Academic Leadership: A Case Study Examining the Leadership Experience in one Canadian University
Notice bibliographique
Résumé
This study examined the factors, practices, and competencies that contribute to effective leadership development of academic leaders at one Canadian university. It explored the organizational context and individual strategies and competencies that supported leaders in their roles in higher education. The following research questions guided the study: \na)\tHow does organizational context influence the development of effective leadership practices in the higher education context? \nb)\tWhat factors and practices contribute to success and flourishing of academic leaders in the higher education context? \nc)\tWhat leadership competencies are key for effective academic leadership in the higher education context? \nThe research methods for this qualitative case study consisted of a document analysis, primary semi-structured interviews, and secondary semi-structured interviews. Firstly, the analysis showed the significance of context as a crucial factor in the effectiveness of leadership development. Both on an individual and institutional level, context was identified as a major factor in how academic leadership was perceived and approached, especially early in the respondents’ careers. The complexity of academia and the independent nature of the role of faculty were recognized as central factors influencing the way leadership was viewed and affecting readiness-level once assuming administrative roles. Secondly, the analysis also highlighted the importance of mentorship as fundamental to the leadership journey. Respondents described mentorship as essential to their individual leadership development as well as to creating a positive, inclusive culture where everyone felt supported and seen as a valued and contributing member. Thirdly, the analysis identified certain key competencies as central to the respondents’ leadership development. The findings revealed nuances that context imposes on effectiveness and were dominated by interpersonal competencies. Participants emphasized the importance of incorporating these interpersonal competencies into professional development opportunities that were context-specific to ensure relevancy and timeliness as well as the significance of informal and experiential learning opportunities for reflection and application of their learning. The conclusions of the study support further work on developing a different approach to leadership development for academia; one that is founded on an understanding of what academic leaders and their institutions require to succeed and flourish during this time of unprecedented change.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».