Non- Formal Academic Leadership Roles And Their Impact on Enhancing Performance Within Higher Education Institutions : A Case Study Inspired From Practical Experience

Authors

  • Adel Mahmoud Al Samman Dept. of Bus. Administration, Applied Science University, Bahrain

DOI:

https://doi.org/10.15520/sslej.v3i6.2193

Abstract

Developing leaders and leadership are key factors to improve learning and teaching in higher education. Even though
the formal academic leadership roles’ effect on the teaching process is covered by abundant literature, few of them
talked about the non- formal academic leadership roles’ impact. In this paper, I undertake a qualitative descriptive study
of my non-formal academic leadership roles and how they affected the process of teaching and learning in one of the
Bahraini private higher education institutions. I have adopted a holistic approach towards my own experience within
higher education non-formal leadership roles in a number of areas: (1) Design and redesign of learning activities, (2)
Support teaching and learning, (3) Assessment and Feedback, (4) Creating a convenient learning environments, and
(5) Continuing Professional Development. This qualitative descriptive study was to investigate how academics with nonformal
leadership positions understand, describe and develop their leadership in ways consistent with advancing and
improving learning and teaching in higher education. It used the reflective account of professional practice, and two
case studies to reveal importance non-formal academic leadership roles play in affecting faculty members within higher
education.

References

A, B. B. (2010). A proposed program based on the professional competencies necessary for arabic language educators in aseer area in the light of their training needs. Black, S. A. (2015). Qualities of effective leadership in higher education department of human resources. Open Journal of Leadership, 4, 54-66. , Bolden, R., Petrov, G. G., and J. (2007). ‘tensions in higher education leadership: Towards a multi-level model of leadership practice’, paper presented at the annual conference of the society for research into higher education. Braskamp, L. O. and J.C. (1994). Assessing Faculty Work . Francisco: Jossey-Bass, San. Bryman, A. (2007a). Barriers to integrating quantitative and qualitative research. Journal of Mixed Methods Research, 1(1):8–22. Bryman, A. (2007b). Effective Leadership in Higher Education. Leadership Foundation for Higher Education, London. Bukari, M. (2015). Exploring the role of mentoring in the quality of teacher training in ghana. International Journal of Learning & Development, 5(1):46–67. Carr, W. and Kemmis, S. (2004). Becoming Critical: Education, Knowledge and. Action Research. Taylor & Francis. Curran, R. and Millard, L. (2015). Engaging students as partners in learning and teaching: Implications for academic development. International Journal for Academic Development. V, 21(1). Day, C. (1999). Developing Teachers: The Challenges of Lifelong Learning. Falmer Press, London. Eggert, K. C. and J. (2007). Can Mentoring As A Mutually Developmental Relationship Exist In Organizations?. Paper presented at the Academy. Indianapolis, IN. Entwistle, N. J. (1991). Approaches to learning and perceptions of the learning environment. Higher Education, 