A collaborative higher education initiative for leadership development: Lessons for knowledge sharing

Abstract

The higher education sector needs to prepare youth for the fast changing innovative focused economy. Visionary leadership is needed to facilitate this knowledge transfer for novelty creation.A collaborative initiative could facilitate leadership development and foster knowledge sharing in this context. The initiative with three stakeholder groups started with an Interactive Qualitative Analysis exercise to identify needs and formulate a collaboration charter to ensure reciprocal benefits. A programme evaluation research design was applied three years after implementation using a logic-model framework. Process evaluation entailed collecting data from 103 questionnaires and 11 semi-structured interviews. Based on interpretation of data according to an integrated framework for sharing knowledge across boundaries, we identified three areas for further development: contextual knowledge, collaborative partnerships and common vision.Working collaboratively across institutional and knowledge boundaries towards a common vision could enhance leadership development and contribute to longer-term transformation and sustainable change in complex environments.

Guidelines for leadership development of youth with physical disabilities through leisure education: A Delphi study

“…The guideline elements suggest that youth with physical disabilities must own and have access to information and have adequate support to develop their leadership. Albertyn and Frick ( 2016 ) recommend exploring change and knowledge management in a collaborative process, assisting in implementing strategies for progress in education. Although Albertyn and Frick’s study focuses on education within higher education, a case is made that the same sentiments can apply to leisure education programmes.…”

“…Leisure service providers are challenged and encouraged to offer opportunities for social activities that can influence the attitudes of community members towards positive participation and being mindful of the use of language that promotes people’s dignity and that advocates for the communities they live in (Dattilo 2018 ). Albertyn and Frick ( 2016 ) argue that leadership development efforts must focus on the skills relevant to the current diverse and challenging times. This article reports the results of a Delphi study conducted with an expert panel to develop a consensus around the preferred elements of a leisure education programme designed to promote leadership among youth with physical disabilities.…”

Talent Management in Higher Education Institutions: Developing Leadership Competencies

“…In addition, the leader should be able to obtain resources, both monetary and non-monetary, to achieve team and individual goals. The leader should have the ability and initiative to set those goals for employees that align with the vision and mission of the organization (Albertyn & Frick, 2016).…”

Higher Education Leadership Competency Framework in Malaysia: A Refinement

“…Initiative in leadership refers to an individual's ability to find new ways to perform beyond what is expected (Albertyn & Frick, 2016). AKEPT should assess if a leader takes the initiative to set both team and individual goals that align with the vision and mission of the organization.…”