Chalmers, D. (2007) (Canberra, The Carrick Institute for Learning and Teaching in Higher Education).
Investigates how the quality indicators and measurements of the quality of university education are related to actual quality development. Is scept
Allan, E.J., Gordon, S., P. & Iverson, S.V. (2006) The Review of Higher Education, 30(1), pp. 41 68. An analysis of hundreds of articles and notices in 'The Chronicles of Higher Education' (U.S.). The way to describe leadership focuses on the solitary hero and metaphors are military or diplomatic. Have a clear gender message where traditional image of a leader in higher education is a man with traditional masculine traits.
Anderson, M., Scott, G. & Coates, H. (2008)(Canberra, Australian Council for Educational Research) British Education Research Association Conference, Edinburgh, 3-6 September 2008. Describes vividly how leaders in the university experience themselves operating 'in between', "Being the meat in the sandwich", with very little opportunity to lead, and how this still can be made.
Bolden, R., Petrov, G. & Gosling, J., Higher Education Quarterly, Volume 62, No. 4, October 2008, pp 358–376. Believe that leadership so far has focused on the individual or organization. From their large study (UK), they state that leadership should be studied from a socio-cultural perspective, where loyalties to the group plays a major role.
Clegg, S. & McAuley, J. (2005) Journal of Higher Education Policy and Management, 27:1, 19-34. Focuses on in-between leaders in academia. They argue that the discussion has focused on simplification of the boss or colleague. (United Kingdom)
Coates, H., I. Dobson, L. Goedegebuure, and L Meek (2010) Journal of Higher Education Policy and Management, 32:4, 379-387. About changes of confidence in senior leadership at universities and a critique of the current situation. Large empirical data.
Deci, E.L. & Ryan, R.M. (2000) Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 11:4, 227-268.
A fantastic article on motivation. Describes the three main dimensions of motivation: relatedness, autonomy and competence.
Fullan, M. (2000) Journal of Educational Change, 1(1), pp. 5 - 28. Does a historical reflection of the large-scale attempt to change the educational context. He argues that they failed because they did not take local culture into account. (U.S.)
Gibbs, G., Knapper, C. & Piccinin, S. (2008) Higher Education Quarterly, 62(4), pp. 416 - 436. Examines leadership in a number of fantastic institutions, good on both research and teaching. They stress how large the variation is and how many various forms leadership has taken. (Academic elite contexts)
Harvey, L. & Stensaker, B. (2008) European Journal of Education, 43(4), pp. 427 -442. Discuss how local cultures can relate to external pressure. Depending on orientation, cultures can react in four ways. The authors offer a perspective from which the own and other local cultures in higher education can be analysed. (United Kingdom & E)
Henderson, C., Beach, A., Finkelstein, N. & Larson, S.R. (2008) Facilitating Change in Undergraduate STEM symposium (Augusta MI).
They go through 130 articles in the literature on the development of teaching and learning in science and technology education. Only 5% of these deals with some form of "shared vision". (U.S.)
Hendry, G., Lyon, P. & Henderson-Smart, C. (2007) Assessment & Evaluation in Higher Education, 32(2), pp. 143 - 157. Deals with teachers' response to students' course evaluations: The authors believe that this is related to whether teachers are teaching-focused or learning-focused. (AU)
Henkel, M. (2005) Higher Education, (49), pp. 155 - 176. Stresses the importance of the subject for scholars' identity. She also describes how various reforms attempted to undermine the importance of the subject within the academy, and how these attempts have failed. (UK & Scandinavia)
Jawitz, J. (2009) Studies in Higher Education, 34(6), pp. 601 - 614.
How does the teacher in higher education learn to assess /grade the students? Based on three case studies in South Africa, the author discusses how the skills to be a teacher can be obtained in relation to the local culture ('discipline'). (SA)
Knight, P. & Trowler, P. (2000) Studies in Higher Education, 25(1), pp. 69 - 83.
Mean that all change and thus also the issue of leadership has to be based on the local culture, that is, the department. They also suggest that change always involves many and therefore is unpredictable. (UK)
Martin, J., Feldman, M., Hatch, M.J. & Sitkin, S. (1983) Administrative Science Quarterly, 28, pp. 438 - 453.
Describes how different organizations and groups argue to be unique, special, using stories that are actually common. (U.S.)
McNay, I. (2002) Higher Education Quarterly, 56(3), pp. 303 - 315. Emphasizes that leadership is different in different contexts. He gives an example of how it can be on a small university where everybody knows everybody. (UK)
Middlehurst, R. (2008) Higher Education Quarterly, 62(4), pp. 322 - 339. Criticizes the leadership research on higher education. She says that even if there is a talk about distributed leadership, it is actually still focused on the lone strong individual. (UK)
Mårtensson, K., Roxå, T. & Olsson, T. (2011) Higher Education Research and Development, 30(1), pp 51-62.
An article describing the work with pedagogical development at Lund University, based on the ideas of academic freedom, academic identity and the scholarship of teaching and learning. Pointing to the need for leadership.
Neumann, Y. & Neumann, E. (1999) The International Journal of Educational Management, 13(2), pp. 73 - 79. It shows that the college principal's way to lead is important for resources, students influx and rankings. (U.S.)
Osseo-Asare, A., Longbottom, D. & Murphy, W. (2005) Quality Assurance in Education, 13(2), pp. 148 - 170. Examines the impact of quality work on higher education and concludes that it has failed to change, develop or influence. They blame this on the scholars' conservatism. Interesting article because it is written by quality people who are frustrated. (UK)
Pounder, J., S. (2001) Leadership & Organizational Development Journal, 22(6), pp. 281-290. Discusses the difference between tranformational and transactional leadership. The concepts are central to the classic leadership literature. The first is usually regarded as more developmental for employees, while the latter is based on formal position.
Ramsden, P., Prosser, M., Trigwell, K. & Martin, E. (2007) Learning and Instruction, 17, pp. 140 - 155. Discusses the relationship between how academics perceive leadership in their workplaces, how they teach, as well as what kind of learning students engage in (surface and deep approach). Distributed leadership is best. (Au)
Roxå, T. & Mårtensson, K. (2009) Studies in Higher Education, 34(5), pp. 547 - 559. Describes how university teachers shape their perceptions of teaching and learning in interaction with a few trusted discussion partners, and how this happens "backstage", outside the official meetings.
Scandura, T. & Pellegrini, E. (2008) Journal of Leadership & Aorgnizational Studies, 15(2), pp. 101 - 110. Discusses the relationship between leaders and followers in terms of Leader-Member Exchange. (U.S.)
Scott, G., Coates, H. & Anderson, M. (2008) (Canberra, Australian Council for Educational Research). A very comprehensive review of leadership in higher education. Affirming leaders (heads of departments, directors of study, program co-ordinators, deans) own perspective. And discusses how support for them best can be organized. (Au)
Simkins, T. (2005) Educational Management Administration & Leadership, 33(1), pp. 9-26. Describes a traditional view of leadership as, among other things, depending on individuals and contrasts this with what he says is an emerging view, a more relationship-oriented. (Literature review)