HE in 2020: Will We Have the Leaders We Need? (original) (raw)

Leadership 2030: Renewed visions and empowered choices for European university leaders

European Journal of Open, Distance and E-Learning

This conceptual and descriptive study examines the critical issues, challenges and priorities for European higher education (HE) leaders, drawing upon the theory, practice and experience of leaders inside and outside the open and distance learning (ODL) field. Focussing on the emerging vantage points of the 4th Industrial Revolution (4IR), global trends and the post-pandemic HE landscape, the article discusses their impact on organisational architecture and the emerging leadership roles for driving organisational values, change and sustainability. The authors argue that to maintain institutional stability and agility, leaders must interpret the current zeitgeist to set priorities, build decision-action packages and embrace a new organisational architecture: one characterised by flexible structures, a clear vision of the desired future, a culture of trust and openness, a comprehensive and deep understanding and optimum application of employee skill and talent, and the effective imple...

Leadership challenges: A higher education perspective

2015 Portland International Conference on Management of Engineering and Technology (PICMET), 2015

Institutions of higher learning in South Africa have undergone minor as well as major changes in their core business and have applied different modes of transformational strategies to deal with the changing environment. There are problems in terms of public funding, student demographics are changing, and the marketplace is expanding in response to a technological society. Through continuous restructuring, employer-employee relations are affected as loyalty to one employer is no longer possible. Public trust in higher education is decreasing as more graduates are unemployed. In view of these challenges, universities need to adapt and be open to change. There needs to be strong, capable leadership that drives the core function of teaching and learning in this dynamic environment. In view of the diverse demographic profile of the South African workforce, both white and blue collar workers, it is perceived that each individual takes care of their own interests. With diminishing levels of trust among peers, and the escalation of costs, South Africa needs to adapt to these drastic changes to survive the global landscape as international private institutions infiltrate the higher education market. The objectives of the paper is to highlight some of the challenges experienced by staff and to emphasise that managers need professional development in management and leadership qualities in academia in order to improve relationships. It is important to note that without effective leadership, the possibility of improvement in teaching and learning is limited. Secondary literature surveys were conducted to outline the qualities that need to be instilled in a diversified society such as South Africa.

A Role of the University Leader in the 21st Century: A Case Study at Bansomdejchaopraya Rajabhat University,Thailand

2006

Learning is a lifelong process, it requires dedication and motivation on the students and lecturers part; and resources and moral support on the administrators part. A leader's duty in an educational institution is to provide a system where the lecturers achieve the desired learning outcome not only because they are empowered, competent and accountable, but also because they care. The co-administrators must exercise visionary leadership responsive to emerging learning needs of the nation; ensure adequate resources; promote appropriate technology; create and sustain a climate conducive to enhancing learning. The 21st century educational world is becoming highly competitive in many aspects. The leader's primary role is to foster an organization committed to a culture of excellence in public service, with the emphasis on human resources being most important for our country. This article aims to assist higher education institute leaders to continuously improve the leadership practice in terms of competency and commitment from whatever level it begins, regardless of conditions prevailing and resources available. Moreover, it aims to explain the challenges facing the administrators in promoting higher education in the global community as well as developing the international links with appropriate organizations and individuals.

Leadership in higher education – its evolution and potential: A unique role facing critical challenges

Industry and Higher Education, 2006

Leadership is a key ingredient in the ultimate success or failure of any organization. In this article the authors review the research on leadership in general and then focus on how leadership in the academic world is similar to, yet distinct from, leadership in the private sector. Included in this discussion are a description of how leadership in colleges and universities has evolved, the characteristics that are unique to higher education together with their implications for effective leadership, and consideration of the immense challenges academic leaders face as they attempt to keep higher education responsive to the needs of business and industry. The authors also address the emergence of student affairs administration and the current crisis in academic leadership.

Seven insights for university leaders

Numerous change forces are currently impacting on Australian higher education leadership through technology, mass education, increased student diversity, sector growth, increased competition, changes to funding, changes in expectations and an increased focus on standards. The research that underpins this succinct guide was undertaken to determine ‘what works’ in terms of university leadership of teaching and learning in such a context. Drawing on the reflections, experience, knowledge and learning of leaders and staff in 22 Australian universities, as well as relevant literature, the research has determined seven insights on such leadership. These insights relate to: institutional strategic alignment; symbolic and fiscal support; workload management; the reduction of tensions; research and scholarship; coordinated support structures; and mechanisms to recognise and reward excellence.

Leadership Challenges In Today’s Academia

2011

Starting from the anecdotic hypothesis that "leading academics is like trying to herd cats", the paper reviews the main challenges and barriers to present academic leadership. The context is that of the on-going Bologna transformation of the university, and of the renewed quest for competitiveness. The method employed is that of the individual case-study, with a single-embedded design. The case study is exploratory, as we don't know from sure which the effects of leadership in the university are, and to what degree are they alike, across sub-units of study. The case study is also intrinsic, as its main outcome is not theory-building, but understanding the particularities of a phenomenon strongly tied to its context. Our unit of study is the largest business university in the country, with its faculties and departments. The main data sources are short structured interviews with members of the academic staff. The analysis implies both explanation-building and cross-case synthesis. The results of the study give insights on the context of leadership, enablers and barriers, as well as on the content of leadership, in the particular setting of the academia. Conclusions connect our research with similar endeavours, outlining the particularities and patterns of educational transition in a transition country.

Reflections on the Present and Future of Leadership in Higher Education

2009

Colleges and universities are unique organizations and, as such, require a different type of approach to leadership than might we effective in other types of organizations. A participative style of leadership is advocated. It is argued participative leadership is more desirable and effective than other approaches. The effectiveness of participative leadership on structural units within institutions of higher education is discussed with the focus upon making decisions with the greatest benefit to students, now and in the future, as a top priority. Uniqueness of and Within Higher Education Those of us who labor in the fields of higher education; whether as a faculty member, an administrator, or as staff; do so as members of a peculiar and unique type of profession. For example, those in other professions, such as law or medicine, operate in a climate where the objective is to protect what they know and can do. We, however, seek to distribute what we know and can do. As another example...