A critical exploration of collaborative and distributed leadership in higher education: developing an alternative ontology through leadership-as-practice

References

• Alvesson, M., & Spicer, A. (2014). Critical perspectives on leadership. In D.V. Day (Ed.), The Oxford handbook of leadership and organizations (pp. 40–56). Oxford, England: Oxford University Press.
   Google Scholar
• Berdrow, I. (2010). King among kings: Understanding the role and responsibilities of the department chair in higher education. Educational Management Administration & Leadership, 38(4), 499–514. doi:10.1177/1741143210368146
   Web of Science ®Google Scholar
• Berman, J.E., & Pitman, T. (2010). Occupying a ‘third space’: Research trained professional staff in Australian universities. Higher Education, 60(2), 157–169. doi:10.1007/s10734-009-9292-z
   Web of Science ®Google Scholar
• Blümel, A. (2016). (De)constructing organizational boundaries of university administrations: Changing profiles of administrative leadership at German universities. European Journal of Higher Education, 6(2), 89–110. doi:10.1080/21568235.2015.1130103
   Google Scholar
• Bolden, R. (2011). Distributed leadership in organizations: A review of theory and research. International Journal of Management Reviews, 13(3), 251–269. doi:10.1111/j.1468-2370.2011.00306.x
   Web of Science ®Google Scholar
• Bolden, R., Hawkins, B., Gosling, J., & Taylor, S. (2011). Exploring leadership: Individual, organizational & scoietal perspectives. Oxford, England: Oxford University Press.
   Google Scholar
• Bolden, R., Jones, S., Davis, H., & Gentle, P. (2015). Developing and sustaining shared leadership in higher education (Stimulus Paper). London, England: Leadership Foundation for Higher Education.
   Google Scholar
• Bolden, R., & Petrov, G. (2014). Hybrid configurations of leadership in higher education employer engagement. Journal of Higher Education Policy and Management, 36(4), 408–417. doi:10.1080/1360080X.2014.916465
   Google Scholar
• Bolden, R., Petrov, G., & Gosling, J. (2008). Tensions in higher education leadership: Towards a multi-level model of leadership practice. Higher Education Quarterly, 62(4), 358–376. doi:10.1111/j.1468-2273.2008.00398.x
   Google Scholar
• Bolden, R., Petrov, G., & Gosling, J. (2009). Distributed leadership in higher education: Rhetoric and reality. Educational Management Administration & Leadership, 37(2), 257–277. doi:10.1177/1741143208100301
   Web of Science ®Google Scholar
• Cardno, C. (2013). Images of academic leadership in large New Zealand polytechnics. Journal of Higher Education Policy and Management, 35(2), 124–135. doi:10.1080/1360080x.2013.775922
   Google Scholar
• Carroll, B., Levy, L., & Richmond, D. (2008). Leadership as practice: Challenging the competency paradigm. Leadership, 4(4), 363–379. doi:10.1177/1742715008095186
   Web of Science ®Google Scholar
• Chreim, S. (2015). The (non)distribution of leadership roles: Considering leadership practices and configurations. Human Relations, 68(4), 517–543. doi:10.1177/0018726714532148
   Web of Science ®Google Scholar
• Crevani, L., & Endrissat, N. (2016). Mapping the leadership-as-practice terrain: Comparative elements. In J. Raelin (Ed.), Leadership-as-practice: Theory and application (pp. 21–49). New York, NY: Routledge.
   Google Scholar
• Davis, H. (2014). Towards leadingful leadership literacies for higher education management. Journal of Higher Education Policy and Management, 36(4), 371–382. doi:10.1080/1360080X.2014.916467
   Google Scholar
• Davison, A., Brown, P., Pharo, E., Warr, K., McGregor, H., Terkes, S., … Abuodha, P. (2013). Distributed leadership: Building capacity for interdisciplinary climate change teaching at four universities. International Journal of Sustainability in Higher Education, 15(1), 98–110. doi:10.1108/IJSHE-10-2012-0091
   Web of Science ®Google Scholar
• Dinh, J.E., Lord, R.G., Gardner, W.L., Meuser, J.D., Liden, R.C., & Hu, J. (2014). Leadership theory and research in the new millennium: Current theoretical trends and changing perspectives. The Leadership Quarterly, 25(1), 36–62. doi:10.1016/j.leaqua.2013.11.005
   Web of Science ®Google Scholar
• Drath, W.H., McCauley, C.D., Palus, C.J., Van Velsor, E., O’Connor, P.M.G., & McGuire, J.B. (2008). Direction, alignment, commitment: Toward a more integrative onotology of leadership. The Leadership Quarterly, 19(6), 635–653. doi:10.1016/j.leaqua.2008.09.003
   Web of Science ®Google Scholar
• Eacott, S. (2013). ‘Leadership’ and the social: Time, space and the epistemic. International Journal of Educational Management, 27(1), 91–101. doi:10.1108/09513541311289846
   Google Scholar
• Edwards, G. (2015). Community as leadership. Cheltenham, England: Edward Elgar Publishing.
