130 Ethics in Higher Education: Values-driven Leaders for the Future
These six characteristics, developed by Murgatroyd and Simpson
(2010), are not listed in order of importance nor are they intended to be
complete – it is the list we have arrived at on this stage of our
understanding and learning. It is becoming more difficult to recruit and
retain such leaders (Selingo, 2016).
Underlying all of this work is the challenge of being an effective,
focused communicator – engaged in communication that conveys
determination, optimism, conviction, integrity and realism. Such
communication cannot be “command and control”, but has to lead to
engagement, involvement and action.
8.4 Conclusion
As we look at the beginning of a transformative period in higher
education – what some are seeing as a renaissance for learning and our
colleges and universities – we need to ensure that institutional leadership
focuses on change skills and competencies and ethical, planned change.
If change is to occur without disruption and lead to improved learning
outcomes for learners, greater equity and the most effective use of
available resources, planned change is essential. While business leaders
can simply exercise authority and demand change – something we can
see in some private educational institutions and publishing organizations
- universities and colleges do need to bring their people with them to
ensure the sustainability of change.
What makes this work more difficult is the increasing austerity and
financial challenges which higher educational leaders now have to cope
with. Reduced per capita funding coupled with demand for greater
student numbers, better quality, more work-ready skills, more
commercially focused innovation and research – leaders are challenged
simply to maintain what they have, especially in terms of people,
buildings and infrastructure. As more change happens, leadership will be