The Journey to Leadership for Academics in Higher Education

The literature on leadership in the compulsory education sector shows that there are multiple pathways through different stages and phases to becoming a headteacher. However although research exists on leadership in higher education, little has been written about those in ‘middle leadership’ positions such as heads of faculties and departments. This article explores the journey to leadership undertaken by 18 leader academics within six chartered and statutory universities in the south of Wales and the west of England. It is based on the longitudinal framework of stages and phases as proposed by Day and Bakioglu (1996), Gronn (1999) and modified by Ribbins (2003). The research reveals that although the journeys have similarities to those of leaders in schools, contextual factors that shape a leader’s agency appear to be different in the middle and latter stages. A recontextualized model is proposed to illustrate these differences and is intended to contribute to increased understanding of how leader academics develop. This article argues the importance of reflection on their journey to leadership so not only can leaders understand themselves better but also they can reflect on how they interrelate with, and lead, other people. This has important implications when developing potential leaders.