Leadership Challenges and Solutions in Higher Education Crises
Assignment Brief
Leadership in organisation
Group Presentation
Define the area of HE (higher education) crisis that you are focusing on.
This can be student experience, staff dissatisfaction, financial strain or any other area you identify from your reading.
Key issues in terms difficulties experienced by the sector
Here you need to make connections between different areas. If you primary focus is student dissatisfaction, present it in the wider context. It does not just occur in the vacuum, where everything else is fine. What else is happening?
Where is the power located in the system? Who are the leaders? Who are the followers?
Consider the stakeholders of the system. Which stakeholders have the power to influence the state and events in the system? Who leads? Who follows? Is it a clear cut distinction? (Use Power analysis of a taught module as an example here).
What does a contemporary HE leader look like? Based on the notion of crisis, what are your thoughts on how they may look different to improve the situation? This can be a comparative analysis of leadership skills, qualities, vision
Once you identified key leaders, what do they look like? What do they stand for? What is their vision? Draw on selected mainstream leadership theories to discuss this. You may choose a specific individual (a Vice-Chancellor or a particular University who has been in the press much) or you may create a generic image of a leader based on your reading.
What qualities, skills, and philosophies may they need to change to address the crisis? Refer to academic reading provided to start thinking about this. How do the two images compare?
Sample Answer
Leadership Challenges and Solutions in Higher Education Crises
Introduction
Higher education (HE) in the contemporary era faces a range of crises that affect students, staff, and institutions as a whole. For this analysis, the focus will be on student dissatisfaction, which has become increasingly prominent in recent years due to rising tuition fees, perceived reductions in teaching quality, and the pressures of online or blended learning environments following the COVID-19 pandemic. However, student dissatisfaction does not exist in isolation; it is closely linked to staff dissatisfaction, financial pressures, and institutional decision-making. By examining student dissatisfaction within the wider systemic context, it becomes clear that challenges in HE are interdependent and require solutions that account for multiple factors simultaneously. Understanding these interconnections is critical because the effectiveness of leadership interventions depends on recognising the broader system in which students and staff operate, including funding structures, government policies, and societal expectations of higher education outcomes.
Key Issues in the Higher Education Sector
Student dissatisfaction is often symptomatic of deeper issues within higher education institutions. For example, rising tuition costs have created expectations for high-quality, personalised learning experiences, but many universities struggle to meet these due to budget constraints, staff shortages, and increasing administrative burdens. Similarly, staff dissatisfaction resulting from workload pressures, limited career progression opportunities, and a lack of involvement in decision-making processes directly affects student experience, as overworked or disengaged staff may be less able to provide effective teaching and mentoring. Financial strain adds another layer of complexity, as institutions are forced to make decisions that prioritise cost-cutting or revenue generation over student support. By analysing these interrelated factors, it becomes apparent that addressing student dissatisfaction requires a holistic approach that considers institutional policies, staff wellbeing, and financial sustainability alongside student expectations, creating a nuanced understanding of the systemic pressures shaping higher education today.
Power and Influence in the System
Understanding the distribution of power within higher education is essential for analysing how crises can be addressed. Power is often concentrated in senior management, such as Vice-Chancellors, governing boards, and executive leadership teams, who set strategic priorities and allocate resources. However, influence is also dispersed among academic staff, student representatives, unions, and professional services personnel, each of whom can impact policy implementation and operational effectiveness. The distinction between leaders and followers is not always clear-cut; academic staff may resist directives from management if they perceive policies as detrimental, while students exert indirect pressure through evaluations, feedback, and public commentary. Stakeholders such as government regulators, funding bodies, and accreditation organisations also wield influence, shaping the regulatory and financial environment in which institutions operate. Recognising the complexities of power and influence allows for a more informed approach to leadership that accounts for competing priorities and the necessity of negotiation, persuasion, and collaboration across multiple levels of the system.
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