Leaders Of Higher Education Institutions Research Articles

Entrepreneurial behaviour and the role of transformational leadership in higher education institutions

Over the last quarter of the 20th century, higher education institutions (HEIs) were affected by social and economic policy changes. These changes encouraged HEIs to adopt entrepreneurial behaviour and act as a business. This paper is a review, critique, and discussion of literature on the new shape of higher education institutions and the need for transformational leadership in entrepreneurial universities. This review shows that academic leaders are needed to build and maintain the competitiveness of their institutions to succeed in the international education market. It also shows that there is a need for transformational leaders who are able to craft and implement the desired plans and have the vision to make HEIs more efficient while maintaining the core values of academia.

Entrepreneurial behaviour and the role of transformational leadership in higher education institutions

Entrepreneurial behaviour and the role of transformational leadership in higher education institutions

Navigating the river Nile: the chronicle of female academics in Ethiopian higher education

ABSTRACTBeyond the statistics, the underlying causes for women’s absence as academics and leaders in higher education institutions (HEIs) in sub-Saharan African countries have not been sufficiently understood. Taking Ethiopia as an example, this study offers unique insights into the careers of female academic staff. The study employed exploratory sequential mixed method design using secondary analysis of nationwide data, institutional survey, and a follow-up qualitative in-depth interview with 13 female full-time academic staff purposively selected from three major public HEIs. The findings reveal that relative to men, the likelihood that women academics hold the rank of ‘lecturer’ decreases by 50% while the probability of assuming assistant professorship or above declines by 72%. Furthermore, it was found that women’s entry into, and success in academia is impacted by complex set of factors ranging from hegemonic gender beliefs that trigger the use of double standards disfavoring women to deliberate exclusion during selection, employment, promotion, and appointment in leadership positions. Finally, the implications for policy and human resource management practices of HEIs are identified.

Distributed leadership and research degree administration

Studies of the interaction between professional and academic staff in leadership in higher education institutions have focused on distributed leadership. Whilst such studies have considered the leadership of the whole university, aspects of this model also apply to the relationship between programme leaders and administrators. This paper aims to explore the usefulness of this model in leadership of professional doctorates. The study is an exploratory one, reporting on the reflections of how one programme is managed through the eyes of the programme leader and lead administrator. The results provide evidence for the usefulness of this model in understanding the working relationships between programme leaders and administrators. We also show that a long-term appointment in the role of programme administrator is vital in ensuring a good student experience. This is linked both to general good practice of programme administration and to the unique characteristics of professional doctorate students.

'Juggling the glass balls ...': Workplace spirituality in women leaders

This qualitative study explored workplace spirituality in women leadership in higher education institutions (HEIs). Interviews were conducted with women leaders of the Higher Education Research Service network across eight institutions. Observations were made in one organisation. Findings show that women leaders are highly aware of their spirituality and religious affiliation which influence their work and work spirituality. Workplace spirituality includes how women leaders approach life and work, how spirituality expands their concept of religion and how the interwoven concepts of spirituality and religion help them to manage their work optimally. The study was limited to a relatively small sample size of 23 women leaders and was further bound to the qualitative research methodology. This study provides valuable insights into workplace spirituality regarding women leaders in South African HEIs. The findings provide a base for future research on women leaders in organisations and for leadership training of women within HEIs.

Leading a campus through crisis: The role of college and university presidents

Presidents, chancellors and other top leaders of higher education institutions have an important role to play in providing normative leadership to guide their institutions through — and back from — a period of crisis. Crisis leadership is an important function, one that is distinct from crisis operational management, and one that deserves greater attention. Crisis leadership comprises six distinct but related tasks: preparing, sense-making, decision-making, meaning-making, terminating and learning. This paper illustrates each of these six tasks with examples from well-known university crises in the USA. The paper concludes with suggestions regarding good practices for improving preparedness and crisis leadership.

