Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 394 de 957
Topic: Knowledge & Leadership – Chair: Luis Manuel Cerda
Building leadership capacity of engineering academics in a leadership vacuum
constructed within a participatory group to engage a professional body
Steven Goh
steven.goh@usq.edu.au
University of Southern Queensland, Toowoomba
Australia
Todd Hartle
r.todd.hartle@gmail.com
University of Southern Queensland, Toowoomba
Australia
Megan Brodie
meg_brodie@hotmail.co.uk
University of Southern Queensland, Toowoomba
Australia
Abstract: This research investigates academic leadership at the frontline. It
seeks to understand how and why engineering academics react to opportunities
to develop and exhibit leadership. The analysis thus far indicates that there is an
interdependent relationship between learned skills, traits, environment, and
context in the way academics perceive, value, develop and exhibit leadership.
The preliminarily findings are: Academics can operate within academia and be
very successful without developing or exhibiting leadership; Most participants
have industry experience and are engineering leaders, however, they chose not
to exhibit leadership; Leadership vacuum alone does not necessarily encourage
exhibition of leadership; Authority and structures were perceived as important;
Academic context presents driving forces that inhibit developing and exhibiting
leadership even in favourable environments; There is a self-selection process for
academics to enter academia; Providing opportunities and changing the
discourse of academics will enhance their leadership perceptions and
behaviours.
Introduction
Ramsden (1998) described academic leadership simply as “… a practical and everyday
process of supporting, managing, developing and inspiring academic colleagues” and that
“…leadership in universities can and should be exercised by everyone, from the vicechancellor
to the casual car parking attendant. Leadership is to do with how people relate
to each other.” Ramsden (1998) is assuming that leadership is inherent in organisations
though it is rarely a matter of chance when change and improvements are made. Someone
must have been influential. Ramsden (1998) points out, if leadership is to be effective,
universities need to sidestep a series of errors associated with single models of academic
excellence, teaching and research, human resource management, structure and process,
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011