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Mapping the leadership development of UK (full) professors in terms of cognitive, experiential, humanist and social learning
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Mercer, Justine (2021) Mapping the leadership development of UK (full) professors in terms of cognitive, experiential, humanist and social learning. Higher Education Research & Development, 40 (4). pp. 795-809. doi:10.1080/07294360.2020.1776225
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WRAP-leadership-development-UK-professors-cognitive-experiential-humanist-social-learning-2020.pdf - Accepted Version Embargoed item. Restricted access to Repository staff only until 11 December 2021. Contact author directly, specifying your specific needs. - Requires a PDF viewer. Download (1039Kb) |
Official URL: https://doi.org/10.1080/07294360.2020.1776225
Abstract
This article applies Walker’s Global Leadership Development Ecosystem to the leadership development offered to and/or valued by (full) professors at UK universities. It draws on 1,282 survey responses and 42 one-hour interviews. The survey data indicate that approximately 39% of respondents felt adequately prepared for the role, on appointment, whereas 29% did not, with a further 28% feeling it ‘to some extent’. Male (full) professors were statistically more likely than their female counterparts to say they felt adequately prepared. The qualitative data reveal a small amount of cognitive/formal learning (whose value was sometimes disputed), some experiential learning, very little humanist learning (which may reflect distinctive features of the academy) and widespread social learning (which was universally praised). Most participants thought preparation was important and that informal, self-initiated, self-directed and personalised learning opportunities (particularly coaching and mentoring) were more valuable than formal training courses. The article concludes by arguing that focusing on leadership development (as opposed to leader development) may help the professoriate avoid burn-out and achieve greater organisational development.
| Item Type: | Journal Article | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LC Special aspects of education L Education > LF Individual institutions (Europe) |
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| Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | |||||||||
| SWORD Depositor: | Library Publications Router | |||||||||
| Library of Congress Subject Headings (LCSH): | Education, Higher -- Great Britain, Educational leadership , College teachers , College teachers -- Great Britain, Social learning , Universities and colleges -- Great Britain -- Administration | |||||||||
| Journal or Publication Title: | Higher Education Research & Development | |||||||||
| Publisher: | Taylor and Francis | |||||||||
| ISSN: | 1469-8366 | |||||||||
| Official Date: | 2021 | |||||||||
| Dates: |
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| Date of first compliant deposit: | 30 July 2020 | |||||||||
| Volume: | 40 | |||||||||
| Number: | 4 | |||||||||
| Page Range: | pp. 795-809 | |||||||||
| DOI: | 10.1080/07294360.2020.1776225 | |||||||||
| Status: | Peer Reviewed | |||||||||
| Publication Status: | Published | |||||||||
| Publisher Statement: | This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research & Development on 11/06/2020, available online: http://www.tandfonline.com/10.1080/07294360.2020.1776225. | |||||||||
| Access rights to Published version: | Restricted or Subscription Access | |||||||||
| RIOXX Funder/Project Grant: |
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