Leadership In Higher Education Research Articles

Echoes of dysfunction: a thematic exploration of toxic leadership in higher education

PurposeNumerous studies have examined effective or positive leadership styles and their effects on employees and organizational outcomes. In recent years, toxic leadership has drawn the attention of several organizations, and toxic managers undoubtedly harm an organization’s social, economic and individual quality of life. This study aims to examine academicians’ perceptions of toxic leadership behavior exhibited by their immediate leaders in the higher education sector.Design/methodology/approachA qualitative interpretive phenomenological research design was used, and data was analyzed using Clarke & Braun’s thematic analysis method. Data were collected through individual semi-structured interviews with 26 teachers from the technical education sector within higher education who had five years or more of experience in the higher education sector.FindingsFive themes emerged from the teacher's narratives based on the research questions that were framed with the help of expert opinions and a thorough literature review (“frequency of occurrences,” “outward behavior,” “repercussions,” “coping strategies” and “support mechanisms”). Using the NVIVO 14.0 software, auto-coded themes were generated and corroborated with the findings. The triangulation of outcomes reveals toxic behaviors exhibited by the leaders in universities and colleges, which conforms with the toxic leadership literature.Originality/valueThis study advances the understanding of the harmful or toxic side of leadership, specifically in the higher education sector. This work advances earlier studies in the field by examining teachers’ perceptions of toxic leadership behavior exhibited by their leaders in the higher education sector. The study continues by highlighting areas of toxic leadership research that are yet to be explored in academic literature and are still to be studied.

The impact of COVID-19 on college student leisure time physical activity, sedentary behavior, and stress at a Hispanic-serving Institution in New York City

The COVID-19 pandemic disrupted the lives of college students in many ways, especially a decrease in leisure time exercise and an increase in sedentary behavior resulting in an increase in stress, particularly in college students enrolled at a Hispanic-serving Institution in New York City. The objective of this quantitative study was to investigate the impact of the COVID-19 pandemic on college students’ physical activity, sedentary behavior, and perceived stress. A questionnaire was administered to 883 college students to collect leisure exercise and sedentary behavior prior to March 2020 and in April 2022, along with the impact of the pandemic on stress in April 2022. Findings indicated that the closures and isolation guidelines during the pandemic negatively impacted Black, Indigenous, and people of color’s (BIPOC) physical activity and sedentary behavior similarly to their White peers. Without the facilities and services that higher education institutions normally provide, such as recreational and fitness programming, college students were left on their own to find ways to maintain their active routines, which resulted in higher levels of stress after 2 years of campus closures. Governmental and higher education leadership should better consider the impact of closing their college campuses and limiting access to essential services on college student health and well-being in future acute health crises, particularly among the most vulnerable populations.

Cyberpsychology can improve cybersecurity leadership in higher education

Cyberpsychology can improve cybersecurity leadership in higher education

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

How Leadership in Higher Education Is Different from Leadership in Traditional Business Organizations

How Leadership in Higher Education Is Different from Leadership in Traditional Business Organizations

Toxic leadership in higher education: a typology of behaviours

ABSTRACT The objective of this study was to create a psychometrically valid and reliable toxic leadership scale (TLS) for use in higher education workplace environments. The TLS was administered to a sample of 482 faculty members employed by three public universities in Jordan. Another aim of the study was to determine the level of toxic leadership based on the perceptions of faculty members. In addition, the current study sought to ascertain how perceptions of toxic leadership varied according to differences in gender, level of education, experience, and academic rank. The findings of the study revealed that the TLS is composed of 15 items spread over three factors named managerial harassment, falsified show, and dictatorship. Results also indicated the presence of toxic leadership in public higher education with a low degree for the managerial harassment factor. However, moderate degrees of toxic leadership were found for the falsified show and dictatorship factors. Regarding the demographics of faculty members, the findings showed that lower academic ranks and less experienced faculty members had lower views of toxic leadership, while men had greater perceptions of toxic leadership. The study provided numerous recommendations for theory development and practitioners in higher education.

