University Leaders Research Articles

The feminization of student’s leadership in the universities: the election of the first female SRC president in KNUST

ABSTRACT Historically, women have been marginalized in student leadership in higher education institutions; nevertheless, recently, a number of women have gradually taken up leadership roles and risen to the topmost ranks previously held by only men. In Ghana, there is a gradually shifting from an exclusively men-dominated headship position for the SRC president to the inclusion of women. This article uses the glass cliff and feminization of leadership theories to establish the gradual changes in student leadership. This paper contributes to scholarship on women’s leadership by using the historic election of Yvonne Osei Adobea in 2023 as the first female SRC president in the Kwame Nkrumah University of Science and Technology to question whether this is a symbol of feminization of student leadership or a form of glass cliff. Using key informant interviews, archival data, and participant observation, this paper uniquely explored the extent to which student leadership in universities has been feminized. The paper argues that despite the overall marginalization of women’s leadership, some women have broken through the glass ceiling of student leadership. In addition, the inability of the male leadership to adequately address student needs has introduced the glass cliff phenomenon of experimentation with women’s leadership.

Leadership behavior and organizational change management in selected public universities of Ethiopia: Exploring the impact of leadership influences and change processes

The study explored the impact of leadership behavior on organizational change management process in selected public Universities in Ethiopia. The authors utilized a concurrent mixed Triangulation design, combining quantitative and qualitative methods. The Quantitative data collected from 581 questionnaires were distributed to 379 academic staff and 202 academic leaders. Besides, qualitative data was collected from 12 top management bodies and 48 student representatives by using interviews and focus group discussions respectively. This ensured that a representative sample was obtained from the target population. The researchers used mean, standard deviation, independent sample t-test, correlation and regression to analyze and interpret the data collected. The study findings revealed a positive and significant impact of autocratic, democratic, laissez-faire, and transactional leadership behaviors on organizational change management process. However, there was a negative and significant impact of transformational leadership behavior on organizational change management process. Indeed, the study identified significant differences in the perceptions of leadership behaviors and organizational change management between academic staff and academic leaders. Based on the study findings, the authors recommended that leaders in public Universities customize and apply the identified positive leadership behaviors (autocratic, democratic, laissez-faire, and transactional) to effectively manage organizational change.

The Time is Now, the Time is Always

The time could not be more urgent, and university faculty and leaders must act and reclaim their responsibility for civic preparation. In the face of enrollment decline, an emphasis on student credit hours, and a history of siloed tunnel vision, action seems impossible in a system that opposes the core mission of higher education. In this article, authors—faculty from two teacher preparation departments—share their journey that started as state-mandated program revision to a campus-wide civic agenda. They argue for the integration of civics teaching in disciplinary courses and share classroom teaching ideas that cultivate civic identity and virtues. Feeling empowered, they widened the scope of their work to include a campus-wide learning community and civic survey audits to target professional learning opportunities. Through collected data and lessons learned, they demonstrate the moves needed to reclaim higher education’s core democratic purpose.

Factors of Positive Leadership Affecting Optimistic Attitude toward Self-Efficacy in Clinic Staff in Universities

Nursing department workers are the largest group in a school clinic. They are also the most important of the human resources. The emotional burden of witnessing the stages of life is accompanied by the heavy work that creates an extremely high level of pressure. This is also an obstacle to a good doctor-patient relationship. Therefore, it emerges as an important research topic that can help to improve the situation as well as promote psychological health and self-efficacy of the school clinic staff. In order to fill in this research gap, school clinic staff of universities in Guangxi Zhuang autonomous region were selected as the research participants. A total of 450 copies of the questionnaire were distributed to the potential respondents. After removing the invalid and incomplete ones, 364 valid copies were retrieved, with a retrieval rate of 81%. The collected data were tested using Amos to understand the relationships among positive leadership, optimistic attitude, and self-efficacy. As a result of the analyses, it was found out that when they have a positive attitude, leaders of the clinic staff in universities can improve the attachment and self-confidence of the school clinic staff. This encourages them to have a higher level of willingness to contribute to the development of the institution. Another finding of the study was that a university leader should adopt a hands-on, positive paradigm to enable continuous development and create a positive working environment. Finally, it was found out that if a university leader builds a positive energy network, he can improve the coherence among the staff and encourage them to be willing to contribute by modelling other workers. According to the results, it is expected that this study will help clinic staff to generate optimistic attitude which promotes self-efficacy.

