Introduction  xxi

leadership in a changing world? HE-specific discussion of leadership is included

with commentary responding to issues around the influence on leadership of
changing workforce trends in academia and how academics can recognise
and/or conceive of leadership opportunities in HE.
Chapter 2, ‘Developing leaders from within’, reports on current research in
HE that focuses on how leaders are developed ‘from within’ the institution.
Internally resourced leadership development frameworks and programmes
currently used across the sector will be discussed, with the many myths and
realities that influence leadership development and effectiveness in HE also
considered.
The realities of learning to be a leader and the means through which indi-
viduals become a leader (e.g. being ‘tapped on the shoulder’, groomed for a
position of responsibility, or actively ‘stepping in’ to avoid uncertainty) are dis-
cussed in Chapter 3, ‘Learning to be a leader’. Key questions explored include:
What is important when ‘learning how to lead’? And, how can leadership
roles be ‘prepared for’?

Part 2: Leadership insights

The second part of the book contains two sub-sections. The first sub-section
of chapters relates to perspectives from within the sector.
Chapter 4 utilises personal narrative to highlight a range of issues relating
to the influence of experience and culture on leadership. Key issues discussed
include the emergence of leadership inclination, leadership mobility between
institutions and countries, learning to lead within academic contexts, and
learning from the leadership of others.
Chapter 5 explores how educators in HE can lead learning and build on
values and teaching expertise to effect change. This chapter investigates core
components of a framework of leadership for student development. Three
main spheres of development for emerging HE leaders to focus on are dis-
cussed: themselves, their knowledge of learning and teaching, and organisa-
tional conditions that facilitate movement toward improvement.
Leading complex educational systems is the focus of discussion in Chapter 6.
The chapter includes discussion of some of the unique challenges and oppor-
tunities of multi-site and multi-institution system leadership, including hero
leadership and the transition from the project champion to the sustainer,
finding the balance between creativity and conformity, and responding to
failure. Commentary from current leaders of complex educational organisa-
tions showcases a diverse understanding of the role of a system leader and the
non-negotiable leadership practices that come with it.