Exploring the ‘learner journey’ of students undertaking a professional doctorate in Wales

ABSTRACT This paper reflects on the delivery of Professional Doctorate programmes from a sample of educational (EdD) and sustainable built environment (DSBE) practitioners at a Welsh University in the United Kingdom (UK). The paper explores the ‘learner journey’ of a sample of Professional Doctorate students as they navigate their studies during COVID-19 pandemic. A qualitative approach was adopted, and semi-structured questionnaires were used to collect data from students on the EdD and DSBE pathways. A thematic analysis was conducted, and the data presented explored how students have navigated their respective pathways and change projects across various modules, during their ‘learning journey’ and how successful they perceive that journey to be, in relation to a range of factors. The findings from this paper provide a unique insight into the experiences of Professional Doctorate students during a period of significant upheaval. Recommendations are provided for supervisors of Professional Doctorates, Higher Education Managers, as well as Policy Makers in supporting Professional Doctorate students during the studies. Best practice is highlighted with regard to practice-based approaches and demonstrates the differences across two academic disciplines. The use of agile digital and online learning in response to the COVID-19 pandemic further suggests an ongoing model for leadership in Higher Education.

Developing Training Courses about Spiritual Leadership in Higher Education in Thailand: Critical Review

Purpose: Spiritual leadership launched into a significant topic in higher education globally; Thailand also desires to make positive social change sustainably in the World, the national higher education system is friendly identifying to a kind of leadership with spiritual growth, positive transformation, sustainability; however, the spiritual leadership is such one the higher education institutions in Thailand would like to search. Method: The study was a critical review; in literature searching, there were keywords such as spiritual leadership, higher education, curriculum, and Thailand. Then, the researcher synthesizes the pieces of literature to develop the critical reviews under compared analysis (diverse perspectives, advantages, and disadvantages); however, all documental resources were searched from qualified engines, such as Google Scholar, Research Gate, and online libraries. Results: The critical review found concepts of spiritual leadership with different perspectives in religion, business and higher education; then, the critical review also briefly introduced higher education in Thailand and why its higher education needs spiritual leadership and related training courses; however, the critical review disclosed the six types of training curriculums in developing spiritual leadership and general advantages and disadvantages in the training courses; finally, the researcher provided potential implications according to the major findings in the literature review, it may contribute practical suggestions to develop spiritual leadership in higher education in Thailand. Regarding the above necessary for developing spiritual leadership in higher education in Thailand, the researcher aimed to conduct a critical review, to fiful related theories in spiritual leadership concepts, what types of curriculums can assist spiritual leadership, what advantages and disadvantages in the curriculums, and why spiritual leadership suitably develop in Thailand. Conclusion: In conclusion, the study disclosed spiritual leadership there were different perspectives on its concepts; however, spiritual leadership in higher education refined as leadership encourages personal growth, positive transformation, and sustainability for individuals; then, the study found six types of training curriculums suitable for developing spiritual leadership in higher education in Thailand; according to Thailand's details in higher education and major findings, the researcher suggested potential implications to higher education institutions in Thailand for developing spiritual leadership, such as organizing the six curriculums into students.

Bringing joy back into higher education: the potential contribution of coaching

PurposeThere are significant challenges facing academics and senior leaders in higher education (HE) institutions internationally. These challenges have led to increasing levels of metrification and managerialism, which has fostered work intensification, reduced professional autonomy, stress and burnout amongst faculty staff. Traditional approaches for supporting and developing staff, such as mentoring and training, do not provide the resources faculty staff need to meet the challenges they face. In contrast, experiences in various other educational and professional settings have demonstrated the effectiveness of workplace coaching in fostering well-being, adaptability, flexibility and sustainable performance. This review argues that workplace coaching could similarly support academics.Design/methodology/approachA critical literature review evaluates coaching interventions across educational and comparable sectors to identify positive well-being and performance-based outcomes.FindingsWhile there is limited research into the efficacy of coaching interventions for faculty staff in HE, research in other educational, as well as comparable professional contexts, identifies significant sustainable improvements in well-being and performance for professional staff.Practical implicationsThe evidence that identifies positive outcomes of coaching in professional workplace contexts is compelling. This critical review uses some of that evidence base to propose an agenda to implement coaching programmes that support faculty staff to improve their well-being and performance.Originality/valueWhile there are published research studies on the positive outcomes of coaching in primary and secondary educational contexts, as well as for postgraduate research students, there is very limited knowledge, practice and research about coaching faculty staff in HE. This article addresses this by critically reviewing a broad range of literature to identify coaching and research initiatives for faculty staff in HE institutions.

