Citizens of the academic community? A societal perspective on leadership in UK higher education

Abstract

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Focusing the kaleidoscope: exploring distributed leadership in an English university

“…At the same time, such institutions are under increasing pressure to perform well in the UK Research Excellence Framework, respond to the incipient 'avalanche' (Barber, Donnelly, and Rizvi 2013) of rapid developments in technology and the rise of the Massive Open Online Course (MOOC), and deal with turbulence in the international market and political landscape. Even more fundamentally, institutions are being challenged to consider their own nature and purpose in the modern era (Bolden, Gosling, and O'Brien 2013): what might being an 'authentic university' (Barnett 2011) mean at a time when institutions are both businesses with an international market, and organisations with a global mission to extend knowledge through both research and teaching? And, with such multi-layered organisational purposes, how are structures and roles developing in response to these multiple institutional identities and possibilities?…”

Widening the discussion on HE leadership – leader dispositions and talents

“…University [K] reported significant improvements in positive responses as compared to 2012/13; however, 44% of staff still felt that leaders were not aware of the major issues they faced in their departments; 42% were not convinced that leaders listen to and responded to the views of staff and 41% that the University leaders were not sufficiently visible in the University. These concerns are also mirrored in Bolden, Gosling, and O'Brien's (2013) study on academic citizenship, which, in addition to confirming 'genuine passion, commitment and positivity about their roles', groups of academic staff arranged into 'listening posts' wanted more of a 'voice and engagement in active debate about changes'. Also, groups communicated a 'perceived lack of transparency in leadership and management processes'.…”

Developing Educational Leadership

“…The rise of the "entrepreneurial university" which is characterised by an empowered executive management structure that drives rapid change is seen as emblematic of this changed environment [5]. As Bolden et al ( [11]) observe, though, this leads to increased tensions "extent emerging forms of leadership and management practice may be experienced as conflicting with ideals of collegiality, academic freedom, education and scholarship" (p.755). This can create leadership development as a contested area and one that academics may be reluctant to engage in.…”