Bringing life to leadership: the significance of life history in reviewing leadership learning within higher education

Abstract

This paper argues how the use of life history research can extend a current leader’s understanding of their own practise and that of others. The paper focuses on middle level leaders in higher education drawn from interviews with 18 leader academics. Using a case study approach I have selected four vignettes which together provide a particular grounded view of leadership as practised and perceived by those participating in the research. The individuals whose life histories are presented in this paper have been chosen because of the clarity which they illustrate emergent findings that life history is a process of ‘becoming’; one of self discovery, learning and identity construction. The findings draw attention to how life history can generate alternative ways of seeing, understanding and interpreting life experiences which are important for leadership learning and ultimately effective educational leadership.

Acknowledgement

This paper draws on research from the author’s doctoral thesis. The author gratefully acknowledges the support of Dr Christopher Rhodes, Birmingham University, in supervising the thesis.

Additional information

Notes on contributors

Margaret Inman

Margaret Inman Swansea Metropolitan, Swansea Business School, Ty Bryn Glas, High Street, Swansea, SA1 1NE UK. Email: [email protected]. She has a doctorate in Educational Leadership from Birmingham University and has published on the subject of leadership and human resource management. She is a chartered fellow of the Chartered Institute of Personnel and Development and a senior fellow of the Higher Education Academy..