Teacher leadership in higher education: why not?

Teacher leadership in higher education: why not?

Women in leadership of higher education: critical barriers in Jordanian universities

Women in leadership of higher education: critical barriers in Jordanian universities

Perceptions of South Africa’s higher education leaders on the realisation of sustainable development goal 4 quality education

Purpose Higher education institutions (HEIs) play a key role in facilitating increases in socio-economic growth and economic development. Sustainable development goal 4 (SDG 4): quality education is dedicated to ensuring inclusive and equitable access to quality education and lifelong learning opportunities. This study aims to gain leadership perspectives on the extent to which South African HEIs are meeting SDG 4 and deliver insights into whether significant variances in progress exist between public and private institutions. Design/methodology/approach Integrating the sustainable development frameworks of the United Nations and times higher education impact rankings in a positivist research design, this study surveyed 16 leaders from public South African HEIs and 59 from private South African HEIs using an online survey platform. Findings Responses indicate underperformance across institutions concerning the following: the prioritisation of SDG 4 at the highest levels of management, the effective inculcation of this agenda across the entire institution, alignment between SDG 4 strategies and staff expectations and education for sustainable development and global citizenship. Public HEIs have progressed towards the realisation of SDG 4 in aspects such as access to scholarships, inclusion of first-generation students and contributions through research output. Originality/value This study contributes to the limited literature on leaders’ perceptions of progress towards SDG 4 among HEIs in developing economies.

Complexity Leadership Theory and its application in higher education: using duoethnography to explore enabling leadership during a time of uncertainty

ABSTRACT This study explores how Complexity Leadership Theory (CLT) can advance the understanding of academic leadership in HE during a time of crisis and uncertainty. A qualitative methodology was applied to address the research question, ‘How do academic leaders in higher education understand leadership during a crisis?’ We used duoethnography to garner data through recorded conversations and other artifacts about our leadership experiences as associate deans for learning and teaching. Drawing from the three CLT leadership strands (operational, entrepreneurial, enabling) for analysis, we show enabling leadership as critical to doing operational and entrepreneurial leadership. Additionally, we demonstrate that enabling leadership, beyond its functional role, is suffused with emotion work and care. Uniquely, our findings suggest the need to extend CLT’s enabling leadership to integrate compassionate leadership for personal wellbeing and to support others during challenging times. Moreover, the study contributes to existing CLT knowledge by providing useful insights to extend the concept of enabling leadership by incorporating ways of thinking and approaching leadership practices relevant to the current higher education context.

The Influence of Online Learning Components on Academic Motivation in China Vocational Training Programs: The Mediating Role of Student Engagement

The correlation between management leadership and faculty job satisfaction plays a vital role in determining an organization's performance and the well-being of teachers in the ever-changing field of higher education. This study examines the distinct aspects of management leadership, including vision and strategic orientation, decision-making and problem-solving abilities, coaching and development, and ethical leadership, and their influence on faculty job satisfaction in public universities located in Sichuan province, China. The study utilized a quantitative approach to analyze survey data from faculty members in order to investigate the extent of managerial leadership practices and their impact on faculty job satisfaction. The results demonstrated a significant and positive correlation between management leadership practices and faculty members' satisfaction in their jobs. This emphasizes the crucial role of effective leadership in establishing a work environment that is conducive to productivity and contentment. Important aspects of management leadership, such as having a clear vision and strategic direction, transparent decision-making procedures, helpful coaching and development programs, and ethical behavior, are found to impact faculty's impression of job satisfaction significantly. Administrators prioritizing these qualities are more likely to cultivate a favorable organizational culture, increase faculty involvement, and advance overall institutional success. The study's conclusions pertain to strategic interventions and leadership development programs specifically designed to improve management leadership practices. Public university administrators can cultivate a climate that supports faculty well-being, professional development, and academic performance by investing in leadership training, encouraging open communication, and establishing collaborative decision-making methods. This study adds to the current discussion on effective leadership in higher education and provides practical insights for public university administrators aiming to improve leadership practices and increase faculty job satisfaction in Sichuan province and different parts of the world.

