Strategic leadership process in business schools : a political perspective
Fragueiro, Fernando (2007) Strategic leadership process in business schools : a political perspective. PhD thesis, University of Warwick.
WRAP_THESIS_Fragueiro_2007.pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Official URL: http://webcat.warwick.ac.uk/record=b2242293~S15
This study focuses on the political perspective of the process and context of strategic leadership, in three top international Business Schools, IMD, INSEAD and London Business School. It remedies three inadequacies in the current literature. These are: first, the scarcity of empirical studies on strategic leadership with a processual perspective, despite the interest demonstrated in theoretical studies on leadership in the last decades, second, the lack of links between the leadership and strategy fields; third, scholars' call for studies on leadership from a political perspective. Longitudinal and comparative case studies were conducted with the purpose of describing the Strategic Leadership Process (SLP) in each and across the three Business Schools, over the period 1990-2004, through strategic agenda-building and -executing, in relation to a specific strategic initiative: Becoming a top international Business School. Findings show firstly, that among the three key actors (Board, Dean and Faculty), the Dean is the main key actor in the SLP because of his critical role of building and executing the School's strategic agenda. Secondly, for the Dean to succeed, it is crucial to deliver an inclusive approach with regard to the other key actors' (Board and Faculty) interests and priorities. Thirdly, Performance represents a precondition for the Dean to be credible and receive support from Faculty and Board. Fourthly, for an effective direction-setting, the Dean's capacity to scan and understand the external voice, signals and trends and raise them to the School's strategic agenda is fundamental. Fifthly, the ability to articulate and communicate vision through coalition-building combined with adequate delegation, represent critical competences to raise and execute breakthrough initiatives for the School.
|Item Type:||Thesis or Dissertation (PhD)|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
|Library of Congress Subject Headings (LCSH):||Business schools -- Management, Leadership, Strategic planning, London Business School -- Management, International Institute for Management Development -- Management, Insead -- Management|
|Institution:||University of Warwick|
|Theses Department:||Warwick Business School|
|Supervisor(s)/Advisor:||Pettigrew, Andrew M. (Andrew Marshall), 1944- ; Carnall, C. A. (Colin A.)|
|Extent:||xix, 486, vi, 180 leaves|
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