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Higher Education 18:353-360 (1989)
9 Kluwer Academic Publishers, Dordrecht - Printed in the Netherlands
Review art icle
L e a d e r s h i p a n d h i g h e r e d u c a t i o n
R O B I N M I D D L E H U R S T
Research Officer fo r Lead ership Development in U niversities,
University of Surrey, Guildford, UK
J am es M . Ko u zes & B ar ry Z . Po s n e r (19 87 ). The Leadership Challenge: How
to G et Extra ordina ry Things D one in Organizations. San F ran c i s co : J o s s ey -
B as s 3 62 p p . s H a rd b ac k .
Introduction
The Leadership Challenge i s reada b le , cohe ren t a nd ve ry la rge ly conv inc ing .
I t i s a im ed a t p rac t i o n e r s , m an ag e r s a n d n o n -m an ag e r s , wh o m ay b e in t e re st ed
in en h an c in g t h e i r l e ad e rs h ip cap ab i l it ie s . J u d g in g b y th e b u lg in g m an a g em en t
b o o k s h e lv es i n a irp o r t s , r a i lway s t a ti o n s an d i n m o re s o p h i s t i c a t ed b o o k s h o p s ,
th i s i s a rap id ly expand ing marke t . In Br i ta in i t i s s t i l l one where leadersh ip
t it le s a r e u n d e r - r ep re s en t ed b o th am o n g w o rk s o f th e s ch o l a r l y an d "q u i ck
f ix " v a r i e ty . T h i s p e rh ap s r e f l ec t s s o m e cu l t u ra l d i s co m fo r t w i th t h e
c o n c e p t .
C o n t ra s t i n g ly , i n t h e Un i t ed S t a t e s, t h e l a s t d ecad e h as s een an u p s u rg e o fin teres t in leadership (Burns , 1978; Bass , 1985; Bennis & Nanus, 1985; Peters
and A us t in , 1986 ; H i t t , 1988). The reasons fo r th i s a re s ta ted wi th fo rce by
P e t e r s in h is f o r e w o r d t o K o u z es a n d P o s n e r ' s b o o k : " l o w p r o d u c t i v i t y a n d
q u es t i o n ab l e q u a l i t y an d s e rvi ce ac ro s s t h e b o a rd . . , co m p o u n d e d i n o u r b ig g er
f i rm s b y an i n ab i li t y t o ac t f a s t " p lu s " t h e a l r ead y u n p reced en t ed an d
acce l e ra t i n g p ace o f ch an g e . " B y rd (1 9 8 7 ) ex p an d s o n t h e cau s es o f cu r ren t
t u r b u l e n c e i n t h e A m e r i c a n c o r p o r a t e w o r l d : " d r a m a t i c a n d s o m e t i m e s u n -
p red i c t ab l e co m p e t i t i o n , co n t i n u a t i o n o f t h e te ch n o lo g i ca l race , t h e i n fo r -
m a t i o n e x p l os i on , t r a n s f o r m a t i o n o f a m a n u f a c t u ri n g - b a s e d e c o n o m y t o as e rv i ce -b as ed eco n o m y , an i n c rea s in g ly h e t e ro g en eo u s wo rk fo rce , t h e r i s e o f
a n ew h e ro , t h e en t r ep ren eu r . . . " T h i s l i t an y o f eco n o m ic an d s o c i a l ch an g e
is no less fam i l ia r in Br i ta in . I f these a re indeed the reason s w hich necess i ta te
an d p ro m o te t h e s t u d y an d p rac t i ce o f l e ad e r s h ip ( an d t h e re i s co n s id e rab l e
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agreement concerning the association between leadership and "change":
Adair (1968, 1983); Kanter (1983); Kouzes and Posner, pp. 37-38) - our
discomfort with the concept will need to be overcome. The present political
climate in Britain is likely to support such efforts.
Genera l react ions
The following comments about Th e Lea d er s h ip C h a l l en ge are made in relation
to a review of work in the leadership field. Such work is regarded as having
general application in a variety of organisational settings.
Through their wealth of practical suggestions, exercises and examples of
leadership behaviour in many fields and at many levels in organisations,
Kouzes and Posner have created a useful handbook for practitioners. Their
work should, however, also attract the interest of scholars in the field since
it not only represents the culmination of an in-depth study staged over four
years, but includes reference to a considerable amount of other leadership
research.
