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The study discusses the professionalization of academic leadership in Israel by analyzing and comparing two different training programs: the Hebrew University of Jerusalem’s (HUJI) program and the CHE-Rothschild program. The HUJI program began in 2016 to train the professoriate to take charge of leadership positions alongside a separate program for administrative staff, while the CHE-Rothschild program was launched in 2019 to train academic leaders, both professors and administrators from universities and colleges nationwide. The analysis reveals two “ideal types” of collegiality: While Model A (exemplified by the HUJI program) bifurcates between the professoriate and administrative staff, Model B (exemplified by the CHE-Rothschild program) binds administrative and academic staff members through course composition, pedagogy, and content. The study suggests a pattern of redefinition of collegiality in academia: we find that while academic hierarchies are maintained (between academic faculty and administrative staff and between universities and colleges), collegiality in academia is being redefined as extending beyond the boundaries of the professoriate and emphasizing a partnership approach to collegial ties.

The emotions of the aspirant leader are underexplored. In this chapter, we detail how aspirants experience the transition from teacher to leader and report on the kinds of emotional labour associated with the transition. This was examined during events of high emotional arousal for 130 school aspirants: when they felt professionally wounded, either by colleagues, leaders, parents or students. During a time of wounding, emotional work and emotional labour hinged on the dissonance between ‘display rules’ of the school and what aspirants’ actually felt. Exploring the wounding stories revealed common display rules, which were often broken. Breaking these rules always had consequences and emotional correlates. The most prevalent form of emotional labour was surface acting. The final discovery was the resilience of the aspirants as they recovered. Invariably, aspirants progressed through an emotion cycle of Regrouping, Recovery and Resolution. The quality of collegial relationships was the key to resolving the woundings.

Faculty study groups offer one means for encouraging teachers to lead other teachers. As a popular staff-development delivery model, faculty study groups can promote school success while encouraging a climate of teaching and learning leadership to be fostered. At issue, however, are issues of choice and empowerment with respect to teachers’ readiness to embrace imposed initiatives. This site-based investigation reports teachers’ perceptions of the benefits and disadvantages of the mandated study-group process. Mixed results with respect to compulsory professional development are described in the areas of growth and collegiality, student achievement, emotional support, time restraints, and personality conflicts.

Teachers are an adaptive group of professionals and in this chapter, we explore the ways that teachers can develop themselves as leaders, even in the absence of strong support or leadership. We explore the manner that these skill sets and strengths can be cultivated, providing lived examples of how the authors have developed themselves. The ways that teachers can follow in the footsteps of the authors is outlined in clearly defined steps. By drawing on previous literature, we provide seven strong claims of developing middle leadership knowledge and skill sets beyond your school. Much of this development and community development work that develops and sharpens leadership skills can be explored through online fora and social media tools. These tools allow skill development, professional learning, and exposure to a broad range of education stakeholders and groups; for future pathways in school leadership roles and leading beyond school gate.

The COVID-19 pandemic necessitated that higher education institutions (HEI) respond quickly and transform their teaching to a remote learning environment. Prior to the pandemic, HEI had already implemented some degree of remote teaching and e-learning. The success of these initiatives depended on the leadership’s decisions regarding their implementation before the pandemic and their rapid implementation during the initial days of the lockdown. This study aimed to assess the level of preparedness and the response of HEI leadership to the health crisis by surveying a global audience of HEI professionals in academic and administrative roles. The results obtained from their responses highlight the areas of success and the concerns if remote teaching will be required in the future. We analyze these findings in the context of the broader implementation of e-learning and remote teaching in HEI.

Leadership development is an essential yet complex process that manifests over a long period of time. Owusu et al. assert that in African researchers’ graduate programs, the learners receive theory, research methods and grant writing instruction without significant attention to leadership development. So, how do researchers, academics, administrators, and think-tanks plan and carry out leadership–followership development within organizational and transitional justice fields? The research capacity building of young African scholars in the knowledge production community has the potential to lead to the development and articulation of norms and values that will seek to address fundamental issues of transformation, direct, structural, and cultural violence, and assist in addressing a wide range of problems associated with violence of social injustice. We draw lessons from the Africa Young Graduate Scholars (AYGS) 2017 conference and writing retreat, which drew 22 young scholars (with 10 females and 12 males) who had completed original research and five facilitators (two females and three males) from universities in Botswana, Cameroon, Democratic Republic of Congo (DRC), Kenya, South Africa, Swaziland, and Zimbabwe for developing research leader–follower insights.

Building research leadership–followership capacity in knowledge production communities in the context of conflict prevention is crucial for establishing sustainable peace. It is recommended that: (1) the AYGS be replicated on other parts of the continent and throughout the diaspora; (2) publications from emerging leaders and followers in the research/knowledge production community begin to increase; and (3) establishment and expansion of leadership development programs for research leaders and followers in African graduate programs.

This chapter discusses reforms to increase customer-centredness, public consultation (including professional, business and community associations), whole-of-government approaches (a case of trafficking in persons), increased budget, personnel and procurement delegation to departments and increased role of statutory boards (autonomous agencies). According to the author the driving force behind public sector reforms emanates from the inner core of ministers, most particularly the prime minister and deputy prime minister, working in close conjunction with senior permanent secretaries, directors of boards and government-linked companies. In Singapore, power is concentrated in the hands of political executives and senior levels of civil service. Ministers set the policy agenda and make final policy decisions on important issues. The administrative service is the elite service (of about 250 persons) within the civil service that shapes policy, especially permanent secretaries and deputy secretaries. Objections to reforms are often avoided through inputs to the reform process by key stakeholders and experts of relevant fields from inter-ministerial and inter-agency committees and through public consultations. Singapore has achieved an exceptional level of prosperity, and according to the author civil service is guided by practices of meritocracy (e.g., in promotion) and strict accountability through audits and anti-corruption steps.