A Study of the Effects of University Leadership Behavior on Professional Teachers’ Job Satisfaction and Intention to Stay

A Study of the Effects of University Leadership Behavior on Professional Teachers’ Job Satisfaction and Intention to Stay

Strategies for Implementing GlobalConsent to Prevent Sexual Violence in University Men (SCALE): study protocol for a national implementation trial

BackgroundGlobally, women 15–24 years are at heightened risk of sexual violence victimization, a risk factor for adverse mental, physical, and behavioral health outcomes. Sexual violence is common at universities and most often perpetrated by men, yet few evidence-based prevention strategies targeting men have been tested in low- and middle-income countries. GlobalConsent is a six-module, web-based educational program adapted from an efficacious U.S.-based program. Nine months post-treatment in a randomized trial in Vietnam, GlobalConsent reduced men’s sexually violent behavior (odds ratio [OR] = 0.71, 95%CI 0.50–1.00) and increased prosocial intervening behavior (OR = 1.51, 1.00–2.28) relative to an attention-control. Evidence regarding optimal implementation strategies for scale up is needed.MethodsWe will randomize six medical universities in North, Central, and South Vietnam to deliver GlobalConsent using two different packages of implementation strategies that vary in intensity. Higher-intensity strategies will include greater (1) pre- and post-implementation engagement with university leaders and faculty and (2) greater pre-implementation outreach, follow-up, and incentives for students to promote engagement and completion of GlobalConsent. Higher intensity universities will receive additional training and support for their added activities. We will compare implementation drivers and outcomes, intervention effectiveness, and cost-effectiveness across the two implementation bundles. Our mixed-methods comparative interrupted time series design includes (1) qualitative interviews and quantitative surveys with university leaders and implementation teams to assess implementation barriers and facilitators; (2) repeated surveys with leaders and faculty, implementation teams, and male students to assess multilevel implementation drivers and outcomes; (3) repeated surveys with male students to assess behavioral outcomes (sexual violence and intervening behavior) and mediating variables (knowledge, attitudes, affect, and capacities); and (4) time diaries and cost tracking to assess cost-effectiveness of the two implementation-strategies bundles.DiscussionThis project is the first to assess packages of implementation strategies to deliver an efficacious web-based sexual violence prevention program for undergraduate men across all regions of Vietnam and synergizes with a violence-prevention training initiative (D43TW012188). This approach will produce rigorous evidence about how to disseminate GlobalConsent nationally, which holds promise to reduce gender-based health inequities linked to sexual violence as GlobalConsent is brought to scale.Trial registrationNCT06443541. Retrospectively registered with ClinicalTrials.gov. Registered on June 05, 2024.

Leading with Trust: How University Leaders can Foster Innovation with Educational Technology through Organizational Trust

Leading with Trust: How University Leaders can Foster Innovation with Educational Technology through Organizational Trust

Digital Literacy, Skills, and Security: Impact on Digital Leadership in Higher Education

This research examines the influence of digital literacy and social media usage skills on digital leadership in higher education and the moderating role of digital security and antivirus software. This research uses the path analysis method with Smart PLS 4.0 software. They were conducted from January to February 2024, involving 100 management program students using the saturated sampling method. The research results show that digital literacy and social media usage skills positively and significantly affect digital leadership. Digital security also has a positive impact on digital leadership. However, the hypothesis regarding antivirus and security systems as moderating variables was rejected, indicating that they did not increase the influence of digital security or social media skills on digital leadership. This research contributes to developing university curricula and leadership programs by integrating aspects of digital security. The model successfully identified significant influences on digital leadership with high reliability and validity. The rejection of some moderation hypotheses suggests that further research is needed to understand the dynamics between these variables, paving the way for refining the model and exploring other influencing factors.

Hành vi chia sẻ tri thức của sinh viên đại học tại Thành phố Hồ Chí Minh

Knowledge sharing is a crucial activity that not only helps organizations increase productivity but also assists participating members in enhancing their work efficiency. And to achieve this, the knowledge-sharing behavior of employees should be cultivated from their time in academia. The article applies quantitative research methods with a survey sample of 626 students currently enrolled at Ho Chi Minh city regarding their knowledge-sharing behavior. The research findings have indicated that the knowledge sharing behavior of university students in Ho Chi Minh City is influenced by the following factors: Attitude, Pressure from lecturers, Trust, Self-efficacy and Reward. Based on the research findings, the article provides managerial implications to help university leaders promote knowledge-sharing activities among students, such as implementing appropriate policies to enhance positive attitudes and capabilities of students, providing suitable pressures, creating a safe and respectful sharing environment, and establishing reasonable reward policies.

University Leaders’ Perspectives on International Student Support: An Evaluation Using the Culturally Engaging Campus Environments Model

University Leaders’ Perspectives on International Student Support: An Evaluation Using the Culturally Engaging Campus Environments Model

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.