   Google Scholar
• Ehrich, L.C., Kimber, M., & Ehrich, J. (2016). The micropolitics of management in universities: Challenges and opportunities. In J. Ryan & D.E. Armstrong (Eds.), Working (with/out) the system: Educational leadership, micropolitics, and scoial justice (pp. 187–204). Charlotte, NC: Information Age Publishing, Inc.
   Google Scholar
• Evans, L. (2014). What is effective research leadership? A research-informed perspective. Higher Education Research & Development, 33(1), 46-58. doi: 10.1080/07294360.2013.864617
   Web of Science ®Google Scholar
• Evans, L., Homer, M., & Rayner, S. (2013). Professors as academic leaders: The perspectives of ‘the led’. Educational Management Administration & Leadership, 41(5), 674–689. doi:10.1177/1741143213488589
   Web of Science ®Google Scholar
• Fitzgerald, T. (2014). Scholarly traditions and the role of the professoriate in uncertain times. Journal of Educational Administration and History, 46(2), 207–219. doi:10.1080/00220620.2014.889092
   Google Scholar
• Flessa, J. (2009). Educational micropolitics and distributed leadership. Peabody Journal of Education, 84(3), 331–349. doi:10.1080/01619560902973522
   Google Scholar
• Floyd, A. (2012). ‘Turning points’: The personal and professional circumstances that lead academics to become middle managers. Educational Management Administration & Leadership, 40(2), 272–284. doi:10.1177/1741143211427980
   Web of Science ®Google Scholar
• Franken, M., Penney, D., & Branson, C. (2015). Middle leaders’ learning in a university context. Journal of Higher Education Policy and Management, 37(2), 190–203. doi:10.1080/1360080x.2015.1019120
   Web of Science ®Google Scholar
• Geiger, D. (2009). Revisiting the concept of practice: Toward an argumentative understanding of practicing. Management Learning, 40(2), 129–144. doi:10.1177/1350507608101228
   Web of Science ®Google Scholar
• Graham, C. (2012). Transforming spaces and identities: The contributions of professional staff to learning spaces in higher education. Journal of Higher Education Policy and Management, 34(4), 437–452. doi:10.1080/1360080X.2012.696326
   Google Scholar
• Gray, S. (2015). Culture clash or ties that bind? What Australian academics think of professional staff. Journal of Higher Education Policy and Management, 37(5), 545–557. doi:10.1080/1360080X.2015.1079397
   Web of Science ®Google Scholar
• Grint, K. (2011). A history of leadership. In A. Bryman, D. Collinson, K. Grint, B. Jackson, & M. Uhl-Bien (Eds.), The Sage handbook of leadership (pp. 3–14). London, England: Sage Publications.
   Google Scholar
• Gronn, P. (2011). Hybrid configurations of leadership. In A. Bryman, D. Collinson, K. Grint, B. Jackson, & M. Uhl-Bien (Eds.), The Sage handbook of leadership (pp. 437–454). London, England: Sage Publications.
   Google Scholar
• Gunter, H. (2012). Leadership and the reform of education. Bristol, England: The Policy Press.
