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Transformational leadership in higher education : a phenomenological study on administrators' (non-faculty) profile and role
Author
Saravanan G Sathiyaseelan
Supervisor
Zhang, Yenming
Abstract
Leaders in higher education administration, despite their significant numbers, are of little concern to researchers. The higher education fraternity associates itself closely to academia; the environment or community concerned with the pursuit of research and education. Unsurprisingly, the faculty are receiving more attention in most areas surrounding higher education, which broadly measures and describes outcomes in terms of research and education. Recent days are seeing vast transformations in the higher education landscape, beginning with an escalating interest in a seamless and capable administration to support, strengthen and raise both research and education to heights previously not attainable. Several other industries recognize transformational leadership as an effective leadership style that achieves performance beyond expectations. However, transformational leadership appears less connected to discussions on leadership in higher education administration. This study reviews and examines transformational leadership, the profile of leaders in higher education administration, their role, and challenges, all from another lens to provide a new perspective by documenting the “lived experiences” of leaders in higher education administration.
This study deepens our present-day understanding of transformational leadership dimensions that is applicable within the context of higher education administration by adopting a qualitative phenomenological approach to answer the following: (1) how do these individuals view leadership and administration in higher education, and how their implicitly held views (either supporting or conflicting) help to work as an enabler to the overall success of their university, (2) what is/are their contribution/s to administrative excellence and support to their university, the suitable profile for this role, how they interpret their role in higher education, and the associated challenges in this role, and (3) how do these individuals achieve the following with their followers (those working with them under their supervision): (a) show support and display a sense of purpose, (b) inspire and communicate a clear vision of the future, (c) create an intellectually stimulating environment to envisage the long-term vision and embrace new ideas, and (d) develop relationships and promote a culture of support, confidence, and appreciation. In-depth interviews with fifteen leaders in mid-senior level administrative positions reveal more about higher education leaders in administration, specifically their transformational leadership characteristics, attributes, role, and challenges that limit (or limited) them to function competently (or effectively) in their role.
This study’s findings reveal the firm sentiments participants share on the need for universities to retain administrators (non-faculty) in key leadership positions to helm portfolios relating to higher education administration. Participants feel it is easier for administrators (non-faculty) to connect to the ground to construct a strategic vision that would set directions for the university’s core administrative targets as faculty are naturally too occupied with their primary duties. Vision and communication ranked as most important attributes as participants view these as pivotal for higher education leaders in administration. In terms of role, the findings evidently prove that administrators (non-faculty) are facilitators and enablers who perform and complete their tasks by: (1) facilitating activities, processes, events, and interactions (to and for both students and faculty), and (2) enabling an activity or implementing a policy. Fundamentally, this study concretely establishes participants as transformational leaders with an ability to empower their followers and implement practices to adopt shared decision-making among teams, which resonate to transformational leadership theories and its dimensions.
The findings offer useful information as they offer insights to how leaders in administration support an academic framework and its faculty members. The findings also shed light on the transformational leadership abilities of participating administrators and truly guide several other universities in understanding their own leaders in administration. This is very significant to universities; especially since they depend on leaders in administration to generate positive change by embracing administration and technology and achieve progress on research and teaching that are crucial outcomes. Such findings further fulfil gaps that exist in literature in areas related to leaders and leadership in higher education administration, their role and contributions.
The findings will potentially benefit two primary groups: (1) individuals aspiring to attain a senior level administrative position in higher education institutions, and (2) higher education institutions sourcing to hire senior-level administrators to nourish the institution’s administrative capacity and boost global standings. Nonetheless, many invisible barriers continue to prevail and test leaders in higher education administration regardless of their leadership style. Governments and other legislative bodies could revisit policies to help, but nothing is certain and achievable without a mindset and paradigm shift.
This study deepens our present-day understanding of transformational leadership dimensions that is applicable within the context of higher education administration by adopting a qualitative phenomenological approach to answer the following: (1) how do these individuals view leadership and administration in higher education, and how their implicitly held views (either supporting or conflicting) help to work as an enabler to the overall success of their university, (2) what is/are their contribution/s to administrative excellence and support to their university, the suitable profile for this role, how they interpret their role in higher education, and the associated challenges in this role, and (3) how do these individuals achieve the following with their followers (those working with them under their supervision): (a) show support and display a sense of purpose, (b) inspire and communicate a clear vision of the future, (c) create an intellectually stimulating environment to envisage the long-term vision and embrace new ideas, and (d) develop relationships and promote a culture of support, confidence, and appreciation. In-depth interviews with fifteen leaders in mid-senior level administrative positions reveal more about higher education leaders in administration, specifically their transformational leadership characteristics, attributes, role, and challenges that limit (or limited) them to function competently (or effectively) in their role.
This study’s findings reveal the firm sentiments participants share on the need for universities to retain administrators (non-faculty) in key leadership positions to helm portfolios relating to higher education administration. Participants feel it is easier for administrators (non-faculty) to connect to the ground to construct a strategic vision that would set directions for the university’s core administrative targets as faculty are naturally too occupied with their primary duties. Vision and communication ranked as most important attributes as participants view these as pivotal for higher education leaders in administration. In terms of role, the findings evidently prove that administrators (non-faculty) are facilitators and enablers who perform and complete their tasks by: (1) facilitating activities, processes, events, and interactions (to and for both students and faculty), and (2) enabling an activity or implementing a policy. Fundamentally, this study concretely establishes participants as transformational leaders with an ability to empower their followers and implement practices to adopt shared decision-making among teams, which resonate to transformational leadership theories and its dimensions.
The findings offer useful information as they offer insights to how leaders in administration support an academic framework and its faculty members. The findings also shed light on the transformational leadership abilities of participating administrators and truly guide several other universities in understanding their own leaders in administration. This is very significant to universities; especially since they depend on leaders in administration to generate positive change by embracing administration and technology and achieve progress on research and teaching that are crucial outcomes. Such findings further fulfil gaps that exist in literature in areas related to leaders and leadership in higher education administration, their role and contributions.
The findings will potentially benefit two primary groups: (1) individuals aspiring to attain a senior level administrative position in higher education institutions, and (2) higher education institutions sourcing to hire senior-level administrators to nourish the institution’s administrative capacity and boost global standings. Nonetheless, many invisible barriers continue to prevail and test leaders in higher education administration regardless of their leadership style. Governments and other legislative bodies could revisit policies to help, but nothing is certain and achievable without a mindset and paradigm shift.
Date Issued
2020
Call Number
LB2341 Sar
Date Submitted
2020