Data were collected initially from over 1,000 middle and senior managers
by means of open-ended questionnaires and interviews. The data centred upon
managers' perceptions of their "personal best" experiences of leading (Appen-dix A, pp. 303-308). A variety of organisations including institutions of higher
education, were represented in the sample. Analysis of the data led the authors
to develop a model of leadership which was then tested through their
"Leadership Practices Inventory" (Appendix B, pp. 309-322) in order to
measure the behaviours isolated. Finally, over 3,000 managers and their
subordinates were asked to assess the extent to which the managers studied
used the identified practices.
The study - which is concerned with "t he behavioural side of getting others
to want to achieve exceptional results" (p. 233) - rests on a defini tion ofleadership which was clearly enunciated by Vance Packard over twenty-five
years ago: "Leadership appears to be the art o f getting others to want to do
something that you are convinced should be done" (The Pyramid Climbers,
1962, p. 170). It is a defini tion which can also be found in the pages of recent
autobiographical reflections on leadership (Harvey-Jones, 1988; Kay, 1985)
and in historical analyses of leadership (Burns, 1978; and Adair - Gr ea t
L e a d e r s h i p - forthcoming).
The book is structured around a discussion of the five practices identified
by Kouzes and Posner as being common to most extraordinary leadership
achievements: Chal leng ing the Process ; Insp ir ing a Shared V is ion; Enab l ing
O t h e r s to A c t ; M o d e l i n g t h e W a y ; E n c o u r a g in g t h e H e a r t . These practices are
explored further by illustrating the "t en behavioural commitments" by which
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t h ey were s u p p o r t ed i n t h e p e r s o n a l b e s t l e ad e r s h i p ca s e s . Th e f i r s t t wo
ch ap t e r s l ay t h e fo u n d a t i o n s fo r t h e s u b eq u en t d i scu s s io n : "K n o w i n g W h a t
L e a d e r s h ip I s R e a l l y A b o u t " ( C h a p t e r 1) a n d " W h a t F o l l ow e r s E x p e c t o f
T h e i r L e a d e r s: K n o w i n g th e O t h e r H a l f o f t h e S t o r y " ( C h a p t er 2 ) . A s t h eau t h o r s o b s e rv e , t h e s t ru c tu re o f t h e b o o k m i g h t l e ad o n e t o ex p ec t t h a t t h e
prac t ice o f l eadersh ip invo lves fo l lowing a se r ies o f behav iours in sequence .
Clear ly the rea l i ty i s a more dynamic , i t e ra t ive p rocess~
In: m y v i ew , t h e b o o k i s o f in t e r e st fo r a n u m b er o f r ea s o n s .
F i rs t ly , i t t ack les head-on the subs tan t ive and con t rovers ia l i s sues in the
s t u d y o f l e ad e rs h i p y e t av o i d s b eco m i n g e n t r ap p e d i n th e ab s t r ac t t h eo r i si n g
t h a t m ak es t h e s u b j ec t s a r ea s o co m p l ex an d o f t en o f s u ch l i m i t ed v a l u e t o
p rac t i ti o n e r s . T h e au t h o r s a rg u e , co g en t l y s u p p o r t ed b y a h o s t o f ex am p l e s ,
tha t l eadersh ip ex i s t s and can be observed and d i s sec ted (pp . 25-26 , p . 135 ,
p . 264) . Thei r a rguments cha l lenge such d i sbe l ievers as Mumford (1987) and
o t h e r s . In s u p p o r t o f th e i r c a s e t h ey m ar s h a l a r ich a r r ay o f r e s ea rch wo rk i n
re l a t ed a rea s: o n i n n o v a t i o n (Kan t e r , 1 98 3) , o n co -o p e ra t i o n v e r s u s co m p e t -
i t io n i n wo rk i n g g ro u p s (T j o s v o l d , 1 98 6) , ( J o h n s o n et a l , 1981), on t rus t and
rec ip roc i ty (Boss , 1978 ; Cia ld in i , 1984) , on power (Chap ter 8 ) .
