Leadership Development In Higher Education Research Articles

Approaches to education for sustainability leadership development in higher education: an international comparative study in the Asia Pacific region

Approaches to education for sustainability leadership development in higher education: an international comparative study in the Asia Pacific region

Leaders’ Experiences of Integrated Leadership Development in Higher Education

This article examines the perceptions of leaders of a public university in Ghana on how leader and leadership development perspectives are reflected in the institution’s leadership development (LD) practices. While there is an extensive body of literature on LD, further research is required on how leader and leadership development perspectives can be integrated. The study examined the applicability of the 70:20:10 model to leaders’ LD experiences and blended this model with Kolb’s experiential learning theory. A qualitative case study research approach was employed to explore the experiences of the institution’s leaders. Data were gathered using semi-structured interviews, document review and observation of a training session. The data were analysed using the thematic perspective of narrative analysis. The study found that the concepts in the 70:20:10 model, namely (1) on-the-job task performance (2) relationships in the workplace, and (3) training formed the basis of formal and informal sources of learning that propelled leaders in their development journeys. However, the university did not leverage these to consciously integrate the perspectives of leader and leadership development. It is thus recommended that LD should be consciously planned to ensure holistic learning from the three sources in the university setting.

Investigating the Interplay Between Authentic Leadership Skills and Second Language Proficiency in a Higher Education Institution

This research investigates the interplay between authentic leadership skills and second language proficiency, specifically English, among academic leaders in a Higher Education Institution (HEI) in Bulacan, Philippines. In a globalized educational landscape, leadership in HEIs is crucial for institutional success. The study focuses on Authentic Leadership, emphasizing its developmental perspective and four key components: self-awareness, internalized moral perspective, balanced processing, and relational transparency. Concurrently, it explores the impact of English language proficiency on leadership within the context of higher education. Using a descriptive correlational research design, the study sampled supervisory staff at NU Baliwag, employing the Test of English for International Communication (TOEIC) for language proficiency and the Authentic Leadership Self-Assessment Questionnaire for leadership skills. Results indicate a moderate to high level of English proficiency, with a positive correlation between language proficiency and authentic leadership dimensions. The study contributes insights for NU Baliwag, suggesting that enhancing language skills may positively influence leadership development. However, caution is advised in generalizing findings, and the study highlights the need for future research to replicate the study in diverse contexts and consider additional variables for a comprehensive understanding of the dynamics between language proficiency and leadership development in higher education.

Exhibiting Care While Re/Constructing Teacher Education: A Self-Study of Teacher Education Leadership

ABSTRACT Leadership development in higher education remains lacking, with most leadership development the result of learning on-the-job. Understanding and navigating the leadership challenges of increasingly complex higher education environments is even more demanding in colleges of education facing unprecedented pressures from outside and inside the institution. Given that little training exists for teacher education leaders, they often find themselves experiencing tensions related to how to facilitate teacher education reform as they learn on-the-job. In this self-study, we developed a reciprocal mentoring relationship that helped us unpack tensions related to our experiences as teacher education leaders. Two tensions were explored in this study, the tensions of action and intent and valuing and reconstructing experience. Investigating these two tensions resulted in two findings related to our transition into leadership. First, we found that leadership required exhibiting care and an ability to navigate the divides and challenges that can inhibit teacher education reform. Second, leaders learn and develop leadership practices over time, such as providing clear communication and understanding faculty roles in change and transformation. Learning to embrace successes while learning from challenges affords teacher education leaders opportunities to re/construct pictures of the self as leader through shifting interpretations of leadership, experiencing challenges in promoting change, and building new/existing programs to improve teacher education. These findings hold implications for teacher education leadership as they help make visible the challenges of teacher education leadership roles and the importance of faculty-leadership collaboration in teacher education program reform.

Barriers to women’s participation in and contribution to leadership in Ethiopian higher education

Women are underrepresented in senior leadership positions across global higher education and there are different reasons for this. This study examines barriers to women’s leadership development in Ethiopian higher education, with particular attention to the role of national and institutional policies and practices. The study used a phenomenological research design to better understand barriers to women’s leadership development in higher education from the views and experiences of women leaders. Data were generated from 12 women vice presidents and official documents. The participants were drawn from each type and generation of universities that exist in Ethiopian higher education. The findings reveal that although there is an improvement in women’s leadership development in Ethiopian higher education, many glass ceilings remain unbroken. The result also reveals that institutional barriers are considered the greatest, as they also exacerbate sociocultural and personal barriers to women’s leadership development. Although ethnicity is one of the major challenges facing higher education institutions (HEIs) in Ethiopia, it is not identified as a barrier to women’s leadership development. The barriers to women’s leadership are multifaced and addressing these challenges requires a holistic approach and concerted efforts from major stakeholders, especially policymakers. Unless there is a systemic response, women in higher education will continue to struggle in pursuing senior leadership positions.