Doctoral Community College Leadership Program Priorities, Curriculum, and Evolution: Director and Alumni Perspectives

Doctoral Community College Leadership Program Priorities, Curriculum, and Evolution: Director and Alumni Perspectives

Model of competency development of professional group leaders (PGL) in higher vocational colleges in Fujian province

This study aims to take Chinese higher vocational colleges professional group leaders as the research subjects to analyze the components of their key competencies, develop the competency model of professional group leaders (PGL), and analyze the main factors influencing the model. It provides a powerful help for improving the scientific level of the construction and management of the teaching staff in higher vocational colleges and filling the gap in the research on the quality and ability of Chinese professional group leaders. A mixed research method is deployed in this study. Data are collected with the help of a self-administrated questionnaire and a semi-structured interview based on grounded theory. Data analysis involves structural equation modeling using AMOS, complemented by qualitative coding in NVivo. It concludes that the competency development model of professional group leaders comprises two main dimensions: explicit competencies and implicit competencies. Explicit competencies include cross-border adaptability (CBA), resource integration ability (RIA), innovation and development practice ability (IDPA), management leadership ability (MLA), and interdisciplinary scientific research ability (ISRA). Implicit competencies include personality attitude (PA), and intrinsic motivation (IM). The study fills a significant gap in the literature by providing a detailed model of competency for professional group leaders in the context of higher vocational education, offering a practical framework for improving the training and management of teaching staff and promoting the development of professional groups effective in vocational colleges.

Exploring intrinsic and extrinsic sources of academic well-being among university teachers through Q methodology research

PurposeThis paper investigated the intrinsic and extrinsic sources of academic well-being among university teachers at one university in Qatar, to understand how different factors influence their well-being within academia.Design/methodology/approachDrawing on systems theory, this study employs Q methodology research. Data were collected and analyzed using 35 statements (Q-items) related to academic well-being. Twenty-one university teachers participated in the study, providing a range of perspectives on the factors that influenced their academic well-being.FindingsThe analysis revealed two distinct perspectives among the participants concerning the sources of academic well-being. Factor 1 (F-1) emphasized workplace conditions as the primary source of well-being, whereas Factor 2 (F-2) highlighted individual conditions. Additionally, a significant portion of participants did not align strongly with either factor, indicating diverse and individualized sources of well-being that suggest a complex interplay of various elements affecting academic well-being.Research limitations/implicationsThe study’s sample size is limited to twenty-one university teachers at a single institution, which may affect the generalizability of the findings. Future research should consider a larger, more diverse sample to explore the universality of the findings across different academic contexts.Practical implicationsThe implications for university teachers, researchers, leaders and policymakers include a better understanding of the sources that contribute to academic well-being and the need for adopting systems thinking in addressing these sources.Originality/valueThis study employs a unique application of Q methodology within a systems theory framework to explore the sources of academic well-being among university teachers. Unlike previous research that has primarily focused on anxiety, stress and burnout, this study provides a holistic perspective by capturing the complex interplay between organizational structures and individual identities.

Attitudes Toward LGBTQ+ Youth in Agricultural Education: Q Methodology Study

Although research indicates school-based agricultural education teachers work to make classrooms more inclusive, some teachers may not feel prepared to support LGBTQ+ youth. The purpose of this study was to explore the attitudes of agricultural education teachers about the inclusion of LGBTQ+ youth in agricultural education. The 38-statement Q set was sorted by 21 Oklahoma agricultural education teachers. The resulting attitudes from the three-factorial solution were labeled: It’s Up to Me, It’s Up to Us, and It’s Up to Leadership. The It’s Up to Me teachers accept the responsibility to create an inclusive environment and program for LGBTQ+ youth. The It’s Up to Us teachers acknowledge the important collective role that students, teachers, and school and university leaders play in creating an inclusive classroom and program. The It’s Up to Leadership teachers acknowledge a need for further education and training in LGBTQ+ inclusion and feel there is too much pressure placed on teachers to be inclusive. The attitudes describe the diverse understandings of how LGBTQ+ inclusion in agricultural education might be implemented and supported with the need for more education and resources in LGBTQ+ inclusion.