K o u z e s a n d P o s n e r f a c e t h e u b iq u i t o u s q u e s ti o n , " A r e l e ad e r s b o r n o r
m ad e?" an d p re s en t a rg u m en t s t o s u p p o r t b o t h p o s i t i o n s (p p . 2 9 0 -3 0 2 ) . In
co n c l u d i n g t h a t l e ad e r s h i p can b e l e a r n e d ( a l t h o u g h s o m e c a n d i da t e s ar ec l ea r l y m o re l i k e l y t o s h o w an ap t i t u d e t h an o t h e r s ) , t h ey p re s en t t h e i r o wn
f i n d in g s co n ce rn i n g t h e m o s t e f f ec t i v e m ean s o f l e ad e rs h i p d e v e l o p m e n t
(p p . 2 8 2 -2 9 0 , p . 2 9 8 -3 0 2 ) . Th es e s u g g est " t h ree m a j o r ca t eg o r i e s o f o p p o r t u -
n i ti es fo r l earn ing to l ead . . , t r i a l and e r ro r , peop le , and edu ca t ion , in tha t o rd er
o f i m p o r t a n c e " . T h e y a r e s u p p o r t e d i n o th e r s t u di e s ( M c C a u l e y , 1 9 86 ; Z e m k e ,
1 9 8 5 ) . Th e ev i d en ce p re s en t ed s h o u l d p ro v o k e a r e - ex am i n a t i o n o f cu r r en t
t r a in i n g p ro v i s i o n i n t h e f i e ld - a l t h o u g h i t n eed s t o b e r em em b ered t h a t
p rog ram m es spec i f i ca l ly a im ed a t l eadersh ip dev e lopm ent a re s ti ll in the i r
i n fan cy o u t s i d e t h e a rm ed fo rce s .Seco n d l y , Th e Lea d er s h ip C h a l len g e is i m p o r t an t b ecau s e i t d raws a t t en t io n
t o t w o o f t -n eg l ec t ed a rea s i n t h e s t u d y o f l e ad e rs h i p : t h e i n te r - r e la t i o n sh i p o f
" l e a d e r s h i p " a n d " f o l l o w e r s h i p " ; a n d t h e m a n i fe s t a ti o n o f l e ad e r sh i p a t
m an y d i f f e r en t l ev el s i n t h e o rg an i s a t i o n (p p . 2 9 5 -2 9 8 ). "Fo l l o w ers d e t e rm i n e
whether someone possesses l eadersh ip qua l i t i es . . , l eadersh ip i s in the eye o f
t h e fo l l o wer" . Th e au t h o r s ch a l l en g e t h e a s s u m p t i o n t h a t l e ad e r s h i p i s t h e
p r e r o g a ti v e o f t o p m a n a g e m e n t - o r o f m e n : " L e a d e r s h i p , w e c on c l u d e d , is
n o t t h e p r i v a t e p re s e rv e o f a f ew ch a ri s m a t i c m en a n d w o m en . I t is a p ro ces s
o rd i n a ry m an ag e r s u s e wh en t h e y a re b r i n g in g fo r t h t h e b e s t f ro m t h em s e l v es
a n d o t h e r s . "
Th i rd l y , Ko u zes an d Po s n e r ex am i n e t h e e t h i ca l d i m en s i o n o f l e ad e r s h i p .
Th ey a rg u e t h a t l e ad e r s h ip p rac t ice s a r e i n th em s e l v es am o ra l b u t t h a t i n d iv i d -
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u a l u s e o f s u ch p rac t ice s m a y b e m o ra l o r im m o ra l . N o t u n n a tu ra l l y , fo l l o win g
Gard n e r (1 9 8 7 ) , t h ey en co u rag e fo u r m o ra l g o a l s o f l e ad e r s h ip :
i ) re leas ing human po ten t ia l ;
i i ) b a l an c in g t h e n eed s o f t h e i n d iv id u a l an d t h e co m m u n i ty ;iii) d e fen d in g t h e fu n d am en ta l v a lu es o f th e co m m u n i ty ;
iv) ins t i l l ing in individuals a sense of in i t ia t ive and responsibi l i ty .