The Impact of Managerial Leadership on Faculty Job Satisfaction in Chinese Public Universities

The correlation between management leadership and faculty job satisfaction plays a vital role in determining an organization's performance and the well-being of teachers in the ever-changing field of higher education. This study examines the distinct aspects of management leadership, including vision and strategic orientation, decision-making and problem-solving abilities, coaching and development, and ethical leadership, and their influence on faculty job satisfaction in public universities located in Sichuan province, China. The study utilized a quantitative approach to analyze survey data from faculty members in order to investigate the extent of managerial leadership practices and their impact on faculty job satisfaction. The results demonstrated a significant and positive correlation between management leadership practices and faculty members' satisfaction in their jobs. This emphasizes the crucial role of effective leadership in establishing a work environment that is conducive to productivity and contentment. Important aspects of management leadership, such as having a clear vision and strategic direction, transparent decision-making procedures, helpful coaching and development programs, and ethical behavior, are found to impact faculty's impression of job satisfaction significantly. Administrators prioritizing these qualities are more likely to cultivate a favorable organizational culture, increase faculty involvement, and advance overall institutional success. The study's conclusions pertain to strategic interventions and leadership development programs specifically designed to improve management leadership practices. Public university administrators can cultivate a climate that supports faculty well-being, professional development, and academic performance by investing in leadership training, encouraging open communication, and establishing collaborative decision-making methods. This study adds to the current discussion on effective leadership in higher education and provides practical insights for public university administrators aiming to improve leadership practices and increase faculty job satisfaction in Sichuan province and different parts of the world.

Towards gender equality: women’s leadership in higher education

This article aims to provide a systematic review of the scientific literature on women’s leadership in higher education. This study was conducted in April 2024. It was based on scientific articles, selected from the Academia.edu portal. The study employed a non-experimental research design. The representation of women in management and leadership positions in the higher education sector has increased significantly, yet this growth has been limited to academic roles with the requisite authority to teach. Management positions with greater responsibility have not seen the same level of advancement. The prevailing masculine culture that pervades higher education presents an impediment to women's advancement to senior management roles. This is attributable to a confluence of interrelated factors, including structural constraints, competitive job demands, demanding work schedules, and the necessity to balance work and family life. The situation is further complicated by the introduction of accountability measures and sophisticated evaluation instruments, designed to assess and accredit work processes, hyper-productivity, and continuous evaluation. Despite the growing focus on gender issues, the prevalence and intensity of negative gender stereotypes about women appear to be on the rise. The negative dynamics, observed in sociological surveys, can be explained by examining the current state of gender ideology, education, and public awareness within society. The observed trends in economic activity, employment status, and salaries of men and women do not appear to be driving significant changes in gender stereotypes or the socioeconomic status of women. In light of these considerations, it becomes imperative to examine the necessity of implementing a feminist approach to appointing managers and leaders within higher education institutions. It is important to acknowledge that the roles, duties, and responsibilities of leaders within higher education institutions may differ considerably. It can be reasonably argued that the styles of leadership, employed by male and female higher education managers and leaders, exert a profound influence over the nature of organizational cultures. It is of the utmost importance that each higher education institution conducts an assessment of its own to ascertain its current situation and the manner, in which its managers and leaders contribute to the overall organizational success. It is recommended that institutions of higher education implement policies that consider gender aspects, with the aim of enhancing the utilization of women’s potential for leadership. It is imperative to implement a gender-based assessment mechanism to ensure equitable competition between women and men in the selection process for managerial and leadership roles

Designing a Constructive Leadership Implementation Model in the Higher Education System Using an Interpretive Structural Modeling (ISM) Approach