22:201–204. Gee, K. P. and A. (2017). Improving academic mentoring relationships and environments. Acoustics Today. Volume, 13(3):27–35. Hine, G. S. C. (2013). The importance of action research in teacher education programs. issues in. Educational Research, 23(2):2013–163. Jawitz, J. (2009). Academic identities and communities of practice in a professional discipline, volume 14. Johnson, D. W. and Johnson, R. T. (1995). Social interdependence - cooperative learning in education. In Bunker, B. and Rubin, J. Z., editors, Conflict, Cooperation, and Justice, pages 205– 251, San Francisco. JosseyBass Publishers. Kemmis, S. and McTaggart, R. (1988). The action research planner. Deakin University Press, Geelong, Australia. Lee, S. P., McGee, R., Pfund, C., and Branchaw, J. (2015). Mentoring up: learning to manage your mentoring relationships. pages 133–153, Syracuse. The Graduate School Press. Malderez, A. (2001). New elt professionals. English Teaching Professional, 19:57–58. Martensson, K., Roxa, T. O., and T. (2011). Developing a quality culture through the scholarship of teaching and learning. Higher Education Research & Development, 30(1):51–62. Social Science Learning Education Journal Al Samman 7 Mhlongo, F. (2001). Teacher empowerment as a strategy for educational change. Moghtadaie, L. and Taji, M. (2016). Study of the performance of faculty members according to talent management approach in higher education. Educational Research and Reviews, 11(8):781–790. Morrice, P. D. J. (2012). The use of virtual learning environments and their impact on academic performance. Engineering Education, 7(1):11–19. Noe, R., Greenberger, D., and Wang, S. (2002). Mentoring: What we know and where we might go, volume 21. Emerald Group Publishing Limited. O’Neill, G. (2015). Curriculum design in higher education: Theory to practice, dublin: Ucd teaching & learning. Also available from UCD Research repository at; http://www.ucd.ie/t4cms/ UCDTLP0068.pdf. Pfund, C., Pribbenow, C. M., Branchaw, J., Lauffer, S. M., and Handelsman, J. (2006). The merits of training mentors. Science, 311(5760):473–474. Report, H. E. A. (2018). Academic Leadership Program. University of Bahrain. Robertson, L. J. and Beck, J. A. (2003). Assessment in the human sciences. Journal of Family and Consumer Sciences, 95(4):53– 60. Rose, J. and Reynolds, D. (2014). Teachers’ continuing professional development: A new approach. 20th annual world icsei. international congress for effectiveness and improvement. PP, 2019:240. Samman, A. A. (2016). Students’ class participation in english oriented education/ training programs: The egyptian case. International Journal of Economics, Commerce, and Management. UK ISSN, 2348(386):690–706. Samman, A. Z. A. and F. (2018). Using students’ evaluation in improving teaching. International Journal of Learning and Development. ISSN, 2164(4063):37–52. Scott, C. (2015). The Futures of Learning 3: What Kind of Pedagogies for the 21st Century?. Educational, Scientific and Cultural Organization. United Nations. Straus, S., Johnson, M., Marquez, C., and Feldman, M. (2013). Characteristics of successful and failed mentoring relationships: A qualitative study across two academic health centers. acad med. Wrenn, J. W. and B. (2009). Enhancing Learning by Integrating Theory and Practice, volume 21. Social Science

