Transforming Higher Education: A Case for Transformational Leadership

Serra Al-Katib and Dr. Erica Carleton
University of Regina

Introduction

Education plays a critical role in shaping our future by driving research and innovation and developing the next generation of leaders (Teague, 2015). Higher education leaders in Canada and elsewhere have and continue to face many challenges. Education has become more complex in a world characterized by pervasive uncertainty and marked by significant and multifaceted social, political, economic, and technological changes.

Change has always been a significant factor in education; however, changes in recent years have proven to be more challenging than imagined (Wilson Heenan et al., 2023). Some of these challenges have included the profound impacts of the COVID-19 pandemic (e.g., Blaskovits et al., 2023; Coulton, 2022; Deloitte, 2021; Universities Canada, n.d.a), the sudden shift to remote learning (e.g., Tutton, 2020), the difficult transition back to in-person learning (e.g., Alhmidi, 2022; Wong, 2022), movements advocating for social and racial justice (e.g., CityNews, 2020), a greater societal and institutional focus on equity, diversity, inclusion, reconciliation and Indigenization (Antoine et al., 2018; Universities Canada; 2023; Universities Canada, n.d.b), geopolitical conflicts (e.g., Dennis, 2022), escalating concerns about the mental health of students (e.g., Alghoul, 2022; King et al., 2023), the need to accommodate a growing demand for flexible learning (e.g., Piper, 2022; Thomas, 2021; Wotto, 2020), the increasing influence of artificial intelligence (e.g., Chisholm, 2023; D’Andrea, 2023), and policy shifts (e.g., Government of Canada, 2023), among other pertinent factors. Moreover, institutions face immense pressure to provide students with a superior education, meet diverse student needs, attract top-tier talent, release cutting-edge research, and make strategic and operational decisions that align with the needs of various stakeholder groups (Ruben et al., 2021).

Defining Leadership and Its Importance 

In the dynamic landscape described above, higher education emerges as a pivotal force in shaping the future. Despite facing a multitude of challenges, the enduring success and adaptability of higher education institutions stand as a testament to the foresight, resilience, and effective leadership behaviours exhibited by leaders. People have defined leadership in many ways; thus, it is impracticable to pinpoint a single, agreed-upon definition. Yukl (2006) defined leadership as “the process of influencing others to understand and agree about what needs to be done and how to do it, and the process of facilitating individual and collective efforts to accomplish shared objectives” (p. 8). A systematic review of leadership definitions in pharmacy education found that “the most common definitions of leadership involved motivating others toward the achievement of a specific goal and leading organizational change” (Reed et al., 2019, p. 1873). More simply, a Forbes article stated that leadership is “a process of social influence, which maximizes the efforts of others, towards the achievement of a goal” (Kruse, 2013). Our perspective on leadership aligns more closely with that of Julian Barling (2023), a distinguished leadership scholar and author. In his most recent book, Brave New Workplace: Designing Productive, Healthy, and Safe Organizations, he defines leadership by emphasizing its most impactful elements: “The best of leadership is about behaving ethically, being inspirational, focusing on the future, and developing employees. When leaders do so, they meet the challenge posed to all leaders by Indra Nooyi, former CEO of PepsiCo: help others rise and build a better future for all” (p. 13).

Leadership Effectiveness in Higher Education

Much like the diverse definitions of leadership, there is no universally accepted definition of what constitutes an effective leader (Rus et al., 2010). One prominent author and scholar, Warren Bennis (2007), described six competencies of exemplary leaders: “They create a sense of mission, they motivate others to join them on that mission, they create an adaptive social architecture for their followers, they generate trust and optimism, they develop other leaders, and they get results” (p. 5). In higher education, followers may include, for example, faculty members, administrative staff, support staff, research staff, and students. Another article described the top ten most important leadership skills as (1) motivating others, (2) fostering potential, (3) inspiring trust, (4) taking on and giving up responsibility, (5) thinking strategically, (6) setting goals and expectations for everyone, (7) giving (and receiving) feedback, (8) team building, (9) positivity, and (10) authenticity (Marr, 2022). Comparably, an additional source described key leadership skills such as “communicating often and openly,” “clearly communicating expectations,” “being open to new ideas and approaches,” “having high ethical and moral standards,” “providing safety for trial and error,” “being committed to ongoing training,” “creating a feeling of succeeding and failing together,” and “helping to grow the next generation of leaders” (Giles, 2016).

