Academic leadership: Perceptions of academic leaders and staff in diverse contexts

2020 ◽  
pp. 174114322092119
Author(s):  
Ngoc Bich Khuyen Dinh ◽  
Aysun Caliskan ◽  
Chang Zhu
Keyword(s):  
Leadership Development ◽  
Academic Staff ◽  
Academic Leadership ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Academic Leaders ◽  
Staff Members ◽  
Complex Concept ◽  
Academic Leader ◽  
European Universities

Universities have been coping with various challenges and pressures over the last decade. Therefore, capacity building for academic leaders is a critical point for universities to survive in this challenging era. Yet, existing studies suffer from several limitations. Among others, they do not consider the examination of academic staff members’ and leaders’ perceptions from diverse contexts, thus capturing insight into current practices. Using a qualitative study, we explored the perceptions of 18 academic staff members and leaders from eight Chinese and European universities, under which the perceived concept, a profile of effective academic leadership, and the motivators to become academic leaders from cross-cultural perspectives were emphasized. The results demonstrated that academic staff and leaders widely perceive the notion of academic leadership in diverse contexts as a complex concept. In addition, the findings provided several insights into understanding the profile of an effective academic leader who possesses a range of capacities and specific leadership styles. Furthermore, significant motivators that stimulate academic staff and leaders to pursue academic leadership positions were also examined and discussed. The results of this study can serve as a stepping stone for designing the framework used in leadership development programs as well as for collaboration in capacity development for university academic leaders.

scholarly journals Academic Leadership in a Private University: An Iranian Case Study

2016 ◽  
Vol 9 (5) ◽  
pp. 193
Author(s):  
Fatemeh Hamidifar ◽  
Mansoureh Ebrahimi
Keyword(s):  
Leadership Development ◽  
Staff Development ◽  
Academic Leadership ◽  
Scientific Management ◽  
Management Skills ◽  
Leadership Development Programs ◽  
Academic Leader ◽  
Branch Office ◽  
Teaching Learning ◽  
Cultural Interventions

<p class="apa">This study explores effective academic leadership as well as hindrances within Iran’s private higher educational institutions. The author employed a qualitative approach that utilized purposive sampling to collect and analyze data. Findings were categorized into three classes comprising the (i) setting of direction, (ii) organizational and (iii) staff development at three administrative levels: central office, branch office and faculty personnel. Obstacles confronting effective academic leadership were identified as (i) centralization of power; (ii) bureaucratic hierarchy; (iii) budgetary restraints; (iv) ineffective interaction including ineffectual communications as well as social, political and cultural interventions; and (v) unqualified staffing policies that eschewed meritocracy. This study reveals that the functional purview of an effective academic leader is to drive an institution’s vision forward towards achievement and define its mission and objectives. Moreover, it signifies an indispensable need for academic leadership development programs that incorporate, protect and support scientific management skills based on sound moral values, mutually established trust, collegial respect, and the application of transactional cum transformational governance methods in teaching, learning and research.</p>

Challenges facing Islamic Azad University academic leaders in managerial positions

2014 ◽  
Vol 28 (6) ◽  
pp. 694-704 ◽  
Author(s):  
Fatemeh Hamidifar
Keyword(s):  
Leadership Development ◽  
Professional Growth ◽  
Qualitative Content Analysis ◽  
Middle Level ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Academic Leaders ◽  
Content Type ◽  
Managerial Positions ◽  
High Level

Purpose – Over the past three decades, academic leaders at Islamic Azad University (IAU) have been facing different challenges for the success of the institutions. The purpose of this paper is to identify the challenges confronting IAU academic leaders in managerial positions. Design/methodology/approach – In this qualitative study, questionnaires containing open-ended questions were sent to academic leaders in managerial positions at IAU branches in Iran and the collected data were analyzed using qualitative content analysis. Findings – The results revealed that the main challenges were categorized into two themes: internal and external environmental factors. Internal challenges were sub-categorized into administration and managerial affairs, financial issues, organizational culture, and students’ affairs. External challenges were sub-categorized into political, economic, social, and technological factors, and international and national competitions. Research limitations/implications – This study is limited to Iran and IAU academic leaders who worked mainly in high-level and middle-level of managerial positions; therefore, the results cannot be generalized. The key implications are related to applying continuous professional growth through collaborative and qualified development programs. The implications could be appropriate for other higher education institutions in Iran. Originality/value – This is the first attempt to study the challenges confronting IAU academic leaders in Iran. The findings can help IAU academic leaders plan the most appropriate framework for professional academic leadership development programs.

scholarly journals The Need for Sustainable Leadership in Academia – a German Case Study

2021 ◽  
Author(s):  
Verena Haage ◽  
Linn Voss ◽  
Daniela Nguyen ◽  
Friderike Eggert
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Third Party ◽  
Development Programs ◽  
Sustainable Leadership ◽  
Leadership Development Programs ◽  
Academic Leaders ◽  
Current State ◽  
Academic System ◽  
Party Funding

AbstractAcademic leaders are selected based on their publication record, citation index and acquisition of third party funding. However, heading a successful research team, also requires leadership skills. Despite the clear need, leadership development has been systematically neglected in the present academic system. At the same time, growing evidence suggests that leadership styles of academic supervisors can dramatically affect the mental health of academic employees as well as drive highly skilled researchers out of academia. Here, we assessed the current state of academic leadership in the German academic system by surveying 368 participants currently employed in academia in Germany. We report that 64% of current academic leaders did not feel prepared for their current position while 86% of participants expressed their interest in leadership development programs offered by their research institutions. Our results highlight the demand for leadership development programs in German academic institutions to ensure a more efficient academic system.

