DescriptionCOVID-19 presented leaders in higher education (HE) around the world with complex and pressing challenges that required an adaptable and agile response. Using a collaborative autoethnographic methodology, the study explored academic leadership in HE during the pandemic and how adaptation and innovation was supported during this time. We used recorded conversations and other artefacts to gather qualitative data about our leadership experiences as associate deans for learning and teaching. Complexity Leadership Theory was used as a theoretical framework to guide the data collection and analysis. Two key themes emerged from the narrative analysis: the importance of enabling leadership; and emotional labour and compassionate leadership. These themes point to a need to consider the significance of compassionate and empathetic practice as a core component of enabling leadership, to ensure that leadership practices are effective particularly during periods of change.
|6 Dec 2021 → 10 Dec 2021
|Society for Research into Higher Education: (Re)connecting, (Re)building: Higher Education in Transformative Times
|Degree of Recognition
This activity contributes to the following UN Sustainable Development Goals (SDGs)