A new validated model of leadership development in higher education; empirical assessment using universal attributes of spiritual intelligence

PurposeHigher education institutions aim for the holistic development of students to cope with the changing global context. The present study aims to devise a model of leadership development among higher education students by validating the model conceptually and testing it empirically. Attributes of Spiritual Intelligence (SI) are empirically evaluated for leadership development post its conceptual validation.Design/methodology/approachThis article examined current theoretical frameworks and gaps in the literature. A total of 810 students were approached from Indian Higher education institutions for study. Data has been examined using the exploratory and then confirmatory factor analysis techniques to check the validity and reliability of the measuring instrument.FindingsThe empirical findings confirm that the eight new spiritual intelligence attributes defined and validated through this study can have a significant impact on the leadership development of higher education students.Practical implicationsEducational researchers have often found the construct of spiritual intelligence challenging to comprehend and implement in higher education institutions. The present study findings can be of great value to higher education institutions that will recognize the importance of spiritual values in holistic development including leadership development.Originality/valueThis paper initiates and validate a universal set of attributes of spiritual intelligence in the higher education domain that can be useful for leadership development. The uniqueness of this paper lies in the fact that the eight new attributes of SI defined are easy to comprehend and practical to use in daily academic life, and can be used by HEIs students irrespective of their spiritual beliefs. A validated model at one university could be replicated at other universities in India and around the world, not only for students but also for educators and administrators as well.

Supports and constraints to middle leadership development in higher education: A Q-methodology study

Middle leadership development in a Higher Education context can be understood as a complex endeavor, influenced by interactions and interrelations within multiple systems. We explored the perspectives of thirty-five male and female middle leaders on the conditions influencing their leadership development at one university in Qatar. Q methodology was applied to collect and analyze data quantitatively and qualitatively. A 40-statement Q-sample was developed based on a proposed conceptual framework inspired by complexity thinking, and consisting of three dimensions; intrapersonal, relational, and institutional. Q factor analysis revealed four significantly different viewpoints regarding the conditions that participants perceived were most influential for their leadership development, namely (1) institutional goals, (2) a culture of trust, (3) senior leadership support, and (4) personal ambitions. Despite the differences in viewpoints, three common constraints to leadership development were also identified. The study has implications for middle leadership development, with its distinctive methodological, theoretical, and contextual contributions.

Higher education leadership development in selected ASEAN countries: an exploratory study of challenges and prospects in public higher education institutions

ABSTRACT Leadership has been considered as an essential foundation for universities to flourish, more so in the context of emerging higher education systems. Using an exploratory qualitative approach, this paper reviews the challenges and prospects in the development of higher education leaders in selected countries of the Association of Southeast Asian Nations (ASEAN). While variations were reported by the respondents, the challenges were somewhat similar: lack of leadership development policy and training centres, the non-availability and questionable quality of programmes, the irrelevance of western and corporate leadership theories, and the lack of systematic talent management programmes. For the lower income countries’ respondents, contextual issues seemed to affect leadership development. Since there seems to be inadequate leadership development systems in most ASEAN countries, we propose a synergistic approach among stakeholders with tracked records in intra- and inter-regional level capacity building to design and monitor programme implementation.

Lifelong learning-centred community-based leadership development in higher education.

This article proposes a Learning Sciences framework, set within a community-based leadership lens, emphasizing the implementation of a humanistic Lifelong Learning process, towards well-being in Higher Education (HE). What makes a community focused LL environment so difficult, is the longstanding business-based model that has dominated HE institutions over the past twenty years. It has produced a politically charged marketing-style mindset within HE administration that cascades to faculty and students. This cascade has contributed to mental health issues at several levels of HE. In response, HE administration and professional developmental bodies need to reframe leadership and professional development away from this dominant model, placing humanistic-focused development at the centre. The framework focuses on individual experiential development through the tripartite of LL, Social Emotional Learning (SEL) and Learning Communities (LC) through an Integration, Continuity and Engagement (ICE) process. This framework emphasises the reciprocal relationship that HE Administration must initiate and foster within the context of community development.

You cannot be what you cannot see: Supporting women’s leadership development in higher education.

You cannot be what you cannot see: Supporting women’s leadership development in higher education.

