In April 2014, the Higher Education Leadership and Management Survey (HELMs) was sent to over 7,000 individuals in the UK who had previously had some involvement with the Leadership Foundation. The survey was designed in collaboration with Ashridge Business School and the University of the West of England. This report is one of four that analyse the data generated by HELMs. It focuses on the qualitative data relating to respondents’perspectives on the skills and experience that are necessary to lead in higher education, on the attributes and skills that they look for in their own leaders, and their views around the challenges that lie ahead for higher education institutions Other major themes that emerged from the HELMs data set include what is expected from leadership, work–life balance, and motivating and developing staff.
The sample for this report (Motivating and developing leaders) is 848 respondents from HELMs, all working at universities and higher education colleges. It is dominated by senior staff, those in professional service roles and women, but it nonetheless broadly reflects the heterogeneity of the sector in terms of institution type, job role, and demographic characteristics.
This paper presents an analysis of qualitative and quantitative data collected from HELMs, and draws upon responses to questions that asked specifically about respondents’ motivation in higher education (and the factors that underpinned this motivation), about respondents’ experiences in learning and development and their ideas of what is needed in order to develop future leaders.
Paper written by Dr Kim Peters, University of Queensland and Professor Michelle. K Ryan, University of Exeter and University of Gronignen
Also in the HELMs series:
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