Effective Leadership Models in the Higher Education Sector

As executive search consultants, we specialise in supporting to you appoint high quality leaders for your institution, but no two leaders are built the same, and not every type of leader is going to be right for your institution. Our deep sector specialism and experience affords us the ability to take a holistic approach to understanding the needs of the institution, whether that is at the departmental, school, functional or university level, and matching the right type of leadership skills to your current challenges.

As executive search consultants, we specialise in supporting to you appoint high quality leaders for your institution, but no two leaders are built the same, and not every type of leader is going to be right for your institution. Our deep sector specialism and experience affords us the ability to take a holistic approach to understanding the needs of the institution, whether that is at the departmental, school, functional or university level, and matching the right type of leadership skills to your current challenges.

This article explores the different leadership styles we most commonly see operate effectively in the HE sector. From university governance to faculty management and student engagement, the effectiveness of different leadership styles is often contingent on institutional culture, the specific objectives of a university, and the dynamic landscape of policy and funding.

The UK’s higher education sector is a complex and dynamic system of governance, academic freedom, policy development, and societal expectations. Universities in the UK are responsive to government policies, funding mechanisms, and international trends. Over the past several decades, the landscape has shifted significantly, with increasing globalisation, marketisation, and increasing emphasis on teaching and research excellence.

The leadership styles employed in UK HEIs play a critical role in how universities adapt to these changes. A leadership style in Higher Education not only affects organisational culture and institutional success, but also impacts faculty morale, student outcomes, and overall institutional performance. As such, understanding which leadership styles are most conducive to success is vital for administrators, faculty, and policymakers.

Transformational Leadership

Transformational leadership is one of the most widely studied and applied leadership styles in HE. It is characterised by leaders who inspire and motivate their followers by creating a vision, fostering innovation, and encouraging personal and professional development. Transformational leaders are known for their ability to engage and inspire teams, build trust, and drive positive change.

In HE, transformational leadership is often seen in Vice Chancellors and executive administrators who articulate a clear vision for the future and encourage staff and students to contribute to institutional goals. This style is particularly effective in navigating periods of significant change, such as restructuring or responding to new funding models. A transformational leader’s focus on academic excellence, international reputation, and fostering a sense of belonging is crucial in such contexts.

Transactional Leadership

Transactional leadership, in contrast, is focused on clear structures, rewards, and disincentives. Leaders adopting this style typically operate within a hierarchical structure and are focused on the completion of tasks, performance goals, and maintaining order. In universities, transactional leadership is often applied in administrative or operational roles, where efficiency and consistency are paramount. Leaders who employ transactional strategies emphasise accountability and are effective in situations requiring clear direction and regulatory compliance.

While transactional leadership can be effective in specific operational settings, it is less suited to environments that demand innovation, flexibility, and collaborative problem solving. Many leaders of professional functions who interface with the academic sphere will be conscious that a purely transactional approach stifles creativity and engagement, especially in academic departments that value autonomy.

Servant Leadership

Servant leadership, a concept introduced by Robert Greenleaf in the 1970s, emphasised the leader’s role as a servant to their team, prioritising the needs of others above their own. Servant leaders aim to empower and develop their colleagues, creating a nurturing environment that promotes collaboration, trust and shared decision-making. In HE, servant leadership can be highly effective in fostering an inclusive culture, promoting diversity, and encouraging collaborative research and teaching practices.

This style works particularly well in universities that have a strong emphasis on social responsibility, student well-being, and community engagement. Leaders who adopt a servant leadership style often focus on mentoring and supporting staff at all levels, ensuring that their contributions are recognised and that they have opportunities for professional growth. Furthermore, servant leadership can be instrumental in managing student-centred initiatives and improving relationships with both academic and support staff.

Distributed Leadership

Distributed leadership is a more collaborative approach that emphasises the delegation of authority and responsibility across various levels of the organisation. In this model, leadership is seen as a collective process rather than a top-down hierarchy. This approach aligns with the principles of shared governance, where decision-making is decentralised, and faculty, staff, and students are actively involved in shaping the institution’s direction.

In the context of HE, distributed leadership is particularly suited to fostering innovation and responsiveness at the departmental, school or faculty level. Universities that adopt this style often have strong interdisciplinary programmes and prioritise collaborative research initiatives. Distributed leadership is also beneficial for promoting inclusivity and encouraging input from a broad range of stakeholders. While it can be challenging to implement in more centralised institutions, its emphasis on autonomy and collective responsibility can be very effective in universities that value faculty-led initiatives.

Laissez-Faire Leadership

Sometimes referred to as the “hands-off” style, laissez-faire leadership is characterised by a lack of direct supervision and the delegation of decision making to staff members. Leaders who employ a laissez-faire approach provide little direction and rely on their teams to make decisions independently. In the higher education context, this style is effectively employed in high achieving, self-directed research groups.

The effectiveness of these leadership styles is not universal, and depends on several contextual factors inherent to the individual university environment. These include the university’s mission, culture, external political and economic environment, and the specific challenges it faces. These contextual factors will significantly influence the leadership style that will be most effective. For example, a research-intensive university may prioritise leadership styles that promote autonomy and innovation (ie transformational or distributed leadership). On the other hand, universities with a strong focus on teaching and learning may require more collaborative or servant-based leadership to foster an environment that supports student success.

Additionally, the alignment of leadership with institutional values such as diversity, inclusivity, and community engagement can be a critical factor in determining the success of a given leadership style. Universities that value participatory decision-making and academic freedom may find distributed or transformational leadership more compatible with their values.

Adaptive Leadership

But given the complexity of the challenges faced by the sector, the ability to adapt leadership strategies in a dynamic environment is crucial. Adaptive leadership focuses on the leader’s ability to diagnose problems, challenge assumptions, and implement solutions that may require significant cultural or structural change. Adaptive leaders are able to manage ambiguity and complexity, recognising when traditional leadership approaches are no long sufficient and when new strategies are required. For example, when faced with changing demographics or shifting educational expectations, adaptive leadership helps universities reframe their mission and practices to meet the needs of a diverse student body while maintaining academic integrity.

In our Higher Education sector there is no one-size-fits-all leadership style. The most effective leadership strategies are those that are flexible and context dependent, capable of addressing both the internal culture and the external challenges of the institution. We at Berwick Partners have worked with scores of universities to help them understand the type of leadership required from their leadership appointments in order to meet their current and upcoming challenges.

This article was brought to you by Alex Albone, Principal Consultant in our Education Practice. If you would appreciate a confidential discussion about your institution’s current challenges and needs, please do feel free to contact us.