Search results

1 – 10 of over 48000
To view the access options for this content please click here
Book part
Publication date: 1 March 2012

Judy Nagy

The contemporary life of an Australian academic has changed in almost every way imaginable in response to the challenges and opportunities emerging from global and…

Abstract

The contemporary life of an Australian academic has changed in almost every way imaginable in response to the challenges and opportunities emerging from global and national policy agendas. In this context, the subject coordinator11A subject coordinator may also be referred to as a Unit Chair, Unit Coordinator or Course Coordinator at different universities. represents the frontline of a move towards increasingly distributed forms of leading and learning. The knowledge that managing teaching responsibilities does not provide a clear route to promotion (with active research status providing a more well established path) means that academics may proactively minimise the time they spend on the discretionary tasks of leading and managing teaching well. Tasks that include adopting a proactive longer term of curriculum development, team building and teaching innovation, in addition to the more immediate needs for compliance and measurable outcomes. Research from an Australian Learning and Teaching Council (ALTC) project provides evidence that despite lack of formal recognition for many of the discretionary responsibilities of subject coordination, coordinators believe they are executing their job well. This chapter discusses factors that impede discretionary academic leadership behaviours in Australian higher education and suggests strategies to empower leadership and thus improve engagement with discretionary teaching and learning responsibilities.

Details

Discretionary Behavior and Performance in Educational Organizations: The Missing Link in Educational Leadership and Management
Type: Book
ISBN: 978-1-78052-643-0

Keywords

To view the access options for this content please click here
Article
Publication date: 17 July 2020

Omaymah Radwan, Simin Ghavifekr and Ahmad Zabidi Abdul Razak

The main purpose is to analyse the effect of academic leadership competencies (LCs) on student learning outcomes (SLOs) in terms of cognitive, skill and affective aspects.

Abstract

Purpose

The main purpose is to analyse the effect of academic leadership competencies (LCs) on student learning outcomes (SLOs) in terms of cognitive, skill and affective aspects.

Design/methodology/approach

The study utilised quantitative research that focussed on correlation design by randomly distributing questionnaires containing 53 items to a total of 496 faculty members in Saudi Arabia public higher education institutions (HEIs). The data was analysed using SPSS (V.24) and SEM-AMOS.

Findings

Results show a direct and significant effect of academic LC on students' cognitive, skill and affective learning outcomes in public HEIs.

Research limitations/implications

The main limitation was that the participants of public HEIs were from Saudi Arabia. However, the findings have provided valuable understandings and a comprehensive conclusion about the impact of academic LC on SLOs in terms of cognitive, skill and affective aspects. The study recommended that different LC should be further developed. Future studies proposed to investigate the factors that support academic leaders to affect SLOs directly in HEIs.

Originality/value

The findings contribute to the body of knowledge regarding the significant and direct effect of academic LC on SLOs in HEIs. The findings have the potential to reflect positively on the academic leaders in public HEIs. The findings act as a guide for HEIs in terms of the importance of academic LC for having desirable SLOs. This study is crucial for educational policymakers and practitioners of academic leadership as the academic leaders' effort will greatly contribute to the HEIs as well as the nation's development in general.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

To view the access options for this content please click here
Article
Publication date: 1 June 1997

Jennifer Rowley

Leadership is essential in all organizations and educational institutions are no exception, but the concept of academic leadership is unique in higher education and…

Abstract

Leadership is essential in all organizations and educational institutions are no exception, but the concept of academic leadership is unique in higher education and, arguably, is concerned with leadership that extends beyond the organization into the wider world that higher education institutions seek to serve. Traditional concepts of academic leadership are closely associated with individual excellence. Explores the importance of the contingency model of leadership, which suggests that leadership style might change to accommodate changing and differing environments. The way in which teams function in higher education could be closely matched with the concept of the self‐directed team. The concept of the learning organization as an organization which knows how to transform itself to meet changing circumstances defines specific roles for leaders.

