[Leadership and Management in Higher Education]

by

[Department Name]

Table of Contents

AIMS OF THIS RESEARCH4

CHAPTER 4: FINDINGS AND ANALYSIS4

Interview Transcripts Analysis4

Interpretations from the Participant's Responses5

Interpretation Question 1: Decision to go into HE5

Interpretation Question 2: Reasons behind Career Decisions to Date - Personal and Professional6

Interpretation Question 3: Management as a Career Path6

Interpretation Question 4: Appointment Vs Election7

Interpretation Question 5: Progression to HoD7

Interpretation Question 6: Experiences to Benefit Progression8

Interpretation Question 7: Overcoming the Obstacles9

Interpretation Question 8: Personal Growth Inspired by Professional Experiences9

Interpretation Question 9: Purpose of management at the level of HoD10

Interpretation Question 10: How do you see yourself?10

Interpretation Question 11: Issues Inhibiting the Leadership Style11

Interpretation Question 12: Gender Difference12

Interpretation Question 13: University Support12

Interpretation Question 14: Support from the External Bodies13

Interpretation Question 15: Difference between Leading and Managing14

Interpretation Question 16: Leading / Managing Academics as Different from Other Professions15

Interpretation Question 17: Better Preparation of Managers16

Interpretation Question 18: Choice of becoming a HoD again17

Summary17

University head as Academic, Leader, or manager18

Senior Managers' Expectations19

Leadership Style and Traits19

Enrolment21

Gender22

The Leadership Team24

CHAPTER 5: DISCUSSION AND CONCLUSION31

Main Findings31

Interview Data Results and Discussion32

Analysis 1: University Heads as leaders in Higher Education32

Analysis 2: Trust in Colleagues34

Analysis 3: Importance of being an Academic along being a leader36

Analysis 4: Faculty Leadership38

Analysis 5: Exemplary Academic Leadership Practices39

Analysis 6: Challenging the Process as an academic and Leader40

Model the Way41

Studies of Administrator's Leadership42

The Recruitment Process Effectiveness and leadership42

Analysis 7: Importance of discovering the Leadership Attributes for University Heads43

Analysis 8: Gender and Leadership46

Gender Stereotyping Concerns47

Higher education47

Analysis 9: Politics for Progression50

Implications for Higher Education Administrators51

Practical Implications52

Recommendations54

REFERENCES59

AIMS OF THIS RESEARCH

Having conducted an initial study investigation which focused on the leadership qualities and management traits exhibited by senior and middle managers with regards to managing staff expectations and student experience, it was clear from the outset that in order to answer the research question, I needed to focus on similar areas as to the initial study.

Thus the research aim was to explore

Motivation/Qualities/qualifications

Senior Managers' expectations

Staff (subordinates') expectations

Leadership style / traits

Tribes

Gender differences

The major aim of the research was to understand if the UK university head of department is a leader, a manager or an academic. The following section presents and interpretation of the interview transcripts and explore the research outcomes.

CHAPTER 4: FINDINGS AND ANALYSIS

Interview Transcripts Analysis

It is obvious from the interview results that an institution's leadership team makes key strategic decisions and sets the tone for what the institution represents and how it functions. Members of the leadership team have significant influence on institutional strategy and are seen, in their work with and guidance of the president, as the leaders of the institution. As the scope, role, and impact of technology has increased in higher education, technology advocates have urged that senior information technology (IT) leaders be included as part of a university's leadership team, helping to set strategy for the institution. Other than the president, provost, and senior financial administrator, the members of the leadership team can vary significantly from institution to institution (Robles,1998,30-34), leaving open what additional roles should be represented.

It is known that both the teacher and the principal of a ...