Leadership Development in Academia in the UAE: Creating a Community of Learning

Autor/inn/en	Abdulla, Ayesha; Fenech, Roberta; Kinsella, Katrina; Hiasat, Lana; Chakravarti, Sriya; White, Timothy; Rajan, Panthayil Babu
Titel	Leadership Development in Academia in the UAE: Creating a Community of Learning
Quelle	In: Journal of Higher Education Policy and Management, 45 (2023) 1, S.96-112 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2022.2116667
Schlagwörter	Communities of Practice; College Faculty; Foreign Countries; Leadership Training; Emotional Intelligence; Administrator Attitudes; Metacognition; Leadership Styles; Peer Relationship; Higher Education; Socialization; Experiential Learning; United Arab Emirates + Suchen Sie Ihr Suchwort? Community; Fakultät; Ausland; Führungslehre; Emotionale Intelligenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Führungsstil; Peer-Beziehungen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Socialisation; Sozialisation; Experiental learning; Erfahrungsorientiertes Lernen; Vereinigte Arabische Emirate
Abstract	Leadership development in academia is generating a lot of interest due to its idiosyncrasies and complexities, as well as recent studies highlighting the neglect of systematic leadership development in academia. The purpose of this qualitative research study is to discover the subjective experiences of academic leaders enrolled in leadership development. Following a leadership development program and focus groups, the main finding is that the subjective experience of academics enrolled in leadership development is positive, leading to greater knowledge, self-awareness, self-reflection, and the development of emotional intelligence, leadership styles, and skills in building high performing teams. The subjective experience is shaped by leadership development through experience, communication, and interaction with other leaders in a community of learning. Practical and theoretical implications, together with recommendations, in this study are a source of useful information for higher education institutions recognising the need to nurture the core competency of leadership within their academic cadre. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01