Details

Industrial and Commercial Training, vol. 29 no. 3
Type: Research Article
ISSN: 0019-7858

Keywords

To view the access options for this content please click here
Article
Publication date: 11 January 2016

Binh P. Le

Asian Americans (AAs) are underrepresented in leadership roles in academic libraries in the USA. Instead of exploring the factors contributing to their…

Abstract

Purpose

Asian Americans (AAs) are underrepresented in leadership roles in academic libraries in the USA. Instead of exploring the factors contributing to their under-representation, the purpose of this paper is to focus on exploring the major factors that have helped AA academic librarians, albeit small in number, to attain, maintain, and advance further into leadership positions in academic libraries.

Design/methodology/approach

A survey was conducted to garner responses from AAs who have held or currently hold senior leadership positions in American academic libraries. In total, 12 participants participated in the study: five women and seven men. The participants included three retired deans/directors/university librarians; seven deans/directors/university librarians; one associate dean/associate director/associate university librarian; and one assistant dean/assistant director/assistant university librarian. The participants represented a multiplicity of institutions, including community colleges, Ivy League institutions, and small as well as large private and public universities.

Findings

The results of the survey revealed several important success characteristics of AA academic library leaders, including wanting to serve, willing to assume leadership roles, taking non-AA traditional career path, seeking visibility, and developing communication skills.

Originality/value

This is the first and most comprehensive study on AA academic library leaders in the USA. Its goals are to: fill a gap in the literature on AAs and academic library leadership; raise awareness about the challenges facing AAs in their efforts to attain leadership positions in US academic libraries; and highlight some characteristics of successful AA academic library leaders that aspiring AA academic leaders will want to develop.

To view the access options for this content please click here
Article
Publication date: 6 May 2014

Carol Cardno

Leadership in educational settings has been established as a key factor that impacts student learning outcomes, consequently it is important to understand how academic

Abstract

Purpose

Leadership in educational settings has been established as a key factor that impacts student learning outcomes, consequently it is important to understand how academic leadership is conceptualised and enacted. The paper aims to discuss this issue.

Design/methodology/approach

This qualitative study investigated the nature and demands of academic leadership in the New Zealand polytechnic sector by analysing documentary evidence and investigating the perceptions held of the role by 15 academic leaders in four institutions who were interviewed.

Findings

Findings of the study highlight the four roles of organisational leadership, curriculum leadership, academic management and academic currency. Participants confirmed that they struggle with ambiguity and tensions. The importance of teams, collaboration and communication are established and the study concludes that an understanding of role complexity to reduce ambiguity and provision of support to perform the role should be key institutional concerns.

Originality/value

This is one of very few research studies into conceptualising and researching the enactment of academic leadership in a polytechnic setting. The findings could impact the design of future leadership development.

Details

International Journal of Educational Management, vol. 28 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 12 June 2017

Stephen Graham Anthony and Jiju Antony

Is academic leadership unique? Is it special? Do academic leaders require certain knowledge, skills and behaviours that only a career in academic can develop – or is it…

Abstract

Purpose

Is academic leadership unique? Is it special? Do academic leaders require certain knowledge, skills and behaviours that only a career in academic can develop – or is it fundamentally the same as traditional leadership? This paper explores whether or not academic leadership is special or simple. It starts by defining the context and environment academic leaders find themselves in, moving onto explore characteristics and the overlap with traditional leadership thinking and finally concludes with current trends and a working definition of what academic leadership really is. The purpose of this paper is to explore the uniqueness of academic institutions and whether or not they require certain leadership characteristics which can only be found in academic career progression or could an exceptional individual from outside academia lead academics, researchers, administrators and support staff?

Design/methodology/approach

Based around a literature review of current thinking on academic leadership and then the production of a Venn diagram to compares these current trends with more traditional definitions of leadership.

Findings

The key findings of this paper include a definition of academic leadership, and how it is similar in many ways to traditional leadership thinking. However, there is a uniqueness centred on the culture and politics of an academic institution which many traditional leaders would not need to work within.