Improving Educational Quality: The Leadership Role of Private Islamic College Leaders

The present study examines the leadership responsibilities undertaken by leaders inside private Islamic universities. The present study was directed by a singular research issue, specifically focusing on the leadership role of leaders inside private Islamic religious universities in their efforts to enhance the quality of education. The present investigation is characterised as a qualitative study employing a case study design. The study was conducted at the Nahdlatul Wathan Islamic College (STAI NW) in Samawa, Sumbawa Besar Regency, located in the province of West Nusa Tenggara. Data gathering strategies encompass several methods such as interviews, observation, and documenting. In the interim, the process of data analysis was conducted utilising a series of established techniques, namely data reduction, data display, data condensation, and conclusion drawing/verification. This study demonstrates that in order to enhance the educational standards, the chairman of STAI NW Samawa undertakes various primary responsibilities, including: 1) managerial duties; 2) Developing academic quality and sustainability; 3) Fostering campus entrepreneurship; 4) providing motivation; and 5) optimising the allocation of responsibilities among lecturers and staff members. The findings of this research have the potential to enhance the significance of leadership within the framework of private Islamic religious universities.

Exigency of Centering Equity in Educational Leadership Development

I am an example of a transformed higher education administrator. In this essay, I describe how my journey to an education doctorate impacts my work as a scholar-practitioner in higher education. The CANDEL program challenged what I thought I understood about the status quo in higher education with respect to race, socio-economic impacts, meritocracy, grit, and assumptions we make about students. The coursework and cohort model confronted my own biases and were foundational to my dissertation questions. Conducting my research on university leadership at my home institution gave me an opportunity to develop a shared equity leadership approach to solving complex problems. Equity-focused work in higher education is a long-game, ongoing, and essential to addressing the challenges facing our institutions. Without this, inequities experienced by faculty, staff and students will persist. The education doctorate and its scholar-practitioners are important drivers in shifting the American educational landscape.

Key factors influencing university hospital development in China: A qualitative study based on public value theory

Over the last two decades, governance for global health has garnered more attention from policymakers, decision-makers, and scholars from several disciplines. The health sector has also become more dynamic and complicated as a result of several factors that have influenced organizational development. The issue of sustainability is clearly raised with specific emphasis and urgency in the context of the global healthcare system. Some countries have been altering their healthcare systems to improve healthcare performance. University hospitals as the main providers of high-quality healthcare services in China, have an irreplaceable role in promoting the construction of healthy China. This study strategic triangle as an analytical framework to identify the key factors that influence university hospital in China and better comprehend how public value is conceptualized and implemented in practice. The study was conducted by qualitative method, five university hospitals designated as “Grade A tertiary hospitals” and semi-structed interviews were carried out with 33 participants, including experts, university hospital leadership level, and basic level. The study revealed that there are eight (8) major factors influencing the development of university hospitals in China. University hospital administrators must be prepared to assess and respond to factors that enhance or hinder implementation continuously and methodically. These insights can be used to improve early preparedness, but additional study in this area is required to better understand the driving factors, action models, and techniques for achieving sustainable development in university hospitals.

Equity in Action in Community College Leadership

Equity in action starts with a leader’s critical consciousness in relation to their identities, ideologies, and positionalities. In this essay, the following factors: ideologies, identities, and positionalities are explained and emphasized as they are essential factors that impact equity work. Leaders who center equity must explore their own critical consciousness through an equity lens so that they prioritize equity at the forefront while leading, collaborating, and making decisions in their leadership positions. The positionality of leaders is also critical on how they use their power to influence their community and amplify the voices of the underrepresented. One subset of the findings, Equity in Action, from my dissertation, Asian American Community College Presidents: The Power of Identities, Ideologies, and Positionalities is included in this essay. To set the foundation of the dissertation, the SEL framework, also known as the shared equity leadership framework (Kezar et al., 2021) is used to analyze how leaders build their own capacity in equity work. In addition, my positionality and development as an equity leader are reflected in this essay.

The Level of Happiness and Its Relationship with Personal and Occupational Well-Being in Women Leaders at a Mexican University: An Exploratory Study

This exploratory study aims to identify the state of well-being of a select group of women leaders in a Mexican university by analyzing the relationship between their perception of happiness and their satisfaction with their life and work. Through the application of a psychometric battery, this work examined how these leaders manage their well-being within an environment that is simultaneously empowering and demanding. Methodologically, a descriptive statistical analysis was performed, including a correlation analysis of all items. As a result, the research identified positive correlations between the variables age and positive perceptions of work and life, which are strongly associated with high personal and professional satisfaction. In addition, people who find their work rewarding and feel that their life is close to their ideal tend to be more satisfied in general. Although this study intended to be exploratory, it also sought to contribute a deeper understanding of the well-being status of women in university leadership positions in Mexico. In doing so, it filled an important gap in the literature on gender, leadership, and well-being in Latin American academia by highlighting the complexity of managing and supporting women in leadership positions.