Too much of a good thing?

Author:

Frankel Marc T.,Schechtman Judith L.,Koenigs Robert J.

Abstract

PurposeThe aim of this article is to compare images of ideal leadership between independent elementary and secondary schools and research universities using a standardized set of values, and to compare these ratings with an empirically‐derived model of effective group leadership.Design/methodology/approachRatings by individuals within independent and higher education on the systematic multiple‐level observations of groups (SYMLOG) constellation of 26 values were compared with each other and the empirical model of most effective team leadership.FindingsDifferences consistent with expectations were noted between the two groups and with the model, confirming and describing what had previously been anecdotal. The independent education ideal was a preference for leadership that nurtures and protects individuals while equitably enforcing rules and regulations, whereas the higher education ideal contained greater elements of collaborative work and shared decision‐making by faculty.Research limitations/implicationsWhile grouping the data by industry sector, this research says little about possible variations within each group; e.g. between public and private universities or between religiously affiliated and nonsectarian schools. Likewise, the preponderance of subjects are from institutions in the USA, perhaps limiting the usefulness of the findings for other countries.Practical implicationsLeaders or those aspiring to lead in higher and independent education could benefit by balancing their approach between what stakeholders see as ideal and the empirically‐derived model of effectiveness.Originality/valueThis research demonstrates differences in preferred modes of leadership that previously have been only anecdotally conjectured. By finding subtle differences in ideal preference between elementary/secondary schools and research universities, the study further describes possible cultural variation within the education sector.

Publisher

Emerald

Subject

Organizational Behavior and Human Resource Management,Education,Organizational Behavior and Human Resource Management,Education

Reference9 articles.

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2. Bales, R.F., Cohen, S.P. and Williamson, S.A. (1979), SYMLOG: A System for the Multiple Level Observation of Groups, The Free Press, New York, NY.

3. Evans, R. (2000), “Why a school doesn't run – or change – like a business”, Independent School, Vol. 59 No. 3, pp. 42‐5.

4. Hare, S.E. (1996), “SYMLOG consulting materials”, in Hare, S.E. and Hare, A.P. (Eds), SYMLOG Field Theory, Praeger, Westport, CT, pp. 201‐30.

5. Hare, S.E. and Hare, A.P. (2005), “Role repertoires of members in an effective small group: a simulation”, in Hare, A.P., Sjovold, E., Baker, H.G. and Powers, J. (Eds), Analysis of Social Interaction Systems: SYMLOG Research and Application, University Press of America, Lanham, MD, pp. 273‐98.

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