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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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