advanced leadership positions. It investigates the factors shaping their career trajectories, emphasizing the pivotal role of educational attainment, particularly doctoral degrees, in advancing women into leadership roles. The research highlights the importance of academic distinctions and a solid commitment to service as critical motivators for women to embrace leadership roles despite initial hesitations. The study delves into the expected behaviors and qualities of leaders in higher education, emphasizing attributes vital for fostering academic excellence and inclusivity. Utilizing a qualitative phenomenological approach, the research examines the lived experiences of women leaders at CMU. Semi-structured interviews with purposively selected women in leadership roles provide in-depth insights into their experiences, perspectives, and challenges. Thematic analysis reveals recurring patterns, themes, and nuances, offering a comprehensive understanding of women's leadership trajectories. Leadership roles present opportunities for both professional and personal development, yet biases and systemic barriers persist, perpetuating gender disparities. Environmental factors, such as organizational culture, significantly influence leadership behaviors, necessitating adaptive strategies. Institutional support systems, including mentorship initiatives, foster effective leadership. The diverse experiences of participants underscore the complexity of women's leadership journeys, offering valuable insights for aspiring leaders. Addressing biases, promoting equitable opportunities, and creating supportive environments can pave the way for gender equality at CMU and similar institutions. Embracing inclusive practices can empower CMU to champion gender diversity and equity in higher education.

Kunzima, it’s not for the fainthearted: Narratives of the Student Representative Council in negotiating student leadership in higher education

Kunzima, it’s not for the fainthearted: Narratives of the Student Representative Council in negotiating student leadership in higher education

Systematic Literature Review on Adaptation of Infographic and Acceptance Factors<!-- ============== --> <journal_article publication_type='full_text'> <titles> <title>Rise of Organizational Spirituality in the New Normal: A Phenomenology through the Lens of HEI Leaders

This study explored the lived experiences of college leaders at Davao del Norte State College (DNSC) regarding organizational spirituality in the new normal. Using a phenomenological approach, five participants were selected through purposive sampling, and their responses were gathered through in-depth interviews and focus group discussions. The data, analyzed using the modified Stevick-Colaizzi-Keen method, revealed four key themes: alignment of personal and institutional values, self-care and spiritual practices, fostering a supportive and harmonious environment, and reflection and mindful leadership. The findings showed that these leaders consciously aligned their values with the college’s culture, engaged in spiritual practices to enhance their well-being, and promoted a supportive organizational environment. These practices contributed to a reflective and mindful approach to leadership, which was essential in navigating the challenges of the new normal. The study’s implications suggested that higher education institutions should support leaders in aligning their values with organizational culture, encourage spiritual practices, and foster environments that enhance well-being. The study also contributed to the literature on spiritual leadership by focusing on leaders’ personal experiences, offering new insights into the role of spirituality in leadership. However, the study’s small sample size from a single institution limited its generalizability, and future research should include larger, more diverse samples. This study underscored the significance of spirituality in effective, compassionate, and resilient leadership in higher education.

Latinx/a/o Senior Leaders in U.S Higher Education: A Systematic Review of the Literature

Latinx/a/o senior leaders remain underrepresented in the executive ranks, and more research is needed to adequately address equity gaps in higher education leadership. By employing a systematic literature review approach, we examined 57 pieces of scholarship that focused on the experiences of senior Latinx/a/o leaders in postsecondary education. This exploration was aimed at equipping higher education scholars and practitioners with the tools to understand how Latinx/a/o leaders navigate challenges and opportunities in higher education. We identified three major themes: 1) scholarship focusing on individual traits and important identity-based differences; 2) research describing the environmental and structural conditions that shape these leaders’ realities; and 3) literature describing these individuals’ leadership pathways. As an effort to make this body of work more accessible to researchers and decision-makers, we provided implications for research and practice to shape the field of Latinx/a/o leadership in higher education.

Servant Leadership in Higher Education: A Bibliometric Analysis

Servant Leadership in Higher Education: A Bibliometric Analysis

Expectations and reality: towards management programs for academic leaders in higher education

Expectations and reality: towards management programs for academic leaders in higher education

A comprehensive bibliometric analysis of trends in higher education leadership in the Global South, 2013-2023: Contemporary perspectives and developments

Leadership in higher education institutions (HEIs) is crucial in shaping their strategic direction, performance, and overall success. Although scholarly exploration into leadership attributes in higher education (HE) has been expanding over the years, the predominant focus of these studies has been on the Global North, with a noticeable scarcity of literature addressing leadership trends in HEIs of the Global South. This systematic literature review (SLR) addresses the research gap by providing a critical examination of HE leadership trends in the Global South, reviewing literature from 2013 to 2023 based on PRISMA 2020. Following a preliminary search that identified 1653 articles and three screening phases, 32 articles were selected for analysis. Key findings highlight the unique challenges faced by HEIs in the Global South in developing HE leadership. Furthermore, the findings reveal a predominance of transformational leadership style. The findings also indicate a significant interplay between gender and leadership styles as well as the attributes of effective HE leadership in the Global South. The study offers valuable insights for stakeholders, highlighting the necessity for tailored leadership development interventions that address the unique contexts of these regions.