Higher Education Leadership Development During the COVID-19 Pandemic: An Exploration of Online Learner Readiness

The COVID-19 pandemic precipitated profound disruptions across the higher education sector as institutions were forced to restructure entire systems and operate with significantly reduced resources. Most notably, many institutions were forced to transition to fully virtual instruction. The present study examined adult leadership development program participants’ perceptions of online learning readiness during the transition to a fully virtual training environment precipitated by the COVID-19 pandemic. A census of the 2020 LEAD21 class was taken, and perceptions of online learning readiness were collected via a retrospective pre- and post-test. Descriptive and inferential statistics were used. Respondents had the highest levels of agreement with computer and Internet self-efficacy and the lowest levels of agreement with learner control in an online context. A paired t-test was conducted to analyze the difference in perceptions of online learning readiness post-training and retrospective pre-training. A statistically significant increase was observed for overall online learning readiness, as well as for computer and Internet self-efficacy, learner control, motivation for learning, Internet communication self-efficacy, and self-directed learning. An implication from this finding is that the transition to fully virtual training resulted in increased online learning readiness across all dimensions. With new strains of COVID-19 emerging and the potential for ongoing restrictions for social interaction, online learning will continue to be an important aspect of the educational process. It is vital that higher education leaders consider individuals’ readiness to effectively engage in online training and instruction. Implications and recommendations for future research in practice in international contexts are provided.

Compare and contrast mentoring and coaching for leadership development in higher education

Less experienced academic staff in higher education tend to seek more professional mentoring and coaching. However, finding seniors who are willing and able to provide them with ongoing support is not straightforward. While both mentoring and coaching can provide assistance to faculty members, they serve different roles and purposes in leadership development. Therefore, it is necessary for higher education institutions to recognise the needs of academic staff and to guide them in choosing appropriate method. This essay aims to clarify the similarities and differences between mentoring and coaching and to understand the contexts in which they can each play a greater role. The present essay discussed the possible impact of mentoring and coaching on staff leadership development. And it is concluded that despite the fact that mentoring and coaching are similar in effect, they are different to a more substantial extent.

THE IMPACT OF LEADERSHIP EDUCATION AND CO-CURRICULAR INVOLVEMENT ON THE DEVELOPMENT OF SOCIALLY RESPONSIBLE LEADERSHIP OUTCOMES IN UNDERGRADUATE STUDENTS An Exploratory Study

Socially responsible leadership (SRL) is a “purposeful, collaborative, values-based process that results in positive social change” (Komives, Wagner, & Associates, 2009, p. xii).This approach to leadership focuses on creating leaders that are capable of tackling the predicted wicked problems the world will face in the next few decades. As the number of leadership education programs continue to grow throughout higher education, it is important to assess the impact leadership education and co-curricular programs are having on students. Utilizing the Multi- Institutional Study of Leadership, this study aimed to better understand whether higher education leadership development, community service and study abroad programs are successfully developing students with self- perceived socially responsible leadership.

Leadership Behavior Analysis: The Case of Three Academic Middle-Level Leaders in Higher Education

This study explored leadership behavior and practices of three academic program heads in higher education. The paper discusses the responses of three academic leaders in higher education institutions within the framework of adult learning, drawing specifically from adult learning theories including andragogy, transformation learning, experiential learning, and cognitive learning. The study employed a qualitative approach, using semi-structured interview format and observation in gathering data on the behavior of the leader. The academic program heads in a Mid-Western university in the United States of America responded to questions and their responses analyzed with a framework of selected adult learning theories. The data were analyzed using thematic analysis and five themes emerged. The thematic analysis revealed five themes; 1) reflection/learning from experiences 2) coping with stress 3) feedback 4) linking relationships, positive environment, and achieving objectives 5) tangible outcomes as success/rewards of leadership. Also, the analysis reveals elements of transformational learning in the leaders’ practices. The paper concludes with implications for leadership development in higher education. The study focused on the behavior of three academic program heads in a single university and the findings are not generalizable. In addition to other leadership competencies, leaders should be equipped with emotional intelligence. The study highlights the interconnectedness of leader behavior and adult learning theories, an area that has little attention in research on leadership in higher education.

Learning to lead: a discussion of development programs for academic leadership capability in Australian Universities

ABSTRACT This paper critically explores the opportunity for leadership development in higher education within an interpretative inquiry paradigm from the perspective of middle-level academics transitioning into leadership/management roles in Australian universities. Middle-level academics are described as being at a mid-point in their careers and universally appear to represent a substantial percentage of academic personnel in tertiary institutions. Much has been written about the rapid and seemingly unstoppable changes occurring in the higher education climate as a result of global reform and with it the effect that change is having within the realm of academic leadership. Of some interest particularly is the effect that change is having at the level of middle-level academics in leadership roles. Many universities throughout Australia have established various ‘leadership capability frameworks’ to meet the need of leadership and management development. However, consideration needs to be given to how well these programs prepare middle-level academics for their leadership roles.