However, especially in academic settings, rather than filling leadership positions based on leadership ability or performance on these core skills, requirements typically focus on “mastery” of one’s discipline, including technical knowledge, expertise, and accomplishments within their field (Ruben et al., 2021). While these accomplishments are undeniably important, leadership effectiveness requires a diverse skillset beyond technical expertise. Thus, some scholars have outlined a “leadership crisis” – citing a shortage of individuals with the qualifications necessary to effectively lead higher education institutions (Howell et al., 2022, p. 52). Conversely, we believe the opposite. We believe that many qualified educators, researchers, and professionals in Canada have the qualifications and skills to lead these institutions and drive positive change. Nonetheless, we also recognize an exciting opportunity for higher education leaders to further refine their skills and perhaps, think about leadership in a new way. In addition, knowing that change is a constant, leaders in higher education must consistently refine their approaches and skills to successfully navigate the complexity of higher education (Wilson Heenan et al., 2023).

In this chapter, we explore transformational leadership as an exemplary style that merits the attention of current and future higher education leaders. We examine the defining characteristics of transformational leadership within its historical and contemporary contexts, explain its potential benefits for higher education, and provide insights into how leaders can adopt this style.

Transformational Leadership

Transformational leadership is one of the most studied leadership theories since the 1990s (Barling, 2023; Judge & Bono, 2000). Transformational leadership first became popular in the 1970s-80s following James MacGregor Burns’ (1978) publication titled Leadership. This paper distinguished between two types of leadership: “transactional leadership” and “transforming leadership.” According to Burns, transactional leadership emphasized a hierarchal structure between parties, involving straightforward exchanges where leaders and subordinates mutually exchange something of value (i.e. labour in exchange for a wage or salary) (Kuhnert & Lewis, 1987). This model emphasized mutual dependence and used clear punishment and reward structures to enforce this relationship. In comparison, transforming leadership focused on engaging more deeply with followers, emphasizing shared values, beliefs, and goals (Kuhnert & Lewis, 1987). As defined by Burns (1978), transforming leadership is a “relationship of mutual stimulation and elevation that converts followers into leaders and may convert leaders into moral agents” (p. 4). Thus, transformational leaders are interested in converting their followers into leaders themselves, with leadership flowing throughout the organization regardless of a person’s title or position (Gardiner, 2006). This inspirational and visionary style influences both parties to seek outcomes beyond their immediate self-interests, encouraging mutual empowerment, commitment to collective goals, and positive change for the larger good (Burns, 1978, Kuhnert & Lewis, 1987).

Bernard (Bernie) Bass (1985) expanded on Burns’ (1978) ideas of transforming leadership within organizational contexts in his pivotal work titled Leadership and Performance Beyond Expectations. He instead used the term “transformational leadership” and examined the psychological mechanisms underlying this style and its impacts on follower motivation and performance. Bass (1985) discussed the centrality of influence as a measurement of transformational leadership, which allows leaders to motivate and inspire. As a result, transformational leaders care less about their positional power and more about their influential power (Kuhnert & Lewis, 1987). He also explained how followers are willing to work harder to achieve exceptional outcomes due to their trust, admiration, loyalty, and respect for the leader, as well as their commitment to a shared mission and vision (Langston University, n.d.).