T h ro u g h o u t t h e b o o k t h e au th o r s em p h as i ze t h e cen t r a l i t y o f v a lu es i n
l ead e r s h ip . T h i s h a s b ec o m e a co m m o n th em e in m u ch r ecen t l it e r a tu re i n t h e
f i e ld , p e rh ap s fo r t h e r ea s o n s o u t li n ed b y M an t (19 86 ): "S in c e 1 9 7 3 m an y
organ isa t ions h ave redu ced a l l va lues to a s imple cos t -bene f i t ca lcu la t ion . The
to u g h n es s w as n eces s a ry , b u t t h e m o re a s tu t e ex ecu ti v e s a re r eal is in g t h a t i t
i s n ' t e n o u g h f o r t h e f u t u r e w e f a c e . "
Ko u zes an d Po s n e r fo u n d i n t h e i r e a r l i e r r e s ea rch t h a t c l ea r l y a r t i cu l a t ed
p e r s o n a l v a lu es o n t h e p a r t o f s en io r m an ag em en t h ad s i g n i f i can t e f f ec t s o n
o rg an i s a t i o n a l e f f ec ti v en es s. T h es e f in d in g s a re s u p p o r t ed b y o th e r r e s ea rch e r s
(C a ld we l l , 1 9 8 4 ) wh o d em o n s t r a t e t h a t wh i l e co m p an ie s m ay h av e d i f f e ren t
s e ts o f v a lu es , th e m o re e f f ec t i v e co m p an ie s s h a re t h ree q u a l i ti e s: " c l a r i t y ,
co n s en s u s an d i n t en s i t y ab o u t t h e i r co re o rg an i s a t i o n a l v a lu es . " Pe rh ap s t h e
m o s t im p o r t an t m es s ag e co n t a in ed i n t h e b o o k i n r e la t i o n t o v a lu es is t h e n eed
~ fo r co n s i s t en cy b e tw een wo rd an d d eed i n t h e p rac t ice o f l e ade r s h ip : "L e ad e r s
p ro v id e t h e s t an d a rd b y wh ich o th e r p e o p l e in th e o rg an i za t io n ca l i b ra te t h e iro wn ch o i ce s an d b eh av io u r s . In o rd e r t o s e t an ex am p le , l e ad e r s m u s t k n o w
th e i r v a lu es an d l i v e t h e m " . (p . 1 90 ) Fu r th e rm o re : "C re d ib i l i t y o f ac t i o n is
t h e s in g le m o s t s i g n i f ican t d e t e rm in an t o f wh e th e r a l e ad e r w i ll b e fo l l o w ed
over t im e." (p . xv i i)
F o u r t h l y , K o u z e s a n d P o s n e r a t t e m p t t o e x p o s e c o m m o n l e a d e rs h ip m y t h s
an d t o d i f f e ren t i a t e b e tween l ead e r sh ip an d t r ad i t i o n a l m an ag em en t d o c t r in e .
In i d en t ify in g t h e e ty m o lo g y o f t h e tw o wo rd s , t h ey a rg u e t h a t a l t h o u g h b o th
are essen t ia l to mak ing soc ia l sys tems work , the ro les con ta ined in each a re
d i f f e ren t . W h ere m an a g em en t i s co n ce rn ed wi th s y s tem m a in t en an ce an dmeasures to con t ro l o rgan iza t ion p rocesses , l eadersh ip i s assoc ia ted wi th
cha l leng ing the status quo an d wi th en ab l i n g (o r em p o wer in g ) o th e r s t o ac t
t h ro u g h a sh a r in g o f i n fo rm a t io n , s u p p o r t an d i ni ti a ti v e . L ead e r s h ip m a y
in v o lv e em o t io n an d h as b een n i ce ly d es c r i b ed b y t h e au th o r s a s "d i s c ip l i n ed
p as s io n " (p . xv ii ). T h ey p o r t r ay t h e e s s ent ia l d i f fe ren ce a s fo l lo ws : " I f t h e re
i s a c l ea r d is t in c t i o n b e twee n t h e p ro ces s o f m an ag in g an d t h e p ro ces s o f
lead ing , i t i s the d i s t inc t ion be tween ge t t ing o thers to do and ge t t ing o thers
t o w a n t t o d o . "
F in a l ly , t h e re a re i n ev it ab ly s o m e re s e rv a t io n s ab o u t t h e b o o k a l t h o u g h t h ey
a re o u twe ig h ed b y t h e p reced in g p o s i t i v e r eac t i o n s .
