Subject Index
Role of Leaders in Managing Higher Education
ISBN: 978-1-80043-733-3, eISBN: 978-1-80043-732-6
ISSN: 2055-3641
Publication date: 5 December 2022
This content is currently only available as a PDF
Citation
(2022), "Subject Index", Sengupta, E. and Blessinger, P. (Ed.) Role of Leaders in Managing Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 48), Emerald Publishing Limited, Leeds, pp. 129-135. https://doi.org/10.1108/S2055-364120220000048012
Publisher
:Emerald Publishing Limited
Copyright © 2023 Emerald Publishing Limited
INDEX
Academic activism
, 35
Academic citizenry
, 28
Academic freedom
, 14, 20, 22–23, 30
Academic leaders
, 4, 65
Academic leadership
, 5, 63
Academics
, 27, 84
Adjusted goodness-of-fit index (AGFI)
, 72
Administrative Leadership In academia
, 105
Affiliative leadership
, 64
Afghan families
, 92
Afghan government
, 86
Afghan Human Rights Defenders Committee (AHRDC)
, 92
Afghan women
Afghanistan and Women
, 86–87
context of study
, 85
discussion of themes
, 89–93
in higher education
, 85
limitations of study and further scope of research
, 93
methodology
, 85–86
participants
, 87–88
qualitative themes
, 89
rights and gender equality
, 86
Afghan Women Chamber of Commerce and Industries
, 87
American Association of University Professors (AAUP)
, 99
ASSOCHAM
, 63
Attributes of servant leader
, 66–67
Autonomous Educational Institutions (AEI)
, 13
ethical challenges in autonomous higher educational institutions
, 21
ethics-oriented culture for growth of teachers and students
, 22
findings
, 20–21
objectives
, 13
quality of education from quality of teachers
, 21–22
research methodology
, 16–20
review of literature
, 13–16
Autonomous institutional environment
, 14
Autonomy
, 4–5
Average variance extracted (AVE)
, 72
Balancing
, 89, 91
Balancing typical role of wife and careerist
, 93
Barrier Free Partnerships
, 55
Basic education
, 13
Behavior
, 12–13
Bootstrapping method
, 74
Bullying
, 103
Career
development
, 84
growth
, 20, 106–108
in higher education
, 84
Caste
, 31, 33
Challenges
, 6, 8, 22
Change
, 20–21
Change-oriented leadership behavior
, 45
Citizenship behavior
, 13
Collaboration
, 46
Commitment
, 15–16, 27, 47, 100
Communities
, 46, 54
school connection with
, 51
Community building
, 67
Comparative fit index (CFI)
, 72
Comprising minimum discrepancy per degree of freedom (CMIN/DF)
, 72
Confirmation biases
, 98
Confirmatory factor analytics (CFA)
, 72
Congruity theory
, 85
Constructivist leadership
, 64, 70
Contingency leadership theory
, 45
Conventional In-service teacher training
, 53
Convergent validity
, 72–74
Corruption
, 15, 21, 23, 35
COVID-19
, 89
Creators, HEIs as
, 62
Credibility
, 105
Critical leadership
, 29
Cronbach’s–α values
, 71
Cultural system
, 86
Culture
, 6, 12, 19, 44, 47
Curriculum co-ordination
, 55
Curriculum design
, 61
Deans
, 4
Deemed to be University
, 62
Democracy
, 6
Descriptive gender stereotypes
, 98
Development
, 12–13
Digitalization of education
, 21
Direct discrimination
, 34
Director of studies
, 4–5
Disciplinary-based departments
, 4
Discriminant Validity
, 72–74
Disparity
, 12
Disseminators of knowledge, HEIs as
, 62
Distributed leadership
, 45–46, 52–53
E-Modules
, 61
Education
, 12, 14–15, 60
action plan on gender equality and equilibrium in
, 108
system
, 13
Educational environment
, 14–15, 17, 20–21
Educational institutions
, 61, 63
Educational leadership models
, 45
Educational sector
, 65, 76
Educator
, 63
Effective schools
, 53
Empathy
, 66
Employee engagement in HEIs, servant leadership style and
, 68
Environments
, 29–30
Equal representation
, 7
Ethical practices in higher educational institutions
, 14–15
Ethical standards
, 12–13, 20
Ethical transformative leadership
, 37–38
Ethics-oriented culture
for growth of teachers and students
, 22
quality of education from
, 19–20
European Commission (EC)
, 107
European Council
, 107
European Union (EU)
