Academic leadership development programs: a model for sustained institutional change

Abstract

Purpose This paper evaluates a leadership development program (LDP) for senior academic staff on "qualitative research" after two years to establish the success, limitations and overall impact of the program in terms of personal, professional and organizational benefits. Design/methodology/approachWe present the background, outline of the LDP and evaluation of results through participant feedback (1) at the end of the program; and (2) after two years, using a "participatory action learning and action research" (PALAR) approach. FindingsAll participants were very positive about the design, conduct and learning outcomes of the program in terms of their own and their students" learning during and after the program. But although the workshop had prepared them, some had not cascaded their learning and skills by conducting similar programs in their department, faculty or university wide, which was one of the main original objectives to achieve a multiplier effect across the institution. We discuss various reasons for this shortcoming and develop a process model for positive institutional change management in higher education. Research limitations/implicationsMedium-and long-term effects of an LDP need to be followed up after a timespan of one to three or five years to establish whether the development has been effective and sustainable and to learn from limitations and shortcomings for future R&D activities. Practical implicationsWe identify the limitations and suggest practical institutional changes that encourage cascading of learning in theory and practice with a multiplier effect. Original/valueOur process model for leadership development in higher education can be adopted, adapted or further developed by other scholars interested in designing, conducting and evaluating a sustainable LDP in their field and organization.2

Lecturers’ Leadership Practices and Their Impact On Students’ Experiences of Participation with Implications for Marketing Higher Education Services

“…The study revealed lecturers' leadership practices were mostly transformational and supportive and is linked with the theme 'Supportive academic leadership' (Richards, 2011). This finding supports previous studies that universities that adopt transformational and instructional approaches to teaching were empowered to influence and satisfy their students towards high academic performance (Arif et al, 2013;Gal & Gal, 2014;Richards, 2011;Sukirno & Siengthai, 2011; -Rodriguez et al, 2015;Zuber-Skerritt & Louw, 2014). Secondly, the theme 'Supportive academic leadership' supports previous literature that opined that lecturers were academic leaders to their students (Marshall et al, 2007).…”

Leadership development in Higher Education: A literature review and implications for programme redesign

“… Angawi (), Bolden et al (, ), Bryman (), Bryman and Lilley (), Debowski (), Hamlin and Patel (), Jarvis et al (), Owusu‐Bempah (), Parrish (), Zuber‐Skerritt and Louw (). …”

Supporting the development of program leaders in higher education: An action research case study

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