T h e s t y le , t h o u g h l u ci d a n d s u p p o r t e d b y b o t h r e a s o n e d a r g u m e n t a n d
research ev idence , i s s t i l l somewhat doc t r ina i re . I t shares wi th many o ther
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books in the field, a crusading tone which suggests that leadership is the
modern elixir of organisational life. There is certainly (Burgoyne, 1988) a need
to redress the balance from an emphasis on " ha rd systems" (rules, procedures,
incentives, control) as the means to effective organisational performance toan affirmation of the necessity for attention towards "so ft systems" (values,
culture, leadership). There is also a need to explode the mystique surrounding
the concept of leadership so that it can be more widely practised and more fully
developed. However, a more complete picture which included reference to the
need for both hard and soft systems as a prerequisite for organisational success
would perhaps be more convincing to a sceptical reader.
The content of the book could have been expanded (or perhaps this is an
argument for an extension of the research) by a comparative study of the same
managers' "personal worst cases" . Analysis of the trials - and particularly
errors - involved in case studies of leadership practice would both fur ther the
development of leadership theory and be more instructive to those struggling
with its implementation. Such an analysis could assist in the evolution of a new
conceptual framework for leadership which takes account of past theories and
accommodates some of the paradoxes and contradictions still prevalent in this
subject area. This would be useful as a guide to thinking about leadership for
scholars and practitioners alike.
R e l e v a n c e t o h i g h e r e d u c a t i o n
To turn now to the relevance of Kouzes and Posner's book to leadership in
higher education. The following remarks are made on the basis of work in the
field of leadership and its development in British universities (Middlehurst,
1987).
1981 may be described as a watershed in the history of British university
management. It heralded the arrival of "change and uncertainty" in the
external and internal environment of universities and the end of a period of
expansion and relative stability. It signalled government determination to
implant commercial credos o f efficiency, relevance and value-for-money into
the aims of university management. The publication and implementation of
the "Jarratt Report" (Committee of Vice-Chancellors and Principals, 1985)
merely confirmed and guided a trend that was already taking place in univer-
sities such as Salford or Aston. In public sector higher education similar
signposts may be found in the National Advisory Board Report (1987),
"Management for a Purpose", and in the government White Paper on
"Higher Education - Meeting the Challenge" (1987). Although the timing may
be different, evidence from other countries suggests that similar changes in
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m an ag em en t a t t i t u d es an d p rac t i ce a r e a l s o t ak i n g p l ace i n t h e i r h i g h e r
educa t ion sys tems (Tay lo r , 1987) .
Th e n ew en v i ro n m en t o f th e 1 98 0s h as d raw n a t t en t i o n t o ac ad em i c m an ag e -
m e n t s t ru c t u re s an d p ro ced u re s m o re fo rc i b l y t h an i n p rev i o u s d ecad es . I t h a srek i n d l ed d i s cu s s io n ab o u t l e ad e r sh i p , i t s r e l a ti o n s h i p t o m an ag e m e n t an d t h e
re l ev an ce o f i n d u s t ri a l o r co m m erc i a l m o d e l s t o h i g h e r ed u ca t i o n ( as tr a i n in g
p r o g r a m m e s f o r a c a d e m i c " m a n a g e r s " i n m a n y O E C D c o u n t r i e s i n d i c a t e ) .
The Leadership Challenge wi l l p ro v i d e fo o d fo r t h o u g h t i n t h i s co n t i n u i n g
d e b a t e .
T h e b o o k is r e l ev an t b ecau s e l ead e r s h i p h as a l way s b een p a r t o f h i g h e r
edu ca t io n ' s miss ion e i ther a t the m acr o leve l o f ins t i tu t ions o r a t the micro l evel
o f i n d i v i d u a l t e ach e r s an d r e s ea rch e r s . To d ay ' s t u rb u l en t c l i m a t e m ere l y
s e rv ed t o accen t u a t e i ts im p o r t an ce an d t o i n c l u d e th e m an ag e r i a l a r en a i n i ts
fo cu s .
