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Leadership Style and Performance in Higher Education: Is There a Correlation?

Leadership Style and Performance in Higher Education: Is There a Correlation?. Friday Symposium Friday, February 25, 2005 Jeremy Dutschke, Ph.D. Dallas Baptist University. SURVIVAL FORMULA Persistence = Enrollment Management + Development Funds + Endowment Growth.

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Leadership Style and Performance in Higher Education: Is There a Correlation?

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  1. Leadership Style and Performance in Higher Education: Is There a Correlation? Friday Symposium Friday, February 25, 2005 Jeremy Dutschke, Ph.D. Dallas Baptist University

  2. SURVIVAL FORMULA Persistence = Enrollment Management + Development Funds + Endowment Growth INSTITUTIONAL ISSUES Rising tuition rates and fees Heightened funding issues Diminishing endowments Fluctuating enrollments Increasing employee health-care costs Organizational restructuring issues Private Higher Education in Crisis GRIM PREDICTIONS • “…smaller, less-wealthy institutions, …if enrollment falters at some of these institutions, the financial consequences could be serious” (Allen, 2001, p. A10) • Massive independent college closures, mergers, or restructuring of missions appear to be coming true (Angelo, 2002, Dunn, 2000, Zhao, 2002) EXTERNAL ISSUES • Economically volatile environment • Declining stock market • Reduced consumer confidence • Declining personal wealth and security of potential matriculants and donors

  3. Enrollment Management • “…an organizational concept and a systematic set of activities designed to enable educational institutions to exert more influence over their student enrollments.” (Hossler and Bean, 1990, p. 5)

  4. History of Leadership • Great Man Theory • Trait Theories • Behavioral Leadership Theories • Contingency Leadership Theories • Situational Leadership Theories • Neocharismatic Leadership Theories

  5. Great Man Theories “For at the bottom the Great Man, as he comes from the hand of Nature, is ever the same kind of thing…I hope to make it appear that these are all originally of one stuff; that only by the world’s reception of them, and the shape they assume, are they so immeasurably diverse.” Carlyle (1847, p. 46)

  6. Attempted to identify specific traits differentiating leaders from followers Bernard, 1926 Bingham, 1927 Kilbourne, 1935 Mann, 1959 Stogdill, 1948 Tead, 1929 Age Articulation Height Emotional control Intelligence Integrity Physical appearance Popularity Self-confidence Weight Trait Theories

  7. Leadership Behavior Categories: Task-Oriented Behavior deals with the leader’s emphasis on the relationship between their followers and the quality and quantity of work they are to perform Person-Oriented Behavior deals with the relationship between the leader and the follower and a concern for how they feel toward one another Theory X and Theory Y of Leadership (McGregor, 1960) Four Management Systems Model of Leadership Behavior (Likert, 1961, 1967) The Managerial Grid (Blake and Mouton (1964) Behavioral Leadership Theories

  8. Situational Leadership Theory • Situations determine the leadership abilities required for effectiveness causing the leader to adjust his or her behavior depending on the personal and professional maturity of the follower and the specific situational variables present • “Telling” (high task, low relationship) • “Selling” (high task, high relationship) • “Participating” (low task, high relationship) • “Delegating” (low task, low relationship) • Hersey, 1984 and Hersey, and Blanchard, 1977

  9. The appropriate style of leadership is contingent on the requirements of the particular situation and the situational variables mediating the interaction between leadership behavior and situations resulting in effectiveness or “situational favorableness” Only the leader possessing particular qualities will arise due to the specific situational circumstances requiring specific leadership abilities Least Preferred Coworker (LPC) Fiedler (1964, 1967, 1971) Path-Goal Theory House (1971) House and Mitchell (1974) Normative Decision-Making Model Vroom and Yetton (1973) Vroom and Jago (1988) Contingency Leadership Theories

  10. Transactional Leadership Burns (1978) Bass (1985) Bass and Avolio (1995) Transformational Leadership Burns (1978) Bass (1985, 1993) Bass and Avolio (1995) Neocharismatic Leadership Theories