References

A, B. B. (2010). A proposed program based on the professional
competencies necessary for arabic language educators in aseer
area in the light of their training needs.
Black, S. A. (2015). Qualities of effective leadership in
higher education department of human resources. Open Journal of
Leadership, 4, 54-66.
,
Bolden, R., Petrov, G. G., and J. (2007). ‘tensions
in higher education leadership: Towards a multi-level model of
leadership practice’, paper presented at the annual conference
of the society for research into higher education.
Braskamp, L. O. and J.C. (1994). Assessing Faculty
Work . Francisco: Jossey-Bass, San.
Bryman, A. (2007a). Barriers to integrating quantitative
and qualitative research. Journal of Mixed Methods
Research, 1(1):8–22.
Bryman, A. (2007b). Effective Leadership in Higher Education.
Leadership Foundation for Higher Education, London.
Bukari, M. (2015). Exploring the role of mentoring in the quality
of teacher training in ghana. International Journal of Learning
& Development, 5(1):46–67.
Carr, W. and Kemmis, S. (2004). Becoming Critical: Education,
Knowledge and. Action Research. Taylor & Francis.
Curran, R. and Millard, L. (2015). Engaging students as partners in
learning and teaching: Implications for academic development.
International Journal for Academic Development. V, 21(1).
Day, C. (1999). Developing Teachers: The Challenges of Lifelong
Learning. Falmer Press, London.
Eggert, K. C. and J. (2007). Can Mentoring As A Mutually
Developmental Relationship Exist In Organizations?. Paper
presented at the Academy. Indianapolis, IN.
Entwistle, N. J. (1991). Approaches to learning and perceptions of
the learning environment. Higher Education, 22:201–204.
Gee, K. P. and A. (2017). Improving academic mentoring
relationships and environments. Acoustics Today. Volume,
13(3):27–35.
Hine, G. S. C. (2013). The importance of action research in
teacher education programs. issues in. Educational Research,
23(2):2013–163.
Jawitz, J. (2009). Academic identities and communities of practice
in a professional discipline, volume 14.
Johnson, D. W. and Johnson, R. T. (1995). Social interdependence
- cooperative learning in education. In Bunker, B. and Rubin,
J. Z., editors, Conflict, Cooperation, and Justice, pages 205–
251, San Francisco. JosseyBass Publishers.
Kemmis, S. and McTaggart, R. (1988). The action research planner.
Deakin University Press, Geelong, Australia.
Lee, S. P., McGee, R., Pfund, C., and Branchaw, J. (2015). Mentoring
up: learning to manage your mentoring relationships. pages
133–153, Syracuse. The Graduate School Press.
Malderez, A. (2001). New elt professionals. English Teaching
Professional, 19:57–58.
Martensson, K., Roxa, T. O., and T. (2011). Developing a quality
culture through the scholarship of teaching and learning.
Higher Education Research & Development, 30(1):51–62.
Social Science Learning Education Journal
Al Samman 7
Mhlongo, F. (2001). Teacher empowerment as a strategy for
educational change.
Moghtadaie, L. and Taji, M. (2016). Study of the performance
of faculty members according to talent management approach
in higher education. Educational Research and Reviews,
11(8):781–790.
Morrice, P. D. J. (2012). The use of virtual learning environments
and their impact on academic performance. Engineering
Education, 7(1):11–19.
Noe, R., Greenberger, D., and Wang, S. (2002). Mentoring: What
we know and where we might go, volume 21. Emerald Group
Publishing Limited.
O’Neill, G. (2015). Curriculum design in higher education: Theory
to practice, dublin: Ucd teaching & learning. Also available
from UCD Research repository at; http://www.ucd.ie/t4cms/
UCDTLP0068.pdf.
Pfund, C., Pribbenow, C. M., Branchaw, J., Lauffer, S. M., and
Handelsman, J. (2006). The merits of training mentors.
Science, 311(5760):473–474.
Report, H. E. A. (2018). Academic Leadership Program. University
of Bahrain.
Robertson, L. J. and Beck, J. A. (2003). Assessment in the human
sciences. Journal of Family and Consumer Sciences, 95(4):53–
60.
Rose, J. and Reynolds, D. (2014). Teachers’ continuing professional
development: A new approach. 20th annual world icsei.
international congress for effectiveness and improvement. PP,
2019:240.
Samman, A. A. (2016). Students’ class participation in
english oriented education/ training programs: The egyptian
case. International Journal of Economics, Commerce, and
Management. UK ISSN, 2348(386):690–706.
Samman, A. Z. A. and F. (2018). Using students’ evaluation in
improving teaching. International Journal of Learning and
Development. ISSN, 2164(4063):37–52.
Scott, C. (2015). The Futures of Learning 3: What Kind of
Pedagogies for the 21st Century?. Educational, Scientific and
Cultural Organization. United Nations.
Straus, S., Johnson, M., Marquez, C., and Feldman, M.
(2013). Characteristics of successful and failed mentoring
relationships: A qualitative study across two academic health
centers. acad med.
Wrenn, J. W. and B. (2009). Enhancing Learning by Integrating
Theory and Practice, volume 21.
Social Science

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Published

2018-06-15

How to Cite

(1)
Al Samman, A. M. Non- Formal Academic Leadership Roles And Their Impact on Enhancing Performance Within Higher Education Institutions : A Case Study Inspired From Practical Experience. sslej 2018, 3, 85-91.

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