Table of Contents

Abstract

The Revolution in Leadership The Continued Need for Leadership in a Changed Context Organization of the Book Key Terms and Theories Challenges and Missed Opportunities in the Study of Leadership in Higher Education New Directions in Higher Education Leadership Contributions of This Book A World Apart: New Paradigms of Leadership Positivist Paradigm Social Constructivism Paradigm Critical Paradigm Postmodern Paradigm Comparing the Paradigms' Impact Summary A World Anew: The Latest Theories of Leadership Transformational Leadership Complexity and Chaos Theory Expanding Cognitive Theories: Mental Models and Organizational Learning Expanding Cultural and Symbolic Theories: Social and Cultural Theories of Leadership Rethinking Contingency Theories: Processual Leadership Team or Relational Leadership Summary Revolutionary Concepts of Leadership Ethics and Spirituality Collaboration Empowerment Social Change and Social Movements Emotions Globalization Entrepreneurialism Accountability Summary Higher Education Leadership in the New World Changes in the Landscape of Higher Education Leadership Research Trait and Behavior Theories Power and Influence Theories Transformational Leadership Complexity and Chaos Theory Cognitive Theory: Cognitive Frames and Organizational Learning Cultural and Symbolic Theories Teams and Relational Leadership Summary Revolutionary Leadership Concepts in Higher Education Ethics and Spirituality Empowerment Social Change Collaboration and Partnering Emotions Globalization Entrepreneurialism Accountability Summary Practical Implications for the Leadership Revolution Framing Leadership Research in a New Era Notes Appendix: Three Case Studies References Name Index Subject Index About the Authors

Reframing the university as an emergent organisation: implications for strategic management and leadership in higher education

“…Based on our understanding of such processes, and insights gained from our own administrative and academic experience in higher education, we outline an approach to research and policy formulation that might increase the chances of more favourable outcomes in terms of institutional form and performance. In doing so, we hope to strengthen the argument for the wider use organisational theory to provide a clearer and more consistent framework in which to discuss issues of governance, leadership and the management of change in higher education (Kezar et al, 2006;Manning, 2013;Scott, 2015)…”

“…These limitations have prompted other writers to call for a broader range of organisational perspectives to be deployed in devising governance arrangements in higher education that more accurately reflect the nature of organisational life in higher education and how it responds to complexity of changes that are occurring at both local and global level. To do that, they suggest that current rational systems theories that emphasise alignment of higher education with the needs of the external environment must be combined with others that focus more on the core work of HEIs, with the human dynamics involved in that work and how such work brings about institutional change (Bastedo, 2012;Bolman & Gallos, 2011;Frølich et al, 2013;Kezar, 2013a;Kezar et al, 2006;Manning, 2013;Marginson, 2006;Scott, 2015). As Marginson puts it, any alternative theorisation should be capable of addressing the many changes that are happening in the field of higher education and society but equally importantly, 'its own varying, inner capacity for self-alteration ' (2006, p.45 ) Following this reasoning, we point to an alternative emergent paradigm of organisational dynamics to the current rational model and outline how it reframes discussions on strategy and change leadership in higher education.…”