This study explored the senior academic technology (AT) leadership role in higher education contexts by applying a conceptual framework based on the Association for Educational Communications and Technology (AECT) definition of educational technology (Januszewski & Molenda, 2008) and the e-Leadership Framework of Educational Technology Skills for Higher Education (Jameson, 2013). Data were gathered from an online questionnaire and individual interviews of 12 current senior AT leaders. The qualitative data were analyzed using the constant comparative method (CCM) of analysis (Glaser, 1965). Senior AT leaders were found to have job responsibilities in the areas of technology integration for teaching and learning and strategy, policy, and operations; knowledge, skills, and abilities (KSAs) in institutional leadership and in technology; educational backgrounds with graduate degrees and leadership training; and prior work experiences in higher education technology and administration, industry and consulting, and teaching and research. The findings were used to create a characteristic profile of the senior AT leadership role that contained five dimensions: role overview, job responsibilities, KSAs, educational backgrounds, and prior work experiences. This study provides implications for the field of educational technology, institutions of higher education, professional development of future leaders, and professional practice and research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]