Lean Six Sigma leadership in higher education institutions

PurposeThe purpose of this paper is to critically evaluate whether a Lean Six Sigma (LSS) leadership model could be effectively utilized to resolve efficiency and effective issues like rising costs, quality of education, graduation and retention rates encountered in higher education institutions (HEIs) in the modern era.Design/methodology/approachThe authors systematically reviewed the literature on key concepts of LSS and leadership in HEIs in to develop a theoretical model using an inductive theory-building approach in accordance with the exploratory nature of the study.FindingsThe results of the study proposed a conceptual LSS leadership framework, which provides a basis for testing of LSS leadership representations in HEIs. The results suggest that LSS leadership has advantages for HEI to overcome currents issues and challenges.Research limitations/implicationsThis research is a theoretical study based on the existing literature that identified characteristics that may be adopted in higher education. The proposed LSS leadership framework is based upon leadership, statistical thinking, continuous change and improvement. This model is based upon service and the concepts of adaptive, rather than technical work, of leaders in higher education.Practical implicationsThe proposed LSS leadership framework brings new aspects and perspectives of leadership in HEIs. LSS leadership model has its practical meaning in providing a fundamental base for HEIs to overcome challenges, fulfill missions, and sustain improvements.Social implicationsHEIs are a foundation for principles of democracy, equality and diversity. HEIs have been a path for citizens but HEIs are facing challenges that are reducing the ability of individuals to improve themselves. Leadership of HEI needs to incorporate new principles to adapt to a changing society.Originality/valueLSS project leaders have achieved improved bottom line results and customer satisfaction in a wide range of industries, but LSS application in the HEIs remains to be explored. This paper proposes an effective LSS leadership model, which can help improve the quality of education, reduce non-value added costs and enhance operational efficiency of HEIs.

Trends in education of communication professionals: The perspective of educators and employers in Croatia

The extremely rapid development of technology raises the importance of leaders of higher education institutions, as well as educators teaching public relations, to monitor scientific developments of the profession, market trends, and in particular, the needs of employers who will in the future employ recently educated personnel. This element is even more pronounced during times of global crisis in the communications industry where the number of jobs is decreasing, and the increase in criticism of educational institutions, which can be summarized in the claim that educational programs are not adapted to market needs. Guided by this situation, in this paper, the authors analyze the interrelationship between the academic community and employers in the communications industry, and compare their views on the issue of knowledge, skills and competencies which communication professionals must possess in order to be successful in this profession. The main research question is to what extent the views on the quality of education of future PR professionals differ from the perspective of employers and the academic community.

Emotional intelligence in South African women leaders in higher education

Orientation: This study contributes to an in-depth understanding of emotional intelligence (EI) in women leaders in Higher Education Institutions (HEIs) in South Africa from an inside perspective. Research purpose: The purpose of this study is to explore EI in South African women leaders working in HEIs to identify women leader’s strengths, foci and their possible areas of development. The aim is to get deeper insights in EI in women leaders because EI is associated with effective leadership qualities, creativity and innovation, as well as empathetic communication which is needed in the challenging HEI workplaces. Motivation for the study: Emotional intelligence is an important source for women leaders to increase leadership qualities. This study is motivated by a deep interest to explore aspects of EI in women leaders in this specific professional context. Research design, approach and method: The study uses a qualitative research design and an approach based on Dilthey’s modern hermeneutics of ‘Verstehen’ (understanding). Twenty-three women leaders of the Higher Education Research Service (HERS-SA) network were interviewed through semi-structured interviews. One researcher observed behaviour in one HEI to support the interpretation of the data. Data were analysed through content analysis. Main findings: Findings show that women leaders mainly refer to intrapersonal emotional quotient (EQ), followed by interpersonal EQ, adaptability, stress management and, finally, general mood. The most highly rated components of EQ are self-regard, followed by interpersonal relationships, problem solving, empathy, emotional self-awareness, assertiveness, impulse control and social responsibility. Findings also provide ideas on what EQ components can be further developed. Practical/managerial implications: New insights are provided on what components of EI should be developed in women leaders to increase overall EI, on cognitive and behavioural levels. Contribution/value-add: This research provides new and original context-specific insights on EI in HEIs in South Africa, which can be used as a basis for future research on women leaders while providing a knowledge base for contemporary training of EI in HEIs.

