198 Ethics in Higher Education: Values-driven Leaders for the Future
advancing redress for past inequalities”; (b) “support a democratic ethos
and a culture of human rights by educational programmes and practices
conducive to critical discourse and creative thinking, cultural tolerance,
and a common commitment to a humane, non-racist and non-sexist
social order”; and (c) “create an enabling institutional environment and
culture that is sensitive to and affirms diversity, promotes reconciliation
and respect for human life, protects the dignity of individuals from racial
and sexual harassment, and rejects all other forms of violent behaviour”
(DoE, 1997).
A shortage of skilful leadership and lack of management capacity
have been identified in the last decade by various authors, organisations
and governmental agencies as one of the major weaknesses of the South
African higher education system (CHE, 2014; CHET, 2002; Herbst,
2007; HESA, 2010; Jansen, 2004; Seale, 2015). There is a widespread
recognition of the need for effective leadership to shape institutional
transformation and has led to a re-evaluation of leadership practices in
higher education (Seale, 2004). Herbst & Conradie (2011) argue that in
order to build the leadership capacity for top quality institutions, leaders
will have to possess good management and technical skills, as well as
well-developed social and emotional skills. In addition, academic
leaders must develop the ability to motivate for change and articulate its
relevance by establishing an authentic and consistent relationship with
stakeholders (Mabelebele, 2013).
Leadership in higher education has become an important topic of
discussion during the past decade as new perspectives on academic
leadership have emerged along with new ways of organising the
decision-making structures in institutions (Aasen & Stensaker, 2007;
International Education Association of Australia, 2014). Traditionally,
research leaders, with extensive academic capital, have been deemed
most appropriate for institutional leadership (Morley, 2013). However,
against the background of increasing demands on academic leaders,