Tensions in Higher Education Leadership: towards a Multi-level Model of Leadership Practice

In this paper we will present findings from a recent LFHE-funded study comprising interviews with 152 university leaders at various levels in 12 UK universities to explore competing perceptions, experiences and approaches to leadership within HE. In particular, we explore the concept of ‘distributed leadership’ and its potential as a descriptive and analytic framework. Analysis of transcripts reveals two principal perspectives on the distribution of leadership in HE – the first as devolved authority (associated with top-down, formal accountability) and the second as emergent influence (associated with bottom-up, horizontal and informal influence). Our conclusion is that effective HE leadership requires both individual hierarchical leadership and shared bottom up leadership at all levels. In addition to the tension between individual and collective leadership our research also reveals numerous other tensions, each of which can give rise to multiple and conflicting identities (personal, professional and social) that can discourage academics from actively seeking and embracing formal leadership roles. Using distributed leadership as analytic framework that draws attention to the broader contextual, temporal and social dimensions of leadership we present a model of leadership practice that incorporates the individual, social, structural/organisational, contextual and developmental aspects of leadership identified in our own study that endeavours to give a more comprehensive representation of leadership in HE.