In search of academic leadership

This paper reports on the preliminary findings of a study designed to explore these questions.

Motivated by the need to clarify what was meant by "academic leadership" when asked to design a program to develop academic leaders in their university, the authors sought guidance from the literature and their colleagues.

Beginning with an intensive analysis of hundreds of articles, chapters and books on leadership, management, administration, and work in higher education institutions using structural, human, political and cultural perspectives, the authors revealed a distinct lack of consensus among the definitions and descriptions found. While some focussed almost exclusively on the functions and tasks of academic leaders (often producing radically different lists), others focussed on the values, motivations, relationships and behaviours of those recognised as academic leaders. Few attempted to provide a coherent definition of the phenomenon.

Similar findings were revealed by semi-structured interviews with a range of academic and general staff from within the authors' own institution. Representative of all ranks of appointment, participants in these interviews displayed a similar lack of consensus when asked to explain what academic leadership means to them. However, some interesting issues emerge; among these, some consistent differences between the views of those in formal senior positions of management responsibility within the institution and those of the "rank and file".

While interesting in and of themselves, these differences in perception, if common to other higher education institutions, have significant implications for academic developers who are charged with the responsibility of developing academic leaders and academic leadership skills. For example, on what aspects should such programs/activities focus - those which reflect the views of senior management, the rank and file, or both?

Advice from participants in the semi-structured interviews conducted as part of this study suggests that any developmental activities that ignore either of these different views are sure to be unsuccessful. Those appearing to undervalue the definitions and perceptions of the "rank and file" will undoubtedly have difficulties in enrolling and engaging staff. On the other hand, those which fail to reflect the definitions and perceptions of senior management run the risk of losing important institutional support.

A definition of academic leadership that embraces multiple perspectives must be used to guide the development of such programs. This paper begins to explore the nature of such a definition.