Bass further developed our understanding of transformational leadership and its components in numerous subsequent publications (e.g., Bass, 1990; Bass, 1997; Bass & Avolio, 1994; Bass & Riggio, 2006). Transformational leadership was said to focus on inspiring followers to “commit to a shared vision and goals for an organization or unit, challenging them to be innovative problem solvers, and developing followers’ leadership capacity via coaching, mentoring, and provision of both challenge and support” (Bass & Riggio, 2006, p. 4). Bass & Riggio (2006) have also suggested that transformational leaders have more committed and satisfied followers. In addition, Bass (1985) developed a comprehensive framework for understanding this leadership style, which included four key components. These components include (1) idealized influence, (2) inspirational motivation, (3) intellectual stimulation, and (4) individualized consideration, which we will later describe in detail.

Educational Leadership

Transformational leadership is also one of the central and most influential styles in educational leadership (Berkovich, 2016; Bush, 2014; Hallinger, 2003). In this field, two predominant leadership models have garnered significant research attention: instructional leadership, which shares many similarities with transactional leadership, and transformational leadership (Hallinger, 2003). The instructional leadership model emerged in the 1980s from early research aimed at understanding the factors contributing to the effectiveness of schools (Bossert et al., 1982; Edmonds, 1979; Hallinger, 2003). This model focused on leadership behaviours which positively influence student outcomes and overall school performance. This model emphasized “strong, directive leadership focused on curriculum and instruction by the principal” (Hallinger, 2007, p. 2). As Bush (2014) noted, “instructional leadership is primarily about the direction of leaders’ influence because of its focus on improving teaching and learning,” meaning that the primary focus is on the leader exerting their influence and guidance in a top-down approach (p. 443). However, these explanations reveal a focus on a single leader, the principal, and their leadership within individual classrooms. Additionally, much of the research promoting this leadership model focused on K-12 schools (Leithwood, 1994). Thus, this model may not capture the nuances of leadership in more complex higher education institutions, where leaders typically wield more substantial authority and assume strategic decision-making responsibilities which influence the institution, department, or division (Ruben et al., 2021).

As Hallinger (2003) described, educational reforms in the 1990s addressed some criticisms of instructional leadership. These reforms resulted from a broader dissatisfaction with the instructional leadership model, which many perceived to focus too heavily on the principal as the center of power. Values shifted from empowering the principal to empowering leadership throughout entire schools, utilizing principles of shared leadership and organizational learning, which promote a collaborative, continuous, and inclusive approach to change. Consequently, subsequent research examined transformational leadership within education. Unlike instructional leadership, which adopts a top-down approach to exerting influence, transformational leadership embraces both top-down and bottom-up approaches, focusing on empowerment and inspiring change by creating a unified school culture and commitment to higher goals (Bush, 2014). As Hitt & Tucker (2016) describe, “by focusing on fostering collaboration and continual inquiry, transformational leaders seek to shape a positive organizational culture and cultivate collective efficacy,” which “binds the leader and teachers in a continual pursuit of higher purposes so that their combined efforts move the organization toward improvement” (p. 535).

Since the early 1990s, Kenneth Leithwood, Doris Jantzi, and their colleagues have championed the adoption of transformational leadership in education management (e.g. Leithwood et al., 1999; Leithwood & Jantzi, 1990; Leithwood & Jantzi, 2005). To do so, they adapted Bass’ work by creating a new model of transformational leadership in schools and describing this style as a requirement for any school’s success in the 21st century. The following eight dimensions were included in this model: (1) building school vision, (2) establishing school goals, (3) providing individualized stimulation, (4) offering individualized support, (5) modelling best practices and important organizational values, (6) demonstrating high performance expectations, (7) creating a productive school culture, and (8) developing structures to foster participation in school decisions (Leithwood, 1994; Leithwood et al., 1999). Furthermore, Leithwood & Jantzi (1990) found six broad strategies that transformational educational leaders used: (1) strengthened the school’s culture, (2) used a variety of bureaucratic mechanisms to stimulate and reinforce cultural change, (3) fostered staff development, (4) engaged in direct and frequent communication about cultural norms, values, and beliefs, (5) shared power and responsibility with others, and (6) used symbols to express cultural values.