Research limitations/implications

This paper is part of a wider research project relating to academic leadership and Lean Six Sigma and thus the author has searched out papers which support both areas of the author’s interest.

Practical implications

Anyone in a position of academic leadership may be interested in how it relates to traditional leadership concepts and where their field differs from others.

Originality/value

No research current exists which overlaps academic leadership with traditional definitions and characteristics and thus this paper is a new view of academic leadership.

Details

International Journal of Productivity and Performance Management, vol. 66 no. 5
Type: Research Article
ISSN: 1741-0401

Keywords

To view the access options for this content please click here
Article
Publication date: 10 April 2017

Ralph A. Gigliotti

We are seeing a growing number of efforts to strengthen the capacity of leaders in higher education, such as those programs offered by the American Council on Education…

Abstract

Purpose

We are seeing a growing number of efforts to strengthen the capacity of leaders in higher education, such as those programs offered by the American Council on Education and the Big Ten Academic Alliance; yet, the existing scholarly literature is limited in this area. The purpose of this paper is to add to the body of scholarship on academic leadership education by summarizing the current state of formal training and development initiatives within the Association of American Universities (AAU), focusing primarily on the experiences and perspectives of academic deans and associate deans.

Design/methodology/approach

This study consisted of a qualitative review of current academic leadership initiatives promoted on the AAU member institution websites. Additionally, the author conducted interviews with deans and associate deans from AAU institutions to explore dominant themes associated with academic leadership in more detail.

Findings

An analysis of the AAU member websites led to the development of a comprehensive matrix consisting of nearly 30 single-spaced pages of leadership initiatives, separated by institution and coordinating office(s). Based on the interviews with deans and associate deans, three communication-centered themes related to the study and practice of academic leadership emerge: academic leadership as the art of cultivating relationships, academic leadership as a direct response to “wicked problems,” and academic leadership as a mosaic of administrative competencies.

Practical implications

Acknowledging the value of their experience in variety leadership development programs, the responses from current deans and associate deans may encourage the development of future programs in this area – programs that provide opportunities for faculty and staff collaboration and equip current and future leaders with the skills and concepts for navigating the complex and contested environment within which contemporary colleges and universities must survive. Additionally, the initial findings from this project may be included in the curriculum of formal and informal academic leadership initiatives.

Originality/value

As leading academic research institutions, one may expect to find a number of well-developed best practices in the area of leadership training and development. Focusing on this group provides a useful benchmark for understanding the methods and content of academic leadership programs. Furthermore, representing the diversity of American research institutions, the AAU provides a broad sample of institutions for this research project. As a point of entry into this area of research, the conversations with deans and associate deans, coupled with the findings of the AAU website review, provide a unique perspective into academic leadership development – an area of growing scholarly and applied importance.

Details

Journal of Applied Research in Higher Education, vol. 9 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

To view the access options for this content please click here
Article
Publication date: 10 September 2018

Saima Ahmad, Syed Muhammad Fazal-E-Hasan and Ahmad Kaleem

The purpose of this paper is to investigate the relationship between ethical leadership and academics’ retention in universities. It draws on the conservation of resources…

Abstract

Purpose

The purpose of this paper is to investigate the relationship between ethical leadership and academics’ retention in universities. It draws on the conservation of resources theory to deepen the understanding of a process underlying this relationship whereby academics are more likely to stay in universities through the practice of ethical leadership. Specifically, it advances academics’ job-related affective well-being as a potential mediating mechanism, fostered by ethical leadership, which lowers their intention to leave.

Design/methodology/approach

This study is conducted through a cross-sectional survey of 303 academics in Australian universities. Univariate, bivariate and multivariate analysis procedures are deployed to analyse academics’ data. The research hypotheses are tested through a bootstrapped regression analysis of academics’ perceived ethical leadership, affective well-being and intention to leave.

Findings

The findings lend support to the hypothesised relations, indicating a significant role of ethical leadership on enhanced intentions of academics to stay in universities by directly conserving their job-related affective well-being.