A distributed leadership change process model for higher education

ABSTRACTThe higher education sector operates in an increasingly complex global environment that is placing it under considerable stress and resulting in widespread change to the operating context and leadership of higher education institutions. The outcome has been the increased likelihood of conflict between academics and senior leaders, presaging the need for more engaged and broader approach to leadership. Based on empirical research into the Australian university sector, this paper contends that a distributed leadership (DL) approach is appropriate for the higher education sector and offers value for supporting effective change. In acknowledging the paradigm change needed to implement a DL approach successfully, the authors present a process model to underpin the shift from a leader-centric to a DL approach. The Sustainable Enabling and Evaluating Reflective DL change process model presents a synthesis of how a systemic change to DL in higher education can occur.

Emotional intelligence in South African women leaders in higher education

Orientation: This study contributes to an in-depth understanding of emotional intelligence (EI) in women leaders in Higher Education Institutions (HEIs) in South Africa from an inside perspective.Research purpose: The purpose of this study is to explore EI in South African women leaders working in HEIs to identify women leader’s strengths, foci and their possible areas of development. The aim is to get deeper insights in EI in women leaders because EI is associated with effective leadership qualities, creativity and innovation, as well as empathetic communication which is needed in the challenging HEI workplaces.Motivation for the study: Emotional intelligence is an important source for women leaders to increase leadership qualities. This study is motivated by a deep interest to explore aspects of EI in women leaders in this specific professional context.Research design, approach and method: The study uses a qualitative research design and an approach based on Dilthey’s modern hermeneutics of ‘Verstehen’ (understanding). Twenty-three women leaders of the Higher Education Research Service (HERS-SA) network were interviewed through semi-structured interviews. One researcher observed behaviour in one HEI to support the interpretation of the data. Data were analysed through content analysis.Main findings: Findings show that women leaders mainly refer to intrapersonal emotional quotient (EQ), followed by interpersonal EQ, adaptability, stress management and, finally, general mood. The most highly rated components of EQ are self-regard, followed by interpersonal relationships, problem solving, empathy, emotional self-awareness, assertiveness, impulse control and social responsibility. Findings also provide ideas on what EQ components can be further developed.Practical/managerial implications: New insights are provided on what components of EI should be developed in women leaders to increase overall EI, on cognitive and behavioural levels.Contribution/value-add: This research provides new and original context-specific insights on EI in HEIs in South Africa, which can be used as a basis for future research on women leaders while providing a knowledge base for contemporary training of EI in HEIs.

Critical success factors for e-learning satisfaction, Jordanian Universities' experience

Modern institution plays crucial role in motivated towards a competitive age. A university must improve and develop their teaching and learning process related to the new innovations of educational technologies. The Hashemite Kingdome of Jordan, as one of the developing countries, focuses on higher education sector as one of the most influential sectors to develop social, economic, and human growth in the country. However, the King, the government, and the leadership of higher education institutions in Jordan face many challenges to enhance the quality of the output in universities and to sustain the scientific research. Sadly, there are lack of studies and programs that measure the satisfaction of using e-learning to improve the educational process in Jordanian universities from managerial perspective. The main purpose of this study is to examine and measure the satisfaction factors by employed Information System Success Model (ISSM) related to the usage and sustain use of e-learning in Jordanian public universities. A self-administered survey was conducted on 117of academics selected as deans of faculties, academic departments’ chairs, and managers of computer and e-learning centers. About 100 participants (85%) have responded. The results show that perceived usefulness, management support,self-efficacy, technical support, and training have a significant relationship with the satisfaction of the usage of e-learning system. On the other hand, the study grants a good indicator to the higher education leaderships about the quality of used e-learning in the Jordanian public universities.

Women as leaders of higher education institutions: a British–German comparison

Across the vast majority of countries women are a significant minority in senior academic positions, and as of 2013 only 17% of vice chancellors (VCs) of UK universities and 12% of German Universities were women. This paper discusses findings from a study consisting of interviews with eight female VCs of British and German higher education institutions. The paper takes a feminist poststructuralist approach to look at the ways in which characteristics of ‘ideal’ leaders in academia are discursively produced in a myriad of gendered ways, and looks at the influence of dominant academic cultures, status of institutions and national policy landscapes. From an analysis of the findings we argue that in addition to increasing the numerical proportion of women leaders in academia, work also crucially needs to be done to challenge academic cultural practices and dominant gendered conceptualisations of the ‘leader’.