Despite its prevalence and support within the literature, transformational leadership has yet to be the most prevalent leadership approach in practice or policy for reasons we will address. Before diving into its challenges, we will first examine the benefits of this leadership approach in more detail. Subsequently, we will analyze the components of transformational leadership to illustrate why this approach yields such benefits.

Benefits of Transformational Leadership

In a systematic review of 15 studies, Wilson Heenan et al. (2023) found that transformational school leadership was closely related to a multitude of positive impacts on school staff and culture. This connection was attributed to increased “organizational and team cohesiveness, collaboration, organizational health, collective efficacy, effective learning and staff development, and increased school productivity” (p. 19). Additional research has reinforced the positive effects of transformational leadership on educators, including positive impacts on job performance, job satisfaction, and school commitment, all of which contribute to overall school success (Dumay & Galand, 2012). As highlighted by Espinoza (2013), educational leaders who embrace a transformational leadership style foster an environment where teachers are more likely to become leaders themselves (Robinson et al., 2008). Moreover, this leadership approach contributes to the development of stronger teacher efficacy, heightening their perception of their ability to positively impact students, work through issues that arise, and drive positive change (Bangs & Frost, 2012; Demir, 2008; Leithwood et al., 1999).

Ross & Gray (2006) found similar results, with transformational leadership influencing collective teacher efficacy, and predicting commitment to the collective mission, engagement with community partners, and active participation in professional learning. Similarly, Kareem et al. (2023) found that transformational leadership significantly impacted teacher commitment to student development, self-development, and the institution by promoting educational innovation, building a collaborative culture, and empowering leadership through all organizational levels.

Leithwood and Jantzi (1999, 2000, & 2006) demonstrated that transformational leadership leads to stronger organizational commitment and better student engagement. Likewise, Griffith (2004) found that principal transformational leadership was positively associated with teacher job satisfaction, which was associated with lower staff turnover, higher school-aggregated student achievement progress, and lower achievement gaps between minority and non-minority students. This finding demonstrates the positive influence of transformational leadership on achieving educational equity. Shields (2023) echoes this sentiment, arguing that transformational leadership is best suited for today’s complex and diverse schools due to the theory’s orientation toward equity, justice, and creating a better future for everyone. Lastly, Bastedo (2014) looked at links between performance outcomes and charisma, a trait that allows transformational leaders to influence, motivate, and empower those around them (Williams Jr et al., 2018). This study found positive relationships between president charisma, enrolment applications, and financial donations from alums, demonstrating more potential, practical benefits.

Furthermore, numerous articles outline transformational leadership as a particularly effective leadership style when organizations face turmoil or must quickly respond to change (Basham, 2012). Transformational leadership is a change-oriented strategy since it pushes organizations and their people to continuously improve in the short and long term to achieve a higher purpose (Murthy, 2022). One study found a positive association between transformational leadership and follower motivation, where transformational leaders influence followers to be more engaged and inclined to perceive the positive or attractive aspects of organizational change (Faupel & Süß, 2019). This positive outlook, in turn, promotes positive behaviours that endorse and contribute to successfully implementing those changes (Faupel & Süß, 2019). Deschamps et al. (2016) also discussed the connection between transformational leadership and change management. They described how transformational leadership promotes a culture that prioritizes organizational justice, where people believe their leaders and the decisions they make are fair. They also explained that “during a period of change and restructuring, the perception of justice is crucial concerning many aspects of employee behavior because it positively influences motivation, productivity, and performance” (p. 196). Transformational leadership promotes organizational justice by focusing on ethical behaviour, fair treatment, and instilling trust and confidence in followers, which positively impacts satisfaction, commitment, and performance (Deschamps et al., 2016).