What’s the fuss? Gender and academic leadership

2018 ◽  
Vol 32 (6) ◽  
pp. 779-792 ◽  
Author(s):  
Anne Wong ◽  
Colleen McKey ◽  
Pamela Baxter
Keyword(s):  
Leadership Development ◽  
Gender Equity ◽  
Gender Gap ◽  
Thematic Analysis ◽  
Final Analysis ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Academic Leaders ◽  
Content Type ◽  
Leadership Potential

PurposeWomen continue to be disproportionately represented in top leadership positions. Leadership development programs typically focus on skills attainment. The purpose of this paper is to explore the perceptions and experiences of academic leaders in order to inform how leadership development programs may more effectively address the gender gap in leadership.Design/methodology/approachA sequential mixed methods study design was used. Participants completed the Leadership Practice Inventory ®(LPI) survey followed by individual interviews of a subset of participants. The survey results were analyzed and compared by gender using thet-test. Thematic analysis was used to compare themes across and between genders. Quantitative and qualitative findings were integrated in the final analysis.FindingsIn total, 65 leaders (38 women; 27 men) (37.7 percent response rate) participated in the survey. There were no significant demographic or statistical differences between women and men on any of the LPI® components. Five women and five men were interviewed. Thematic analysis revealed common leadership aspirations and values. Gender differences were noted in leadership attainment, mentorship and the influence of gender on leadership. While the male narratives reflected cognitive awareness of gender inequities, the female narratives also included lived experiences. Male participants focused on the importance of meritocracy whereas the female participants emphasized the gendered social and structural influences on leadership attainment.Practical implicationsLeadership development programs need go beyond generic “skills-building” in order to conceptualize leadership within a gendered social context. This framework will enable critical awareness and tools for developing both women and men’s fullest leadership potential.Originality/valueThis study was conducted in order to better understand how academic health leaders experience the intersection of gender and leadership. The findings contribute to the current literature by providing insight into perceptual gaps that exist at the level of practice between women and men leaders. In doing so, the authors discuss how leadership development programs may play a more effective role in addressing gender equity in leadership.

Leadership development strategy: the missing links

2018 ◽  
Vol 32 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Shilpa Kabra Maheshwari ◽  
Jaya Yadav
Keyword(s):  
Leadership Development ◽  
Development Strategy ◽  
Scale Up ◽  
Competitive Growth ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Content Type ◽  
The Individual ◽  
Business Complexity ◽  
Practical Implications

Purpose Current volatile environments, business complexity, and leadership gaps are compelling organizations to deploy effective leadership development strategies. Fueled by competitive growth and people challenges, efforts continue to scale up but fail to create the desired leaders. This paper aims to address the missing links and calls for new ways of deploying leadership development strategy. Design/methodology/approach Qualitative data on experiential feedback have been collected from participants and stakeholders of leadership development programs in Indian organizations. Findings An integrated six-step approach to leadership development has been proposed for scholars and practitioners. Practical implications From the practitioner’s perspective, this study contributes to the field of leadership development by challenging the relevance of current approaches. It also adds to the scholarly literature on leadership development in the context of the organization and the individual. Originality/value Current studies in the area of leadership development in the Indian context are scarce.

Identity-safe or threatening? Perceptions of women-targeted diversity initiatives

2018 ◽  
Vol 21 (5) ◽  
pp. 745-766 ◽  
Author(s):  
Jessica L. Cundiff ◽  
Sohee Ryuk ◽  
Katie Cech
Keyword(s):  
Leadership Development ◽  
Women's Leadership ◽  
Development Programs ◽  
Diversity Initiatives ◽  
Leadership Development Programs ◽  
Upper Management ◽  
Undergraduate Women ◽  
Women Employees ◽  
A Company ◽  
Identity Safety

One strategy for addressing gender disparities in STEM and leadership focuses on women-targeted diversity initiatives, such as women’s networking groups and women’s leadership development programs. Although well intentioned, targeting diversity initiatives specifically toward women instead of all employees may unwittingly make workplaces appear unwelcoming and biased to prospective employees. To test this notion, undergraduate women and men read a recruitment brochure for a company that framed its diversity initiatives as either targeting women employees or all employees. Both women and men felt less social fit and comfort with the company and were more concerned about being treated negatively and unfairly when diversity initiatives were framed as women-targeted rather than all-inclusive. These results held regardless of whether the company was portrayed as male-dominated or gender equitable (Study 1, N = 117). However, results were somewhat attenuated for women, but not men, when the women-targeted program was portrayed as initiated and led by women employees rather than upper management (Study 2, N = 152). Overall, our results suggest that diversity initiatives may more effectively convey identity safety to both women and men when framed in a way that includes all employees rather than targeting only women.

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