, 106–108
EU-funded LIBRA project
, 106
Exclusion from Informal Networks
, 100
Exercise teacher power to enable quality of education
, 15–16
Exploratory factor analysis (EFA)
, 72
Face daunting challenges
, 89
Family-oriented programs
, 103
Fear for life theme
, 92
Financial support
, 21
“Fix the women” approach
, 85
Flemish Inter University Council
, 106
Foresight
, 67
Formal mentoring
, 101
Former school
, 46
Functional integration
, 55
Functional leaders
, 47
GDP
, 60
Gender
, 30–31
Gender Action Plan
, 106
Gender barriers
, 99
Gender discrimination
, 102–103
Gender equality
, 33, 84, 107
Gender equality and action plan
, 108
Gender equality and equilibrium in research, action plan on
, 108
Gender Equality Plan (GEP)
, 107
Gender equity
, 93
Gender leadership
, 105
Gender stereotype
, 98, 103
Gender stereotyping
, 103
Gender-based workplace harassment
, 103–104
Glass ceiling
, 7
Glass Ceiling Index (GCI)
, 109
Global University Network & for Innovation (GUNi)
, 26
Goodness-of-fit index (GFI)
, 72
Governance
, 27–29
Government
, 15, 34, 63
Government of India
, 62
Great man theory
, 44
Heads of department
, 4
Healing process
, 65
Higher education (HE)
, 26–27, 60, 102–103
Higher Education Studies (HES)
, 26
Higher educational institutions (HEI)
, 5, 61, 70
Autonomous Educational Institutions (AEI)
convergent validity and discriminant validity
, 72–74
as creators, maintainers, and disseminators of knowledge
, 62
ethical practices in
, 14–15
important attributes of servant leader
, 66–67
in India
, 62
job satisfaction as mediating variable
, 68–69
literature review
, 64
major leadership challenges faced by higher education
, 62
measurements
, 71–72
mediation effect
, 74–75
need for transformation in
, 18–19
research design
, 70
research methodology
, 70
respondents’ characteristics
, 71
results and findings
, 72
sample and data collection
, 70
servant leadership
, 64–66
servant leadership and work engagement
, 67–68
servant leadership style and employee engagement in
, 68–69
structural equation model
, 74
structure of
, 62
validity analysis
, 72
Historical legacies
, 30
Human Development Index
, 60
Illegal
, 13, 15–16
Imaginaries
, 39
Implicit bias
, 106–108
Inclusion
, 47
Inclusive schools
, 47
learning culture in school
, 50
practices
, 49
school connection with communities
, 51
school improvement plan and teams
, 51
school response to SEN children
, 52
shared leadership in school
, 49–50
India
, 27
Indian context
, 63
Indian education system
, 13
Indian Higher Education Institutions, studying transformative change in
, 27–28
Indian institutions
, 36
Indian Universities
, 61
Individual Educational Plan
, 55
Industry
, 63
Inequalities
, 30, 35
Inequality
, 7, 26–27, 37
Informal exclusion
, 100
Informal mentoring
, 101
Informal networks, exclusion from
, 100
Information and communication technologies (ICT)
, 21
Infrastructure
, 12–14, 63, 92
Infrastructure facilities
, 63
Injustice
, 26, 30
Innovation
, 61
Institution of patriarchy
, 35
Instructional leader
, 45
Instructional leadership
, 45–46, 64, 70
Integration
, 55
Interactional dynamics
, 32
Invitational leadership
, 29
Job satisfaction
, 68–69
Joint Children’s Unit
, 49
Judgmental sampling
, Purposive sampling
Kaiser–Meyer–Olkin estimates (KMO estimates)
, 72
Katholieke Universiteit Leuven (KU Leuven)
, 106
“Keep striving” theme
, 93
Lack of Mentorship Opportunities
, 100–101
Lack of Sponsorship
, 101–102
Leaderism
, 5
Leaders
, 44
in higher education
, 4
Leadership
, 5, 29, 44, 84
in academia
, 105
activity
, 4
building capacity of staff
, 53–54
as citizenship
, 29
distributed
, 46
distributed leadership & team planning
, 52–53
inclusive school practices
, 49–52
instructional
, 45–46
involvement of stake-holder groups facilitating response to diverse needs
, 54–56
leadership in practice
, 44–46
methodology
, 48–49
policies
, 6, 46
in practice
, 44–46
practices