The relationship between the postgraduate research climate, role clarity and research service quality: exploring the supervisors and students perceptions

Through surveying a sample of PG supervisors and PG research students at a large research university in SA, it was ascertained that, overall, there is little difference between the PG research students and research supervisors in terms of their perceptions, since they differed only in respect of two of the eight items used to measure their role perception (RC), and nine out of 23 items used to measure organizational climate (OC) perceptions.With respect to the overall PG research service quality (SQUAL), no significant difference was ascertained between the respondents. However, by means of structural equation modeling it was ascertained that with respect to PG research students, the OC significantly influences their perception of their role (RC), as well as their perception of the overall PG research service quality (SQUAL). In the case of the PG research supervisor, the OC only influences their perception of the SQUAL, but the results are inconclusive with regards to the association between the PG research supervisors’ RC and their perception of the SQUAL. Considering the influence of OC perceptions on the potential of research instituitons to attract and retain PG students, as well as role clarity, on the throughput of PG students,leaders of Higher Education Institutions need to be congizant of the findings in their attempt to create an OC which is research student oriented and supports research, as well as provides role clarity for both supervisors and students, and minimize any role conflict.

Quality of Education in Private Higher Institutions in Ethiopia

Quality higher education is considered as one of the major elements that guarantee sustainable economic and social development at the national and regional levels of a given economy. This study identified factors of leadership and governance in private higher education institutions in Ethiopia that may contribute to a declining quality of education. Employing a qualitative case study methodology, administrators in six private higher education institutions in Ethiopia were interviewed and their perspectives were compared with other publicly available information. Results indicate that these institutions are continuously challenged to balance government requirements and stakeholder demands in an environment where under funding, scarcity of qualified instructors, poor infrastructure, poorly qualified students, and a biased regulatory environment are being exhibited. In addition, the study revealed that most educational leaders believed that addressing more effective governance can improve educational quality significantly. Recommendations for policy makers, regulators, and leaders of higher education institutions include ensuring availability and proper utilization of qualified instructors, adequate infrastructure, autonomous quality assurance units, and more equable regulation and enforcement of provisions across the higher education sector.

A comparative study of Lean implementation in higher and further education institutions in the UK

Purpose – The purpose of this paper is to investigate and understand the differences that exist between educational institutions in the methods and practices employed in the development and implementation of Lean projects. Whilst many Higher Education Institutions (HEIs) are now starting their journey towards effectively implementing Lean, Further Education Institutions (FEIs) have treaded this well worn path many years previously and so the aim of this paper is to find what key features and issues FEIs have put in place to assist them in implementing Lean projects and whether HEIs can learn from such institutions. Design/methodology/approach – The paper applies two research methods in an attempt to understand the differences between the institutions and hence understand the key features that can be used to better implement Lean initiatives. First, through a series of focus groups, the authors employ a low-level form of Group Consensus Theory in an attempt to understand the organisational dynamics surrounding the adoption of Lean. This is used to understand whether Lean improvement teams within FEIs implement such initiatives with the autonomy and support from senior management. Second, the same group members, detailed interviews were held in order to identify further and more specific information around the tools and techniques employed in the implementation of Lean initiatives in both HEI and FEIs. Findings – The study found that although FEIs had much more experience in the design, development and implementation of Lean initiatives, the organisational infrastructure and dynamics towards driving Lean in FEIs was less well embedded in to the culture of the respective institutions than first thought and, that Lean had been developed and driven initially by a consultancy-based approach and around a tool-driven mentality. It was seen that whilst HEIs were generally slower in getting off the mark, there seemed to be more enthusiasm and willingness to drive such initiatives forward and in a more systematic and holistic manner even though some of the projects were in their very early stages of implementation. Research limitations/implications – Whilst this work provides key information on how Lean initiatives are implemented across different institution types, the work has only looked at a very small sample of two teaching focused HEI and two FEIs. The work will need to be extended much more widely to incorporate a larger set of HEIs (both research and teaching focused) in order to provide a more complete map of Lean development in HEIs. Practical implications – The aim of the paper is to provide Lean project leaders in HEIs with some additional key insights towards the cultural and organisation dynamics that exist in educational institutions other than HEIs in order to assist them in developing further and more comprehensive Lean programmes. Originality/value – This paper is the first of its kind to study the organisational and cultural dynamics that exist between differing educational institutions in their approaches towards the implementation of Lean and business improvement programmes. The key features highlighted in this work raise important issues regarding the need and importance of developing team dynamics around project implementation.