Higher education leadership development: an international comparative approach

ABSTRACT There is an increased need for leadership development in higher education around the world. Reported in this paper is an explorative higher education leadership development program developed from an international comparative perspective. This ongoing program is offered to Chinese university administrators at a Canadian university since 2012. This paper hopes to share the design of the program and its potential contribution to the theorizing of leadership development in higher education. The international comparative approach perceives leadership in higher education as closely aligned with different models of governance, and leadership development involves raising system awareness as a foundation for innovation.

Setting a New Global Agenda: Learning from International Approaches to Higher Education Leadership Development

Aim/Purpose: This paper establishes a research agenda for learning from global approaches to higher education as a field of study by encouraging research into new methods and practices in leadership development from emerging scholars and practitioners around the world. Background: Significant growth has occurred in the number of academic programs, research centers, and scholars serving in the field of higher education in the last two decades. This presents an opportunity to expand methods and practices in a new and global direction. Methodology: Conceptual essay Contribution: We identify the need to expand research on higher education as a field of study beyond national and Western constructs. Findings: Several specific initiatives, resources, and potential research areas for future scholars are discussed, including curricular, pedagogical, and programmatic best practices and internal and external leadership development programs in higher education. Recommendations for Practitioners: By adopting best practices in leadership development from other national or regional settings, faculty who prepare higher education leaders can inspire innovation in their leadership development programs and reach diverse audiences. Recommendation for Researchers: Researchers in the field of study of higher education can use recently available resources to access global perspectives on the study of leadership development in higher education. Impact on Society: The development of professional leaders in higher education is critical to the future of social and economic development. Understanding the innovative approaches utilized by other countries for higher education leadership development can improve leader preparation efforts everywhere. Future Research: A concise research agenda is set forward for future scholars and practitioners.

Leadership development in Higher Education: A literature review and implications for programme redesign

AbstractLeadership development (LD) activity and its effectiveness has not been explored rigorously across changing university settings globally. As Higher Education settings change radically throughout the world, Higher Education professionals are operating in more uncertain environments, and leaders are taking increasingly complex and diverse approaches to their leadership roles. LD activities therefore become important in supporting this highly complex context, yet little is known in the literature about LD and its impact in Higher Education. We examine peer‐reviewed work on LD in Higher Education settings globally to understand what may be learned about its content, processes, outcomes and impact. Our results suggest the current literature is small‐scale, fragmented and often theoretically weak, with many different and coexisting models, approaches and methods, and little consensus on what may be suitable and effective in the Higher Education context. We reflect on this state of play and develop a novel theoretical approach for designing LD activity in Higher Education institutions.

Competencies and Practices in Academic Engineering Leadership Development: Lessons from a National Survey

Traditionally, higher education has relied on recruiting executive leaders based largely on scholarly credibility, expecting leadership competency to develop with “on the job” experience. This approach is risky to organizational success. Building upon research about how institutional leaders identify, select, develop, and support those in succession, this study aims (1) to explore how senior academic leaders in engineering perceive their leadership roles, specifically the importance they attribute to various leadership skills and their self-confidence in exercising those skills, and (2) to discern the prevalence of mentoring and sponsorship practices those leaders use as part of their leadership portfolio. Results of a national survey, distributed in collaboration with the American Society for Engineering Education (ASEE) to leaders in academic engineering in North America, confirm the importance of select leadership skills, including practices related to the mentoring and sponsorship of emerging leaders. However, the reported prevalence of those practices was relatively low in this sample. The authors recommend holding leaders accountable for developing future leaders and present an instrument for self- and organizational assessment of such practices for use in implementing more intentional approaches to leadership development in higher education.

The role of higher education in strengthening women’s participation in the workforce: The lived experiences of females in Japan

ABSTRACTA staggeringly low ranking (114 out of 144) on the 2017 Global Gender Gap economic participation and opportunity scale compels Japanese higher education leaders to enact effective policies and practices that support women’s professional trajectories. The current study examined the lived experiences of 16 women in Japanese higher education who hoped to enter Japan’s economic sector upon graduation. Employing a feminist case study methodology, an analysis of in-depth interviews revealed the following themes: (1) in college and career planning, women redefined themselves in ways that ran counter to traditional expectations; (2) female role models demystified work-life balance and imparted strategies for a gendered workforce; and (3) despite prior leadership experiences, institutional barriers and low leadership efficacy prevented women from serving as leaders in higher education. The study includes recommendations for Japan’s postsecondary system, limitations to qualitative research methods, and posits that Japan can significantly strengthen its economy by developing the leadership efficacy of women in higher education. As a global community, we cannot expect women to leap confidently into leadership roles in the public and private sector without providing effective leadership development in higher education.