is the chief executive officer of Universities South Africa (USAf), whose members comprise the heads of the country's 26 tertiary education institutions. Orientation:The study reported here explores the preconceived notion of women's missing agency -characterised by a lack of confidence -as an explanation for their continued underrepresentation at senior leadership levels in higher education institutions (HEIs) in South Africa. Research purpose:The study investigated gender differences in self-perception accuracy, defined as self-other agreement. The concept of confidence in this article refers to a high degree of self-perception accuracy defined as self-other rating agreement.Motivation for the study: One of the reasons for the underrepresentation of women in senior leadership levels frequently cited in the literature is the relationship between self-confidence and effective leadership. This phenomenon has however not yet been researched in the context of South African HEIs.Research approach/design and method: A quantitative, cross-sectional study of gender differences in self-perception accuracy using data collected from a 360-degree assessment intervention amongst the total population (N = 112) of academic managers in a HEI in South Africa was conducted. The realised sample consisted of 74 managers with an average of 9.5 raters per participant. Main findings:The results revealed that significant gender differences with regard to self-perception accuracy emerged. This was in spite of the fact that male and female leaders were perceived to be equally effective by their raters.Practical/managerial implications: The implications of women leaders' inaccurate self-perceptions on their career progression and the design of leadership development programmes aimed at improving gender disparity are discussed. Contribution/value-add:This study contributes to scientific knowledge regarding the factors that contribute to the slow advancement of women to senior leadership positions in HEIs.

In this study, the researchers investigate the relationship between thinking style preference, emotional intelligence and leadership effectiveness in an institution of higher education. The measuring instruments used were the Neethling Brain Preference Profle (NBPP) and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT), as well as the Kouzes and Posner Leadership Practices Inventory (LPI). The sample comprised 138 managers within a higher education institution. The researchers found some evidence to support the relationship between thinking style, emotional intelligence (EI) and leadership effectiveness. The researchers concluded that facets of brain dominance and emotional intelligence may be potentially useful predictors of transformational leadership behaviours

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<strong>Orientation:</strong> The study reported here explores the relationship between managerial selfperceptions and perceptions of others (the manager’s direct supervisor, peers and subordinates) with regard to leadership effectiveness (LE) in a group of managers in the context of a South African university undergoing a merging process.<p><strong>Research purpose:</strong> The purpose of this study was to investigate the prevalence of selfperception accuracy amongst the managers and to explore the patterns of interaction between self-perception accuracy (regarding their leadership behaviour) and perceived transformational leadership behaviour (as measured by composite ‘other’-ratings).</p><p><strong>Motivation of the study:</strong> Research has shown that managers in various work environments typically overestimate their own level of competence and that this could impact on the effectiveness of their leadership behaviour. This phenomenon has however not yet been researched in the context of South African higher education institutions.</p><p><strong>Research design, approach and method:</strong> A quantitative cross-sectional study of the relationship between self-perception accuracy and leadership effectiveness was conducted amongst the total population (<em>N</em> = 204) of staff members in management positions. The response rate was 67% and the realised sample consisted of 137 managers. Leadership behaviour was measured by means of behavioural ratings on the following five dimensions of the Leadership Practices Inventory (LPI): ‘Challenging the process’, ‘Inspiring a shared vision’, ‘Enabling others to act’, ‘Modelling the way’ and ‘Encouraging the heart’.</p><p><strong>Main findings:</strong> Statistically significant discrepancies were found between self- and observer ratings on all five leadership dimensions, indicating a probable overestimation of their own capabilities. Results further provide evidence that perceived leadership effectiveness on three of the five transformational leadership practices varied as a function of the self-perceptions of managers.</p><p><strong>Practical/managerial implications:</strong> Managerial development practices should sensitise managers to what is essentially introspective and provide opportunities for them to reflect upon and question their leadership practices.</p><p><strong>Contribution/value-add:</strong> A challenge for higher education is to embark on feedback intensive leadership development processes that provide participants with comprehensive feedback in a supportive environment.</p><p><strong>How to cite this article:</strong><br /> Herbst, T.H.H., &amp; Conradie, P.D.P. (2011). Leadership effectiveness in Higher Education: Managerial self-perceptions versus perceptions of others. <em>SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 37<...

In South Africa as elsewhere in the world, higher education institutions have been criticised for a lack of transformation. This apparent lack of transformation called into question the capability of the leaders within these institutions to effectively lead change and transform the higher education institutional landscape. The aim of this study was to explore the transformational leadership competency potential amongst managers in a university of technology in South Africa.  The measures of potential used are eight competency factors known as the ‘Great Eight’ (Bartram, 2005) derived from Occupational Personality Questionnaire (OPQ32) scale scores. The OPQ32r was administered to 111 managers within a university of technology.  The majority of respondents had a balanced mix of styles between a transformational and transactional focus. These leaders not only exhibit less transformational competencies but also an insufficient strong transactional focus. These findings have severe implications for the transformation of