The Role of the University in the Innovation Ecosystem, and Implications for Science Cities and Science Parks: A Human Resource Development Approach

In the 21st Century, scientific discovery and technological development are fueled by unprecedented changes in knowledge, societal needs and wants, engineering designs, materials, and instrumentation. Such rapid global changes pose major opportunities and challenges for the innovation ecosystem-especially in developing countries. In particular, our models for human resource development and engagement must evolve so as to better prepare leaders in higher education institutions, research institutes, science cities and science parks, businesses and industries, and governments. Universities throughout the world must play a greater role in both the research and practice of human resource development and engagement for the knowledge-based and creative economies. This paper explores the current and potential talent development and talent engagement dimensions of universities in economic development, and research and practice in education and policy-with implications of such dimensions for science cities/science parks. The paper highlights the importance of a greater role for universities, in collaborating with business/industry and governments, in examining new economics-sensitive and values-sensitive models for education and human resource development so as to better understand and support innovation in global contexts.

Leadership for sustainability perceptions in higher education institutions in Oman

This study explores leadership in higher education institutions in Oman where education for sustainability issues are a high priority. The Vice-chancellor of the premier university Sultan Qaboos University, Qaboos Sultanate of Oman, and his four senior management team members answer the following question: What are the concrete steps which have been undertaken in order to allow the university to integrate sustainability in its: (a) curricula; (b) research; (c) practical projects; and (d) regional and national development endeavours? The views of these senior leaders carry larger national and international implications for the promotion of sustainability in Oman. They define their leadership as articulating a desire to bring about educational change and to prepare in practice for an explicit paradigm shift towards sustainability throughout the university and the country as well. Internationalization of the university is considered to be an important part of its sustainability strategy.

The Role of Academic Deans as Entrepreneurial Leaders in Higher Education Institutions

To help address enrollment and financial challenges institutions of higher learning may benefit by having a better understanding of entrepreneurial leadership orientations, or skills, of academic deans. This study revealed several significant correlations between the self-reported entrepreneurial orientations of academic deans in upstate New York, working in independent colleges and universities, and certain demographic characteristics of their positions. Academic deans reported “team builder” and “proactive” as their two highest ranked, self-reported entrepreneurial characteristics, while “risk taking” was ranked as the lowest characteristic. The results indicated a significant correlation between certain variables applicable to academic deans’ positions, such as years of experience and job expectations, with the self-reported entrepreneurial orientations of such deans.

Role of Campus Leadership in Managing Change and Challenges of Internationalization of Higher Education

Today’s’ globalised world is replete with many fast occurring changes and challenges. These changes have put more pressure on leaders of higher education institutions. Although frequent exchange of ideas, people and capital among countries through internationalization has brought many benefits to students, societies and countries, higher education leadership faces many challenges when it comes to preparing campuses to meet the increasing needs of globalization. This paper reviews the critical role of higher education leadership in effectively managing the change and cope with the challenges inside the campuses. The paper attempts to answer the question on way leadership in higher education institutions may overcome the challenges more effectively. To answer this question, the paper investigates into current existing literature from a variety of perspectives. To explain this situation, the paper attempts to highlight the possibilities, problems and promises of internationalization of higher education and the role of leadership. This will provide some insights to the higher education leaders on ways that students can be better prepared as leaders in present globalised world.