Ko u zes an d Po s n e r p ro v i d e v a r i ed ex am p l e s o f l e ad e r s h i p p rac t i ce d rawn
from wi th in un ivers i t i es (pp . 189-190 , p . 223 , p . 255, p p . 2 6 7 -2 7 0 ) . Th es e
i n c l u d e in s t an ces o f s e t ti n g an ex am p l e , i m p ro v i n g co m m u n i ca t i o n , r eco g ni s-
i n g co n t r i b u t io n s an d en co u rag i n g b y ce l eb ra ti n g . Th e co n t ex t s a r e eq u a l ly
v a r i ed , f ro m p re s i d en t an d i n s t i t u t i o n : "Th e l ead e r ' s j o b i s t o en e rg e t i ca l l y
m i r ro r b ack t o t h e i n s t i tu t i o n h o w i t b e s t t h i n k s o f i ts e l f " (Ken n ed y , p re s i d en t
o f S t a n f o r d ) t h r o u g h d e a n a n d f a c u l t y t o p r o f e s s o r a n d s tu d e n ts : " O n e o f o u ru n i v e r s i ty co l leag u es t ak es h is h i g h es t p e r fo rm i n g s t u d en t s each t e rm o u t fo r
l u n c h a n d b o w l i n g t o s h o w h i s a p p r e c i a t i o n " .
A t a g en e ra l lev e l, t h e re a r e n u m ero u s i d eas an d o b s e rv a t i o n s o f r e l ev an ce
t o h i g h e r ed u ca t i o n , fo r ex am p l e : t h e em p h as i s o n t ru s t an d s h a r i n g o f
i n fo rm a t i o n (p p . 1 5 0 -1 5 2 ) , t h e en co u rag em en t t o t ak e r i s k s an d t o fo s t e r
"p s y ch o l o g i ca l h a rd i n es s " t o co p e wi t h st re s s (p p . 6 5 -7 0 ) , t h e im p o r t an ce o f
h av i n g " i n s i g h t a n d o u t s i g h t " wh e n s h ap in g a v i si o n fo r th e fu t u re (p . 5 7 -6 3 ) ,
the re la t ionsh ip o f l eadersh ip to learn ing (p . 277 -302) , the need to emphas i se
l o n g - t e r m g o a l s , i m a g i n a t i o n a n d " p o s s i b i l i t y " r a t h e r t h a n " p r o b a b i l i t y "t h i n k in g (p . 8 3 -9 0 ) . Th ro u g h o u t , t h e i d eas an d o b s e rv a t i o n s a re s u p p o r t ed b y
re s ea rch ev i d en ce an d p rac t i ca l s u g g es t i o n s t o t ak e t h e r ead e r fo rward .
Ko u zes an d Po s n e r ' s s t u d y i l l u s t r a t e s s o m e o f t h e i n g red i en t s n eed ed t o
es tab l i sh a c l imate in which leadersh ip may f lour i sh . Perhaps su rp r i s ing ly to
s o m e , i t i s ap p a ren t t h a t m an y o f t h e s e i n g red i en t s a r e a l r ead y p re s en t ( i f
u n d e r -ex p l o i ted ) i n t h e cu l t u re o f h i g h e r ed u ca t i o n i n s ti t u ti o n s ; t h ey t h e re fo re
possess cer ta in advan tages over o ther o rgan isa t ions in th i s respec t . The i r
t rad i t ions o f co l leg ia l i ty , consensus dec i s ion-making , co l labora t ive research
an d t h e n a t u re o f acad em i c wo rk a s i n t r i n s i ca l l y m o t i v a t i n g an d ch a l l en g i n g
m ay s u cceed i n p ro m o t i n g t h e s e o rg an i s a t i o n s a s m o d e l s fo r t h e fu t u re ( s ee
H a n d y , 1 98 6). T h e y s h o u l d b e w a r y o f a d o p t i n g m a n a g e m e n t p r a c t ic e s b a s e d
o n t i g h t h i e r a rch i e s an d co n t ro l s wh i ch a re r eg a rd ed a s o u t d a t ed , i n e f f i c i en t
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359
an d i n c reas i n g ly s u b j ec t t o c ri ti c is m i n o t h e r o rg an i s a t i o n s . As H arv ey - J o n es
