Supports and constraints to middle leadership development in higher education: a Q-methodology study

Chaaban, Y., Qadhi, S., Al-Thani, H., Floyd, A. ORCID: https://orcid.org/0000-0002-2008-7831 and Du, X. (2023) Supports and constraints to middle leadership development in higher education: a Q-methodology study. Educational Management Administration and Leadership. ISSN 1741-1440 doi: 10.1177/17411432231174092

Abstract/Summary

Middle leadership development in a Higher Education context can be understood as a complex endeavor, influenced by interactions and interrelations within multiple systems. We explored the perspectives of thirty-five male and female middle leaders on the conditions influencing their leadership development at one university in Qatar. Q methodology was applied to collect and analyze data quantitatively and qualitatively. A 40-statement Q-sample was developed based on a proposed conceptual framework inspired by complexity thinking, and consisting of three dimensions; intrapersonal, relational and institutional. Q factor analysis revealed four significantly different viewpoints regarding the conditions that participants perceived were most influential for their leadership development, namely (1) institutional goals, (2) a culture of trust, (3) senior leadership support, and (4) personal ambitions. Despite the differences in viewpoints, three common constraints to leadership development were also identified. The study has implications for middle leadership development, with its distinctive methodological, theoretical and contextual contributions.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/111667
Identification Number/DOI	10.1177/17411432231174092
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
Publisher	Sage
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