, 47
review of empirical evidence
, 46–48
shared leadership in school
, 49–50
in UK Primary School
, 44
Leadership behavior
, 45
change-oriented behavior
, 45
passive leadership
, 45
relational-oriented behavior
, 45
task-oriented behavior
, 45
Leadership challenges faced by higher education
, 62
leadership styles adopted in HEI
, 63
Leadership styles
, 4
adopted in HEI
, 63
affiliative leadership
, 64
constructivist leadership
, 64
instructional leadership
, 64
servant leadership
, 64
transformational leadership
, 63
Learners autonomy
, 14
Learning
culture
, 45, 50
organizations
, 46
process
, 55, 64
programs
, 45
LIBRA project
, 106
Likert-type scale
, 71
Listening
, 66
Low income of teachers
, 16
Lower-bound confidence interval (LCI)
, 75
Maintainers, HEIs as
, 62
Management team
, 53
Measurement model
, 72
factor loading
, 73
Mediating variable, job satisfaction as
, 68–69
Mediation effect
, 74–75
Microaggressions
, 37
Middle managers
, 4
Mindfulness
, 66
Ministry of Education (MoE)
, 87
in India
, 14
Mixed-method study
, 27
Motivators
, 7
Muslims
, 28
Nation’s Security Council Resolution
, 87
National Action Plan
, 86
National Assessment and Accreditation Council (NAAC)
, 70
National Priority Program (NPP)
, 87
Negotiation skill
, 14
Normed fit index (NFI)
, 72
Occupational sexism
, 99, 104–105
Organization change
, 60–61
Organizational citizenship
, 76
Other Backward Class (OBC)
, 28
Parents
, 63
Parents/teachers association (PTA)
, 51, 55
Participation
, 27–28, 30, 37
Passive leaders
, 45
Passive leadership
, 45
Patriarchy
, 35
Patron Saint Catholic Primary School
, 47
Perception
, 61, 77
of education
, 21
Personality
, 6, 13, 15, 17, 22
Persuasion
, 67
Policy
, 26–28
Policy and principle gaps
, 36–37
Population
, 16, 37
Positional leaders
, 48
Positioning
, 28
Poverty theme
, 92
Prescriptive gender stereotypes
, 98
Primary school
, 48
Principle
, 27–28, 30
Principle-policy gaps
, 32
Private universities
, 62
Privatization
of academic institutions
, 13
of education
, 22
Professional barriers
, 99
Program leaders
, 4–5
Public universities
, 62
Publications
, 100
Purposive sampling
, 71
Qualitative interviews
, 85
Qualitative research
, 86
Qualitative themes
, 89–90
Quality of education
, 12–13
from ethics-oriented culture
, 19–20
from quality of teachers
, 21–22
Quality of teachers
, 21–22
Quality of teaching
, 13, 20
Quantitative research methodology
, 16
Questionnaire
, 16
Race
, 30
Rashtriya Uchchatar Shiksha Abhiyan (RU SA 2. 0)
, 39n1
Regressive culture
, 8
Relational-oriented leadership behavior
, 45
Religious discrimination
, 32
Research leaders
, 4–5
Research leadership
, 105
Resilience of Afghan women leaders in academia
, 93
Restricted mobility
, 94
Root mean squared error approximation (RMSEA)
, 72
Salary inequalities
, 102
School
cohesion
, 46
connection with communities
, 51
improvement plan and teams
, 51
inclusion project
, 48
leadership
, 46
plans
, 47, 52
practices
, 6–7, 49
response to SEN children
, 52
shared leadership in
, 49–50
Security threats theme
, 92
Self-awareness
, 66
Self-preservation
, 31
Senior leaders
, 5
Senior management team
, 5
Servant leader
community building
, 67
empathy
, 66
foresight
, 67
important attributes of
, 66
listening
, 66
persuasion
, 67
self-awareness
, 66
stewardship
, 67
trust
, 66
Servant leadership
, 29, 64–68, 70
and job satisfaction
, 69
style and employee engagement in HEIs
, 68
Sexism
, 32, 104
Shared leadership in school
, 49–50
Social justice
, 32
Social location
, 30, 36
Society
, 63
South Africa
, 27
South African Higher Education Institutions, studying transformative change in
, 27–28
Special Educational Need Co-ordinator (SENCO)
, 55
Special educational needs (SEN)
, 48
school response to SEN children
, 52
Spiritual growth
, 60
Sponsorship, lack of
, 101–102
Sponsorship program
, 101
St. Arnold primary school
, 49
Staff composition
, 26, 32
Stakeholders