  11. Transactional Leadership Leadership grounded in exchange theory in which leaders use Contingent Rewards, Management-by-Exception (Active/Passive), or Laissez-Faire leadership by exchanging punishment and rewards for follower compliance and effort in order to achieve organizational performance. Bass (1985)

  12. Transformational Leadership Leadership providing vision, charisma, and empowerment to followers through the use of Idealized Influence (Attributed/Behavior), Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration to elevate the followers, and the leader, to higher levels of performance and achievement. Bass (1985)

  13. Follower/Organizational Performance Avolio, Waldman, and Einstein (1988) Barling, Weber, and Kelloway (1996) Howell and Avolio (1993) Jung and Avolio (2000) Keller (1992, 1995) Koh, Steers, and Terborg (1995) Russ, McNeilly, and Comer (1996) Sosik (1997) Spangler and Braiotta (1990) Waldman, Bass, and Einstein (1987) Waldman and Yammarino (1999) Yammarino and Bass (1990) Transactional/Transformational Leadership Research Leader Effectiveness/Employee Satisfaction • Ronald Deluga (1988) • Hater and Bass (1988) • Howell and Avolio (1993) • Medley and Larochelle (1995) • Seltzer and Bass (1990) • Tracey and Hinkin (1994)

  14. Higher Education Leadership and Performance • General Faculty and Staff Leadership – Nischan (1997), Temple (2001), Jackson (1999), Mason (1998), Murray (1988), Niles (1997) • Athletic Program Leadership – Davis (2001), London (1996), Zwiren (1995) • Presidential Leadership – Eldredge (1999), Epps (1999), Harris (1996), Harrison (2000), Jackson (1999), Levine (2000), Mason (1998), Murray, (1988), Niles (1997), Tucker (1990) • Student Affairs Leadership – Anderson (1998), Greenlee (1992), Loyd (1996) • Library Leadership – Albritton (1993), Suwannarat (1994)

  15. Transformational Leadership = + Follower Performance Transactional Leadership = - Follower Performance Transformational Leadership = + Org. Performance Transactional Leadership = - Org. Performance Transformational Leadership = + Leader Effectiveness Transactional Leadership = - Leader Effectiveness Transformational Leadership = + Employee Satisfaction Transactional Leadership = - Employee Satisfaction Transactional/Transformational Leadership Research - General Conclusions

  16. Research Summary Schematic High Transformational Leadership Leader + Performance Transactional Leadership Follower  Low

  17. Multifactor Leadership Questionnaire • Developed by Bass and Avolio in 1995 • Quantifies attributes of transformational leadership - Idealized Influence [Attributed], Idealized Influence [Behavior], Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration • Quantifies attributes of transactional leadership - Contingent Rewards, Management-by-Exception [Active], and Management-by-Exception Passive] • 0 to 4 rating scale

  18. CEM Transactional Leadership Conclusions • Hypothesis #1 rejected. • Scaled, self-rated CEM transactional leadership attributes – Contingent Rewards, Management-by-Exception (Active), and Management-by-Exception (Passive) – were not positively correlated to lower levels of annual institutional enrollment performance.

  19. CEM Transformational Leadership Conclusions • Hypothesis #2 rejected. • Scaled, transformational leadership attributes – Idealized Influence (Attributed), Idealized Influence (Behavior), Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration – were not positively correlated to higher levels of annual institutional enrollment performance.

  20. CEM Laissez-Faire Leadership Conclusions • Hypothesis #3 rejected. • Scaled, laissez-faire leadership attribute was not positively correlated to lower levels of annual institutional enrollment performance.

  21. Study Implications • Overall, the implications of this research study are null • Neither supported nor refuted the larger body of leadership research pointing to the influence of leadership style • The greatest implication of this study is the need for further research at various levels of enrollment division leadership

  22. Recommendations for Future Research • Expand Sample Size • Longitudinal Research Design • Multiple Regression Research Design • Conduct research at various levels of enrollment division leadership

  23. Conclusion • Based on the leadership literature at large and specific dissertations targeting higher education, there is substantial evidence of a correlation between Leadership Style and Performance in Higher Education.

  24. Q & A

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