Together, these studies demonstrate the many potential benefits of adopting a transformational leadership style. These benefits, most notably, include (1) increased school cohesiveness, (2) increased school commitment, (3) increased productivity, (4) increased adaptability to change, and (5) decreased turnover intentions, which leads to greater staff, student, and institutional performance. However, Ross Paul (2015), an advocate for higher education and former president of the University of Windsor and Laurentian University, describes an interesting paradox in his book Leadership Under Fire: The Challenging Role of the Canadian University President (Second Edition). Despite many educational leaders readily exhibiting transformational leadership behaviours, Paul (2015) discusses how “very few presidents, in Canada at least, would be described or would describe themselves as transformational leaders” (p. 65). Based on the wealth of research outlining the benefits of transformational leadership in organizational and educational contexts, we urge current and future higher education leaders to boldly adopt the title and behaviours of transformational leaders, which we will further describe in the next section.

Components of Transformational Leadership

The four components of transformational leadership, commonly referred to as the 4 I’s, were first introduced by Bass (1985) and have since been refined by many scholars. Instead of an adapted educational leadership model, we have embraced the comprehensive nature of the 4 I’s framework, which we believe is relevant and applicable to higher education contexts. Leaders who practice these four behaviours are said to be transformational leaders.

Idealized Influence

Idealized influence refers to leaders acting as role models and earning followers’ trust, admiration, and respect (Paul, 2015). This component reflects the ethical element of transformational leadership, where leaders are motivated by a moral commitment to the collective good rather than being guided by their own self-interests (Barling, 2014). Leaders with idealized influence place a strong emphasis on relationship building, and strengthening their interpersonal, communication, and overall leadership skills (Al-Husseini & Elbeltagi, 2018). They lead by example, express confidence in the organizational vision, act with integrity and humility, and show a deep respect for others (Barling, 2014). As a result, people look up to these leaders because they “walk the talk” by putting their words into action, thus establishing a foundation of trust and credibility (Kouzes & Posner, 2017). In turn, people are more committed to their leaders, jobs, and the people around them (Al-Husseini & Elbeltagi, 2018). This increased dedication translates into greater willingness to work hard and make a difference, which in turn, reduces their likelihood of leaving the organization (Langston University, n.d.).

Higher education leaders committed to demonstrating idealized influence must consistently be role models within their community and show that their actions align with their words. For example, a higher education leader who emphasizes the importance of academic integrity must set clear ethical standards and exemplify high integrity with their actions. Similarly, a leader who says they are approachable must take actions to be approachable, such as scheduling regular office hours or casual gatherings like coffee chats. Other simple actions such as making eye contact, maintaining an open posture, making small talk, and expressing gratitude can further reinforce a leader’s approachability (Goman, 2018; Kouzes & Posner, 2017; Waber et al., 2014). Ultimately, the leader must prioritize creating a safe space, showing empathy, and actively listening to their followers. Moreover, trust is crucial to building and maintaining meaningful relationships (Frei & Morriss, 2020). Leaders can build trust by showing vulnerability and allowing followers to know them as leaders and individuals (Rosh & Offermann, 2013). For instance, leaders can share lessons from their mistakes and stories of perseverance (Lewis, 2022). Overall, these actions demonstrate idealized influence because they position the leader as a role model and contribute to building trust and nurturing relationships.

Inspirational Motivation

Inspirational motivation refers to motivating and inspiring followers by articulating a compelling vision of the future (Paul, 2015). Leaders with inspirational motivation skilfully communicate a shared vision, creating a greater sense of purpose and stimulating enthusiasm and commitment towards the vision (Al-Husseini & Elbeltagi, 2018). They do so by interacting with followers, setting challenging but realistic goals, and using storytelling to encourage individual and team pride (Barling, 2014). These leaders encourage employees to work hard and achieve more than they thought possible, increasing their sense of accomplishment, meaning, and commitment to the leader and organization (Howell et al., 2022). This sense of empowerment makes followers believe they can overcome current and future challenges, creating a culture of resilience (Barling, 2014). Through these actions, transformational leaders promote shared values and long-term change, which positively affects individual and team performance (Barling, 2014).