   Google Scholar
• Gunter, H., Hall, D., & Bragg, J. (2013). Distributed leadership: A study in knowledge production. Educational Management Administration & Leadership, 41(5), 555–580. doi:10.1177/1741143213488586
   Web of Science ®Google Scholar
• Hancock, N., & Hellawell, D.E. (2003). Academic middle management in higher education: A game of hide and seek? Journal of Higher Education Policy and Management, 25(1), 5–12. doi:10.1080/13600800305739
   Google Scholar
• Hardy, C., Lawrence, T.B., & Grant, D. (2005). Discourse and collaboration: The role of conversations and collective identity. Academy of Management Review, 30(1), 58–77. doi:10.5465/AMR.2005.15281426
   Web of Science ®Google Scholar
• Jones, S., Harvey, M., & Lefoe, G. (2014). A conceptual approach for blended leadership for tertiary education institutions. Journal of Higher Education Policy and Management, 36(4), 418–429. doi:10.1080/1360080X.2014.916469
   Google Scholar
• Jones, S., Lefoe, G., Harvey, M., & Ryland, K. (2012). Distributed leadership: A collaborative framework for academics, executives and professionals in higher education. Journal of Higher Education Policy and Management, 34(1), 67–78. doi:10.1080/1360080x.2012.642334
   Google Scholar
• Juntrasook, A. (2014). ‘You do not have to be the boss to be a leader’: Contested meanings of leadership in higher education. Higher Education Research & Development, 33(1), 19–31. doi:10.1080/07294360.2013.864610
   Web of Science ®Google Scholar
• Kezar, A. (2006). Redesigning for collaboration in learning initiatives: An examination of four highly collaborative campuses. The Journal of Higher Education, 77(5), 804–838. doi:10.1353/jhe.2006.0043
   Web of Science ®Google Scholar
• Kezar, A. (2012). Bottom-up/top-down leadership: Contradiction or hidden phenomenon. The Journal of Higher Education, 83(5), 725–760. doi:10.1353/jhe.2012.0030
   Web of Science ®Google Scholar
• Kramer, M.W., & Crespy, D.A. (2011). Communicating collaborative leadership. The Leadership Quarterly, 22(5), 1024–1037. doi:10.1016/j.leaqua.2011.07.021
   Web of Science ®Google Scholar
• Larkins, F.P. (2010). Trends in non-academic staff for Australian Universities 2000 to 2010: LH Martin Institute. Retrieved from http://www.lhmartininstitute.edu.au/userfiles/files/HE%20Trends%20-%20Uni%20Gen%20Staff%203_FLarkins_original_updated270612.pdf
   Google Scholar
• Lewis, J.M., Ross, S., & Holden, T. (2012). The how and why of academic collaboration: Disciplinary differences and policy implications. Higher Education, 64(5), 693–708. doi:10.1007/s10734-012-9521-8
   Web of Science ®Google Scholar
• Lumby, J. (2013). Distributed leadership: The uses and abuses of power. Educational Management Administration & Leadership, 41(5), 581–597. doi:10.1177/1741143213489288
   Web of Science ®Google Scholar
• Marini, G., & Reale, E. (2016). How does collegiality survive managerially led universities? Evidence from a European survey. European Journal of Higher Education, 6(2), 111–127. doi:10.1080/21568235.2015.1070676
   Google Scholar
• Maxcy, B.D., & Nguyen, T.S.T. (2006). The politics of distributing leadership. Educational Policy, 20(1), 163–196. doi:10.1177/0895904805285375
   Web of Science ®Google Scholar
• Murphy, M., & Curtis, W. (2013). The micro-politics of micro-leadership: Exploring the role of programme leader in English universities. Journal of Higher Education Policy and Management, 35(1), 34–44. doi:10.1080/1360080x.2012.727707
   Google Scholar
• New Zealand Parliament, Education Act § 162 (1989).
   Google Scholar
• Nicolini, D. (2012). Practice theory, work, & organization: An introduction. Oxford, England: Oxford University Press.
   Google Scholar
• O’Reilly, D., & Reed, M. (2010). ‘Leaderism’: An evolution of managerialism in UK public service reform. Public Administration, 88(4), 960–978. doi:10.1111/j.1467-9299.2010.01864.x
   Web of Science ®Google Scholar
• Opstrup, N., & Pihl-Thingvad, S. (2016). Stressing academia? Stress-as-offence-to-self at Danish universities. Journal of Higher Education Policy and Management, 38(1), 39–52. doi:10.1080/1360080X.2015.1126895
   Web of Science ®Google Scholar
• Pfeffer, J. (1977). The ambiguity of leadership. Academy of Management Review, 2(1), 104–112. doi:10.5465/amr.1977.4409175
   Google Scholar
• Pitt, R., & Mewburn, I. (2016). Academic superheroes? A critical analysis of academic job descriptions. Journal of Higher Education Policy and Management, 38(1), 88–101. doi:10.1080/1360080X.2015.1126896
   Web of Science ®Google Scholar
• Raelin, J. (2003). Creating leaderful organizations: How to bring out leadership in everyone. San Francisco, CA: Berrett-Koehler Publishers.
