Teaching development leaders’ characteristics and experiences of success in research-focused universities: narratives of constraint and growth

ABSTRACT

The purpose of this study was to extend an understanding of success experienced by leaders in teaching development units. Using a framework comprised of narratives of constraint, this qualitative study interviewed 38 academics in leadership roles from Finland, Australia, Sweden, Norway, the United States, Canada, Scotland, and England. Findings revealed three groups of leaders as follows. (1) Unit leaders with narratives of constraint experience tensions with senior academic administration, low expectations and influence, an immovable structure, and low perceived institutional value for teaching. They also experience a subjugated culture, striving towards being respected within their institutions. (2) Unit leaders with narratives of constrained growth work with the willing and are eager to work with those who support teaching initiatives. They describe their experiences of securing their units through teaching quality rhetoric and committee work. (3) Unit leaders with narratives of growth experience a supportive culture, describing themselves as proactive in their unit’s successes with positive professional relationships. These unit leaders also experience a sense of agency, passion about their roles, persistence in achieving their vision, and focused on persuading colleagues that teaching is important. Teaching development unit leaders that experience success have a strong sense of agency and positive relationships.

KEYWORDS:

• Teaching development unit leadership
• research-focused institutions
• academic administration
• higher education
• agency
• relationships

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Heather Kanuka

Heather Kanuka is full professor in the Department of Educational Policy Studies, University of Alberta, Canada.

Jason Holmes

Jason Holmes and Summer Cowley are recent graduates of the Master’s programme in Educational Policy Studies. Both are preparing to pursue further studies at the doctoral level in the fields of leadership and mid-level administration in higher education.