Ethical Leadership in Higher Education in the Era of Complexity 199various researchers and stakeholder groups have expressed concern
about the capabilities of current and future university leaders (Jansen,
2004; Mabelebele, 2013; O’Brien & Robertson, 2009). It is clear that a
more diverse and onerous compendium of skills is required of higher
education leaders in the current ea.
Although a significant amount has been written on leadership in
business, much of it might not be applicable to the distinctive operating
environment of a university (Bush, 2007; Burns, 2004 & Kulati, 2000).
While education can learn from other settings, educational leadership
has to be centrally concerned with the purpose or aims of education
(Bush & Glover, 2002). Unlike private sector organisations, higher
education institutions have diverse goals and objectives (teaching,
research and social engagement amongst others) and are organised
around the production, preservation and dissemination of an intangible
commodity – knowledge. The emphasis on institutional effectiveness,
efficiency, and responsiveness within the higher education legislative
framework, together with an increase in stakeholder demands, has
identified the need for a different approach to academic leadership
(Cloete & Bunting, 2000; Green; 1997).
The role of an academic leader in the contemporary context is no
doubt complex, and often imbued with ambiguity. One of the
fundamental challenges that academic leaders encounter is a lack of
clarity about the nature of this context-specific form of leadership that
includes both management and leadership functions (Cardno, 2014).
Although academic leaders are required by current accountability
systems to focus on a myriad of factors as have been illuminated, they
should remain cognisant of the need of staff and students to be
motivated, feel valued and respected, and create a teaching and learning
environment where communication among all involved is open, honest,
frequent, and in good faith (Vogel, 2012).