Higher Education Leadership and Personal Wellbeing

Abstract

Universities have to work with increasingly performative accountability systems. In England, the whole purpose of higher education (HE) is being contested, with the UK government suggesting graduates look at which degree equates to the best lifetime earnings rather than other, more academic concerns. For those in leadership roles, there is a difficult balancing act required between educational values and pragmatic response, which can take a toll on individual and team wellbeing. In this chapter, drawing on literature from HE management, wellbeing, and the emotions of leadership, the author discusses the personal, affective side of leadership within the complex policy context where the personal and the political intertwine. Four principles for wellbeing in HE will be explored, alongside the three frames – learning leadership, surviving organizations, and performing leadership – in order to understand further the complexities and challenges that a leader faces.

Citation

Crawford, M. (2024), "Higher Education Leadership and Personal Wellbeing", Walker, K.D. and Kutsyuruba, B. (Ed.) The Emerald Handbook of Wellbeing in Higher Education: Global Perspectives on Students, Faculty, Leaders, and Institutions, Emerald Publishing Limited, Leeds, pp. 213-224. https://doi.org/10.1108/978-1-83797-504-420241015