Research in Engineering Education Symposium 2011 - rees2009

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Academic (person) and University (organization). A distinctive finding is that academics
are very sensitive to “authority”. This contradicts previous studies that suggest academics
are not “governed” by authority, and exercise their academic freedom accordingly.
Leadership opportunities should be appropriately formalized and delegated, with full and
unambiguous executive, funding and administrative support, and exercise within an
operating structure. Currently, there are major disincentives and hurdles for academics to
take risks and lead. The findings also conclude that opportunities and space to practice
leadership are important. Given that the prior research has suggested that academic
leadership does impact on the quality of teaching, it would be advantageous for
institutions to re-evaluate their context and value system. The findings presented are
useful in providing an understanding of why academics do or do not pursue opportunities
for developing and exhibiting leadership. The analysis is still ongoing and thus the
assertions in this paper are loosely put forward. The evidence should provide clarity and
support for assertions made as the analysis matures. Further work in analysis and data
collection across faculties and institutions at a trans-national level are needed.
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Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011