Research limitations/implications

This paper contributes to knowledge of the relationship between ethical leadership and academics’ retention by identifying job-related affective well-being as an underlying mechanism in the university sector.

Practical implications

This paper has practical implications for higher educational institutes seeking to retain their academic staff. Its findings show that the practice of ethical leadership in universities matters, because it lowers academics’ intentions to leave by nurturing their well-being at work.

Originality/value

This is the first study to examine the impact of ethical leadership on academics’ well-being and intentions to leave in the context of universities in Australia. It is one of the first studies to explore the mediating role of affective well-being in the ethical leadership and leadership and intention to leave relationship.

Details

International Journal of Educational Management, vol. 32 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 8 June 2015

Binh P. Le

The purpose of this paper is to focus on academic library leadership in the digital age. Primarily, the goals are to identify: first, the top five major challenges facing…

Abstract

Purpose

The purpose of this paper is to focus on academic library leadership in the digital age. Primarily, the goals are to identify: first, the top five major challenges facing academic library leadership; second, the top five most important leadership skills required for effective academic library leadership; and finally, the top five best ways to develop these academic library leadership skills.

Design/methodology/approach

A survey was conducted to elicit responses from individuals who hold senior library leadership positions in American academic libraries throughout the USA. The participants were identified through several means: the web sites of the ALA and its divisions; the web sites of American universities; referrals; and the author’s professional contacts. To simplify the survey research process, e-mails including the survey research questions were sent to potential participants. In all, 38 invitations (n=38) were sent out to large and medium-size academic libraries throughout the USA. Over 36.8 percent (n=14) of the participants returned the survey. The participants represent a wide spectrum of libraries.

Findings

The top five major challenges are how to: demonstrate the library values to the university community, operate the library under fiscal uncertainty, retrofit outdated library facilities to accommodate new services, strike a balance between digital and print materials, and keep the library staff trained and current. The top five essential academic library leadership attributes are: vision, integrity, management skills, collaboration skills, and communication skills. The top five best ways to acquire these skills include the need to have mentors, to attend leadership development programs, to gain practical library leadership experience, to seek leadership roles, and to know oneself.

Originality/value

Research in this area is rather limited. As a result, this study will contribute to the academic library leadership literature and help current and aspiring academic library leaders worldwide with insightful leadership lessons needed to lead academic libraries successfully in this transformational era.

Details

Library Management, vol. 36 no. 4/5
Type: Research Article
ISSN: 0143-5124

Keywords

To view the access options for this content please click here
Article
Publication date: 8 January 2018

Mohammad Aslam

The purpose of this paper is to reflect on major issues and trends of academic libraries and leadership in the changing nature of higher education. Changing environment of…

Abstract

Purpose

The purpose of this paper is to reflect on major issues and trends of academic libraries and leadership in the changing nature of higher education. Changing environment of academic libraries has impacted significantly on the knowledge, skills requirement and role of the library leaders, and how organizations can maintain and manage the changing nature of academic libraries as well as leadership while effective leadership is extremely required for the library leaders and organizations are concern about future scenarios. The primary objective is to identify the key challenges in libraries, leadership skills and approaches of the leaders, their effective leadership traits and future perceptions are discussed.

Design/methodology/approach

The aim of this paper is to facilitate as how to develop effective and successful leadership for the academic libraries during the changing nature of higher education. The findings and recommendations in the paper are based on personal experience of leadership positions in an academic library as well as experience of library leaders across the world.

Findings

Academic libraries are facing similar challenges and issues across the world. This paper identifies that library leaders need to be effective communicators, strategic thinkers, visionary, and able to examine the new ways of working.

Originality/value

This paper discusses why academic library leaders need a set of new skills and how can they develop leadership skills and competencies in the changing nature of academic libraries.

Details

Library Management, vol. 39 no. 1/2
Type: Research Article
ISSN: 0143-5124

Keywords

1 – 10 of over 48000