Effectively communicating a shared vision is the primary way higher education leaders can demonstrate inspirational motivation. For example, a leader who knows there is a mental health crisis and who is committed to addressing it can craft a vision of a campus environment that prioritizes well-being. The leader can organize a university-wide discussion or event on mental health, explicitly outlining why addressing mental health is important to the leader and how the university can improve. Once the vision is communicated, the leader can organize collaborative goal-setting sessions, allowing faculty, staff, and students to contribute their ideas for achieving this vision. With the help of multiple stakeholder groups, the leader can re-evaluate and re-imagine how the university can promote positive mental health on campus. Following this, they can establish milestones and introduce new resources to achieve the vision. Through these actions, the leader inspires motivation, commitment, and a shared sense of purpose.

Intellectual Stimulation

Intellectual stimulation refers to stimulating the intellectual capabilities of followers (Barling, 2014). Leaders can do so by encouraging them to think for themselves, question their assumptions, reframe problems, use their imagination, and approach old situations in new ways (Paul, 2015). Leaders who intellectually stimulate their followers promote problem-solving and strategic thinking from everyone (Howell et al., 2022). In doing so, leaders create and promote a culture of curiosity, creativity, and innovation (Paul, 2015). By consistently challenging followers to perform at higher levels, these leaders instill a belief that they can accomplish great things (Steinmann et al., 2018). Consequently, leaders encourage others to become leaders themselves, irrespective of their formal position or authority (Barling, 2014). Besides increasing individual and team commitment and performance, these behaviours allow leaders to influence and nurture the next generation of critical and forward-thinking leaders (Barling, 2014).

Higher education leaders committed to inspirational motivation must inspire their followers to be innovative and to be leaders themselves. For example, leaders can promote innovative teaching methods, such as hands-on learning experiences like cooperative education programs or accessible resources like open-source textbooks. Leaders can also foster innovation and collaboration by promoting cross-disciplinary research projects for students and faculty (Mills, 2022). Furthermore, leaders can prioritize sharing power when possible rather than leading with authority and giving strong directives. For instance, leaders can refrain from recommending solutions and instead inquire about the perspectives of their team, who can provide valuable solutions themselves. In doing so, leaders instill confidence and empower others to be critical thinkers and leaders.

Individualized Consideration

Lastly, individualized consideration refers to genuinely caring and paying particular attention to the needs and feelings of others (Paul, 2015). Leaders who provide individualized consideration demonstrate concern for each person’s well-being, achievement needs, and growth needs through appreciating, supporting, coaching, and mentoring (Loon et al., 2012). No matter how brief or in what form, leaders use compassion and empathy to actively listen, focus on the other person, and make each person feel seen, heard, and valued (Barling, 2014). As a result, they are more motivated to have a personal interest in the success or failure of the shared vision and, thus, will continue developing themselves to perform better (Langston University, n.d.). Transformational leaders consider the lived experiences of everyone they can reach, and they reach far to hear these perspectives, driving change that results in better experiences for everyone (Kareem et al., 2023). They look at the unique situations and struggles facing their people and institutions. In particular, they amplify the voices of students who have often been overlooked in educational settings – such as minority students, students with low socioeconomic status, and students with disabilities (Shankar et al., 2013). Overall, individualized consideration is vital in promoting engagement, morale, and performance among all followers, along with advancing equity and inclusivity (Al-Husseini & Elbeltagi, 2018).

Higher education leaders can exemplify individualized consideration by listening. For example, leaders can schedule recurrent one-on-one meetings with different follower groups, such as groups of students or academic departments, to understand and address their unique needs and feelings. Leaders can also demonstrate individualized consideration by trying to learn the names of the people around them. This seemingly simple gesture is quite meaningful, as it communicates to people that they are seen, valued, and respected (Panwar, 2022). Furthermore, leaders can signal their commitment to their followers by regularly taking the time to say thank you or, better yet, by writing personalized thank-you cards (HBR Editors, 2023; Locklear et al., 2020). For example, if a leader meets with a student association about their concerns, sending a thoughtful email or card after the fact about what they learned or appreciated signals that they genuinely care. By getting to know people, responding to their needs, and practicing gratitude, leaders contribute to a more supportive environment where everyone can thrive.