(1987) a rgues on the bas i s o f exper ience as ch ie f execu t ive o f ICI and f rom
h is p e r sp ec t i v e a s C h an ce l l o r o f th e Un i v e r s i t y o f B rad fo rd : " I k n o w fo r s u re
tha t l a rge o rgan isa t ions work bes t wi th mass ive decen t ra l i sa t ion , wi th de le -g a t i o n o f t h e p o we r t o g e t th i n gs d o n e , w i t h c l a r it y o f a i m a n d r e s p o n s ib i l it y ,
an d wi t h rea l e f fo r t t o tr a i n an d cap t u re t h e h ea r t s an d m i n d s o f p eo p l e in
t h e s y s t e m . " Ko u zes an d Po s n e r ' s s t u d y l en d s s u p p o r t t o t h is v i ew . Th e
ch a l l en g e i n acad em e wi l l b e t o i n co rp o ra t e m an ag em en t p ro ced u re s wh i ch
s t reaml ine the runn ing o f the ins t i tu t ion and i t s cons t i tue n t par t s w hi le
m ax i m i s i n g t h e p o t en t i a l fo r " ex t r ao rd i n a ry p e r fo rm an c e" a t a ll l eve ls . Th i s
d em an d s a co n t i n u a t i o n o f th e b e s t p rac ti ce s o f " l ea d e r s h i p b y p e r s u as i o n "
wh i ch s eek t o b a l an ce t h e n eed fo r i n d i v id u a l au t o n o m y wi t h it s co n c o m i t an t
crea t ive po ten t ia l aga ins t co l lec t ive respons ib i l i ty fo r the ou tcomes o f h igher
ed u ca t i o n .
Th e au t h o r s p re s en t s o m e o f t h e r e su l ts o f t h e r e - ev a l u a t i o n o f o rg an i s a ti o n -
a l e f f ec t i v en es s wh i ch i s t ak i n g p l ace n o w i n a n u m b er o f f i e l d s . Th ey p o s e
s o l u t i o n s i n m an y a rea s wh i ch a re a l s o o f co n ce rn t o h i g h e r ed u ca t i o n :
ap p ro ach es t o m an ag i n g ch an g e , t o h an d l i n g co n f l i c t , t o fo s t e r i n g an d s u p -
p o r t i n g i n n o v a t i o n , t o r a is i ng m o ra l e an d l ev el s o f p e r fo rm an ce . Th e m es s ag e
o f t h e b o o k - t h a t g o o d l ead e r sh i p can an d d o es m ak e a d i f f e r en ce t o t h e
ach i ev em en t o f ex cep t i o n a l p e r fo rm an ce - i s e ch o ed i n wr i t i n g s r e f e r r i n gspec i f ica l ly to the acad em ic con tex t (M oses , 1985; As t in and Scherr in , 1983 ;
F i s h e r an d Tac k ( ed . ) , 1 98 8) . B y ch o o s i n g o n l y wh a t is b e s t f ro m co m m erc i a l
o r i n d u s t r i a l co n t ex t s an d f i l t e r i n g t h e s e co n t r i b u t i o n s t h ro u g h acad em i c
t h eo r y an d p rac t i ce it s h o u l d b e p o s s i b l e t o c r ea t e n ew m o d e l s o f s t ru c t u re an d
p r o c e s s w h i c h w i l l b e a p p r o p r i a t e f o r t o m o r r o w ' s w o r l d . The Leadership
Challenge r e p o r t s m u c h o f w h a t h a s b e e n f o u n d t o b e " b e s t " i n a n u m b e r o f
se t t ings - no t l eas t academe. The ac id t es t wi l l be whether the sound adv ice
p re s en t ed i s s w i f t l y t r an s fe r r ed t o co m m o n p rac t i ce .
Acknowledgements
Th e fo l l o wi n g p eo p l e h av e k i n d l y a s s i s t ed b y co m m en t i n g o n t h i s a r t i c l e :
P ro fe s s o r T . B ech e r , U n i v e r s it y o f Su s sex ; P ro fe s s o r L . . E l t o n , Un i v e r s i t y o f
Su r rey ; Dr . P . G a rd i n e r , U n i v e r s i ty o f Su r rey ; an d M r . P . H e l m , U n i v e r s i ty
o f L i v e r p o o l.
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