   Google Scholar
• Raelin, J. (Ed.). (2016). Leadership-as-practice: Theory and application. New York, NY: Routledge.
   Google Scholar
• Samier, E. (2002). Weber on education and its administration: Prospects for leadership in a rationalized world. Educational Management Administration & Leadership, 30(1), 27–45. doi:10.1177/0263211x020301006
   Google Scholar
• Schatzki, T.R. (2001). Introduction: Practice theory. In T.R. Schatzki, K.K. Cetina, & E.V. Savigny (Eds.), The practice turn in contemporary theory (pp. 1–14). London, England: Routledge.
   Google Scholar
• Sebalj, D., Holbrook, A., & Bourke, S. (2012). The rise of ‘professional staff’ and demise of the ‘non-academic’: A study of university staffing nomenclature preferences. Journal of Higher Education Policy and Management, 34(5), 463–472. doi:10.1080/1360080X.2012.715994
   Google Scholar
• Sharrock, G. (2012). Four management agendas for Australian universities. Journal of Higher Education Policy and Management, 34(3), 323–337. doi:10.1080/1360080X.2012.678728
   Google Scholar
• Simpson, A., & Fitzgerald, T. (2014). Organisational and occupational boundaries in Australian universities: The hierarchical positioning of female professional staff. Studies in Higher Education, 39(10), 1929–1941. doi:10.1080/03075079.2013.806466
   Web of Science ®Google Scholar
• Strachan, G., Bailey, J., Wallace, M., & Troup, C. (2013). Gender equity in professional and general staff in Australian universities: The contemporary picture. Labour & Industry: A Journal of the Social and Economic Relations of Work, 23(3), 215–230. doi:10.1080/10301763.2013.839086
   Google Scholar
• Szekeres, J. (2011). Professional staff carve out a new space. Journal of Higher Education Policy and Management, 33(6), 679–691. doi:10.1080/1360080X.2011.621193
   Google Scholar
• van Ameijde, J.D.J., Nelson, P.C., Billsberry, J., & van Meurs, N. (2009). Improving leadership in higher education institutions: A distributed perspective. Higher Education, 58(6), 763–779. doi:10.1007/s10734-009-9224-y
   Web of Science ®Google Scholar
• Veles, N., & Carter, M.-A. (2016). Imagining a future: Changing the landscape for third space professionals in Australian higher education institutions. Journal of Higher Education Policy and Management, 38(5), 519–533. doi:10.1080/1360080X.2016.1196938
   Web of Science ®Google Scholar
• Wassenaar, C.L., & Pearce, C. (2012). The nature of shared leadership. In D.V. Day & J. Antonakis (Eds.), The nature of leadership (2nd ed., pp. 363–389). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Whitchurch, C. (2009). The rise of the blended professional in higher education: A comparison between the United Kingdom, Australia and the United States. Higher Education, 58(3), 407–418. doi:10.1007/s10734-009-9202-4
   Web of Science ®Google Scholar
• Wilkinson, J., & Kemmis, S. (2015). Practice theory: Viewing leadership as leading. Educational Philosophy and Theory, 47(4), 342–358. doi:10.1080/00131857.2014.976928
   Web of Science ®Google Scholar
• Wood, M. (2005). The fallacy of misplaced leadership. Journal of Management Studies, 42(6), 1101–1121. doi:10.1111/j.1467-6486.2005.00535.x
   Web of Science ®Google Scholar
• Youngs, H. (2009). (Un)Critical times? Situating distributed leadership in the field. Journal of Educational Administration and History, 41(4), 377–389. doi:10.1080/00220620903211588
   Google Scholar
• Youngs, H. (2014). Moving beyond distributed leadership to distributed forms: A contextual and socio-cultural analysis of two New Zealand secondary schools. Leading & Managing, 20(2), 88–103.
   Google Scholar
• Zepke, N. (2007). Leadership, power and activity systems in a higher education context: Will distributive leadership serve in an accountability driven world? International Journal of Leadership in Education, 10(3), 301–314. doi:10.1080/13603120601181514
   Google Scholar