The Senior Managers’ Opinions on the Academic Leadership Process

Abstract

Abstract. The purpose of the present study is to describe the roles and responsibilities of academic leaders.Specifically it aimed to provide answers to following questions: What are the competencies of academic leadership? What are the approaches determined by academic leaders in the management of organizational process? A phenomenological research design of qualitative research was used. The participants of the study consist of 13 senior managers from various positions in a university in Turkey and they were determined through maximum variation sampling method. In collection of the data, a semi-structured interview model was used. According to the results of the study, the managers participating in the study categorize the tasks on the focus of academic leadership role into three groups, "bureaucratic works", "the works about instructors" and "educational works". When the views of the managers about the factors shaping the academic leadership role were studied, scientific and techonological advances, socio-cultural background and personal factors played important role in the process.

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

“…When conceptualising “academic leadership”, researchers emphasise positive change (Acker and Millerson, 2018; Radwan et al. , 2020) and leaders as inspirational and motivational forces (Karadag, 2017). Nine out of twenty papers came from the Global North societies.…”

“…, 2018; Jooste et al. , 2018; Karadag, 2017; Mohnot, 2019; Phillips et al. , 2018; Zodikoff and Pardasani, 2020) and how these actors relate to neo-liberal reforms in HE (Machovcová et al.…”

“…Context: Authors using the concept of academic leadership refer to leadership that not only covers the context of TL but also other academic domains such as research. When conceptualising "academic leadership", researchers emphasise positive change (Acker and Millerson, 2018;Radwan et al, 2020) and leaders as inspirational and motivational forces (Karadag, 2017). Nine out of twenty papers came from the Global North societies.…”

“…The Covid 19-pandemic has generated studies on how the pandemic has affected academic leaders (Gigliotti, 2021). However, the major interest seems to be on the preparedness and capacity of, priorities and values for, as well as expectations on, different actors/agents when to appointed leadership roles (Acker and Millerson, 2018;Evans, 2017;Fassinger and Good, 2017;Ghasemy et al, 2018;Jooste et al, 2018;Karadag, 2017;Mohnot, 2019;Phillips et al, 2018;Zodikoff and Pardasani, 2020) and how these actors relate to neo-liberal reforms in HE (Machovcov a et al, 2019). A closely related topic is Gigliotti's (2017) study on the communicative practice of academic leadership.…”

Gender Leadership Styles in Higher Education: A Transformational Leadership Study

“…The roles and responsibilities of leaders in higher education institutions can vary. A large body of research suggests that academic leaders motivate, inspire, and guide the instructors in the way of reaching students (Siddique et al, 2011, as cited by Karadag, 2017); and covers the duties and operations of appointed leaders (Marshall et al, 2000, as cited by Karadag, 2017). The overall responsibility of university leaders is to influence followers to fulfill organizational goals.…”