Challenges of academic healthcare leaders in a higher education context in South Africa

Jooste, Karien; Frantz, José M.; Waggie, Firdouza

doi:10.1177/1741143216688468

Cited by 14 publications

(11 citation statements)

References 21 publications

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“…Garwe (2014) posits that the current trends that have existed in HE institutions include a high number of leadership positions being occupied by academic staff who have limited practical experience in academic roles and with managerial responsibilities. Consequently, the ongoing need for leadership development addressed towards leaders and staff in a HE setting is crucial and has been highlighted in several pieces of research (Jooste et al, 2018; Scott et al, 2008; Zhu and Zayim-Kurtay, 2019). In addition, Ladyshewsky and Flavell (2011) posit that due to emerging challenges and ongoing transformations within academic institutions, leadership development programs require more than merely traditional professional training.…”

Section: Introductionmentioning

confidence: 99%

Academic leadership: Perceptions of academic leaders and staff in diverse contexts

Dinh¹,

Çalışkan²,

Zhu³

2020

Educational Management Administration & Leadership

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Universities have been coping with various challenges and pressures over the last decade. Therefore, capacity building for academic leaders is a critical point for universities to survive in this challenging era. Yet, existing studies suffer from several limitations. Among others, they do not consider the examination of academic staff members’ and leaders’ perceptions from diverse contexts, thus capturing insight into current practices. Using a qualitative study, we explored the perceptions of 18 academic staff members and leaders from eight Chinese and European universities, under which the perceived concept, a profile of effective academic leadership, and the motivators to become academic leaders from cross-cultural perspectives were emphasized. The results demonstrated that academic staff and leaders widely perceive the notion of academic leadership in diverse contexts as a complex concept. In addition, the findings provided several insights into understanding the profile of an effective academic leader who possesses a range of capacities and specific leadership styles. Furthermore, significant motivators that stimulate academic staff and leaders to pursue academic leadership positions were also examined and discussed. The results of this study can serve as a stepping stone for designing the framework used in leadership development programs as well as for collaboration in capacity development for university academic leaders.

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Section: Introductionmentioning

confidence: 99%

Academic leadership: Perceptions of academic leaders and staff in diverse contexts

Dinh¹,

Çalışkan²,

Zhu³

2020

Educational Management Administration & Leadership

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“…Heathfield ( 2018 ) stated that to create teamwork, a work culture that values collaboration between employees need to be created and that employees understand and believe that reasoning, creating plans, making decisions and activities have better outcomes when performed together. Jooste ( 2017 ) stated successful teams and team members should have an understanding of the team goal. Behaviour-focused self-leadership involves the setting of goals (Neck et al 2020 ) and forms an important part of successful self-leadership.…”

Section: Methodsmentioning

confidence: 99%

Self-leadership of nurses in a critical care outreach service: The development of a conceptual framework

Prinsloo

Jooste

2022

Health SA Gesondheid

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Background: Globally, critical care outreach services (CCOS) were implemented in health care facilities; however, compliance with guidelines is poor. The authors have noticed that a gap exists in the literature on how self-leadership might influence nurses’ implementation of CCOS. Self-leadership is about leadership applied to oneself. Critical care outreach services assist nurses with the nursing care of a patient whose health is declining. Leadership is needed for the successful implementation of CCOS.Aim: This article aims to outline the method the authors followed for developing the conceptual framework for how self-leadership amongst nurses influenced the functioning of CCOS.Setting: The research was conducted at a private hospital in Pretoria.Methods: A qualitative approach was followed to provide an accurate description of nurses’ experiences on their self-leadership in a CCOS. The practice-oriented theory of Dickoff (1968) was the reasoning map for developing and constructing the conceptual framework.Results: Bedside nurses experienced the following self-leadership strategies: constructive thought patterns, natural rewards and behaviours focused on their implementation of CCOS.Conclusion: The conceptual framework was part of another study and provided the authors with a rationale that guided the authors with the development of self-leadership strategies in a CCOS.Contribution: The conceptual framework provided the authors with an understanding of how nurses’ self-leadership influenced the implementation of CCOS. The conceptual framework can also assist in developing training programmes for nurses to improve their self-leadership and ultimately improve nurses’ competence in providing quality nursing care to patients.

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“…Thus, despite the clear identification of academic positions in which leadership is materialised, the concept "academic leadership" contains the idea of informal or even "leaderless" leadership. Academic leaders focus on encouraging their co-workers as well as connecting with them (Jooste et al, 2018;Naheed and Mohsin, 2018). Controlling and deciding for academic colleagues is secondary to these aims.…”

Section: The Use Of Conceptsmentioning

confidence: 99%

Bringing clarity to the leadership of teaching and learning in higher education: a systematic review

Kinnunen

Ripatti-Torniainen²,

Mickwitz³

et al. 2023

JARHE

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PurposeThe study aims to investigate the state of higher education (HE) leadership research after the intensified focus on teaching and learning (TL) in academia.Design/methodology/approachThe authors clarify the use of key concepts in English-medium empirical journal articles published between 2017 and 2021 by analysing 64 publications through qualitative content analysis.FindingsThe analysed papers on leadership of TL in HE activate a number of concepts, the commonest concepts being academic leadership, distributed leadership, educational leadership, transformational leadership, leadership and transformative leadership. Even if the papers highlight partly overlapping aspects of leadership, the study finds a rationale for the use of several concepts in the HE context. Contrary to the expectation raised in earlier scholarship, no holistic framework evolves from within the recent research to reveal the contribution that leadership of TL makes to leadership in HE generally.Research limitations/implicationsLimitations: Nearly 40 per cent of the analysed articles are from the United States of America (USA), United Kingdom (UK), Australia and Canada, which leaves large areas of the world aside. Implications: The found geographical incoherence might be remediated and the research of leadership of TL in HE generally led forward by widening the cultural and situational diversity in the field.Originality/valueThis research contributes to an enhanced understanding of the field of leadership in TL in HE in that it frames the concepts used in recent research and makes the differences, similarities and rationale between concepts visible.

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Challenges of academic healthcare leaders in a higher education context in South Africa

Cited by 14 publications

References 21 publications

Academic leadership: Perceptions of academic leaders and staff in diverse contexts

Academic leadership: Perceptions of academic leaders and staff in diverse contexts

Self-leadership of nurses in a critical care outreach service: The development of a conceptual framework

Bringing clarity to the leadership of teaching and learning in higher education: a systematic review

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