Senior Leadership Teams in Higher Education: What We Know and What We Need to Know

Kezar, Adrianna; Dizon, Jude Paul Matias; Scott, Daniel D.

doi:10.1007/s10755-019-09491-9

Cited by 15 publications

(7 citation statements)

References 29 publications

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“…Additionally, as suggested by ample scholarship (e.g., Eckel & Kezar, 2016;Kezar et al, 2020), participants consistently demonstrated how a campus's senior leadership shapes institutional priorities. Namely, they demonstrated how some HSIs, under leadership's direction, heavily prioritize seeking research-oriented grants, whereas others devote greater attention to institutional grants, like Title V, or a combination of funding streams.…”

Section: Unequal Institutional Leadershipmentioning

confidence: 87%

A Critical Qualitative Study of Inequities in Hispanic-Serving Institutions’ Grant-Seeking Competitiveness

Aguilar-Smith

2022

Educational Policy

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Hispanic-Serving Institutions’ (HSIs) diversification and Title V’s anemic funding present a ripe condition for inequity. Hence, I interviewed 29 institutional actors across 17 HSIs to understand how they view their competitiveness for these grants and sources of inequity of this program. I identified four themes, demonstrating that an HSI’s institutional capacity, (in)actions, knowledge, and leadership inform its competitiveness for Title V funding. The findings show that HSIs have unequal organizational conditions and reveal ways this program may (re)produce inequity among HSIs. Without increased Title V appropriations and policy modification, HSIs will vie for funding on increasingly unequal terms, resulting in greater inequity.

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Section: Unequal Institutional Leadershipmentioning

confidence: 87%

A Critical Qualitative Study of Inequities in Hispanic-Serving Institutions’ Grant-Seeking Competitiveness

Aguilar-Smith

2022

Educational Policy

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“…The development of leadership skills continues to be one of the most important investments an organization, including higher education, can make in its employees (Badura et al, 2019 ). Transformational leadership, in particular, has been shown to be an effective and necessary response to meet present and future challenges (Kezar et al, 2019 ). Therefore, studying the transformational capacity of leaders at varying levels of leadership in higher education domains is a worthwhile venture.…”

Section: Discussionmentioning

confidence: 99%

Leadership development programming in higher education: an exploration of perceptions of transformational leadership across gender and role types

et al. 2021

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Transformational leadership, a type of leadership commonly promoted within higher education, has been shown to positively affect performance, collaborative behavior, and goal accomplishment. Such skills may correlate with the level of job responsibility one has been given and the technical, human, and conceptual skills needed for one to be successful. This study sought to bridge a research gap by exploring correlations between transformational leadership and skills-approach leadership with an exploration of the role of gender within perceptions. An unexpected result based on gender was found: As females achieve higher roles within the Land-Grant University System, the perception of their transformational leadership decreases while that of males increases. Transformational leadership and skills-approach leadership is discussed within the context of gender.

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“…This will facilitate the achievement of improved curricula, program content and relevance. Furthermore, it is suggested that they create community-based learning and interdisciplinary research and teaching and also implement structures and networks to reward people for supporting collaborations (Kezar et al, 2020). APT makes learning more interactive because institutional practices like socialization, integration and collaboration of differing functions are required to share knowledge and its various applications (Jansen et al, 2005).…”

Section: Absorptive Capacitymentioning

confidence: 99%

“…When social integration mechanisms are connected to ACAP they can help the university to create a shared identity and mission, which can enhance trust and improve communication and collaboration across differing functional departments (Kezar et al, 2020;Lo & Tian, 2020;Yang & Tsai, 2019). This facilitates the development and implementation of new programs, curricula and research output.…”

Section: Mediating Role Of Inter-functional Coordinationmentioning

confidence: 99%

Absorptive capacity and innovation generation in higher education institutions: the mediating role of inter-functional coordination

Asiedu,

Anyigba,

Doe

2023

TLO

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Purpose The purpose of this paper is to theoretically broaden the knowledge-based view (KBV) by examining the significant intermediary role that inter-functional coordination (IFC) plays in acquiring new knowledge and exploiting it throughout the entire higher education institution (HEI) community for innovation generation (INNG). Design/methodology/approach Data collected from a survey of 282 lecturers purposively selected from the business schools of 20 HEIs in the Greater Accra region of Ghana was analyzed using partial least squares structural equation model to test the hypotheses proposed for the study. Findings The results revealed that IFC significantly predicts teamwork and strong relationships across faculties, departments and units, and has a positive effect on the generation of innovations such as improved curricula, enhanced academic instruction and quality research output. Practically, the findings advise HEI managers to invest resources and efforts at building strong relationships that facilitate collaboration, trust and interactions among varying faculties, departments and units. This will enhance inter-functional knowledge sharing in academia to sustain a competitive advantage and continued relevance. Research limitations/implications There are limitations that must be considered when interpreting and generalizing the quantitative results of this study. Data were collected from faculty staff of 20 public and private HEIs in the Greater Accra region of Ghana. Although the majority of HEIs are clustered in this region, the results may still not be representative of all HEIs in Ghana. Practical implications Managers of HEIs are advised to commit to ensuring the management of IFC to promote knowledge sharing across faculties and departments. Managers are also advised to ensure that staff are made to be responsible for their cooperative and integrative teamwork. They are also advised to ensure that faculty and departmental goals are aligned with the overall goals of the university. Staff may also be encouraged to act as partners and not just employees through rewards, incentives and recognition packages. Social implications Attention should be focused on creating lateral relations among faculty and department members to achieve internal social capital. They are advised to invest resources and efforts in building a culture of teamwork and connectedness through strong informal networking that facilitate collaboration between faculties and departments while cultivating a shared vision throughout the university. Originality/value The main contribution of this paper is that it theoretically extends the KBV by empirically broadening the scope of absorptive capacity (ACAP) beyond its dimensions to include the “collaborative mechanism” (IFC) through which knowledge can be holistically exploited. The paper also contributes to existing literature by examining the intermediary role played by IFC in the relationship between ACAP and INNG in the HEIs domain which has been least discussed in the ACAP literature.

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Senior Leadership Teams in Higher Education: What We Know and What We Need to Know

Cited by 15 publications

References 29 publications

A Critical Qualitative Study of Inequities in Hispanic-Serving Institutions’ Grant-Seeking Competitiveness

A Critical Qualitative Study of Inequities in Hispanic-Serving Institutions’ Grant-Seeking Competitiveness

Leadership development programming in higher education: an exploration of perceptions of transformational leadership across gender and role types

Absorptive capacity and innovation generation in higher education institutions: the mediating role of inter-functional coordination

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