As higher education leaders continue to navigate the intricacies of their institutions, the 4 I’s of transformational leadership – idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration – stand as guiding principles for those who seek to inspire, motivate, and lead with lasting impact. Without these principles, the institution may lack direction and inspiration, where faculty, staff, and students are disengaged, unfulfilled, and have little motivation to strive for great things. As a result, these institutions would struggle to foster a vibrant community which prioritizes collective achievement and success and where everyone can grow and thrive together (Davis, 2023).

Criticisms of Transformational Leadership

As previously noted, transformational leadership is not the most prevalent leadership approach in practice or policy, prompting the question of why this is the case. A primary critique of transformational leadership is its ambiguity and lack of conceptual clarity (Bass & Riggio, 2006; Ruben et al., 2021). Critics argue that the theory is vague, subjective, and focuses too much on the leader’s vision and personal traits, making it difficult to consistently evaluate and measure the style. Critics also argue that the breadth of transformational leadership makes it challenging to distinguish it from other styles. For example, scholars describe similar traits and actions with charismatic, servant, and authentic leadership, making it difficult to differentiate and define the unique characteristics of each (Anderson & Sun, 2017). In addition, some critics argue that the visionary aspect of transformational leadership is unsuitable for educational contexts. They argue that transactional or instructional leadership is better suited for higher education leaders since directive rather than visionary leadership is crucial for the “more routine and less glamourous aspects of academic life” (Ruben et al., 2021, p. 141).

You may share the same criticisms that transformational leadership seems unrealistic or too visionary to be practical. Nevertheless, we argue that the theory’s “lack of conceptualization” serves a purpose. Transformational leadership emphasizes change, adaptability, flexibility, and self-reflection on the part of the leader. Strong transformational leaders must take the time to look into the future, listen to their followers, determine what collective vision drives the organization, and apply transformational leadership principles in meaningful ways to build commitment and trust.

Furthermore, transformational leadership is well-suited to educational contexts since its core principles seamlessly align with the typical objectives of higher education. These values include innovation, collaboration, inspiration, integrity, adaptability, and inclusivity – all of which align with transformational leadership and contribute to the forward-thinking culture of many academic institutions. The style also promotes inspiration and motivation – qualities which can get lost in increasingly complex and changing environments (Carucci, 2022; Murthy, 2022). Without these qualities, higher education institutions may struggle to foster a sense of purpose and commitment among their people, leading to a potential decline in morale and performance (Langston University, n.d.). A lack of purpose and commitment can also lead to resistance to change and an inability to adapt to new challenges, which can result in lost opportunities to better the institution (Hubbart, 2023).

Critics have also raised concerns about this approach being “elitist” and “anti-democratic” because of its emphasis on individual leaders’ actions (Bass & Riggio, 2006; Ruben et al., 2021). Transformational leadership emphasizes the charismatic qualities of leaders, including their vision, inspiration, and personal appeal, which has led some to argue that it can create an environment of manipulation, unchecked authority, and megalomania (Tourish, 2013). The potentially dark side of this style emerges when a leader’s personality and motives are unethical or self-serving, which can result in authority being based on superiority and personal charm rather than democratic or moral principles (Wilson Heenan et al., 2023).

Realistically, any leadership style has the potential for negative consequences and harm (Lin et al., 2019). These consequences are not inherent to the theory but the result of leaders misapplying it. As Berkovich (2016) and Wilson Heenan et al. (2023) describe, rather than abandoning transformational leadership as a theory, it is an exciting time to address these shortcomings and apply it in real-life contexts.

How to Be a Transformational Leader

In this section, we will explore some guidelines for higher education leaders on applying transformational leadership in their institutions.

Lead boldly. Transformative leaders must have a clear understanding of who they are and what their core values are (Kouzes & Posner, 2017). Challenge not only your own ways of thinking but also those around you. Imagine a better future and find innovative ways to think, operate, and achieve. With your energy and enthusiasm, get people excited about your vision and excited to be a part of your team or institution (Bakker et al., 2023).