, 6, 63
Standardized root mean square residual (SRMR)
, 72
Stereotypes
, 98
components
, 98
Stereotypical barriers
exclusion from informal networks
, 100
GCI
, 109
gender discrimination
, 102–103
gender equality
, 107
gender equality and action plan
, 108
gender leadership
, 105
gender-based workplace harassment
, 103–104
higher education
, 102–103
impacting women leaders
, 99
lack of mentorship opportunities
, 100–101
lack of sponsorship
, 101–102
occupational sexism
, 104–105
reducing implicit bias
, 106–108
reducing stereotypical barriers
, 106
salary inequalities
, 102
tokenism
, 99–100
women leaders
, 99
Stereotypical barriers impacting women leaders
, 99
Stewardship
, 67
Strategic leadership
, 70
Striving
, 13, 89
Structural equation modeling (SEM)
, 7, 70, 74
CFA and SEM estimates
, 74
hypotheses testing
, 75
Students
, 63
diversity
, 47
voice
, 47
Superiority-based casteism
, 32
Sustainability
, 26
in HE
, 28
Sustainable development
, 29–30, 36
Sustainable development goals (SDGs)
, 26–27
Sustainable institutions
, 29
Task-oriented leadership behavior
, 45
Teachers
absenteeism
, 63
autonomy
, 14
as leader to cultivate ethical culture
, 15
Teacher–student autonomy
, 16
Team planning
, 52–53
Technology
, 21
Thematic analysis
, 89
Themes
, 89–93
Theoretical baggage
, 89
Token women
, 99
Tokenism
, 99–100
Training
, 12, 51, 64
Trait theory
, 44
Transcription
, 89
Transformation
, 16, 18–19
in HE
, 28
Transformational leaders
, 6
Transformational leadership
, 63, 70
Transformative change
, 34
Transformative leadership
, 28
Servant leadership
analysis of responses from contexts
, 29
critical review of literature
, 29–30
findings from Indian institutions
, 31–36
findings from South African component of study
, 29–31
higher education and SDGs
, 26–27
Indian institutions
, 36
institute of technology of national importance
, 33–35
institution of eminence
, 35–36
old and large university of high national ranking
, 32–33
qualitative insights from SAI2
, 30–31
qualitative insights from semi-structured interviews
, 32
questionnaire responses
, 31
questionnaire responses from two South African institutions
, 30
research findings and implications
, 36–38
South African institutions
, 31
studying transformative change in Indian and South African Higher Education Institutions
, 27–28
Trust
, 66
Unethical
, 13–16, 20
United Nations Assistance Mission in Afghanistan (UNAMA)
, 92
University Grants Commission (UGC)
, 62
University Grants Commission Act
, 62
University of Bergen
, 107–108
Unprofessional behavior of teachers
, 13
Unstable conditions
, 87
Upper-bound confidence interval (UCI)
, 75
Validity analysis
, 72, 75
Value education
, 13, 16
Values
, 36
Values driven teaching professionals
, 15
Values-driven culture (VDC)
, 16
Vice-chancellors
, 4
VlaamseInteruniversitaireRaad (VLIR)
, 106
Ward Coordination Group
, 49
Women
, 101, 102, 105
Afghanistan and
, 86–87
empowerment
, 85
human rights defenders
, 92
stereotypical barriers impacting women leaders
, 99
Women’s Economic Empowerment National Priority Program (WEE-NPP)
, 87
Work engagement
, 67–68
Workplace
, 93
- Prelims
- Part I: Leadership Styles
- Chapter 1: Introduction to Role of Leaders in Managing Higher Education
- Chapter 2: Empower Teachers Autonomy Under Ethics-oriented Culture in Autonomous Educational Institutions
- Chapter 3: “Like King, Like Subject”? The Conditions for Transformative Leadership in India and South Africa
- Chapter 4: Distributed Leadership in the UK Primary School: An Analysis of the Views of a Headteacher
- Chapter 5: Leadership Styles in Higher Educational Institutions in India – “A Need for Paradigm Shift!”
- Part II: Glass Ceiling
- Chapter 6: Role of Afghan Women in Higher Education
- Chapter 7: Stereotypical Barriers Affecting Women Aspiring High-ranking Leadership Role in Higher Education
- About the Authors
- Name Index
- Subject Index