Abstract
Details
Keywords
Susan Beck-Frazier, Larry Nash White and Cheryl McFadden
The study design investigated the leadership behavior of deans of education that addresses an important aspect of leadership – leadership is created when there is alignment…
Abstract
The study design investigated the leadership behavior of deans of education that addresses an important aspect of leadership – leadership is created when there is alignment between the organizational leadership behaviors needed by the institution and the leadership behaviors provided by the organizational leader. A survey of a selected group of deans of education from 35 institutions addressed the questions: what do deans self-identify as their prominent leadership behavior and to what extent do deans use multiple leadership behaviors. The research of Bolman and Deal (1984) provided the frames for analysis: structural, human resource, political, and symbolic frames. The study response rate was 50%. The findings of the study indicated that the majority of respondents perceived their primary leadership behavior as most closely matching the human resource frame. Results also indicated that a majority of respondents did not perceive that they
Stacey Kim Coates, Michelle Trudgett and Susan Page
Senior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding…
Abstract
Purpose
Senior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding in terms of how to best integrate Indigenous leadership into existing governance structures of Australian universities. In 2018 the Walan Mayiny: Indigenous Leadership in Higher Education project commenced, aimed at establishing a model of best practice for the inclusivity of Indigenous leadership in higher education governance structures. This article presents key findings from the project, namely, a model of senior Indigenous leadership within the Australian universities based on the perceptions of a group of Indigenous academics.
Design/methodology/approach
Through qualitative semi-structured interviews with Indigenous academic staff, the perceived value, characteristics and challenges of senior Indigenous leadership were examined. The varying opinions held by Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position were also highlighted. In doing so, a model of senior Indigenous leadership within the Australian higher education system is presented. The model of best practice presented in this article is underpinned by Indigenous Institutional Theory (Coates et al., 2022), a theoretical framework developed from the Walan Mayiny study.
Findings
The research findings highlight the diverse opinions of Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. The six essential components are built upon the core characteristics, values and behaviours that senior Indigenous leaders need to have according to Indigenous academics, in order to advance Indigenous success within the academy.
Originality/value
Given Australian universities are being called upon to ensure that senior Indigenous leaders are in the best position possible to forge institutional change, senior Indigenous leaders within the academy may find the contextual Indigenous leadership model beneficial. The model allows one to uphold cultural integrity and fulfil the responsibilities and obligations of their higher education institution, while being able to serve their Indigenous colleagues and communities, leading to the advancement of Indigenous higher education outcomes. Importantly, the model can be adapted to suit all First Nations Peoples globally, who also find themselves working within the shackles of Western institutions.
Details
Keywords
Paige Haber and Susan R. Komives
This study explored the extent to which co-curricular involvement, holding formal leadership roles, and participating in leadership programs contributed to female and male college…
Abstract
This study explored the extent to which co-curricular involvement, holding formal leadership roles, and participating in leadership programs contributed to female and male college students’ capacity for socially responsible leadership. It focused specifically on the individual values of the Social Change Model of Leadership Development. An adapted version of Astin’s Input-Environment-Outcome Model was the conceptual framework and the Social Change Model individual values including consciousness of self, congruence, and commitment served as the theoretical framework. Data were collected from a random sample of 3,410 undergraduates at one institution through the Multi-Institutional Study of Leadership. Participants completed a web-based survey including the Socially Responsible Leadership Scale-Revised2. Data were analyzed using hierarchical multiple regression to identify the extent to which the environmental variables contributed to outcomes. Involvement in student organizations was the most significant environmental variable and community involvement emerged as significant for women. A discussion of findings and implications is presented.