Indigenist Leadership in Academia: Towards an Aspirational Model of Mindful Servant Leadership

Doyle, Kerrie; Hungerford, Catherine; Pitt, Chris; Saunders, Paul; Wilkey, Kyar

doi:10.1007/978-981-15-5362-2_8

Cited by 6 publications

(11 citation statements)

References 55 publications

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“…However, there is a gap in knowledge when deliberating upon Indigenous leadership models (Aguilera-Black Bear & Tippeconnic, 2015). Doyle et al (2020) suggest the gap in knowledge explains why many Indigenist theorists have drawn upon their own experience, together with community mores and opinions, to develop their own contextualised models that advance the success of Indigenous Peoples around the globe. For example, Wiapo and Clark (2022) developed a theoretical framework for M aori nurses in leadership positions that drew upon the leadership experiences of M aori nurses.…”

Section: Developing An Indigenous Leadership Modelmentioning

confidence: 99%

“…Examination of the characteristics, values and behaviours encapsulated within Western models of leadership reveals that they typically include leading by example while being cooperative and optimistic (G€ achter, Nosenzo, Renner, & Sefton, 2012), building and maintaining relationships; inspiring a shared vision; not being afraid to challenge the status quo (Kouzes & Posner, 2011); having emotional intelligence, integrity and trustworthiness (Goleman, Welch, & Welch, 2012); possessing the capacity to actively contribute (Buchele, 2011); and being altruistic and authentic (Ciulla, 2013). While the sets of characteristics listed here arguably typify the most successful leaders (Doyle et al, 2020), Western leadership theories often describe the empowerment of the individual, rather than the collective (Ly, 2020).…”

Section: Introductionmentioning

confidence: 97%

“…Leadership is a concept that has arguably existed since people were required to work collaboratively to achieve a mutual objective (Doyle, Hungerford, Pitt, Saunders, & Wilkey, 2020;Gottfredson & Reina, 2020). However, despite the vast amount of research spanning over centuries, no single theory has been able to capture the essence of leadership and/or leadership dynamics (Billsberry, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…However, despite the vast amount of research spanning over centuries, no single theory has been able to capture the essence of leadership and/or leadership dynamics (Billsberry, 2013). Therefore, "leadership" is a disputed term (Doyle et al, 2020;Sun & Anderson, 2012); as such, leadership research is dominated by multiple models (Stewart & Warn, 2016) across both Western and Indigenous frameworks.…”

Section: Introductionmentioning

confidence: 99%

“…When examining prominent concepts that inform leadership theories, it is clear that whilst leadership theorists offer different styles and models, most concur that all leaders must demonstrate a set of characteristics, values and behaviours (Doyle et al, 2020). Examination of the characteristics, values and behaviours encapsulated within Western models of leadership reveals that they typically include leading by example while being cooperative and optimistic (G€ achter, Nosenzo, Renner, & Sefton, 2012), building and maintaining relationships; inspiring a shared vision; not being afraid to challenge the status quo (Kouzes & Posner, 2011); having emotional intelligence, integrity and trustworthiness (Goleman, Welch, & Welch, 2012); possessing the capacity to actively contribute (Buchele, 2011); and being altruistic and authentic (Ciulla, 2013).…”

Section: Introductionmentioning

confidence: 99%

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A model of senior Indigenous leadership in Australian higher education: An Indigenous academic perspective

Coates,

Trudgett,

Page

2024

JOLE

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PurposeSenior 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/approachThrough 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.FindingsThe 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/valueGiven 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.

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Section: Developing An Indigenous Leadership Modelmentioning

confidence: 99%