Organizational Leadership (OL) research has a range of applications in the contemporary world of intense competition. OL has an impact on an organization’s employees’ positive psychology, policy making, decision process, strategy implementation, human behaviors and management of change, which are the key factors imperative to organizational success. These factors play a crucial role in shaping the success or failure of an organization by determining organizational direction, helping to evaluate its current situation, devise its future planning and form its competitive advantages.
For educational institutions, they are appointing heads since their inception, while very little is known concerning exactly how these leaders contribute to the institutional culture, collaborative environment, policy making, and institutional performance. Interestingly, a large number of those who teach and research leadership are sited in Higher Educational Institutions (HEI’s). However, they hardly turn their focus towards the sector in which they are located. HEI’s are experiencing a significant conversion with varying regulations and funding mechanisms, ever increasing local and cross-border competition and strict oversight by international observers. Further, in the presence of three dimensional focus: quality teaching; prolific research output; and active linkages with business and society, it is, perhaps, predictable that ‘quality leadership’ is embraced as an operational and strategic choice of every HEIs success. However, the current structure and nature of HEIs are not usually suitable to the managerialism or ‘top-down’ leadership approach. There remains a fundamental desire for the factors such as, collegiality, consultation and academic freedom, among others. In this framework, where HEIs must navigate through an uncertain path with contending and contradictory demands and prospects, strong leadership is needed. However, there has been little research on how leadership influences their employees in the education sector, particularly in higher education institutes.
Therefore, this Research Topic aims to investigate the leadership behavior in higher education institutes and explore how the leadership style influences employee behavior and outcomes. Topics of interest include, but are not limited to:
- How do various positive leadership styles (e.g., transformational leadership, responsible leadership, leader member exchange) envisage employees’ outcomes in higher education institutes.
- How do diverse negative leadership styles (e.g., abusive supervisor, despotic leadership, exploitative leadership, supervisor ostracism) predict employees’ outcomes in higher education institutes.
- The crucial role of procedural, distributive, interpersonal, and informational justice to determine employees’ outcomes in higher education institutes.
- The role of organizational support, goal setting, motivational processes and organizational commitment in shaping employees’ outcomes in higher education institutes.
- How do organizational climate and reward structures affect employee’s outcomes in higher education institutes.
We welcome all the studies deploying quantitative, qualitative, and/or mixed method approach in the above areas of research. We also encourage the submission of research that employs diverse sources of data and incorporates different levels of analysis.
Organizational Leadership (OL) research has a range of applications in the contemporary world of intense competition. OL has an impact on an organization’s employees’ positive psychology, policy making, decision process, strategy implementation, human behaviors and management of change, which are the key factors imperative to organizational success. These factors play a crucial role in shaping the success or failure of an organization by determining organizational direction, helping to evaluate its current situation, devise its future planning and form its competitive advantages.
For educational institutions, they are appointing heads since their inception, while very little is known concerning exactly how these leaders contribute to the institutional culture, collaborative environment, policy making, and institutional performance. Interestingly, a large number of those who teach and research leadership are sited in Higher Educational Institutions (HEI’s). However, they hardly turn their focus towards the sector in which they are located. HEI’s are experiencing a significant conversion with varying regulations and funding mechanisms, ever increasing local and cross-border competition and strict oversight by international observers. Further, in the presence of three dimensional focus: quality teaching; prolific research output; and active linkages with business and society, it is, perhaps, predictable that ‘quality leadership’ is embraced as an operational and strategic choice of every HEIs success. However, the current structure and nature of HEIs are not usually suitable to the managerialism or ‘top-down’ leadership approach. There remains a fundamental desire for the factors such as, collegiality, consultation and academic freedom, among others. In this framework, where HEIs must navigate through an uncertain path with contending and contradictory demands and prospects, strong leadership is needed. However, there has been little research on how leadership influences their employees in the education sector, particularly in higher education institutes.
Therefore, this Research Topic aims to investigate the leadership behavior in higher education institutes and explore how the leadership style influences employee behavior and outcomes. Topics of interest include, but are not limited to:
- How do various positive leadership styles (e.g., transformational leadership, responsible leadership, leader member exchange) envisage employees’ outcomes in higher education institutes.
- How do diverse negative leadership styles (e.g., abusive supervisor, despotic leadership, exploitative leadership, supervisor ostracism) predict employees’ outcomes in higher education institutes.
- The crucial role of procedural, distributive, interpersonal, and informational justice to determine employees’ outcomes in higher education institutes.
- The role of organizational support, goal setting, motivational processes and organizational commitment in shaping employees’ outcomes in higher education institutes.
- How do organizational climate and reward structures affect employee’s outcomes in higher education institutes.
We welcome all the studies deploying quantitative, qualitative, and/or mixed method approach in the above areas of research. We also encourage the submission of research that employs diverse sources of data and incorporates different levels of analysis.