The medical school dean: Understanding the development of a leader through Self- Determination Theory

Abstract

Abstract How a dean develops in context is crucial for our understanding of medical school administration. Exploring deans’ leadership experience may enrich our understanding of how they emerge, enact, and remain in administration. This study explores essential components of individual development and learning as outlined by Self-Determination Theory; that is, how deans develop autonomy in leadership, competency to lead, and a sense of belonging to medical schools. Semi-structured interviews were conducted with medical school deans in Riyadh city, Saudi Arabia. Participants were invited via email. Informed consent was secured. Interviews were conducted virtually, audio-recorded and transcribed. Data were analyzed using framework analysis. Five participants took part in the study. Eight themes were identified and in direct relation to the research questions:1) Leader’s autonomy: Defining autonomy and role negotiation), 2) Leader’s competency in leadership: Experience of mastery, influence of resources, formal leadership programs, and achievement of organizational goals), and 3) Sense of belonging: Interpersonal relationships and personal fulfillment. This study provides insights on the development of leaders in medical education at the granular level. Investment in developing deans as leaders and their teams through professional development programs may instigate transformational change for individuals and the executive leadership team, and if attention is paid to the leader as learner-in-context.