The present study designed a model for the implementation of constructive leadership in the higher education system using an interpretive structural modeling approach. This study was applied in terms of aim and qualitative type of descriptive in terms of method of implementation. The statistical population of the study included experts in educational and constructive leadership in higher education at Urmia University. Based on the principle of random sampling, 7 of them were selected as a sample using convenience and snowball sampling methods. A semi-structured interview with experts whose questions were designed based on the theoretical foundations of constructive leadership in higher education with the help of professors was used as the study tool. The validity of the results was examined and confirmed by the triangulation method. Also, its face validity was confirmed by the opinions of experts who were not members of the study, and its reliability was calculated at 0.83 using the inter-coder coefficient of the agreement method. The data obtained from semi-structured interviews were analyzed with open, axial, and selective coding based on grounded theory in MAXQDA software. The results showed that the model of constructive leadership in higher education based on grounded theory included 12 components and 9 dimensions. The category of causal conditions included two dimensions of the necessity of constructive management (with two components of knowledge management and organizational innovation) and organizational culture (with two components of collaborative management and innovative atmosphere). The category of contextual conditions included two dimensions of management maturity (with the component of evaluating and applying policies for constructive management) and the system of fostering change and transformation (with the component of establishing relationships with aligned people and organizations). The category of intervening conditions included the dimension of competition with the surrounding environment and increasing progress (with the component of planning and paying attention to facilities). The category of strategies included two dimensions having facilities and requirements (with the component of financing and equipment) and responsibility and cooperation (with the components of empathy and public desire). Finally, the category of implications included two dimensions of academic development (with 2 components of individual competence development and university development) and social development (with the component of gaining public trust).

Examining the Virtual Leadership of Leaders in Higher Education During the COVID-19 Pandemic: A Case Study

<p>During the COVID-19 pandemic, student services leaders needed to adapt to working entirely virtually, find creative solutions to adjust their service delivery, and change how they engaged with their teams. Before COVID-19, studies of virtual leadership focused on virtual teams developed because of the geographical distance between team members. This qualitative study investigated virtual leadership and virtual teams developed because of the move to virtual work during the COVID-19 pandemic. It examined how student services leaders changed their leadership behaviours in response to moving to the virtual work environment. Using data gathered through a questionnaire, interviews, and documentation, four themes reflecting how leaders changed their behaviours and practices were identified: reimagining communication, reconstructing work using technology, reframing team support, and reorienting toward hybrid work. Understanding how these leaders managed their virtual teams at a midsized university in southern Ontario provides insight into what practices might be helpful for teams that continue exclusively virtual work and those that transition to a hybrid work approach.</p>

Editorial: More Practical Gender Research is Needed in Higher Education Leadership and Management

This Editorial explores the challenges and barriers faced by women in leadership roles within higher education institutions using Bronfenbrenner’s ecological systems theory. This Editorial investigates internal, external, and institutional obstacles hindering women's progression into leadership positions. Gender biases, socio-political traditions, cultural expectations, and institutional norms contribute to the under-representation of women in leadership roles. Additionally, internal factors such as lack of confidence and fear of failure further impede career advancement. Despite these challenges, the editorial highlights the pivotal role of women in shaping leadership standards and underscores the transformative impact of diverse leadership teams. The Editorial advocates for pragmatic scholarly approaches to considering achievement of equal opportunities for women in leadership, emphasising education, progressive workplace policies, mentorship programs, and cultural shifts. By embracing an approach nested in the macro-, meso-, and micro-level environments, a more holistic approach to research aimed at fostering innovative scholarly advancement is encouraged.

Recent developments in higher education in Africa: partnerships for knowledge transformations

PurposeThis paper explores some of the recent developments and transformations in Africa's higher education.Design/methodology/approachIt employs an extensive review of literature based on some dominant thematic areas characterizing the main trends and developments in Africa's higher education.FindingsThe paper mainly highlights the impacts of academic partnerships on these transformations, with a focus on research, postgraduate training, mobility and some new intra-African initiatives. Following the unprecedented effects of the COVID-19 pandemic, digitalization comes out as an important turning point for Africa's higher education, which should be exploited for more opportunities. The paper calls for collaborative efforts to address the challenges facing Africa's higher education for the repositioning of Africa as a meaningful player in the unfolding global knowledge society.Practical implicationsThe outcomes could be useful to researchers focused on international education, policymakers and higher education leaders and international development partners working on higher education in Africa. It could also be useful for structuring future collaborations between Africa and other regions of the world.Social implicationsThe paper calls for enhanced and mutually beneficial collaborations and disruption of the imbalances that have characterised North–South collaborations. It proposes some possible approaches and alternatives that could be used for redress.Originality/valueThe paper is original and relies on some of the new developments in Africa, including the impacts of COVID-19 and digitalization on the future of higher education collaborations with Africa.