Walk the talk. Higher education leaders should be mindful that every action has a powerful influence (Mrig & Sanaghan, 2017). It is crucial that your behaviours align with your values to establish yourself as a credible leader and help build trust (Kouzes & Posner, 2017). Set clear goals with yourself and check in frequently (Ravishankar & Alpaio, 2022). Hold yourself accountable and learn from your mistakes through frequent self-reflection (Abusaid, 2023). Embrace your successes and failures and recognize that both make you a better leader (Wells, 2023).

Be visible. Show up as much as you can. Not only does visibility help you stay in touch with what is happening, but it also shows that you care (Kouzes & Posner, 2017). In doing so, you become more genuine and human, which demystifies you as a person (Smith & Cheng-Cimini, 2023). You also reinforce that you genuinely care about the well-being of your institution and its people.

Build strong relationships. Building strong relationships requires actively listening and valuing the diverse perspectives within your institution and community (Bourke & Titus, 2019). Communicate frequently and meaningfully with your followers – not only at major events and not only with your direct reports and inner circle (Kouzes & Posner, 2017). Ask thoughtful and meaningful questions to discover what people value and need. Demonstrate that you value their input and perspective and reinforce that their input truly matters (University of Massachusetts Global, n.d.). Recognize that sharing power makes you a stronger leader, not a weaker one (Battilana & Casciaro, 2021). Create a safe environment and seek involvement from your followers in decision-making (Steinmann et al., 2018). Be willing to accept feedback and criticism, even if it differs from your viewpoint (Scott et al., 2023).

Bring your vision to life. To inspire people, you must paint a compelling vision you genuinely believe in (Kouzes & Posner, 2017). Utilize the power of storytelling and metaphors to make it more relatable and emotionally impactful (Gothelf, 2020). Use cultural symbols such as logos, mascots, school rituals, and other unique forms to make your vision more concrete and tangible (Kouzes & Posner, 2017). Highlight examples that demonstrate the higher purpose you are striving to achieve (Cherry, 2023). These actions demonstrate your commitment to making a difference and motivating the people around you to feel the same.

Prioritize your well-being. Lastly, healthy institutions must prioritize the well-being of everyone involved, including its leaders (McKinsey Health Institute, 2022). Much research has demonstrated that leadership impacts employees’ overall well-being (e.g., Arnold et al., 2007; Baer et al., 2015; Kelloway et al., 2012; Kloutsiniotis et al., 2022). Besides the personal consequences of extreme stress (i.e., personal distress, increased alcohol use, sleep disturbances, insomnia), there are severe consequences for entire organizations, including low morale, absenteeism, increased turnover, and deteriorated performance (Maslach & Jackson, 1981). As a result, you must take care of yourself by engaging in positive health behaviours, including getting enough sleep, regularly exercising, prioritizing proper nutrition, practicing mindfulness, taking time to disconnect from work, and maintaining a solid support system (Mazurek Melnyk & Neale, 2018). By safeguarding your well-being, you will make better decisions, be a better leader, and positively contribute to your institution’s overall health and success (Brower, 2023).

Moving Forward

As articulated by Jim Kouzes and Barry Posner (2017), award-winning authors and leadership scholars, in their book The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations, “We often think of leadership as something big and grand, but based on my experiences, I think real leadership is everywhere and in the daily moments. We all have several opportunities in our daily lives to seize the moment and be the leaders we can be. Each and every one of us has a choice to be that leader” (p. 296). In every choice we make, and in whatever role we play, the potential to be a transformative leader exists.

Being a leader in higher education is indisputably a challenging undertaking. Despite its challenges, we urge higher education leaders to adopt and promote a transformational leadership style. Besides the core principles of transformational leadership aligning with the core values of most academic institutions – notably innovation, adaptability, and inclusivity – it allows higher education leaders to create an environment where individuals are inspired to reach their full potential, and institutions can strategically adapt to change. As a result, transformational leaders can create an impactful legacy within their institutions and the broader community and contribute to achieving a brighter future.

References

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