Leadership for art and design higher education

Proceeding from the assumption that there is, and has been, inadequate emphasis on appropriate leadership development and support, at all levels since incorporation; this chapter examines contemporary evidence and experiences to test those assumptions. The 12 case studies underpinning this chapter were conducted during and after the GLAD Conference at Cambridge in 2007. They were conducted using a template of questions and their sources remain confidential to the authors of this chapter. Direct quotations from the interviews illustrate or evidence claims and commentary in the text, and are anonymous.
Those selected for interview as case studies represent a balance of gender and age. They are drawn from a range of academic backgrounds including research, teaching and learning and professional practice. They currently hold, or have held, a range of posts considered appropriate to this study, including; module leader, course tutor, head of department, associate dean, dean, pro-vice-chancellor, reader and professor. The individuals interviewed work
in specialist art and design colleges, universities in the UK and overseas.

The case studies provide evidence of experience and perceptions of the nature of the challenges and demands faced by those in roles from entry to higher education, through to senior art and design leaders. They are used to identify
future challenges whilst examining the experience of leaders and managers at different points in their careers and key issues, which are associated with entry to and progression through the various levels.

Whilst a growing amount of research in pedagogy explores discipline-related differences and identities, most of the available literature on leadership and management development in higher education is generic. This chapter considers
some aspects of the alignment of a discipline-oriented identity with leadership and management characteristics and capabilities, in order to characterise the nature of effective leadership and management in art and design higher
education.

The chapter is organised around an exploration of context, followed by three sections aligned to the life cycle of a typical leadership and management career: early years, mid-life, and senior professional. The concluding section features key considerations and recommendations.