ERIC Number: ED378698
Record Type: RIE
Publication Date: 1994-Oct
Implicit Theoretical Leadership Frameworks of Higher Education Administrators.
Lees, Kimberly; And Others
Colleges and universities have a unique organizational culture that influences the decision-making processes used by leaders of higher education. This paper presents findings of a study that attempted to identify the theoretical frameworks that administrators of higher education use to guide their decision-making processes. The following theoretical frameworks were used to analyze leadership processes: (1) power and influence theory; (2) behavioral theory; (3) trait theory; (4) contingency theory; and (5) symbolic theory. Interviews were conducted with 10 higher education administrators from one university and one community college. Findings indicated that their implicit leadership styles comprised a mixture of integrated frameworks. They overwhelmingly used influential and behavioral frameworks to describe effective leadership. Good leadership was seen in terms of a leader empowering a follower for personal and professional success, and in terms of a leader's positive behaviors inspiring followers to achieve organizational goals. A majority of the administrators used a traditional approach; they were directive and held high authority, yet consulted with staff. A small group emphasized consensual decision making and advocated a group approach to leadership. Appendices contain survey correspondence, the interview format, and samples of interview responses that illustrate each theoretical framework. (LMI)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (Sun Valley, ID, October 6-8, 1994).