Facial reconstruction

Search LJMU Research Online

Browse Repository | Browse E-Theses

LJMU Case Study on how the creation of the new Leadership and Development Foundation Associate role demonstrates a pioneering approach to leadership development and change capability in Higher Education.

Stirk, SK, Aiello, M and Box, M LJMU Case Study on how the creation of the new Leadership and Development Foundation Associate role demonstrates a pioneering approach to leadership development and change capability in Higher Education. Leadership Foundation for Higher Education, Advance HE. (Accepted)

[img] Text
LJMU Case Study on how the creation of the new Leadership and Development Foundation Associate role demonstrates a pioneering approach to leadership development and change capability in Higher Education..pdf - Accepted Version
Restricted to Repository staff only

Download (536kB)

Abstract

The context for this project is a UK higher education institution, Liverpool John Moores University (LJMU). In its rhetoric and operational strategies, LJMU recognises the need to lead effectively if it is it to achieve its aim of being “recognised as a modern civic university achieving solutions to the challenges of the 21st century.” (LJMU strategic plan 2017-2022) The Leadership Development Foundation Associate (LDFA) role discussed in this paper is part of the institution’s response to the leadership challenge. The paper is in three parts. Part one, provides a rationale and describes the role. Part two, outlines the methods adopted to review and evaluate the effectiveness of the role after one year’s operation. Part three, discusses the potential for the LDFA as a change agent. Findings confirm that this new LDFA role has the potential to act as a conduit for operational leadership strategy and to provide a focus for change. It may be instrumental in developing a more distributed approach to leadership and leading that encourages collective collaboration (Gentle and Forman, 2014). The outcomes of the customer service excellence award process evidences the potential for the role in providing forums and teams where practice can be challenged, safely and legitimately and new cultures learned. However, further work is required to ensure that the role is understood by all colleagues across the institution. It is also important to continue to review, redirect and energise the role through initiatives such as the programmatic change model provided by the Customer Service Excellence Award project outlined in part three. The institution and the LDFA team are committed to ensuring that the successes and concerns identified in this report will be addressed to further embed the LDFA role as an intrinsic part of the institutions leadership approach. As confirmed at the recent Higher Education Leadership Forum (Sheffield, September 2018) the LJMU model has much to offer higher education institutions.

Item Type: Article
Uncontrolled Keywords: Change capability; Leadership
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Liverpool Business School
School of Law
Date Deposited: 26 Feb 2019 10:51
Last Modified: 28 Feb 2019 13:02
Editors: brown, G and Huxley, L
URI: http://researchonline.ljmu.ac.uk/id/eprint/9704

Actions (login required)

View Item View Item