Pluralistic Leadership

Various studies have illustrated the inability of hierarchical models (i.e., chain of command, top-level decision making, control, etc.) of leadership for meeting the challenges facing higher education institutions (Bensimon & Neumann, 1993). Challenges, such as cost containment, accountability to the public, globalization, integrating technology, and measuring of student outcomes, require more participatory forms of leadership than have existed in the past (Rosener, 1990). As institutions have realized this and expanded leadership to include more individuals, there has been limited examination of how leadership might be interpreted differently by groups and individuals on college campuses, in particular, faculty, other levels of administration, and staff. Participatory leadership models, which rely on interdependence and collective efforts, necessitate that campus participants feel included in the leadership process and emphasize communication throughout the organization as critical for organizational success (Astin & Leland, 1991; Bensimon & Neumann, 1993; Rosener, 1990; Tierney, 1989). Similar to hierarchical leadership models, participatory models assume a common leadership reality for all individuals within the organization. However, recent research illustrates that the assumption of a common understanding of leadership will result in significant challenges for organizations. For example, a growing body of scholarship provides evidence that women enact, think about, and interpret leadership differently