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Developing Educational leaders


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Presentation at INTED 2017 with Pam Parker

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Developing Educational leaders

  1. 1. Developing Educational Leadership Professor Susannah Quinsee and Professor Pam Parker
  2. 2. Developing Educational Leadership  Why we are interested in this subject  What we have discovered so far  Where our research is going now….
  3. 3. Why we are interested in this subject  Academic leadership development is needed The Higher Education Leadership and Management survey in 2014 found that over 80% of respondents felt that more could be done to actually develop leaders in higher education.  Academic leadership is different Leadership in higher education is a strange field (Bryman and Lilley 2009) Competing demands …. Unclear models …. Mixed rewards
  4. 4. Academic leadership is like ….
  5. 5. What we wanted to know  What skills and knowledge are needed for educational leadership roles?  What preparation has been provided for those in existing roles?  What might be appropriate preparation to provide for future educational leaders?
  6. 6. What we did and who we asked  Lincoln and Guba’s naturalistic inquiry was the methodology  Ethical approval was granted for the overall study  Online survey using SurveyMonkey®, qualitative data so three demographic questions and three open questions as outlined above  Inductive thematic analysis  Purposeful sample  Participants were education leaders and they represented a range of geographical areas and types of higher education institution.  56 participants were invited to participate and 17 (30%) responded.
  7. 7. What we discovered Demographic data showed that: 13 Females 4 Males Years of experience 14 45 26 mean 1 deputy vice chancellor type role 2 independent education consultants 14 Heads/Directors of education development units
  8. 8. What knowledge and skills do you think those leading education in Higher Education need to have?  13 categories • Change management • Knowledge of quality assurance & enhancement • Personal characteristics • Lifelong learning • Project management • Collaborative practice and networking skills Lead research, have a record of research & scholarship (5 – 30%) knowledge of finance, funding of higher education & income generation (4 – 23%) interpersonal skills (12- 71%) Ability to be strategic and analytical (7 - 41%) Knowledge of the policy and context (7 – 41%) Teaching and learning credibility (8 – 47%) Leadership and management skills (12 – 71%)
  9. 9. What preparation did you have for your role as a leader in education? and What preparation do you think future leaders in higher education need? Category No. of participants in relation to the preparation they had No. of participants in relation to preparation future leaders need Formal Professional Development 9 (53%) 7 (41%) Personal experience 7 (41%) 8 (47%) Informal professional development 6 (35%) 0 Peer support or mentoring 5 (29%) 8 (47%) Leadership/management training 0 5 (29%) Interpersonal skills 0 2 (8%) No preparation 8 (47%) N/A
  10. 10. Where our research is going now Using the data in our Developing Leadership and Reflective Practice Module Semi-structured interviews with existing leaders to investigate this data further Recruit some new leader to participate in workshops and reflection over a longer period of time Use the data from all stages to design a programme and support
  11. 11. References  Bryman A and Lilley S (2009) ‘Leadership researchers on leadership in higher education’. Leadership, vol. 5, no. 3, pp. 331 – 346  Lincoln S and Guba E G (1985) Naturalistic Inquiry, London: Sage Publications  Peters K and Ryan M (2015) Leading Higher Education, London: Leadership Foundation for Higher Education
  12. 12. City, University of London Northampton Square London EC1V 0HB United Kingdom T: +44 (0)20 7040 5060 E: