From the President

As I advance towards finalising the draft of my Doctor of Professional Practice, I am continually reminded of the crucial role leadership plays within higher education. Throughout my career, I have encountered a diverse array of leaders and leadership styles, from the inspiring and charismatic, to the micromanaging and narcissistic.

Some of you may have also experienced leaders who seem absent—those who hesitate to take on the mantle of leadership, struggling to provide direction or support as they focus solely on their own responsibilities. We each have our unique methods of interacting with these different types of leaders. Charismatic leaders, who set high standards and encourage us to meet them, offer memorable and inspiring experiences. Conversely, the stress and frustration elicited by dealing with narcissistic or micromanaging leaders can have a lasting impact on how we view ourselves and our work.

The significance of leadership is a topic frequently debated and discussed in various forums, from office conversations to academic journals, and across countless articles on platforms like LinkedIn. In my observations of leadership training, there often appears to be only a perfunctory emphasis on how to effectively cheerlead or nurture a team. These skills do not always come naturally, and there is a complexity in balancing nurturing with leadership without overstepping. Reflecting on these various styles and their impacts underscores that effective leadership transcends more than style adoption. It’s about understanding and responding to the needs of your team, and adapting leadership to create an environment in which everyone can flourish. True leadership in higher education requires a delicate balance between providing guidance and granting autonomy, enabling professional staff to harness their capabilities while ensuring they receive the support necessary to excel. It means being proactive and visible, yet also knowing when to step back and allow others to lead. The most effective leaders inspire and motivate not through fear or authority, but through fostering an atmosphere of encouragement, respect, and recognition of each individual’s contributions.